A Specialist’s Guide to Problem Solving:
Helping Teachers Help KidsOregon RTI Spring Conference
May 9, 2012
Purpose
• Help specialists help teachers understand and use the problem solving process to help students
Talk Time• Talk with your neighbor about your
knowledge of the problem solving model and to what extent formal problem solving is used in your school district.
Sometimes it feels like this…
The BIGGEST challenge you will face
The purpose of problem solving is not to get a student into special education.
The purpose of problem solving is to determine what will help the student succeed.
Creating Real Change• Direct the Rider: The rational side
• Motivate the Elephant: The emotional side
• Shape the Path: Show them the wayTaken from Switch: How to change things when change is hard by Chip Heath & Stan Heath, 2010
Creating Real Change• Re-examine their belief systems• Help them through the problem
solving process
Belief
Behavior
Statements of Beliefs (True or False)
1. All students can learn2. A basic skill deficit can have a major
impact on academic achievement and behavior
3. A special education diagnosis tells you how a child learns
4. Early intervention prevents later school failure
Rosenfield-Summer Institute 2005
The Problem Solving Process
Improved Student
Achievement
2. Problem Analysis
1. Problem Identificati
on
3. Plan Developme
nt
4. Plan Implementation & Evaluation
What is the problem?
Why is the problem
occurring?
What are we going to do about the problem?
How is it working?
Step 1: Problem Identification
PurposeTo identify how discrepant the student is from his/her peersA problem is defined as a discrepancy
between:
Current performanceExpected performance Problem
Definition
Problem definition needs to clear, complete, and
objective
Not clearly defined• Cody can’t read.• Marcella doesn’t do
any work.• Ian is failing all of his
math assignments, he doesn’t do any work, and he can’t sit still.
Clearly defined• Cody is reading 55
wcpm on second grade passages with an accuracy of 89%. Second grade students should be reading 87 wcpm or more at 97% accuracy or higher to be considered benchmark. Cody has difficulty decoding r-controlled words.
Defining the problem
Step 1: Problem Identification
• Some common challenges:1. Having a vague, unfocused problem
definition, or choosing too many problems
2. Expected level of performance not based on data or objective peer performance.
3. Inappropriate/non-existent target behavior or replacement skill
Talk Time: Problem Identification
• Which of these identified challenges do you see as the biggest barriers to problem-solving in your school?1. Vague, unfocused problem
definition2. Expected level of performance
not based on data or peer performance
3. Inappropriate target behavior or focus skill
Step 1: Problem Identification
• Addressing Challenges1. Provide a model – Provide examples
and non-examples of problem definitions
2. Ensure staff has an understanding and trust of data
3. Collaborate with other specialists to ensure staff understand the hierarchy of skills in content areas.
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Hierarchy of Reading Skills
The Problem Solving Process
Improved Student
Achievement
2. Problem Analysis
1. Problem Identificati
onWhat is the
problem?
Why is the problem
occurring?
IC
EFocus on “the water”-• Instruction• Curriculum• Environment
Step 2: Problem AnalysisPurpose
To understand why the problem is occurring
Instruction: Curriculum:
Environment: Learner:
How you teach
What you teach
Where you teach
Who you teach
Step 2: Problem Analysis – Purpose
Step 2: Problem Analysis• Some common challenges
1. Over-focusing on the learner and not accounting for instruction, curriculum, and environment
2. Making a hypothesis based on teacher opinion rather than on comprehensive data.
What is effective?
Treatment/Intervention Effect Size
Special Education Placement -.14 to .29
Modality Matched Instruction (Auditory) +.03
Modality Matched Instruction (Visual) +.04
Curriculum-Based Instruction/Graphing and Formative Evaluation
+.70
Curriculum-Based Instruction, Graphing, Formative Evaluation and Systematic use of Reinforcement
+1.00
Tilly, 2007
Teachers are among the most powerful influences in learning
John Hattie, Visible Learning, 2009
Teacher variables
Effect size
Home/Student variables
Effect size
Teacher Clarity +0.75 Socioeconomic Status +0.57
Reciprocal Teaching +0.74 Parental Involvement +0.51
Teacher-Student Relationships +0.72 School Finances +0.23
Feedback +0.73 Family Structure +0.17Direct Instruction +0.59 Retention -0.16
What is effective?
Talk Time:Problem Analysis
• Which of these identified challenges do you see as the biggest barriers to problem-solving in your school?1. Not enough focus on instruction,
curriculum, environment2. Hypothesis based on opinion
and not on data
Step 2: Problem Analysis• Strategies to Address:
1. Provide background on importance of other factors: Provide resources to foster the understanding that student success and failure is the result of interaction
2. Ensure comprehensive data collection that addresses all variables (ICEL). Refocus on the importance of the data for each variable.
What is effective?
