Beyond Basics: Gaining the Skills for Collaborative

Problem Solving

Instructional Intervention Teams Level 2 Training – Middle School

July 2014

Objectives

Participants will:

Review key communication skills and other background information all IIT problem solvers need.

Learn and practice the skills needed at each stage of the problem-solving process including use of the Student Documentation Form (SDF).

Explore resources for assessing students’ needs and developing interventions.

K-W-LTake a moment to briefly indicate:1. What do you KNOW about IIT? 2. What skills do you have related to

IIT?3. What do you WANT to get out of

this training?

Critical Competence:

Communication Skills

Unproductive Patterns of Listening (page 28 of the tan section)

1)Judgment/Criticism2)Autobiographical Listening3)Inquisitive Listening4)Solution Listening.

Key Communication Skills

*Paraphrase

*Perception Check

*Clarify

*Summarize

*Use for first 5 exchanges of Problem Identification.

A problem well stated is a problem half-

solved.

- Charles Kettering

Instructional Triangle

Student

Instruction Task

Match=Success

Underlying Principles for 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

Case Review Holly Byron

Contracting

▪ A shared starting point

▪ Important verbal agreement

▪ Previous experiences

Contracting Model

Prepare to Practice

▪ Think of a real student you are concerned about

▪ As the student’s “teacher,” what instruction (subject matter included) do you provide? What tasks does the student have to do?

▪ Jot down some potential “data” that you have about the student

Practice Contracting

Working in groups of 3, each person should have one opportunity to

participate in the practice rounds as the:

Case ManagerTeacher

Observer

Math Resources

Jon WrayResource Teacher,

Mathematics

Problem Identification

▪ Shared understanding

▪ Narrowing focus and setting priorities

▪ Setting goals

Problem Identification

Model

Practice Problem Identification

Working in the same groups of 3, each person should have one

opportunity to participate in the practice rounds as the:

Case ManagerTeacher

Observer

Setting GoalsBaseline – where the student is currently

performing

GOAL – where the teacher wants the student to be performing within a set time frame

Consider:

▪ Curriculum expectations

▪ Teacher expectations

▪ Typical student's rate of progress

▪ Targeted student(s)'s rate of progress

▪ Limits of working memory

Methods for Setting Goals

25% Rule for Short-Term Goal

1) Multiple baseline by .25

2) Add the number obtained in step 1 to baseline

Split the Difference for Interim Goal

3) Subtract short-term goal from long-term goal

4) Divide that number in half

Common sense approach after multiple factors considered

Aim Line

A visual guide toward the goal.

eSDF Practice

Language Arts Resources

Melissa MackResource Teacher, Reading

More on Memory

»Divide your table in half.

»Half the table reads the NYTimes article.

»Half the table reads the Marzano article.

»Share!

Strategy/ Intervention Design

▪ What will help meet specified goals?

▪ What conditions are needed to maintain an instructional match?

▪ When can the strategy be embedded in instruction?

▪ What are the specifics of the intervention?

▪ Who else would benefit from the intervention?

Practice Intervention/Strategy Design

Working in the same groups of 3, each person should have one

opportunity to participate in the practice rounds as the:

Case ManagerTeacher

Observer

Debrief

Intervention Implementation & Evaluation

▪ Implementation

▪ Evaluation

▪ Treatment Integrity

Closure

▪ When case management is no longer needed

▪ Concluding activities

KWL

Take a moment to briefly indicate:

What did you LEARN?

Tying it Together

▪ Applying New Knowledge

▪ Questions?