Collaborative Problem Solving

1. Collaborative Problem Solving/Planning(Problem Solving for the Problem Solving Team) National Association of School Psychologists March 29, 2007 New York City, NY Rachel Cohen, Ph.D. Jose Castillo, M.A. Michael J. Curtis, Ph.D.

2. Calls for change No Child Left Behind (NCLB), 2001 Individuals with Disabilities in Education Improvement Act (IDEIA), 2004 Multi-site Conference on the Future of School Psychology, 2002 ????calls for change PERSIST (Sheridan & Gutkin, 2000). NCLB- increased accountability in the form of measurable positive outcomes for students achieved through the use of scientifically-based professional practices. All students of all subgroups must meet state standards for reading, math, and science? flexible service delivery IDEIA - takes out requirement for achievement iq discrepancy, included option to use a lack of a response to intervention as an eligibility criteria The No Child Left Behind Act (NCLB, 2002) and the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) ? the problem-solving method is identified as the best way to achieve better outcomes for students (Tilly, this volume). One outcome of the 2002 Multisite Conference on the Future of School Psychology was a proposed paradigm shift in the foundational philosophy of school psychology away from a special education focused medical model to a public health model in which health promotion and problem prevention are dominant themes (Dawson et al., 2004). ????calls for change PERSIST (Sheridan & Gutkin, 2000). NCLB- increased accountability in the form of measurable positive outcomes for students achieved through the use of scientifically-based professional practices. All students of all subgroups must meet state standards for reading, math, and science? flexible service delivery IDEIA - takes out requirement for achievement iq discrepancy, included option to use a lack of a response to intervention as an eligibility criteria The No Child Left Behind Act (NCLB, 2002) and the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) ? the problem-solving method is identified as the best way to achieve better outcomes for students (Tilly, this volume). One outcome of the 2002 Multisite Conference on the Future of School Psychology was a proposed paradigm shift in the foundational philosophy of school psychology away from a special education focused medical model to a public health model in which health promotion and problem prevention are dominant themes (Dawson et al., 2004).

3. School Psychologists as Change Agents School psychologists can, should, and must play a significant role in changing American education! Discrepancy between where school psychologists actually spend most of their time where they want to spend more of their time (Meacham & Peckham, 1978) Special education-related activities dominate practices of many school psychologists (Curtis, Grier, Abshier, Sutton, & Hunley, 2002; Curtis, Lopez, Batsche, & Smith, 2006) How many can relate to this finding? School psychologists are finding themselves in the position of change agents in their school while many do not have the foundation or skills in systems change. This presentation will provide an overview of the systems change literature, a problem solving model for initiating and sustaining systems-level change, and an example of systems-level change in a school. Attendees will gain a systems perspective on school change, or �ability to understand how the various component parts of a system, the system itself, and the surrounding systems or environment influence one another� (Curtis & Stollar, 2001, p. 225) and will learn how to implement change in their schools. ? School psychologists can, should, and must play a significant role in changing American education! For the last half century, the literature has included calls for role expansion (Cutts, 1955), and reResearch has documented major discrepancies between the professional practices in which school psychologists actually spend most of their time (i.e., assessment and other activities relating to special education eligibility) and those in which they want to spend more of their time (e.g., consultation and intervention-focused services) (Meacham & Peckham, 1978). ? However, relatively little seems to have changed across that time in terms of what school psychologists do. Special education-related activities continue to dominate the professional lives of many school psychologists (Curtis, Grier, Abshier, Sutton, & Hunley, 2002; Curtis, Lopez, Batsche, & Smith, 2006). Kn How many can relate to this finding? School psychologists are finding themselves in the position of change agents in their school while many do not have the foundation or skills in systems change. This presentation will provide an overview of the systems change literature, a problem solving model for initiating and sustaining systems-level change, and an example of systems-level change in a school. Attendees will gain a systems perspective on school change, or �ability to understand how the various component parts of a system, the system itself, and the surrounding systems or environment influence one another� (Curtis & Stollar, 2001, p. 225) and will learn how to implement change in their schools. ? School psychologists can, should, and must play a significant role in changing American education! For the last half century, the literature has included calls for role expansion (Cutts, 1955), and reResearch has documented major discrepancies between the professional practices in which school psychologists actually spend most of their time (i.e., assessment and other activities relating to special education eligibility) and those in which they want to spend more of their time (e.g., consultation and intervention-focused services) (Meacham & Peckham, 1978). ? However, relatively little seems to have changed across that time in terms of what school psychologists do. Special education-related activities continue to dominate the professional lives of many school psychologists (Curtis, Grier, Abshier, Sutton, & Hunley, 2002; Curtis, Lopez, Batsche, & Smith, 2006). Kn

