Instructional Intervention Teams Level 1 Training

1. Instructional Intervention Teams Level 1 Training Beliefs, Behaviors & the Basic Skills of Collaborative Problem Solving Part 1 July 2011

2. Objectives • Participants will: • gain an understanding of problem solving teams and how they function, • explore and practice communication skills, • gain an awareness about the influence of culture, and • be introduced to the stages of problem solving.

3. Who are these people?

4. History of Problem Solving Teams

5. Systemic Goals and Expectations • Name the two HCPSS goals. • What are the four system expectations? • THINK • PAIR • SHARE

6. Systemic Goals and Expectations • Know your students and the differentiated supports in place to ensure their success. • Ensure students receive exemplary instruction that prepares them for college and careers. • Have a process in place for continuously monitoring student progress. • Develop a relationship with students and families.

7. Where are we now and where are we going?!

8. Pouring the Pavement: Critical Beliefs of the HCPSS Problem Solving Team Process

9. Competence is presumed for all learners and all educators.

10. The critical arena for student growth and success is within the teacher-student relationship in the classroom.

11. High quality engaging instruction results in higher achievement for all students.

12. To promote student achievement, multiple sources of data are used on a regular basis for decisions about instruction.

13. Ensuring an instructional match and working within the instructional setting are the focal points of problem solving.

14. Teachers demonstrate professional responsibility when they seek assistance for students who do not respond positively to a variety of instructionalmodalities.

15. Teachers and students benefit from collaboration and consultation with problem solving teams.

16. What do you believe?

17. The Problem Solving Process • Purpose • Goals • Membership

18. Logistics • Kid Talk and/or Case Management • Why request assistance? • Team meeting structure

19. Problem Solving Stages • Contracting • Problem Identification • Strategy Intervention/Design • Intervention • Evaluation and Closure

20. Student Match=Success Instruction Task Instructional Triangle

21. Case Presentation

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

25. Downward Spiral Upward Spiral • Focused on “them” • Tolerates variation • Blame • Scarcity • Limits possibility • “What needs fixed?” • Focused on our practices • Values variation • Responsibility • Abundance • Limitless possibility • “What do we want?”

26. 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.

27. Communication Skills • Anyone can hear. It is virtually automatic. Listening is another matter. It takes skill, patience, practice and conscious effort.

28. 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 anunproductive pattern of listening related to this situation.

29. Productive Communication • 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)

30. Key Communication Skills • Paraphrasing • Perception Checking • Clarifying Questions • Requesting Clarification • Summarizing • Relevant Questions • Offering Information • Active and Attentive Listening Collaborative Skills Use these the most Not as collaborative Use sparingly

31. Where are you now?

32. Questions?Feedback

33. Instructional Intervention Teams Level 1 Training Beliefs, Behaviors and the Basic Skills of Collaborative Problem Solving Part 2 July 2011

34. Questions From Day 1

36. CONTRACTING • Introduction, describes process • Shared understanding and agreement about how to proceed

38. PROBLEM IDENTIFICATION & ANALYSIS • Most important and likely longest stage • All aspects of the triangle considered • Critical questions

39. Critical Questions • What does the student know? • What can the student do? • Are there patterns to the student’s work? • How does the student approach unknowns? • Now, what do I do, as the teacher? Gickling; IC Teams Manual 2002

40. Mismatch Match Working Memory Overloaded Working Memory Functioning Optimally Student Looks Frustrated, Unhappy, Inattentive Student Looks Happy, Attentive Student Learning Student not Learning Impact of Instructional Match on Emotions and Learning

41. The problem is the mismatch When 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.

42. Prior Knowledge!* • Sight word knowledge • Vocabulary knowledge • Math facts • Experiences with particular content • Culture • Comprehension strategies/skills * Dorchy, Segers, & Buehl, 1999

43. What percentage of words does an adult need to read and understand in order to comprehend 5th grade text?

44. The Houssin Verker Once 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.

45. Working Memory Age Capacity Drill & Practice 3 0 5 00 70% to 85% Knowns 7 000 9 0000 11 00000 13 000000 15 0000000 Comprehension 93%-97% Knowns Repetition IQ 120= 25X IQ 100= 35X IQ 80= 55X Gravois & Gickling (2005) Underlying Principles for Instructional Match

46. Working Memory Activity • Divide your table in half. • Half the table reads the NYTimes article. • Half the table reads the Marzano article.

47. Problem Identification Scripts • Look for Communication Skills • Look for comments that could contribute to “Upward or Downward Spirals” • Look for tasks of stage that have been addressed • Are all aspects of the triangle explored?

48. STRATEGY/INTERVENTION DESIGN • Strategy/activity to help student reach goal • Details • At least part classroom based, even if more is needed

49. INTERVENTION IMPLEMENTATION & EVALUATION • Putting the plan into action • Determining the effectiveness of the implemented plan

50. What do you believe?