Collaborative Team Problem Solving Process

1. Collaborative TeamProblem Solving Process

2. Essential Components Research-Based Curriculumand Instruction On-going Assessment Collaborative Teaming Data-based Decision Making and Problem Solving Fidelity of Implementation On-going Training and Staff Development Community and Family Involvement Leadership

3. Goals for today… • Understanding of collaborative teaming and its importance within the implementation of RtI. • Know a problem solving process

4. Collaborative Teaming A collaborative team is a group of individuals who share common beliefs and work towards common goals.

5. Outcomes for Collaboration All participants understand the goal; All students in this school are everyone’s responsibility. The mission is to build a structure where collaboration is a key component

6. The collaborative teaming process looks a little different in every school The composition and number of collaborative teams needed will be based on the needs of students staff the local culture resources available size of school goals of the team

7. Trust and School Improvement Schools with chronically weak relational trust have virtually no chance for improvement in either reading or math. Bryk and Schneider, 2004

8. Five Characteristics of Effective Collaborative Teams Results Accountable Commitment Conflict Capable Trust

9. Trust Considerations Trust Worthiness Consistency Integrity Capability – interpersonal Trust Willingness Vulnerability Willingness to risk Willingness to question own assumptions

10. Conflict Competence Understanding how/why conflict occurs Communication skills Unfolding our own thinking (advocacy) Exploring other’s thinking (inquiry) Ability to compromise Establish norms to deal with conflict Confront the conflict Jointly define the conflict/issue Share your feelings and try to take the other person’s perspective Reach an agreement

11. Commitment Problem-solving skills Decision-making skills Personal investment Think about your own personal investments in this effort – What draws you to this team? What problem-solving/decision-making skills do you have that could be useful to the team?

12. Accountability Blame, intentions, and impact Separating individual responsibility from justifying and blaming Feedback skills to encourage accountability Appreciation Advice/Coaching

13. Results-Oriented Commitment to a higher purpose Need of child vs. need of adult Loyalty to team Making others look good even not present Team-orientation Celebrating team accomplishments

14. All educators work together and are accountable for the outcomes of each and every student!

15. Establishing team protocols • Who communicates information to members not attending a particular meeting? • Who is the designated contact person • Who arranges meetings? • Who has the power to cancel a meeting, and for what reasons? • How can team members be encouraged to participate?

16. Finding Collaborative Planning Time • The lack of time for adults to collaborate is a persistent barrier to systematic change. How can your team create time for collaboration?

17. Collaborative Skills • Active listening • Sincerely pay attention • Relate to their perspective and empathize • Ensure you have interpreted the message as intended through feedback, confirming, restating, or paraphrasing • Reflect on what is being said • Clarify the information by asking questions • Keep the conversation on what the speaker says • Be aware of your biases and perceptions • Encourage the speaker; provide feedback and paraphrase to show you are listening

18. Collaborative Teams • All team members viewed as equals • Develop collaborative goals • Communication • Decision making • Brainstorming

19. Collaborative Team Checklist • Examine the handout with your team • Discuss—how will this help to give your team a direction?

20. Discuss for 10 minutes… What are some activities you could do with your team to build trust? Do you need an inservice opportunity related to team building? What do you do to make sure you have a healthy team?

21. The Problem Solving Process

22. Data-Based Decision Making “To truly improve achievement, educators must focus on desired results, set clear and obtainable goals, and discuss progress on these goals throughout the learning process. As educators discuss progress, they must use the data to inform, and possibly change, teaching methods.” Cara Shores & Kim Chester, 2009, Using RTI for School Improvement

23. Prerequisites • Changes in mind-set that are necessary for all of those involved • Student problems are defined • Questions drive assessments • Engage in instruction that addresses learning (meaningful, relevant learning opportunities) • Intervention is derived from analysis of baseline data

24. Benefits of Problem Solving Systematically defines levels of need within a school/grade/program Addresses academic and behavioral problems of individual students Illustrates areas that need improvement without assigning blame Empowers all stakeholders to be part of the solution