Treatment/Intervention Effect Size
Special Education Placement -.14 to .29
Modality Matched Instruction (Auditory) +.03
Modality Matched Instruction (Visual) +.04
Curriculum-Based Instruction/Graphing and Formative Evaluation
+.70
Curriculum-Based Instruction, Graphing, Formative Evaluation and Systematic use of Reinforcement
+1.00
Tilly, 2007
Teachers are among the most powerful influences in learning
John Hattie, Visible Learning, 2009
Teacher variables
Effect size
Home/Student variables
Effect size
Teacher Clarity +0.75 Socioeconomic Status +0.57
Reciprocal Teaching +0.74 Parental Involvement +0.51
Teacher-Student Relationships +0.72 School Finances +0.23
Feedback +0.73 Family Structure +0.17Direct Instruction +0.59 Retention -0.16
What is effective?
Visible Learning for Teachers
“School leaders and teachers need to create schools, staffrooms, and classroom environments in which error is welcomed as a learning opportunity, in which discarding incorrect knowledge and understandings is welcomed, and in which teachers can feel safe to learning, re-learn, and explore knowledge and understanding.” John Hattie
The Problem Solving Process
Improved Student
Achievement
2. Problem Analysis
1. Problem Identificati
on
3. Plan Developme
nt
Why is the problem
occurring?
What are we going to do about the problem?
Step 3: Plan Development
PurposeEveryone needs to clearly understand what is to be done and by whom.
IC
EFocus on “the water”-• Instruction• Curriculum• Environment
Step 3: Plan Development
Purpose
Students with intensive needs & students with disabilities
need more…… time (Simmons et al. 2002)
… modeling (Archer & Hughes, 2011)
… explicitness (Archer & Hughes, 2011; Brophy & Good, 1986)
… review (Carnine, Silbert, & Kame’enui, 1997; Kame’enui & Simmons, 1990; Rosenshine & Stevens, 1986)
… opportunities to practice (Engelmann and Becker, 1978; Millen, 2005; Sutherland and Wehby, 2001)
… feedback (Heron & Harris, 2001; Rosenshine & Stevens, 1986)
Step 3: Plan Development
• Some common challenges1. Plan not clearly and comprehensively
defined and linked to ICEL data2. Not understanding the need for or
including fidelity plan (feedback)3. Not making a plan for follow-up and
including very clear, explicit criteria for success
Importance of Feedback• Wickstrom et al studied 33
intervention cases. • Teachers agreed to do an
intervention and were then observed in class.
• 0/33 Teachers had fidelity above 10%.
• 33/33 on a self report measure indicated that they had used the intervention as specified by the team.
Slide taken from a presentation by Joseph Witt
Talk Time:Plan Development
• Which of these identified challenges do you see as the biggest barriers to problem-solving in your school?1. Plan not clear, not linked to ICEL2. Not including fidelity plan3. No clear follow-up plan with
success criteria
Step 3: Plan Development
• Strategies to Address:1. Provide examples and non-examples.
Ensure comprehensive documentation and clarity from all staff involved.
2. Help staff understand that your are providing support and ensuring plan is manageable and implemented successfully
3. Redefine what is success so everyone is clear. Communicate how clear outcome criteria makes the decisions easier and more efficient
Example of a Plan
The Problem Solving Process
Improved Student
Achievement
2. Problem Analysis
1. Problem Identificati
on
3. Plan Developme
nt
4. Plan Implementation & Evaluation
What are we going to do about the problem?
How is it working?
Step 4: Plan Implementation & Evaluation Purpose
To determine if the plan is being implemented as intended and whether it is working– Observations of fidelity– Criteria for measuring success/Decision
Rules
Corr
ect w
ords
per
Min
ute
10
20
30
40
Dec.Scores
Feb.Scores
Jan.Scores
MarchScores
AprilScores
MayScores
JuneScores
60
50
Criteria/Decision Rules
Decision Rules
Step 4: Plan Implementation &
Evaluation• Some common challenges
1. Altering the plan without approval from the team
2. Not utilizing feedback (observations of implementation/fidelity) in modifying intervention appropriately
3. Not evaluating student against predetermined criteria of success and following decision rules
Talk Time:Plan Implementation &
Evaluation• Which of these identified
challenges do you see as the biggest barriers to problem-solving in your school?1. Not sticking to the plan2. Not utilizing feedback to modify
plan3. Ignoring decision rules and
success criteria
Step 4: Plan Implementation &
Evaluation• Strategies to Address:
1. Staying involved in the intervention, checking in, reviewing data, providing support as needed
2. Collaborate with the team to ensure support of all stakeholders (administrators, specialists, teachers, parents)
3. Refocus on predetermined goal and criteria for success. Ensure consensus of the team around criteria for success, before implementing intervention
Observation of Plan
Areas for feedback:
Student success rate
Student engagement
Opportunities to respond
Error corrections/feedback
The Problem Solving Process
Improved Student
Achievement
2. Problem Analysis
1. Problem Identificati
on
3. Plan Developme
nt
4. Plan Implementation & Evaluation
How is it working?
Questions, Comments, Concerns?
Jon Potter – [email protected] Bates – [email protected]
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