4. Problem The preparation of most school psychologists has not included knowledge and skills relating to systems change Only recent NASP standards for training programs address system-level influence and change School Psychology: A Blueprint for Training and Practice III Unfortunately, the preparation of most school psychologists has not included knowledge and skills relating to systems change. In fact, only the most recent standards for training programs adopted by the National Association of School Psychologists (NASP) (NASP, 2000b) and guidelines for the provision of school psychological services (NASP, 2000a) address preparation and practice in system-level influence and change. Nevertheless, the inclusion of systems change in these most recent documents attests to the growing recognition of the importance of this area. In addition, the recently published School Psychology: A Blueprint for Training and Practice III (Ysseldyke, et al., 2006; Ysseldyke, this volume) places special emphasis on knowledge and skills in understanding and changing systems. Unfortunately, the preparation of most school psychologists has not included knowledge and skills relating to systems change. In fact, only the most recent standards for training programs adopted by the National Association of School Psychologists (NASP) (NASP, 2000b) and guidelines for the provision of school psychological services (NASP, 2000a) address preparation and practice in system-level influence and change. Nevertheless, the inclusion of systems change in these most recent documents attests to the growing recognition of the importance of this area. In addition, the recently published School Psychology: A Blueprint for Training and Practice III (Ysseldyke, et al., 2006; Ysseldyke, this volume) places special emphasis on knowledge and skills in understanding and changing systems.

5. Problem (continued) Sarason (1990) purports that a lack of understanding of systems functioning and change principles has doomed many school reform efforts to failure from the start We have the means and tools to make the change, but we have failed to implement those practices effectively in a specific school setting. ? We have the means and tools to make the change ? the problem does not lie with the availability of effective practices; it lies with the failure to implement those practices effectively in a specific school setting. ? How do you go from one point to another-how do schools change? ? In fact, Sarason (1990) purports that a lack of understanding of systems functioning and change principles has doomed many school reform efforts to failure from the start. ? knowledge and skills relating to both the innovative practice and systems change are essential if we are to be successful in bringing about meaningful change in our schools. school psychologists need to call upon three areas of expertise: (a) understanding human behavior from a social systems perspective, (B) familiarity with principles for organizational change. (C) ability to use collaborative planning and problem solving procedures,? We have the means and tools to make the change ? the problem does not lie with the availability of effective practices; it lies with the failure to implement those practices effectively in a specific school setting. ? How do you go from one point to another-how do schools change? ? In fact, Sarason (1990) purports that a lack of understanding of systems functioning and change principles has doomed many school reform efforts to failure from the start. ? knowledge and skills relating to both the innovative practice and systems change are essential if we are to be successful in bringing about meaningful change in our schools. school psychologists need to call upon three areas of expertise: (a) understanding human behavior from a social systems perspective, (B) familiarity with principles for organizational change. (C) ability to use collaborative planning and problem solving procedures,

6. School psychologists need 3 areas of expertise. . . Understanding of human behavior from a social systems perspective Familiarity with principles for organizational change Ability to use collaborative planning and problem solving procedures ? ?

7. Goals of Collaborative Problem Solving/Planning 1. Resolve or improve the problem 2. Improve the problem-solving/planning skills of all involved in the process GOAL OF PS ? increase the problem-solving capacity of the system so that it can deal with all problems more effectively direct training in problem solving methods will result in greater and more immediate skill development (e.g., see Curtis & Metz, 1986; Zins & Ponti, 1996).GOAL OF PS ? increase the problem-solving capacity of the system so that it can deal with all problems more effectively direct training in problem solving methods will result in greater and more immediate skill development (e.g., see Curtis & Metz, 1986; Zins & Ponti, 1996).

8. Effective Problem Solving/ Planning Groups Human Emphasis 1 9 1 9 Task Emphasis

9. Steps of Collaborative Problem Solving/Planning Describe the problem and goal in concrete, descriptive, behavioral terms Analyze the specific issue chosen by factors that may help to reduce or eliminate the problem or those that serve as a barrier to its resolution Select one barrier Brainstorm strategies that can be used to reduce or eliminate the barrier

10. Steps of Collaborative Problem Solving/Planning (Continued) 5. Design multiple action plans including who, what, and by when each step will be done Develop a follow up plan for each action plan Develop an evaluation plan Determine a time line to decide if progress is being made

