Team Building and Problem Solving Project: Emergency Drill Effectiveness
Problem Solving Team Training
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Transcript of Problem Solving Team Training
Beverly BoydHillary Tunstall
Working Together…Making a Difference !
Welcome Teams!– Your Importance
1. Support for students2. Support for parents3. Support for teachers
Training Schedule/OverviewOur Teams – Who is on the team and what do
they do? State/Federal MandatesFactors contributing to academic failurePST Process Flow ChartSteps for Problem SolvingSelecting Interventions – What and where?GraphingFAQs
Who’s on the Team? Core Members of the
Team Reg. ed. Teacher Administrator School Counselor
(Chairperson) EC Teacher
Other individuals who may be present Parent (Always
Invited!) Teacher of student School psychologist C.A.R.E. Teacher Past teachers School nurse Speech therapist Occupational therapist Outside service
providers
Other Roles Members may engage in a variety of
roles or activitiesRecorder (keep minutes of each meeting)Brainstormer (Always!)Researcher (explore avenues for finding
intervention ideas)Graphing (It may be necessary for an
individual to graph data if teacher is unable to do so)
Why use a problem solving approach?No more “wait to fail”Progress monitoring gives as much or more
information than standardized instrumentsEncourages parent participationTeam approach leaves potential for more
ideasProactive instead of reactiveFind solutions rather than diagnose
problems
www.nasponline.org
The Bottom Line“Research-based interventions are now
required prior to determining eligibility for special education and related services in some areas of disability” DPI
What Disability Areas?Specific Learning Disability, Intellectual
Disability, Other Health Impairment, Emotional Disability, Traumatic Brain Injury
5 out of 14 disability areas of eligibility require two scientifically research based interventions with progress monitoring
Individuals with Disabilities Improvement Education Act (2004)
It’s a Disability? Prove It!The schools are charged with the task
of proving a student has a disabilityIntervention Data + Evaluation Results
Eligibility Determination: Is there a negative impact on academic performance?It can be a disability, and still not
require exceptional children services
What impacts student performance that is NOT a disability?
Language proficiencyRetentionLack of early
intervention (Snowball effect)
Low socio-economic status
Limited exposure to learning opportunities
Transitions – moving, divorce, death, etc.
Life stressors – natural disaster, trauma, illness
Poor adult/peer interactions
Poor school attendance
STEP 1: The ReferralA. Teacher completes PST Initial Form B. Refers information to PST ChairpersonC. Chairperson
A. Review PST Initial Form – Is it complete?B. Schedule PST meeting within 10 calendar
days of receiving PST Initial FormC. Invites/Informs members of team
PST Initial Form 1
Date Form Completed: 9/20/2010
Student: Sarah Student School: Super Elementary School
Sex: F Race: African American Grade: 4 Parent/Guardian: Tom and Denise Student
Date of Birth: 5/24/2000 Age: 10 Address: 17 Pleasant Ln. Williamston
NCWISE: 00000000 Telephone: 252-555-5555
Student Strengths:
Sarah has strong peer relationships and enjoys inviting friends over and incorporating them in her activities. She is a good friend to others and is generally helpful and cooperative in the classroom. Sarah recently began playing softball with a recreational league. She enjoys and shows exciting skills in drawing and other aspects of art. When asked about specific skills, Sarah reported that she was a good softball player and friend. Sarah shows relative strength in the academic area of math.
Parent Participation:
First Contact: Date 9/2/2010
Person Making Contact: Mrs. Teacher
Type of Contact: ___ School Conference ____ Letter/Note _____Home Visit + Phone Call
Purpose: Mrs. Teacher was concerned about Sarah’s difficulty in language arts activities.
Outcome: Mrs. Student (parent) also indicated similar concern and both individuals discussed increasing reading activities at home.
Second Contact: Date 9/15/2010
Person Making Contact: Mrs. Teacher
Type of Contact: ___ School Conference ___ Letter/Note ___Home Visit + Phone Call
Purpose: Sarah’s continued difficulty with language arts, particularly in comprehending what she reads.
Outcome: Mrs. Teacher and Mrs. Student discussed possibility of referring to the problem solving team.
STEP 2: Initial Referral MeetingA. Referring individual presents case
A. Review PST Initial Form, PEP, or other info
B. As a team, complete the Intervention Documentation Form
A. Area of concern, target behavior, etc.
C. If baseline data is complete:A. Determine length of intervention period
D. If baseline data is not complete:A. Designate individual to obtain
Intervention Documentation FormArea of Concern – Clarify the Problem!
Focus on only one area at a timeMeasurable! Observable!
Specify: Failing Reading -> Not comprehending text ->
Does not read fluently -> Struggles to segment and blend sounds in words -> DING DING DING DING!
