BEYOND BASICS: GAINING THE SKILLS FOR COLLABORATIVE PROBLEM SOLVING Instructional Intervention Teams...
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Transcript of BEYOND BASICS: GAINING THE SKILLS FOR COLLABORATIVE PROBLEM SOLVING Instructional Intervention Teams...
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BEYOND BASICS: GAINING THE SKILLS FOR COLLABORATIVE PROBLEM SOLVING
Instructional Intervention Teams Level 2 Training – Day 1
July 2013
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Objectives
Participants will: Review IIT beliefs and other background
information all IIT problem solvers need. Learn and practice many of the skills
needed at each stage of the problem-solving process, including use of the Student Documentation Form.
Explore resources for developing interventions and for school-based Instructional Intervention Teams.
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HCPSS Vision and Mission
Every student is inspired to learn and
empowered to excel.
We cultivate a vibrant learning community that
prepares students to thrive in a
dynamic world.
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HCPSS Goals
Every student achieves academic excellence in an inspiring, engaging, and supportive environment.
Every staff member is engaged, supported, and successful.
Families and the community are engaged and supported as partners in education.
Schools are supported by world-class organizational practices.
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Polleverywhere.com
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Beliefs Underlying IIT Practices
Choose one IIT belief. What actions have you experienced
at your school that are consistent or inconsistent with the chosen belief statement?
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1) Look at your picture2) Find the two other participants
who have pictures of people to complete your group
3) In your group of 3, share your name, school, and your selected belief statement
TRIOS
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What I Know… What I Need to Know…
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Instructional Triangle
Student
Instruction Task
Match=Success
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Underlying Principles for Instructional Match
Gravois & Gickling (2005)
Comprehension93%-97% Knowns
Drill & Practice70% to 85% Knowns
Working MemoryAge Capacity3 05 007 0009 000011 0000013 00000015 0000000
IQ 120= 25X IQ 100= 35X IQ 80= 55X
Repetition
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Communication Skills
Productive Patterns of Listening Key Communication Skills The Ladder of Inference Upward Spiral Conversations
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Upward and Downward SpiralsDownward Spiral
Conversations Focused on
“them” Variation
tolerated Blame Scarcity Limits possibility “What needs to
be fixed?”
Upward SpiralConversations
Focused on “us” Variation valued Responsibility Abundance Endless possibility “What do we
want?”
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The Case of AJ and Mr. Smith
Talk in groups of 3-4 at your table:- What are your initial thoughts
about working with Mr. Smith?- What are your initial thoughts
about AJ?- What kinds of comments might
Mr. Smith make that would suggest he’s headed in a downward spiral about his work with AJ?
- What kinds of comments might Mr. Smith make that would suggest he’s headed in an upward spiral?
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Contracting
A shared starting point Important verbal agreement Previous experience
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Prepare to Practice
Think of a real student you are concerned about or choose from the samples given
To role playing as case manager, decide what materials you want to use
As the student’s “teacher,” what instruction (subject matter included) do you provide? What tasks does the student have to do? What are your concerns?
As the observer, decide what materials you want to use (ex: CM Problem-Solving Checklist) in addition to Case Management Practice Form
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PRACTICE CONTRACTING
Working in your TRIO, decide who will serve what role in this role
play: Case Manager, Teacher,
Observer.Each person should have at least one opportunity to participate in
the practice rounds.
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Case Documentation
ExperiencesPreferencesPros and ConsGuidelines
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HCPSS/OSS/Level I Fall 08/mlk/08
Baseline
3-5 data points collected in 2 weeks or less Where possible, use work samples or
other existing products Whatever you pick for your measure of
baseline will be the same thing you’ll use the measure progress Make sure it’s easy to collect Meaningful to measure progress
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BASELINE OR NOT?
Baseline is Quarter 1 and Quarter 2
assessment scores averaged together
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Sight word list from end of last year and Sept
Baseline or not?
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BASELINE OR NOT?
Reading fluency of a student done 3
times in a week on similar passages
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Test and quiz scores for a full week
Baseline or Not?
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HCPSS/OSS/Level I Fall 08/mlk/08
Practice Adding Information to SDF Fill in STEP 1with Mr. Smith’s initial
concerns - reading comprehension, social skills, vocabulary, following routines
Fill in STEPS 2, 3 and the GRAPH with AJ’s baseline data - number of inferential questions answered correctly out of 6 questions: 4/18- 4 4/19- 2 4/19- 4
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Setting Goals
Baseline – where the student is currently performing
GOAL – where the teacher wants the student to be performing within a set
time frame
Consider: Curriculum expectations
Teacher expectations Typical student's rate of progress
Targeted student(s)'s rate of progress Limits of working memory
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Methods for Setting Goals
25% Rule for Short-Term Goal1) Multiple baseline by .252) Add the number obtained in step 1 to
baseline
Split the Difference for Interim Goal3) Subtract short-term goal from long-
term goal4) Divide that number in half
Common sense approach after multiple factors considered
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Split the Difference
(1) Estimate the Short Term Goal (4-6 week goal) Class Norms, Teacher Expectations
(2) Determine the Long Term Goal where you’d like the student to end up
when the problem is solved (curriculum/teacher expectations)
(3) Subtract the Short Term Goal from the Long Term Goal, and divide in half to determine the Interim Goal
(4) Implement the Intervention(5) Conduct the 6-week data check(6) Determine the rate of progress from the
6-week data check, use this to estimate the number of weeks to meet the Interim goal
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HCPSS/OSS/Level I Fall 08/mlk/08
25% Rule of Thumb
A reasonable short term goal is a quarter higher than baseline
How to calculate:(1) Find baseline(2) Multiply .25 to the baseline(3) Add that number to the baseline for the Short
Term Goal
Example: (1) Baseline = 50%(2) .25 x 50%. This equals 12.(2) Add 12 to 50 (baseline). This equals 62 (Short
term goal)
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Methods for Goal Setting
Type Use if. . . Positives Negatives
Split the Difference
You can estimate the STG (4-6 weeks) and you know the LTG
Forces you to set a goal, but gives flexibility to see how student responds to the intervention
Difficult to do if you have no estimate of the STG and/or LTG
25% Rule You cannot estimate the STG
Easy to calculate; better than a random guess
Could over/under estimate the STG
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Aim Line
A visual guide toward the goal.
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Practice Setting Goals and Aim Line Plot baseline data: inferential questions
answered correctly out of 6 questions: 4/18- 4 4/19- 2 4/19- 4
Set goal: Mr. Smith believes AJ could be working at a level closer to his peers. The class average for correct responses has been 5.5
Draw aim line
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Elementary MathMiddle School Math
CONCURRENT SESSIONS
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Problem Identification
Shared understanding
Narrowing focus and setting priorities
Essential Questions Special
Considerations Resources
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PRACTICE PROBLEM IDENTIFICATION
Working in the same groups of 3, each person should have one opportunity to
participate in the practice rounds as the:Case Manager
TeacherObserver
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Practice with the eSDF
Plot baseline data: inferential questions answered correctly out of 6 questions: 4/18- 4 4/19- 2 4/19- 4
Set goal: Mr. Smith believes AJ could be working at a level closer to his peers. The class average for correct responses has been 5.5
Draw aim line
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Tying it Together
Questions? Comments? Preview of Day
2