11. Example of Collaborative Planning/Problem Solving Background: -Forward Thinking School District -Progressive Middle School -Pilot school to implement 3-tier model -Team is developed -Team: Principal, AP, School psychologist, reading specialist, district general education curriculum specialist, special ed teachers, general ed teachers, social worker

12. Step 1. Describe the problem and goal in concrete, descriptive, behavioral terms  Problem: Teachers were told to bring data to meetings but they are not bringing data. Only about one out of ten teachers bring data to the meeting (10%) Goal: All teachers will bring data to the meetings Desired outcomes: 80% of teachers will bring data to meetings

13. Step 1. Describe the problem and goal in concrete, descriptive, behavioral terms  Problem: Goal: Desired outcomes:

14. Resources (+) Staff meetings for discussion and information sharing Grade-level meetings for discussion and information sharing Personnel familiar with data collection procedures and data available District supports use of PS model Articles for teachers on data collection Training through district Meeting reminders Obstacles (-) Teachers don�t know what data to bring Teachers don�t know why they are collecting data Teachers don�t have time to collect the data before the meeting Not easy to use database Some teachers disagree with use of problem solving model Lack of teacher skills in data collection and problem solving

15. Resources (+) Obstacles (-)

16. Step 3: Select one barrier Select one obstacle from the list Select an important obstacle, but avoid identifying the most important one In early stages of skill development, choose something likely to be workable Other obstacles will be selected later

17. Resources (+) Obstacles (-) Resources (+) Staff meetings for discussion and information sharing Grade-level meetings for discussion and information sharing Personnel familiar with data collection procedures and data available District supports use of PS model Articles for teachers on data collection Training through district Meeting reminders Obstacles (-) Teachers don�t know what data to bring Teachers don�t know why they are collecting data Lack of teacher time Not easy to use database Some teachers disagree with use of problem solving model Lack of teacher skills in data collection and problem solving

18. Step 4: Brainstorm strategies Brainstorm strategies to reduce or eliminate only the obstacle selected These are only ideas! Not limited to ideas on Resource list � they are only a stimulus

19. Step 4: Brainstorm strategies Presentations to staff on importance of collecting data Use grade level meetings to discuss data collection issues Use in service days to provide additional training Contact district to inquire about training opportunities/resources Write an article for school newsletter on data collection and problem solving Disseminate publications on use of data in problem solving to teachers

20. Step 4: Brainstorm strategies

21. Step 5: Design multiple action plans including who, what, and by when each step will be done Design a concrete plan of action, specifying who, will do what, and by when Contract for action Name or title Detailed description Specific date

22. Step 5: Design multiple action plans

23. Step 5: Design multiple action plans

24. Step 6: Follow-up plan Establish detailed procedures for follow-up & evaluation of progress Prompts for action Periodic updates Additional support Modification or New action plan Develop a follow up plan for each action plan Develop an evaluation plan Determine a time line to decide if progress is being madeDevelop a follow up plan for each action plan Develop an evaluation plan Determine a time line to decide if progress is being made

25. Step 6: Follow-up plan

26. Step 7. Make an evaluation plan Selected barrier: Teachers do not understand why they are collecting data Who: Will What: Administer survey before and after intervention to assess teachers current knowledge and beliefs regarding data collection When: By 4/1

27. Step 7. Make an evaluation plan Selected barrier: Teachers do not understand why they are collecting data Who: Will What: Present survey results to staff When: By April staff meeting

28. Step 7. Make an evaluation plan Desired outcome: 80% of teachers will bring data to meetings Who: Charlie the principal What: Determine % of teachers bringing data to meetings each week Follow-up: Charlie will present data to team at monthly meetings

29. Step 7. Make an evaluation plan Desired outcome: Who: What: Follow-up:

30. Step 8. Describe process and timeline for making decisions regarding how to proceed At May meeting, team will decide if intervention is working based on evaluation criteria

31. Step 8. Describe process and timeline for making decisions regarding how to proceed At May meeting, team will decide if intervention is working based on evaluation criteria

32. Key Components Move through Process, One Step at a Time Record/Display All Information Problem Solve (20 minutes) Process (5 minutes) Repeat Cycle Summarize

33. Tips about Systems Change Stages of Concern (Hall and Hord) Types of Implementers (Rogers) Conclusion (this slide is not finished) People differ in their: level of willingness and ability to adopt innovations level of concern about the problem Innovators Early adopters Early majority Late majority Laggards Rogers (2003)People differ in their: level of willingness and ability to adopt innovations level of concern about the problem Innovators Early adopters Early majority Late majority Laggards Rogers (2003)