Instructional Intervention Teams Level 1 Training

Instructional Intervention Teams

Level 1 Training Beliefs, Behaviors & the

Basic Skills of Collaborative Problem

SolvingDay 1July 2013

Level of Impact Evidence Training Method

Awareness Articulate a general concept

Stand and deliver

Conceptual understanding

Clearly articulate a concept

Modeling/Demonstration

Skill acquisition Use skills in structured setting

Practice in simulated situation with feedback

Application of skills Flexibly use skills Real cases with coaching

Model For Adult Learning

Joyce & Showers, 1980,1992 Rosenfield & Gravois,1996

Participants will:gain an understanding of problem-solving

teams and how they function,explore and practice communication and

collaboration skills, gain an understanding of how culture

influences problem solving, andbe introduced to the stages of problem

solving.

Objectives

Finish the sentence…

1.Choose one sentence strip2.Share your name, position,

school and finish the sentence

We cultivate a vibrant learning

community that prepares students to thrive in a

dynamic world.

Vision and Mission

Every student is inspired to learn and empowered to excel.

•Schools are supported

by world-class organizational

practices.System 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.

1990 – Instructional Consultation Teams

2000 – HCPSS Program Evaluation

1996 – Kid Talk

2005 – High Leverage Strategy

2008 – MSDE Commendation

2010 – MS Workgroup and Essential Elements

2011 – 2012 MS Trainings

2012-2013 CFIP-IIT Connections

Where are we now and where are we going?!

Assumptions of Instructional Consultation

Read page 1646 “Importance of Underlying Assumptions”

IIT Beliefs» Review each statement» Select one statement that

stands out for you» At your table, share the

statement and why it is significant

» Share how the statement is or is not consistent with practices observed at your school

Do our words and actions fit?

Or are we trying to force the process to fit?

The Problem-Solving Process•Purpose

•Goals

•Essential Elements

•Team Make-Up

•Why request assistance?

Problem-Solving Stages

•Contracting

•Problem Identification

•Strategy/Intervention Design

•Intervention

•Evaluation and Closure

Instructional TriangleStudent

Instruction Task

Match=Success

HCPSS/OSS/Level I Fall 08/mlk/08

Variance explained by each factor

Student = 50-60%

Contribution of each factor to overall Student

Achievement for the Typical learner

Instruction = 25-35%

Task = 5-15%

Bloom, 1976

HCPSS/OSS/Level I Fall 08/mlk/08

The amount of variance explained

by each factorStudent = 10-20%

Low Achiever:Student comes with

LESS Prior Knowledge

Student accounts for LESS

Instruction and Task factors account for

MORE Instruction = 40-45%

Task = 40-45%

HCPSS/OSS/Level I Fall 08/mlk/08

The amount of variance explained

by each factorStudent = 10-20%

Low Achiever:Student comes with

LESS Prior Knowledge

Student accounts for LESS

Instruction and Task factors account for

MORE Instruction = 40-45%

Task = 40-45%

Case Example from a Teacher’s Perspective:

Megan BrownFulton ES

Q & A

How do you define collaboration??

Collaboration - a process of working together to achieve desired results.

• Shared vision, mission, power, resources, responsibilities

• Common goals• Positive results• Interdependent system• Joint planning, implementation and evaluation

Adapted from: Collaboration Framework - Addressing Community Capacity: the national Network for Collaboration http://crs.uvm.edu/nnco/collab/framework.html

Levels of Teacher Interactions

Fused WorkTeaching, grading,

assessing togetherPlanning

curriculumProblem Solving

AssistanceRequesting

help with classworkComplying

with requests

InformingDisseminating information:

Student Progress/ Concerns

DataCurriculum

SharingMaterials/ ActivitiesExpertise

Instructional and

behavioral strategies

Time and Scheduling commitmentL. Hook, E., Hurd., R. Jurish, E. Kinsler, M. Levinsohn-Klyap, S. Rosenfield, C., Schulmeyer (2012)

…one person who is truly understanding, who takes the trouble to listen to us as we consider a problem,

can change our whole outlook on the world.

- Dr. E.H. Mayo

Collaborative Communicatio

n

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.

