Instructional Intervention Teams Level 1 Training

1. Instructional Intervention TeamsLevel 1 Training Beliefs, Behaviors & the Basic Skills of Collaborative Problem Solving Day 1 July 2013

2. Model For Adult Learning Joyce & Showers, 1980,1992 Rosenfield & Gravois,1996

3. Objectives • Participants will: • gain an understanding of problem-solving teams and how they function, • explore and practice communication and collaboration skills, • gain an understanding of how culture influences problem solving, and • be introduced to the stages of problem solving.

4. Finish the sentence… Choose one sentence strip Share your name, position, school and finish the sentence

5. Every student is inspired to learn and empowered to excel. We cultivate a vibrant learning community that prepares students to thrive in a dynamic world. Vision and Mission

6. Every student achieves academic excellence in an inspiring, engaging, and supportive environment. Every staff member is engaged, supported, and successful. Families and the community are engaged and supported as partners in education. Schools are supported by world-class organizational practices. System Goals

7. 2012-2013 CFIP-IIT Connections 2011 – 2012 MS Trainings 2010 – MS Workgroup and Essential Elements 2008 – MSDE Commendation 2005 – High Leverage Strategy 2000 – HCPSS Program Evaluation 1996 – Kid Talk 1990 – Instructional Consultation Teams

10. Where are we now and where are we going?!

11. Assumptions of Instructional ConsultationRead page 1646 “Importance of Underlying Assumptions”

12. IIT Beliefs • Review each statement • Select one statement that stands out for you • At your table, share the statement and why it is significant • Share how the statement is or is not consistent with practices observed at your school

13. Do our words and actions fit? Or are we trying to force the process to fit?

14. The Problem-Solving Process • Purpose • Goals • Essential Elements • Team Make-Up • Why request assistance?

15. Problem-Solving Stages • Contracting • Problem Identification • Strategy/Intervention Design • Intervention • Evaluation and Closure

16. Student Match=Success Instruction Task Instructional Triangle

17. Variance explained by each factor Contribution of each factor to overall Student Achievement for the Typical learner Student = 50-60% Task = 5-15% Instruction = 25-35% Bloom, 1976 HCPSS/OSS/Level I Fall 08/mlk/08

18. The amount of variance explained by each factor Low Achiever: • Student comes with LESS Prior Knowledge • Student accounts for LESS • Instruction and Task factors account for MORE Student = 10-20% Task = 40-45% Instruction = 40-45% HCPSS/OSS/Level I Fall 08/mlk/08

19. The amount of variance explained by each factor Low Achiever: • Student comes with LESS Prior Knowledge • Student accounts for LESS • Instruction and Task factors account for MORE Student = 10-20% Task = 40-45% Instruction = 40-45% HCPSS/OSS/Level I Fall 08/mlk/08

20. Case Example from a Teacher’s Perspective:Megan BrownFulton ES

21. Q & A

22. How do you define collaboration??

23. Collaboration - a process of working together to achieve desired results. • Shared vision, mission, power, resources, responsibilities • Common goals • Positive results • Interdependent system • Joint planning, implementation and evaluation • Adapted from: Collaboration Framework - Addressing Community Capacity: the national Network for Collaboration http://crs.uvm.edu/nnco/collab/framework.html

24. Informing Disseminating information: Student Progress/ Concerns Data Curriculum Levels of Teacher Interactions Assistance Requesting help with classwork Complying with requests Sharing Materials/ Activities Expertise Instructional and behavioral strategies Fused Work Teaching, grading, assessing together Planning curriculum Problem Solving Time and Scheduling commitment L. Hook, E., Hurd., R. Jurish, E. Kinsler, M. Levinsohn-Klyap, S. Rosenfield, C., Schulmeyer (2012)

25. Collaborative Communication • …one person who is truly understanding, who takes the trouble to listen to us as we consider a problem, can change our whole outlook on the world. • - Dr. E.H. Mayo

26. A teacher has requested assistance from your team because of concerns about a student who is often off task and disruptive. Demonstrate a conversation that illustrates anunproductive pattern of listening related to this situation.

27. Productive Communication • Dialogue • To suspend assumptions and genuinely ‘think together.” • Working to develop a shared understanding • Listening • Understand another’s point of view • Express another person’s ideas, emotions and problems From Senge, P. M., “The Fifth Discipline: The Art and Practice of the Learning Organization” (1990) and Senge, P., “Schools that Learn” (2000)

28. Key Communication Skills • Paraphrasing • Perception Checking • Clarifying Questions • Requesting Clarification • Summarizing • Relevant Questions • Offering Information • Active and Attentive Listening Collaborative Skills Use these the most Not as collaborative Use sparingly

29. A problem well stated is a problem half-solved.- Charles Kettering (and Mary Levinsohn-Klyap concurs!)

31. Case PresentationAimee Kandelman, School Psychologist

32. Questions for Aimee? • Questions for Participants: • How did Aimee describe the collaborative relationship? • What aspects of the Instructional Triangle did Aimee address? • In which stage do you think the communication skills were most critical and why?

33. Where are you now?

34. Questions?Feedback

35. Instructional Intervention Teams Level 1 Training Beliefs, Behaviors & the Basic Skills of Collaborative Problem Solving Day 2 July 2013

36. Questions From Day 1 • What is IIT? • What is CFIP? • When do you request assistance from IIT? • Will we get more time to practice communication skills, using the SDF and implementing the process? • How is the triangle explained in an actual case? • How do you develop statements in observable and measurable terms? • How does a school start implementing IIT with Case Management?

37. IIT is like…

38. How Beliefs Drive Our Actions

40. Case Manager’s perception of Teacher Teacher’s perception of Case Manager Case Manager’s perception of student Teacher’s perception of student

42. Key Communication Skills • Paraphrasing • Perception Checking • Clarifying Questions • Requesting Clarification • Summarizing • Relevant Questions • Offering Information • Active and Attentive Listening Collaborative Skills Use these the most Not as collaborative Use sparingly

43. Communication SkillsPractice • Paraphrase, perception check, clarify… NO Questions

44. ENTRY & CONTRACTING: • Establish the collaborative relationship • Clarify Expectations • Basis for Problem Solving • Stages and Roles • Non-evaluative and Confidential • Parent Contact

45. Listen…

46. What did you hear?

47. PROBLEM IDENTIFICATION & ANALYSIS: • Most important and likely longest stage • All aspects of the triangle considered • A shared understanding

48. Listen…

49. What did you hear?

50. Observable and Measurable • What we can see • What we can measure • Selected information, NOT the only information