Student Problem Solving

Student Data

Goals

Assessment

Research-Based Curriculum and 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

Develop an understanding of individual student problem solving

Recognize SMART goals

SMART Goal SettingProgress Monitoring

Data ProtocolsInterventions

Who?◦ All parties directly involved with the students

Administrator Special Education staff Title I Paraprofessionals Reading/Math Coaches Parents Others

How often?◦ Scheduled every 4-5 weeks

Initial referral Follow up meeting Data shows improvement

Do you have a plan? Data shows no improvement

Do you have a plan?

The meetings look a little different depending on where youare in the process and what the data is telling you.

Instructional decision will be made using the data Assumptions could be made on lack of student

performance Be sure you can rule out instructional neglect Fidelity conversations have to be part of every

problem solving meeting Take ownership--if there is a problem, address it You can’t expect fidelity to programming if

personnel have not been trained

It is about the children!

◦Specific◦Measurable◦Attainable◦Realistic◦Timely

SMART GOALS

Clearly define what the student will know or be able to do

Individualized to the student or to a group of students

Targeted; based on data

Pass Read Well units 24-30 with a strong pass.

Score 80% on Harcourt comprehension end of selection test.

Achieve 90% correct on Story Town unit test. Maintain an 90% average for points per day

in Corrective Reading. Pass Language for Learning unit assessments

with 90%.

Goal statements have to be measurable Assigning progress monitoring in some form Its about data

Staff and students have to be committed to the goals that are set

Success breeds success You have to have an idea if the goal is

attainable or not If its not attainable, change it Time frame

◦ Local benchmark standards …will achieve 85% on Open Court comprehension

test… …will read 92 cwpm on 2nd grade spring….

◦ Linkage to CRT …will score proficient…

◦ Normative growth rates …will gain 1.2 words per week…

◦ Developing your own standards

•Current performance information based on assessment data•Know the time frame for the goal•Determine a future performance level•Mathematically calculate growth that must happen in order to achieve the goal

Goal Setting Strategies: Rate of Improvement

“do-able” goals ROI indicates it could happen Set the bar high enough for a satisfying

achievement

Oral Reading Fluency Weekly Progress (Fuchs, Fuchs, Hamlett, Walz & German,

1993)Ave.Words/wk Improved Minimum progress Maximum progress

Grade 1 2.10 .35 4.97 Grade 2 1.46 .71 4.00 Grade 3 1.08 .43 2.43 Grade 4 .84 .47 1.41 Grade 5 .49 .04 1.12 Grade 6 .32 ‐.22 .97

◦ Matching or not matching expected grade placement. When to get away from the core? Title 4 fourth grader--grade 4 material? Grade 4 Special Education student--grade 4

material? Consider the severity of the discrepancy Consider the intensity of the program

Set an appropriate time frame Small increments to achieve benchmarking

targets Time frame must be realistic

Time Frame Examples:End of year…In 18 weeks…In 1 year (for special education goals)… End of the quarter…By winter benchmarking period…In four weeks…By April…

Sample Goals• Student will alphabetize words by the second letter with 80%

accuracy by November 1.• In three weeks, the student will read words from the Dolch Word

List with 80% accuracy.• Student will master basic multiplication facts (1-9) with 80%

accuracy in one month.• Student will stay on task 80% of the time during whole group

instruction by the end of the quarter.• Student will increase reading skills by progressing through Scribner

with 90% accuracy as determined by teacher-made fluency and comprehension probes by October 2010.

• To increase reading ability by 6 months to 1 year as measured by the Woodcock Johnson.

• Student will make one year's growth in reading by October 2010 as measured by the Brigance.

• Students will read 1 story per week.

◦Specific◦Measurable◦Attainable◦Realistic◦Timely

Exactly aligned to student data Matched to intervention Specific skill or application of skills Regularly scheduled and conducted Weekly, biweekly, monthly—depending on

level of service (Tier II or Tier III) Data points Who, what, when Fidelity to assessment protocol

*How Frequently to Assess?*Balancing IDEAL with FEASIBLE

Daily fluency timings (reading & math) End of selection/chapter tests (reading &

math). Research-based programs will have on-going assessment or will be mastery-based.◦ Disaggregate your assessment data by skill◦ Usable form◦ What are your expectations for performance

Report card—is there some on-going data collection?

Curricular benchmark assessments

Identify the skill Set the target Instruction exactly matched Monitor with an assessment Built in assessment w/in practice

SOME EXAMPLES•Letter names•Letter sounds•Number Identification•Quantities•Computation•Time to the hour•Count by’s•Sequence events•Boehm concepts

Teachers/Teams must know what data they need to inform instruction

Teachers/Teams must have ready and easy access to the needed data

Teachers/Teams must know how to use data to inform instruction

Fidelity of use of data and implementation are critical pieces

Is there a systematic process? Management system (Aimsweb, DIBELS) Utilize Excel Folders/binders for printed materials Recording sheets for meetings Your data must be organized and readable

for all involved, including parents Data is used to dictate instruction

(formative assessment) so make it usable

No singular “product” will meet all of your needs because of the diversity of learning problems you will encounter◦ Easy CBM◦ Create your own

● Positive Response Gap is closing Can extrapolate point at which target student will “come

in range” of peers--even if this is long range

● Questionable Response Rate at which gap is widening slows considerably, but gap

is still widening Gap stops widening but closure does not occur

● Poor Response Gap continues to widen with no change

in rate.

Decision Rules:What is a “Positive” Response to Intervention?

3 points above the aim line At least one more data set supports the progress monitoring—if none, continue interventions Stop interventions Progress monitor for one more meeting NEXT MEETING: If still above aim line, then exit If below aim line, start intervention(s) again

3 points below the aim line Fidelity checks for core and intervention programming Smaller group size Increase frequency/duration of intervention Check for realistic/achievable goals Check at least one other data set to support the progress monitoring data Access diagnostic assessments NEXT MEETING: Change intervention Set a new goal

If three (3) consecutive data points are above the aimline then raise the criteria.

If three (3) consecutive data points are below the aimline then change the intervention. (time, group size, or content)

If neither of the above rules apply, no changes are needed. Continue intervention

as it is, it is working well!

Create a proactive/reactive system Establish data protocols Discuss data protocols; on-going

Research based◦ Program◦ Instruction

Tier II◦ Consider system—increase frequency/duration◦ Pre or post support (preteach/reteach)◦ Add visual support◦ Group size◦ 5-30 minutes

Tier III◦ One on one◦ Graphic support◦ 30-60 minutes

INTENSIFY

CORE

Interventions are: Linked to students Specific to student needs as dictated by data Systematic and well planned-procedures to be

applied are specified clearly and completely Research-based Utilize research-based instructional practices Follow logical educational sequences Implemented with fidelity

Using Corrective Reading Teaching student how to initiate peer

interaction through modeling & role playing Preteach letter sounds in a small group One on one instruction in following directions Using strategies for sentence writing Teaching strategies for test taking Reteach equivalent fractions in a small group Systematically providing positive

reinforcement for correct behavior

Accommodations Adaptations Interagency referrals Special education settings Assessments, evaluations, screenings Classroom observations Advice or consultations Assisting with instructional methods

and materials Places

What Works Clearinghouse◦ http://ies.ed.gov/ncee/wwc/◦ If you know what type of intervention you need, go to their website. ◦ Know what you have in your building before you look to buy a program.◦ Look to intensify your core instruction for your Tier II students before you

plug them into a program.

Some ideas… Establish a problem solving team Establish procedures for problem solving Discuss data protocols Establish progress monitoring protocols