• Dialogue•To suspend assumptions and genuinely ‘think together.” •Working to develop a shared understanding

• Listening•Understand another’s point of view•Express another person’s ideas, emotions and problems

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

Productive Communication

Key Communication Skills» Paraphrasing

» Perception Checking» Clarifying Questions» Requesting Clarification» Summarizing» Relevant Questions» Offering Information» Active and Attentive Listening

Collaborative SkillsUse these the most

Not as collaborativeUse sparingly

A problem well stated is a problem half-

solved.

- Charles Kettering (and Mary Levinsohn-Klyap concurs!)

Case PresentationAimee Kandelman, School Psychologist

• Questions for Aimee?

• Questions for Participants:How did Aimee describe the collaborative relationship?What aspects of the Instructional Triangle did Aimee address?In which stage do you think the communication skills were most critical and why?

Where are you now?

Questions?

Feedback

Instructional Intervention Teams

Level 1 Training Beliefs, Behaviors & the Basic Skills of

Collaborative Problem Solving

Day 2July 2013

Questions From Day 1» What is IIT?» What is CFIP?» When do you request assistance from IIT?» Will we get more time to practice communication

skills, using the SDF and implementing the process?

» How is the triangle explained in an actual case?» How do you develop statements in observable

and measurable terms?» How does a school start implementing IIT with

Case Management?

IIT is like…

How Beliefs Drive Our Actions

Case Manager’s perception of

Teacher

Teacher’s perception of

student

Teacher’s perception of Case Manager

Case Manager’s perception of

student

Key Communication Skills» Paraphrasing

» Perception Checking» Clarifying Questions» Requesting Clarification» Summarizing» Relevant Questions» Offering Information» Active and Attentive Listening

Collaborative SkillsUse these the most

Not as collaborativeUse sparingly

Paraphrase, perception check,

clarify… NO Questions

Communication SkillsPractice

ENTRY & CONTRACTING:» Establish the collaborative relationship» Clarify Expectations» Basis for Problem Solving» Stages and Roles» Non-evaluative and Confidential» Parent Contact

Listen…

45

What did you hear?

PROBLEM IDENTIFICATION & ANALYSIS:

»Most important and likely longest stage

»All aspects of the triangle considered

»A shared understanding

Listen…

48

What did you hear?

Observable and Measurable

» What we can see» What we can measure» Selected information, NOT the only

information

50

Observable and Measurable?

Jason gets out of his seat about 95 times a day! Kimberly completes 75%

of her classwork.

Khalil reads approximately 40 words per minute.

Emerald typically raises her hand twice in a 50 minute period. Most of my top students raise their hands a lot more than that.

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 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 knowledge» Vocabulary knowledge» Math facts» Experiences with particular

content» Culture» Comprehension

strategies/skills* Dorchy, Segers, & Buehl, 1999

What percentage of words does an adult

need to read and understand in order to

comprehend 5th grade text?

The Houssin VerkerOnce when I was a tomble, my blubs and I

were waiting in mok to get tink a big houssin verker. Finally, there was only one

botzo in front of us at the winckle oont. This botzo made a big serton on me.

There were fluntee or tonty suppa krot, including the qaster set of zefs I had ever snety. I guess they were from a snoho or a wump. Joppel by their verox, many of the

frugs seemed very poor. We thought it would probably be the first houssin verker they had ever snety. The krot were very well grawed and yort to vertinot, but you could tell that they couldn’t wait to snet the preery. As the krot and their learsels waited in mok, they were frakle shump about the horace, his yoders, and all of

the zearing quinks they would snet at the verker.

Underlying Principles of 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» Divide your table in half.

» Half the table reads the NYTimes article.

» Half the table reads the Marzano article.

STRATEGY/INTERVENTION DESIGN

»Strategy/activity to help student reach goal

»Details »At least part classroom

based, even if more is needed

INTERVENTION IMPLEMENTATION &

EVALUATION»Putting the plan into

action

»Determining the effectiveness of the implemented plan

Resources:hcpss-

iit.wikispaces.hcpss.org

Concurrent Sessions:1. Working with English Language

Learners: Strategies to Support Teachers and Students with Laura Hook

2. Reading Strategies for the Middle School General Education Classroom with Dottie Tingen

3. Reading Strategies for the Elementary Classroom with Judi Hunter and Lisa Falsetti-Hopkins

Where are you now?

Where have we gone?!Questions