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