Baseline Data: What is it?Snapshot of the current
performanceThe “before” pictureThe comparisonRequires some hypotheses about
reason for academic struggle
Obtaining Baseline DataExamples
DIBELS, curriculum-based measurement probes from intervention central, Direct Behavior Ratings
Obtain 3 data “points” 3 examples of the area of concernMay be over the course of 3 days, 3 weeks, 3
instructional periods, etc.KEEP IN MIND!
The method of data collection used for baseline will also be used for progress monitoring
Intervention Documentation
Area of Concern: Be Specific (e.g. vowel sound recognition, homework completion, comprehension)
Sarah (4th grade) has difficulty comprehending grade level text. She is not able to identify main themes and retell stories.
Interventions/Strategies Previously Attempted
More time to read passages, Rereading passages, partner reading with classmate, proximity to teacher during oral reading.
Baseline Data: (Occurs prior to intervention)
Baseline Data Collection 1 40% accuracy answering WH questions
Baseline Data Collection 2 40% accuracy answering WH questions
Baseline Data Collection 3 60% accuracy answering WH questions
Date: 10/1 Date: 10/3 Date: 10/6
Target Behavior: Specific level of mastery to be achieved
Answer WH questions with at least 80% accuracy.
Intervention Description:
Advanced Story Map – Worksheet with questions related to narrative text to help Sarah organize her understanding of key components of the story previously read. Advanced Story Map worksheets will be obtained from interventioncentral.org.
Frequency: 3 X per week
When: Last 10 minutes of reading block Who: Sarah reads and completes Story Map worksheet with teacher feedback immediately following completion Where: Classroom
Data Collection:
Method of Collection: Teacher made Who, What, Where, When, and Why question probes
Frequency: 1 X per week
Intervention Length: 4 weeks
STEP 3: Follow-Up MeetingA. Chairperson schedules follow-up
meeting within 10 calendar days of end of intervention period
B. As a teamA. Complete the Evaluate Intervention
Effectiveness formB. Decide on next steps
A. Continue? Discontinue? Change? Move to targeting another skill?
Evaluate Effectiveness of Intervention
Summary of Baseline Data (e.g. charted, graphed, listed, etc.)
Sarah was answering WH question teacher made probes with 40 – 60% accuracy.
What is the level of performance after intervention?
After receiving 4 weeks of intervention, 3 out of 4 weeks showed performance at or above the target behavior mark of 80% accuracy on WH questions.
What is the difference between expectation and performance?
+ Improvement in performance ___No Improvement in performance ___Insufficient data
PST Recommendations
Continue intervention through end of current grading period – Teacher tracks progress through classroom grades.
Signatures Position Date
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
Selecting Interventions
What Does Research-Based Mean?
Where Do We Get Interventions?
Research-Based Interventions“research-based”, “evidence-based”,
“scientifically-based”, “empirically validated”No Child Left Behind (NCLB) refers to
“scientifically based reading research”Research
Systematic Uses observation or experimental procedures Data analysis Accepted by peer-reviewed journal
Rathvon 2008
Evidence Based Intervention NetworkEast Carolina University“Fine Print” of EBIs
Researched techniques paired with a particular situation (“hammer is a great tool, but not with a screw”)
Delivered the same way it was researchedWhat often works, will not always work
EBI Network Common Problem Framework Emphasizes determining the function of the
problem and seeking interventions that address this function
http://www.ecu.edu/cs-cas/psyc/rileytillmant/EBI-Network-Common-Problems-Framework.cfm
Riley-Tillman, 2010
Sounds Great! WHERE?????On MCS’s website
Interventions listed in academic and behavior areas
List of resources for interventions Effective School Interventions, Second
Edition – Natalie RathvonIntervention Central –
www.interventioncentral.orgWhat Works Clearinghouse -
http://ies.ed.gov/ncee/wwc/
Taking Data SystematicallySystematic
RegularlyMethodologicalDoing the same thingDerived from planning and organization
Why Important?Examining DataKeeping team members informedInterventions used in line with how they were
researched
Graphing3 Options
1. Excel Spreadsheet2. Intervention Central’s ChartDog3. Paper graphing by hand
Choose option that works best for you!Use the same method!
Using ExcelBenefits of using excel
Saves data Allows for various ways of formattingProvides easy visualOnly gives you the information you need
Review Graphing 101 worksheetLet’s do an example!!!
