Instructional Intervention Teams Level 1 Training

Instructional Intervention Teams

Level 1 Training Beliefs, Behaviors & the

Basic Skills of Collaborative Problem Solving

Part 1July 2011

Participants will:Participants will:gain an understanding of problem solving gain an understanding of problem solving

teams and how they function,teams and how they function,explore and practice communication skills,explore and practice communication skills,gain an awareness about the influence of gain an awareness about the influence of

culture, andculture, andbe introduced to the stages of problem be introduced to the stages of problem

solving.solving.

Objectives

Who are these

people?

History of Problem Solving Teams

Name the two HCPSS Name the two HCPSS goals.goals.

What are the four What are the four system expectations?system expectations?

THINKTHINK

PAIRPAIR

SHARESHARE

Systemic Goals and Expectations

Know your students and the Know your students and the differentiated supports in place to differentiated supports in place to

ensure their success.ensure their success.

Ensure students receive exemplary Ensure students receive exemplary instruction that prepares them for instruction that prepares them for

college and careers.college and careers.

Have a process in place for continuously Have a process in place for continuously monitoring student progress.monitoring student progress.

Develop a relationship with students Develop a relationship with students and families.and families.

Systemic Goals and Expectations

Where are we now and where are we going?!

Pouring the Pavement:

Critical Beliefs of the HCPSS Problem Solving

Team Process

Competence is presumed for all learners and all

educators.

The critical arena for student

growth and success is within the teacher-student

relationship in the

classroom.

High quality engaging

instruction results in higher achievement for

all students.

To promote student achievement, multiple

sources of data are used on a regular basis for decisions

about instruction.

Ensuring an instructional match and working within

the instructional setting are the focal points of

problem solving.

Teachers demonstrate professional responsibility when they seek assistance

for students who do not respond positively to a variety of instructional

modalities.

Teachers and students benefit from collaboration

and consultation with problem solving teams.

What do you believe?

The Problem Solving Process

•PurposePurpose

•GoalsGoals

•MembershipMembership

Logistics

•Kid Talk and/or Case Management

•Why request assistance?

•Team meeting structure

Problem Solving Stages

•Contracting

•Problem Identification

•Strategy Intervention/Design

• Intervention

•Evaluation and Closure

Instructional Triangle

Student

Instruction Task

Match=Success

Case Presentation

" We don't see the world as it is, but rather as we are."

- Anais Nin

CulturalPrecompetence

“See the difference;respond to itinappropriately.”

Recognizing thelimitations ofone’s skills or anorganization’spractices wheninteracting withother culturalgroups

CulturalCompetence

“See the difference;understand thedifference thatdifference makes.”

Interacting withothers using thefive essentialelements ofcultural proficiencyas the standard forbehavior andpractice

CulturalProficiency

“See the difference;respond positively.Engage and adapt.”

Esteeming culture;knowing how tolearn aboutorganizationalculture; interactingeffectively in avariety of culturalgroups

CulturalDestructiveness

“See the difference;stomp it out.”

Using one’sculture toeliminate otherpeople’s cultures

CulturalIncapacity

“See the difference;make it wrong.”

Believing in thesuperiority ofone’s own cultureand behaving inways thatdisempoweranother’s culture

CulturalBlindness

“See the difference; actlike you don’t.”

Acting as if culturaldifferences do notmatter or as if thereare no differencesamong/betweencultures

Downward Spiral • Focused on “them”• Tolerates variation• Blame• Scarcity• Limits possibility• “What needs fixed?”

Upward Spiral

•Focused on our practices

•Values variation•Responsibility•Abundance•Limitless possibility•“What do we want?”

A 4th grade student has displayed behaviors such as

physical aggression and defiance. She is below grade level in reading and math. Her parents infrequently follow up when they are called and homework is

generally not done.

Anyone can hear. It is virtually automatic. Listening is another matter. It takes skill,

patience, practice and conscious effort.

Communication Skills

A teacher has requested assistance from your team because of concerns about a

student who is often off task and disruptive. Demonstrate a conversation

that illustrates an unproductive pattern of listening related to

this situation.

• DialogueDialogue

•To suspend assumptions and genuinely ‘think To suspend assumptions and genuinely ‘think together.” together.”

•Working to develop a shared understandingWorking to develop a shared understanding

• ListeningListening

•Understand another’s point of viewUnderstand another’s point of view

•Express another person’s ideas, emotions and Express another person’s ideas, emotions and problemsproblems

From Senge, P. M., “The Fifth Discipline: The Art and Practice of the Learning Organization” From Senge, P. M., “The Fifth Discipline: The Art and Practice of the Learning Organization” (1990) and Senge, P., “Schools that Learn” (2000)(1990) and Senge, P., “Schools that Learn” (2000)

Productive Communication

Key Communication Skills

» ParaphrasingParaphrasing» Perception CheckingPerception Checking» Clarifying QuestionsClarifying Questions» Requesting ClarificationRequesting Clarification» SummarizingSummarizing» Relevant QuestionsRelevant Questions» Offering InformationOffering Information» Active and Attentive ListeningActive and Attentive Listening

Collaborative SkillsUse these the most

Not as collaborativeUse sparingly

Where are you now?

