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Problem Solving

Problem Solving. Cadre 9 Initial Training November 5 th , 2013. Acknowledgements. Florida Problem Solving & Response to Intervention Project Heartland Area Education Agency 11. Trying to make good decisions for our students can feel like this…. The Problem Solving Process.

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Problem Solving

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  1. Problem Solving Cadre 9 Initial Training November 5th, 2013

  2. Acknowledgements • Florida Problem Solving & Response to Intervention Project • Heartland Area Education Agency 11

  3. Trying to make good decisions for our students can feel like this…

  4. The Problem Solving Process 1. Problem Identification How is it working? What is the problem? Improved Student Achievement 2. Problem Analysis 4. Plan Implementation & Evaluation What are we going to do about the problem? Why is the problem occurring? 3. Plan Development

  5. Problem Solving Across Levels of Support Tier 3: Individual Problem Solving Meetings FEWSTUDENTS Tier 2/3: Intervention Meetings SOMESTUDENTS What is the problem? How is it working? Why is the problem occurring? Tier 1: 100% Meetings ALLSTUDENTS What are we going to do about the problem?

  6. The Water… E • Focus on “the water”- • Instruction • Curriculum • Environment I C

  7. ICEL I – Instruction C – Curriculum E – Environment L – Learner

  8. If there was a problem… … yo, I’ll solve it!

  9. Step 1: Problem Identification 1. Problem Identification What is the problem? Improved Student Achievement

  10. Step 1: Problem Identification Expected performance Problem Definition Current performance A problem is defined as a discrepancy, using data/evidence, between:

  11. 1. Problem Identification Expected Student Performance Tier 3: Individual Problem Solving Meetings FEWSTUDENTS Actual individual student performance Most students in intervention making adequate progress Tier 2/3: Intervention Meetings Actual % of students in intervention making adequate progress SOMESTUDENTS What is the problem? ≥80% of students proficient with core supports Tier 1: 100% Meetings Current % of students proficient with core supports ALLSTUDENTS

  12. The Problem Solving Process 1. Problem Identification Improved Student Achievement 2. Problem Analysis Why is the problem occurring?

  13. Step 2: Problem Analysis Problem Identification Plan Development Problem Analysis The WHY should always drive the WHAT

  14. Student Learning Howyou teach Whatyou teach Whoyou teach Whereyou teach

  15. We can control the how, what, and where. We don’t have much control over the who.

  16. When it comes to problem analysis, just remember… ICE, ICE baby I – Instruction C – Curriculum E – Environment then L – Learner

  17. What impacts student achievement? Which ones make sense? Which ones are surprising? John Hattie, Visible Learning, 2009

  18. Academic Learning Time: Typical School Hours 1170 School Year (6.5 hours x 180 days) - 65Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 209(25% of allocated time for admin, transition, discipline - 15 min/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Efficiency Rating = 32% Education Resources Inc., 2005

  19. Academic Learning Time: Effective School Hours 1170 School Year (6.5 hours x 180 days) - 65Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 125(15% of allocated time for admin, transition, discipline - 9 min/hour) = 710 Instructional time (actually teaching-710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time Efficiency Rating = 49% Education Resources Inc., 2005

  20. The Difference: Typical vs. Effective Schools

  21. 2. Problem Analysis Tier 3: Individual Problem Solving Meetings FEWSTUDENTS Individual students Tier 2/3: Intervention Meetings Intervention Groups SOMESTUDENTS Why is the problem occurring? Tier 1: 100% Meetings Core ALLSTUDENTS

  22. Hypothesis Development What can wedo that will reduce the problem (decrease the gap between what is expected and what is occurring)? Expected performance Current performance

  23. The Importance of Problem Analysis

  24. Step 3: Plan Development 1. Problem Identification Improved Student Achievement 2. Problem Analysis What are we going to do about the problem? 3. Plan Development

  25. 3. Plan Development Tier 3: Individual Problem Solving Meetings FEWSTUDENTS Individual students Tier 2/3: EBIS Meetings Intervention Groups SOMESTUDENTS Tier 1: 100% Meetings Core ALLSTUDENTS What are we going to do about the problem?

  26. Step 4: Plan Implementation & Evaluation 1. Problem Identification How is it working? Improved Student Achievement 2. Problem Analysis 4. Plan Implementation & Evaluation 3. Plan Development

  27. 4. Plan Implementation & Evaluation Tier 3: Individual Problem Solving Meetings @Every 6-8 weeks FEWSTUDENTS Tier 2/3: EBIS Meetings @Every 6-8 weeks SOMESTUDENTS How is it working? Tier 1: 100% Meetings At least 3 times/year ALLSTUDENTS

  28. The Problem Solving Process 1. Problem Identification How is it working? What is the problem? Improved Student Achievement 2. Problem Analysis 4. Plan Implementation & Evaluation What are we going to do about the problem? Why is the problem occurring? 3. Plan Development

  29. Problem Solving Your System Student Data DIETs Staff Survey Disagree Agree % Meeting or Exceeding on OAKS What is the problem? 23% 0% 38% 31% 50% 28% 12% 14% 12% 20% 38% 34%

  30. Problem Solving Your System What is the problem? Why is the problem occurring?

  31. Problem Solving Your System What are we going to do about the problem? Develop fidelity plan (Core walkthroughs focused on the standards of practice) Conduct training AND follow up with in-classroom support Set a goal around improved Student Data, DIETs, Staff Survey What is the problem? Why is the problem occurring?

  32. Problem Solving Your System Implementation Evidence Outcome Evidence What is the problem? How is it working? Why is the problem occurring? Staff Feedback Fidelity Data Student Data DIETs Staff Survey What are we going to do about the problem?

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