Instructional Intervention
Teams
Level 1 Training
Beliefs, Behaviors & the
Basic Skills of Collaborative
Problem Solving
Day 1
July 2013
Model For Adult Learning
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
Joyce & Showers, 1980,1992
Gravois,1996
Rosenfield &
Objectives
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, and
be introduced to the stages of problem
solving.
Finish the sentence…
1.Choose one sentence strip
2.Share your name, position,
school and finish the sentence
Every student is inspired to learn and
empowered to excel.
We cultivate a
vibrant learning
community that
prepares
students to thrive
in a dynamic
world.
Vision and
Mission
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.
•
Schools are supported
by world-class
organizational
practices.
System Goals
2012-2013 CFIP-IIT
Connections
2011 – 2012 MS
Trainings
2010 – MS Workgroup and
Essential Elements
2008 – MSDE Commendation
2005 – High Leverage
Strategy
2000 – HCPSS Program
Evaluation
1996 – Kid Talk
1990 – Instructional Consultation
Teams
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?
• Contracting
• Problem Identification
• Strategy/Intervention
Design
• Intervention
• Evaluation and
Closure
Problem-Solving Stages
Instructional Triangle
Student
Match=Success
Instruction
Task
Variance explained by each
factor
Contribution of each factor to
overall Student Achievement
for the Typical learner
Student = 5060%
Instruction =
25-35%
HCPSS/OSS/Level
Task =
5-15%
Bloom, 1976
The amount of variance
explained by each
Low Achiever: factor
Student = 10-
Student comes with LESS
Prior Knowledge
Student accounts for
LESS
Instruction and Task
factors account for
MORE
20%
Instruction =
40-45%
HCPSS/OSS/Level
Task =
40-45%
The amount of variance
explained by each
Low Achiever: factor
Student = 10-
Student comes with LESS
Prior Knowledge
Student accounts for
LESS
Instruction and Task
factors account for
MORE
20%
Instruction =
40-45%
HCPSS/OSS/Level
Task =
40-45%
Case Example from a
Teacher’s Perspective:
Megan Brown
Fulton 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
Informing
Levels of Teacher Interactions
Disseminating
information:
Student
Progress/
Concerns
Data
Curriculum
Assistance
Requesting
help with
classwork
Complying
with requests
Sharing
Materials/
Activities
Expertise
Instructional
and
behavioral
strategies
Fused Work
Teaching,
grading,
assessing
together
Planning
curriculum
Problem
Solving
Time and Scheduling commitment
L. Hook, E., Hurd., R. Jurish, E. Kinsler, M. Levinsohn-Klyap, S. Rosenfield, C., Schulmeyer (2012)
Collaborative
Communication
…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
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.
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)
Key Communication Skills
»
»
»
»
»
»
»
»
Paraphrasing
Perception Checking
Collaborative Skills
Clarifying Questions
Use these the most
Requesting Clarification
Summarizing
Relevant Questions
Not as collaborative
Offering Information
Active and Attentive Listening
Use sparingly
A problem well stated is a
problem half-solved.
- Charles Kettering (and Mary LevinsohnKlyap concurs!)
Case Presentation
Aimee 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 2
July 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
Case Manager’s
perception of
student
Teacher’s
perception of
Case Manager
Teacher’s
perception of
student
Key Communication Skills
»
»
»
»
»
»
»
»
Paraphrasing
Perception Checking
Collaborative Skills
Clarifying Questions
Use these the most
Requesting Clarification
Summarizing
Relevant Questions
Not as collaborative
Offering Information
Active and Attentive Listening
Use sparingly
Communication Skills
Practice
Paraphrase,
perception check,
clarify… NO
Questions
ENTRY & CONTRACTING:
» Establish the collaborative relationship
» Clarify Expectations
» Basis for Problem Solving
» Stages and Roles
» Non-evaluative and Confidential
» Parent Contact
Listen…
4
What did you hear?
PROBLEM IDENTIFICATION &
ANALYSIS:
» Most important and likely
longest stage
» All aspects of the triangle
considered
» A shared understanding
Listen…
4
What did you hear?
Observable and
Measurable
» What we can see
» What we can
measure
» Selected information, NOT the only
information
50
Jason gets out of his
seat about 95 times
Kimberly completes 75%
a day!
of her classwork.
Observable and Measurable?
Emerald typically raises her hand
twice in a 50 minute period. Most of
my top students raise their hands a
lot more than that.
Khalil reads approximately 40 words
per minute.
Impact of Instructional Match
on Emotions and Learning
Match
Working Memory
Functioning Optimally
Mismatch
Working Memory
Overloaded
Student Looks Frustrated,
Student Looks Happy, Attentive Unhappy, Inattentive
Student Learning
Student not Learning
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.
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 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.
Underlying Principles of Instructional Match
Working Memory
Age
3
5
7
9
11
13
15
Capacity
0
00
000
0000
00000
000000
0000000
Drill & Practice
70% to 85% Knowns
Comprehension
93%-97% Knowns
Repetition
IQ 120= 25X
Gravois & Gickling (2005)
IQ 100= 35X
IQ 80= 55X
Working Memory
» Divide your table in half.
» Half the table reads the NYTimes
article.
» Half the table reads the Marzano
article.
STRATEGY/INTERVENTI
ON 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:
hcpssiit.wikispaces.hcpss.org
Concurrent Sessions:
1.
2.
3.
Working with English Language
Learners: Strategies to Support
Teachers and Students with Laura
Hook
Reading Strategies for the
Middle School General Education
Classroom with Dottie Tingen
Reading Strategies for the
Elementary Classroom with Judi
Hunter and Lisa Falsetti-Hopkins
Where are you now?
Where have we gone?!
Questions