25. What is a “ Problem Solving Team”? Agreement through CONSENSUS We agree to “try and see” No one person is an expert-a show maker or a show stopper People stay focused on common goals Interpersonal conflicts do not affect outcome This is about “the student” We are seeking an significant improvement-not a cure Resources must be managed well Primary resource is “time”

26. The Problem Solving Process Step 1: What is the Problem ? Problem Identification & Validation Step 4: Did It Work? Outcome Evaluation & Follow-Up Data Step 2: Why is it Occurring? Problem Analysis Step 3: What Should be Done About It? Intervention Development & Implementation

27. Role of the Team Define the problem Analyze why it is occurring Develop an intervention plan based on data Monitor student progress based on data Monitor fidelity of implementation based on data Evaluate plan effectiveness based on data

28. The 4 Steps of Problem Solving 1) Define the problem 2) Analyze the problem 3) Generate solutions and Implement a plan 4) Evaluate outcomes

29. Step 1: Define the Problem • Expectation versus current performance Identify & validate the “discrepancy” • Select appropriate measurement – • define “problem” in terms that are • objective • observable • measurable • Measurement precision pivotal to progress monitoring, goal setting, and outcome evaluation

30. Step 2: Analyze the problem • Why is it happening • Separate “Can’t do” from “Won’t do” • Individual skill or application-level skill • Form a hypothesis as a team • Check your existing data • review records/data • interview student/parent • observe student • teacher based assessments

31. Step 3: Generate Solutions and Implement a Plan • Write a Goal • Brainstorm Interventions • Develop a Plan • Implement the Plan

32. Benefits of Goal Writing Y X Determines whether the individual is making improvement Guides decision-making relative to intervention activities Determines the relative effectiveness of an intervention or instructional program

33. Step 4: Evaluate Outcomes • Progress monitoring data • Fidelity of implementation • Positive Response, questionable response, or poor response • Start the problem solving cycle again

34. Discussion time A few questions… • Do you think you can adapt this process to use in your school? • How can you document the use of a specific problem solving process? • How will you communicate the problem solving process you choose to everyone in the school?

35. A process designed to maximize student achievement A method focused on outcomes not “story telling” A method to ensure accountability and intervention evaluation It is all about student progress, regardless of where or who that student is Problem Solving: What it is

36. Problem Solving: It is not • Assigning Blame • A Cheaper and Faster Way of Assigning Disability Labels or Avoiding Entitlement--Creating New Categories of Kids • Putting Barriers in the Way of Assisting Students (or Teachers) • A way to avoid special education placements • A less expensive way of schooling • Evaluating Teachers • Providing an Easy (Easier) Way of Transferring the Problem to Others • Getting Students into Special Education with Less Paperwork (without Legal Safeguards) • Using the Same “Hammers” We’ve Always Used 36

37. Making Problem Solving Teams Work Leadership Staffing Training Intervention Implementation Assistance Intervention Integration Data Based Decision Making Structured Meeting Process

38. Problem Solving Team Responsibilities • Develop & implement an RTI model • Predict needed interventions based on universal screening data • Identify low-responding and high ability students that need additional services at Tier 2 or 3 • Identify intervention services for students at Tier 2 or 3 • Analyze progress monitoring data for students at Tier 2 or 3 • Decide whether to fade, continue, or change intervention for student(s) based on progress monitoring data • Evaluate fidelity of implementation of interventions

39. Individual Meeting Roles • RTI Teams are efficient and effective; data focused • Team meetings should be no more than 10 minutes per student when fully implemented • Roles are assigned to facilitate meetings • Meeting Facilitator - directs team through the meeting. • Case Manager - makes sure all stakeholders are invited and present; coordinates implementation of team decisions • Scribe - takes notes and completes the RTI intervention plan document • Timekeeper - redirects team to immediate focus of meeting; keeps and calls “time” for various meeting components in problem solving • Others?

40. Remembering the Basics Maintain confidentiality Hold meetings in a timely manner (within two weeks of referral) Display agenda during meeting Set clear time limits Are responsive to staff and student needs. Access and use auxiliary personnel and other appropriate resources Have members that represent a variety of experience and expertise: knowledge of classroom management, curriculum and instruction, and student motivation Continue to stretch and grow

41. Problem Solving Video

42. Team Time • Discuss what you saw in the video with your team.