Problem Solving Model

Problem Solving Model Grant Wood Area Education Agency

K-W-L Take a few minutes to think about the problem solving model. Write on the K-W-L What you Know What you Want to know

Why Problem Solving Model? • Agency-wide staff survey results: Wide discrepancy of use/understanding and comfort levels when using data to make instructional decisions. • Standardize use of the PS model; talk same language; common framework

Overview of Problem Solving (PS) Model Objectives Research Structure of PS Model Big ideas of a PS model Levels of Use Make Connections

Research Article • General overview– article/ discussion • Problem Solving Model for Decision Making; Marston, D. et al, 2003.

Research Article/Activity Please read the pages and then answer the following questions either individually or with an elbow partner. You’ll have about 10 minutes for this activity. What are the problem solving steps, as identified in this article? What are the identified stages? How do these steps and stages fit with the current practices of the schools that you serve?

Big Ideas Are guidelines, not absolutes. Common problem-solving principles can be used to address all problems. The specifics will be different in different settings. Applies to system, group and individual levels. Consistent logic set is used throughout

Problem Solving Model

Why use a problem solving model? Achievement of all students is everyone’s responsibility within a school. Continuously improving the system is the most efficient way to address problems. Early intervention to promote success is critical to future school achievement. Early intervention requires accurate identification of children at risk for failure. Assessment, instruction, and meaningful outcomes for students must bealigned.

Elements of an Effective Model Well defined goals Valid and reliable assessment system to monitor progress Research/Evidence-based materials and programs Adequate, prioritized instructional time Differentiated instruction, grouping, and scheduling Strong instructional leaders maintaining focus and establishing support mechanisms An integrated system of research-based professional development and resource allocation. Adapted from Kame’enui and Simmons

Problem Solving Applicability Levels of Use System Level (building/district) Group Level (classroom/ grade level) Individual Level (student) Situation specific (technology needs, communication, personal/home & family)

Problem Solving Applicability Important student performance domains (birth – age 21) Academics Reading Math Science Writing Social, emotional and behavioral development Speech/Language development Functional and Self-Help skills Physical Sensory Other

Structure of PS Model Problem Identification PI Evaluation Outcome EO Problem Validation PV Student Success Plan Development PD Problem Analysis PA

Problem Identification/Validation Questions: What is the problem? What is the current level of performance? Is it a valid problem?

Problem Analysis Questions: What do we know/need to know about the problem? What are possible causes/solutions of the problem? What instruction matches the needs?

Plan Development Set a goal Write a plan

Evaluation Outcome Plan for progress monitoring Trend of progress

System Level Example: Implementation of IDM and PBS as system of increasing achievement for all learners. • PI: • Academic: 70/200 students are referred for reading concerns. • Behavior: 55/200 students referred to the office for behavior. EO: • Collect & graph formative assessment data; study group trends, determine need for instructional changes and emphasis. PV: • More than 20% of the students in the building are referred for reading concerns (35%) • More than 20% of the students in building are referred for behavior. (28%) Student Success • PD: • Design core instruction using research and/evidence based practice; develop building wide goals • PA: • Converge all reading data and study building wide patterns and trends • Study building wide SWIIS data patterns and trends

Group Level:Example: Reading Instruction, specific grade level PI: 5 students from one classroom were referred to the grade level team for concerns in reading PV: More than 20% of the target class were identified and each had a valid concern EO: Study intervention group data, determine need for movement in groups Student Success PA: Converge all reading data and study the patterns and trends PD: Design instruction using flexible grouping, develop goals

Individual Level Example: Student with SPEECH concerns PI Teacher reports hard time understanding student PV Screening: Observation, articulation assess. EO progress monitor – probes/rubrics Student Success PA errors=<50% accuracy at word level (R,S,L) developmental delay in sound acquisition PD Instruction with SLP

Situation Specific Level:Example: Car breakdown PI: Car breaks down; unable to start PV: Current: Won’t start Desired: Starting car that runs EO: Working car? satisfaction Car Breakdown PD: set goal/ make a plan: Auto repair=>$5000 to repair Car value= $6000 New Car= $15,000 PA: Mechanic Assessment: Transmission & Starter are broken

Increasing Student Achievement

Making Connections: Convergence of Thinking Problem Solving Model (PS) Instructional Decision Making (IDM) Comprehensive School Improvement (CSIP) Positive Behavior Supports (PBS) Learning Supports (LS)

Making Connections: Convergence of Thinking, cont. Iowa Core Curriculum (ICC) School in Need of Assistance (SINA) District in Need of Assistance (DINA) Action Research- Plan-Do-Study-Act (PDSA) Iowa Professional Development Model (IPDM)

K-W-L Take a few minutes to think about the problem solving model. Write on the K-W-L What you Know ? What you Want to know ? What have you learned?

Problem Solving ModelMeasuring Practice Innovation Configuration Map (Hall & Hord) – to measure change in practice Stages of Concern Survey – to measure staff concerns Levels of Use interview– to measure staff actions/performance

Stages of Concern Survey • Complete the Survey

Problem Solving Model