Questions?

Feedback

Instructional Intervention

Teams Level 1 Training

Beliefs, Behaviors and the Basic Skills

of Collaborative Problem Solving Part 2

July 2011

Questions From Day 1

CONTRACTING» Introduction, describes Introduction, describes

processprocess

» Shared understanding and Shared understanding and agreement about how to agreement about how to proceedproceed

PROBLEM IDENTIFICATION & ANALYSIS

» Most important and likely Most important and likely longest stagelongest stage

» All aspects of the triangle All aspects of the triangle consideredconsidered

» Critical questionsCritical questions

Critical Questions» What does the student know?What does the student know?» What can the student do?What can the student do?» Are there patterns to the student’s Are there patterns to the student’s

work?work?» How does the student approach How does the student approach

unknowns?unknowns?» Now, what do I do, as the Now, what do I do, as the

teacher?teacher?

Gickling; IC Teams Manual 2002

Impact of Instructional Match on Emotions and Learning

Match

Working Memory Functioning Optimally

Student Looks Happy, Attentive

Student Learning

Mismatch

Working MemoryOverloaded

Student Looks Frustrated, Unhappy, Inattentive

Student not Learning

The problem is the mismatchThe problem is the mismatchWhen a gap exists between what the student knows and is able to

do and what the learning environment demands, we have an instructional mismatch and need to intervene to make a

match.

Prior Knowledge!*

» Sight word knowledgeSight word knowledge» Vocabulary knowledgeVocabulary knowledge» Math factsMath facts» Experiences with particular contentExperiences with particular content» CultureCulture» Comprehension strategies/skillsComprehension strategies/skills

* Dorchy, Segers, & Buehl, 1999

»What percentage of What percentage of words does an adult words does an adult

need to read and need to read and understand in order to understand in order to comprehend 5th grade comprehend 5th grade

text?text?

The Houssin VerkerThe Houssin Verker

Once when I was a tomble, my blubs and I Once when I was a tomble, my blubs and I were waiting in mok to get tink a big were waiting in mok to get tink a big

houssin verker. Finally, there was only one houssin verker. Finally, there was only one botzo in front of us at the winckle oont. botzo in front of us at the winckle oont.

This botzo made a big serton on me. There This botzo made a big serton on me. There were fluntee or tonty suppa krot, including were fluntee or tonty suppa krot, including

the qaster set of zefs I had ever snety. I the qaster set of zefs I had ever snety. I guess they were from a snoho or a wump. guess they were from a snoho or a wump. Joppel by their verox, many of the frugs Joppel by their verox, many of the frugs seemed very poor. We thought it would seemed very poor. We thought it would

probably be the first houssin verker they probably be the first houssin verker they had ever snetyhad ever snety. The krot were very well . The krot were very well

grawed and yort to vertinot, but you could grawed and yort to vertinot, but you could tell that they couldn’t wait to snet the tell that they couldn’t wait to snet the

preery. As the krot and their learsels waited preery. As the krot and their learsels waited in mok, they were frakle shump about the in mok, they were frakle shump about the horace, his yoders, and all of the zearing horace, his yoders, and all of the zearing

quinks they would snet at the verker.quinks they would snet at the verker.

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

Working Memory Activity

» Divide your table in half.Divide your table in half.

» Half the table reads the NYTimes Half the table reads the NYTimes article.article.

» Half the table reads the Marzano Half the table reads the Marzano article.article.

Problem Identification Scripts

» Look for Communication SkillsLook for Communication Skills» Look for comments that could Look for comments that could

contribute to “Upward or contribute to “Upward or Downward Spirals”Downward Spirals”

» Look for tasks of stage that have Look for tasks of stage that have been addressedbeen addressed

» Are all aspects of the triangle Are all aspects of the triangle explored?explored?

STRATEGY/INTERVENTION DESIGN

» Strategy/activity to help student Strategy/activity to help student reach goalreach goal

» Details Details » At least part classroom based, even At least part classroom based, even

if more is neededif more is needed

INTERVENTION IMPLEMENTATION &

EVALUATION

» Putting the plan into actionPutting the plan into action

» Determining the effectiveness Determining the effectiveness of the implemented planof the implemented plan

What do you believe?

Resources for Intervention Design

» IIT Wiki: http://hcpss-iit.hcpss.wikispaces.netIIT Wiki: http://hcpss-iit.hcpss.wikispaces.net

» Interventioncentral.orgInterventioncentral.org» IntranetIntranet» Document RepositoryDocument Repository» Staff Staff » OtherOther

Accessing Resources

ReadingWritingMath

Behavior

Where have we gone?!Questions