Sarah’s Excel Graph
Using ChartDogBenefits of using ChartDog
(www.interventioncentral.org)
Can obtain more data analysis information % of Non-Overlapping Data Points Trend (puts in a trend line) Effect Size – Doesn’t just tell us IF the intervention
worked but to what EXTENT it workedProvides useful visualEasy plug-in method of charting
CANNOT save data as you go
Sarah’s ChartDog Graph
Graphing By HandBenefits of using good ‘ole graphing
paper!No need to remember where to put what information
Easily maintain a running document of data
Review MCS’s graph model
Examining the GraphVisual Analysis
Trend is toward increased performanceData during intervention is stronger than
during baselineMeet target behavior? What Next?
Evaluate Effectiveness of Intervention
Summary of Baseline Data (e.g. charted, graphed, listed, etc.)
Sarah was answering WH question teacher made probes with 40 – 60% accuracy.
What is the level of performance after intervention?
After receiving 4 weeks of intervention, 3 out of 4 weeks showed performance at or above the target behavior mark of 80% accuracy on WH questions.
What is the difference between expectation and performance?
+ Improvement in performance ___No Improvement in performance ___Insufficient data
PST Recommendations
Continue intervention through end of current grading period – Teacher tracks progress through classroom grades.
Signatures Position Date
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
__________________ ___________________ __________
Let’s Try Brainstorming!Trey is a Kindergarten student who
is exhibiting noncompliant behavior during whole group instruction time.
He refuses to answer questions, distracts other students, and shows off-task behavior. The teacher has tried time-outs and maintaining
proximity during these times but the behaviors have continued….
In Your Teams Review the PST Initial Form for Trey Brainstorm hypotheses for Trey’s
behavior during whole group instructional times
Begin completing the Intervention Documentation Form
Brainstorm methods of obtaining baseline data
FAQsIs this process the same for referrals related to
possible speech/language impairment? No – the following disability areas do not mandate 2 research based
interventions: Speech/language Impairment, Autism, Deaf, Deaf-blind, Developmental Delay, Hearing Impairment, Multiple Disabilities, Orthopedic Impairment, Visual Impairment
Are 2 research based interventions needed for specific skill areas such as basic reading or fluency? No – Interventions are needed for academic areas. For example, if
referral is related to reading, 2 interventions with progress monitoring are needed addressing reading
Do not need 2 interventions for basic reading, 2 for reading fluency, etc.
FAQs ContinuedIs there a minimum amount of time for intervention
periods? Yes – Interventions are typically considered to require at least 4 weeks
of implementation to show any effectiveness. May carry out for longer! Behavior referrals typically need more time! I.e. 6 weeks or longer
When referring for testing, what specific academic areas should be requested? The brainstorming conducted to identify interventions will also guide
what areas to request testing such as basic reading or math calculation skills
What if parent(s) are not willing to become involved? Parent involvement, while critical, is not necessary. This is a child-
centered process.
FAQs ContinuedCan the 2 interventions be done
simultaneously? No – Determining the success of an intervention is difficult if
another intervention is being done as well.
What if a student’s academic difficulty is connected to medical issues? Medical history will be included on both Social/Developmental
History and PST Initial Form Must go to PST – Team decision about next steps
Parent Referral FAQsHow do parent referrals alter the problem
solving process?Parent referrals for testing begin a 90 day timeline for the
completion of testingThis does not usurp the problem solving processThe two actions must occur simultaneouslyParent referral may be an opportunity to get the parent
involved in the problem solving process!
What if parent states a request for testing rather than in writing?Requests honored if delivered orally or in
writing
Disability Areas NOT Requiring Interventions
Speech/language impairment, Deaf, Deaf-Blind, etc.If suspected disability area does not require
interventions, the referral must still go to the PST
Complete PST Initial FormNext Steps
Screenings? Refer to EC teacher to begin initial referral process
for EC
Developmental Delay & Specific Learning Disability
Developmental Delay (DD) Child aged 3 through 7 years Development and/or behavior is delayed or atypical One or more of these areas is delayed
Physical, cognitive, communication, social/emotional, or adaptive development
Specific Learning Disability (SLD) Impaired ability to listen, think, speak, read, write, perform etc. Includes conditions: perceptual disabilities, brain injury, brain
dysfunction, dyslexia, developmental aphasia Disorders not included: visual, hearing, or motor disabilities,
mental retardation, emotional disturbance, or other disadvantages (cultural, environmental, economic)
Policies Governing Services for Children With Disabilities June 2010
Developmental Delay (DD) vs. Specific Learning Disability (SLD)
Since DD does not require interventions, at what age do we stop considering DD and begin considering LD and implement interventions?Best Practices: Up to age 6 years, referrals
would not require interventions. Referral must still go to the PST to review the
PST Initial Form.After 6 years, referrals would require
interventions because the eligibility area may be SLD, OHI, ID, or other area that requires interventions.
Conclusion Words from our EC Director
Questions?Suggestions for follow-up training
Teams: Staff Overview??