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Problem Solving for Interventions. Cultivating a problem-solving mindset in your school and with your corps members. Welcome. Please sit with people that are not from your site! Thank you!. Purpose. At the end of this session, participants will be able to:
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Problem Solving for Interventions Cultivating a problem-solving mindset in your school and with your corps members
Welcome Please sit with people that are not from your site! Thank you!
Purpose • At the end of this session, participants will be able to: • Identify common obstacles and challenges when working with students and delivering interventions • Understand and utilize common resources (both human and organizational) to address challenges • Articulate 2 different structures / frameworks for problem solving when the resources run out, or fail to work • GROW model • Progress monitoring cycle • Practice, using real challenges and scenarios from in-school work, how to leverage resources when problem-solving and employ the different models/frameworks
Warm Up Activity Individually: Answer the following question and jot down your answer: Think of one student that either you worked with, or that someone you led worked with. If money and resources were infinite in your work with this student, how would you have changed your work/approach with the student? What things, people, or resources would you have used? Now share with a partner – remember, make sure it is someone not from your site. Let’s share out!
Agenda Purpose Warm Up Review Agenda Defining Key Terms Identifying Common Obstacles in Delivering Interventions Review Resources Developing a Problem-Solving Mindset Walk-through the GROW and Progress Monitoring frameworks Putting It Into Practice – Case Scenarios Close
Key Terms – “Intervention” Program • Research-based • Structured plan that matches activities to student needs • Uses diagnostic and formative assessments to determine student need.
Key Terms – Focus List • City Year’s mechanism for matching CM Tier 2 services with students likely to positively respond to those services • Developed based upon specific data and established thresholds • Consist of students identified as being “off-track” and “sliding off-track” • Created together with school staff and partner teachers • Considered “official” once students have been on the list for 30 days
Key Terms – The DN Global Focus List • An important follow up to Tier I supports and a significant tool for Tier II and III interventions in DN schools • A global list of all students struggling in one or more indicator areas, and, through the use of data, students are identified as “sliding” or “off- track”
Key Terms – The DN Champion List • A list of students, from the Global Focus List, that an individual takes on to ensure the appropriate interventions are utilized • Every individual on a teacher/grade team, and that participates in EWI Meetings, should have a Champion List of students
Key Terms – Common Human Resources O T H E R S ? The Talent Development School Transformation Facilitator The Communities In Schools Site Coordinator School Counselor Case Worker Dean of Students
Let’s Share Out Pick 2 challenges from your brainstorm Select one rep from your group to share these challenges
City Year Resources Leader and Learner Plans Progress Monitoring
Diplomas Now Resources – The Collaborative • Organizational Supports • Bi-weekly EWI meetings • On-site school transformation facilitator • Inter-disciplinary and subject focused common planning time • Professional Development and technical assistance focused on Positive Behavior Supports and Interventions (PBIS) • Instructional Supports • Double dose math & English • Extra help labs • Common college preparatory or high school readiness curricula • Professional Development Supports • Job-embedded coaching - Math and English instructional coaches • Professional learning community • Professional development linked to grade/subject specific instructional practice Teacher Team (3-6 teachers) • Data Supports • Easy access to student data on the Early Warning Indicators • Benchmarks tied to national and state standards • On-site facilitator to leverage EWI data 3-4 sections Student Supports • Multi Tiered Response to Intervention Model • 10 to 15 City Year AmeriCorps members: whole school and targeted academic and socio-emotional supports • Communities In Schools on-site coordinator: case managed supports for highest need students and brokering and linking students to needed and appropriate resources • Whole school attendance, positive behavior, college-going culture • Strengthening student resiliency • Interventions to address early warning indicators of • Attendance • Behavior • Course Performance
Diplomas Now Resources – Beyond the Schoolhouse National Exec Team DNIST Local Exec Team Local Ops Team School Team *in applicable cities
Diplomas Now Resources – Utilizing Venues & Platforms How do we use these venues and platforms to problem-solve for interventions? • Ensure that regular review of the Focus Lists / Champion Lists are part of each of these meetings • On a regular basis, use DN Site Team meetings to figure out how to lead on Focus List management in the other venues • Provide opportunities through these venues for individuals to brainstorm around champion list and intervention challenges • Use these meetings to do the “refreshing” of the resource map and intervention toolkit – on an interval that makes sense for your school • Conduct trend analysis to make breakthroughs on Tier 1 issues and intervention “stalls” • Utilize Quarterly Data Reviews and All-City Meetings for Focus List / Champion List revisions and re-hauls
Technical Resources • Student Level Data • What is the data telling us? • What does the data look like across an entire class or team? • Are there errors in the data?
Technical Resources And sometimes, when you’re really stuck, the clouds in the sky part, and the answer is right in front of you…. It’s the PRIM!
The GROW Model First – let’s choose one of our intervention challenges from earlier Now – let’s take a look at the GROW model
The GROW Model Thinking about the challenge or obstacle we chose – let’s take it through the GROW model…
Progress Monitoring Framework First – let’s choose one of our intervention challenges from earlier Now – let’s take a look at the Progress Monitoring Framework
Progress Monitoring Framework Thinking about the challenge or obstacle we chose – let’s take it through the Progress Monitoring Framework…
Quick Debrief • What were the advantages or disadvantages of each approach? • How could you use this with corps members in the first 2 months of service?
Putting it all together –Practicing Problem-Solving & Achieving “Intervention-Breakthroughs”
Let’s Share Out Two groups will share… • Describe your scenario • Tell us which framework you chose and why • Take us through your solution/rationale, using your chosen framework
A Few Reminders • Problem-solving, in any context, but especially when working with students is a blend of both scientific and artful approaches – the key is finding the balance • These are tools to help you and your corps members develop a mindset that doesn’t allow us to become “stuck” • Persistence and Resiliency are key – these tools help us to not lose these traits
Exit Ticket Write down 2 ways you can share and lead your corps members through this type of approach towards working with students
Exit Ticket Part 2 – Session Evaluation PITW # 83: Give Immediate Feedback Follow the link in your email to complete the Learning Evaluation Survey. or If you did not receive an email, please go to the Summer Academy 2013 page on cyconnect. Select the “Learning Evaluations” link on the left side of the page and choose the appropriate survey.
Thank You!Jessica Herman: jherman@cityyear.orgTanya Bailey-Stewarttbailey@cityyear.org
