Instructional Intervention Teams Level 1 Training Beliefs, Behaviors & the Basic Skills of Collaborative Problem Solving November 2013.

Instructional Intervention Teams

Level 1 Training

Beliefs, Behaviors & the Basic Skills of

Collaborative Problem SolvingNovember 2013

Participants will:

• gain an understanding of Instructional Intervention Teams and how they function,

• explore and practice the stages of problem solving and

• comprehend how IIT can benefit teachers and students.

Objectives

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

What is IIT?

• A school based problem-solving team made up of individual case managers.

• Purpose is collaboration to increase teacher knowledge and skill and to improve student outcomes.

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.

The Danielson Model

How can IIT support my portfolio?

How can IIT improve my observation outcomes?

What about SLOs?

IIT Beliefs» Review each statement.» Select one statement from the

center of the table.» At your table, share the

statement and why it is significant.

» Ask others at your table to share their feelings about the beliefs.

Do our words and actions fit?

Or are we trying to force the process to fit?

Problem-Solving Stages

•Contracting

•Problem Identification

•Strategy/Intervention Design

•Intervention

•Evaluation and Closure

The Problem-Solving Process

•Essential Elements

• Foundation

• Problem Solving

• Team meeting structure

• Membership

• Training

• Documentation

Instructional Triangle

Student

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%

Susan Gum,Secondary Literacy Coach

Case Example

ENTRY & CONTRACTING:

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

What did you hear?

Prepare to Practice» Think of a real student you are

concerned about.» To role playing as case manager,

decide what materials you will use.» As the student’s “teacher,” what

instruction do you provide? What are your concerns?

» As the observer, what materials you want to use?

Working in trios, 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.

PROBLEM IDENTIFICATION & ANALYSIS:

»Most important and likely longest stage

»All aspects of the triangle considered

»A shared understanding

Wh

at d

id y

ou

hear?

Prepare to Practice» Think of a your student again» To role play as a case manager,

decide what materials you will use» As the student’s “teacher,” what

instruction do you provide? What are your concerns?

» As the observer, what materials you want to use?

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

Video Break

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

Dorothy Tingen,Reading Interventionist, PVMS

Case Review

STRATEGY/INTERVENTION DESIGN

»Strategy/activity to help student reach goal

»Details »At least part classroom

based, even if more is needed

INTERVENTION IMPLEMENTATION &

EVALUATION/CLOSURE

»Putting the plan into action

»Determining the effectiveness of the implemented plan

Strategies for Differentiation

The Danielson Model

How can IIT support my portfolio? How can IIT

improve my observation outcomes?What about

SLOs?

Where have we gone?!Questions