Problem Solving Training Module Problem Identification This training module is specific to the “P” in PAIR- Problem Identification

What is a problem under this model? A problem (P) is the difference between what is expected (E) and what is observed (O). E-O=P Answers PLC essential questions: What is it we expect students to learn? How will we know when they have learned it? This clearly defines what a problem is in this process. There may be many contributing factors as to why (analysis of the problem), but the actual problem is the “P” in this formula.

What is a problem under this model? An example: A third grade student is reading 80 wcpm (O). The expectation at the current time of year is 100 wcpm (E). Therefore, the problem (P) is that the student is reading 20 wcpm slower than what is expected (100-80=20). An example of a clearly defined problem. Reading fluency is often the example used due to its ease for explanation. Other examples include: The student is currently completing 5 out of the 10 daily assignments. He/she is expected to complete 10 out of 10 daily assignments. Therefore, the problem is (10-5=5) that he/she is completing 5 less or half the expected assignments.

Is this an individual student problem or a larger systemic problem? Are over 20% of Are between students struggling? 5% and 20% of Are 5% or fewer students struggling? students struggling? Once the formula has been discussed or defined, we must determine if this is a problem for just that child, a small group of children, or a larger group of children. This rubric would help with this process, while walking educators through ICEL-Instruction, Curriculum, Environment, or Learner (see the box on the bottom left of the screen). Go to problem definition Examine instruction, curriculum, and environment for Develop small needed group intervention adaptations and develop group intervention Go to adapted from: Heartland AEA 11, Improving Children’s Educational Results intervention evaluation

ICEL Does the identified problem exist for only one student, a small group of students, or a large group of students? When large group problems exist, problem solving is done on a large scale and changes in instruction, curriculum, and/or the environment are appropriate interventions. ICEL is defined here and this slide supports the previous one….it may be required in discussion to toggle back and forth with these two slides.

Central Questions When Considering ICEL Instruction- Has/Is the student being instructed in that skill? Curriculum- Does the curriculum contain the target skill? Environment- Does the environment support the acquisition and display of the skill? Learner- Has the learner learned the skill? Are there particular learner characteristics to be considered? When considering ICEL, these are some central questions within each area.

PROBLEM SOLVING How will we respond when they don’t learn? Access Problem Solving Team (PST) Problem solving team will proceed through PAIR Consider all data collected Data based decision making culminates in a team decision (e.g., modify intervention, discontinue intervention if goal is achieved, consider referral for psychoeducational evaluation if data indicates need) Tier 3: Intensive Intervention Tier 2: Supplemental Targeted Interventions Tier 1: Core Curriculum 5% Problem Identification-What is the Problem? e.g., Reading decoding, math computation, bullying Analysis of Problem-Why is it happening? Consider ICEL and % of students with similar problems Intervention Implementation-What do we do about it? Provide standard protocol intervention to small group RtI-Is the plan working? Ongoing progress monitoring determines next step 15% This is the pyramid that probably everyone has seen. It shows how instruction/intervention is a multi-tiered approach and how the number of students requiring that level of support goes down as you work up through the pyramid. Also of note is that teachers and other educators should constantly be working through PAIR at each tier, even in Tier 1:Core Curriculum. Problem Identification-What is the Problem? e.g., Reading decoding, math computation, bullying Analysis of Problem-Why is it happening? Consider ICEL and % of students with similar problems Intervention Implementation-What do we do about it? Provide research-based interventions RtI-Is the plan working? Ongoing progress monitoring determines next step 80%

Pick only one problem? The problem must focus on teachable skills that are alterable and educationally meaningful that can be changed through instruction. As teachers, the professionals they consult with (PST 1); and even Problem Solving Teams start defining problems, it is important to remember that the problem must focus on teachable skills that are alterable and educationally meaningful that can be changed through instruction.

Which Problem? Student is often 15 minutes tardy. Parents can’t work with student at home and student is at after-school care until 5:30pm. The student currently knows 70/105 sight words and is expected to know 105/105. So the student knows 35 fewer sight words than is expected. Child’s activity level is increased as a side effect of required medications. This is an exercise for you to go through with your viewers. Based on the discussion so far, which is the appropriate problem? The tardiness one is not the problem. It may be a contributing factor, and we may address it through consultation (possibly with the social worker), parent conferences, and document our plan and outcomes (PST1), but it does not tell us what the actual problem is. The parents not being able to work with the child does not meet the criteria for a problem because it is not alterable and able to be changed through instruction. Also, the last option is not the problem because we cannot discuss medication. The problem here is that the student currently knows 70/105 sight words, is expected to know 105/105 sight words, so the student knows 35 fewer sight words than what is expected.

Problem Identification Checklist Replacement behavior was identified. Data were collected to determine current level of performance for replacement behavior. Data were obtained for expected level of performance. Data were collected on current level of peer performance. A gap analysis between the student’s current level of performance and the expected level, and the peers’ current level and the expected level was conducted. When completing this step of the problem solving process, this checklist may be helpful. Also, be sure to follow the steps outlined in the PST Manual, as it walks you through the entire process.

Example of Gap Analysis Student’s current level of performance Complies 35% of the time Benchmark (set by teacher) Comply 75% of the time Peer performance Observation reveals that the student’s peers comply 40% of the time This is a behavioral example of gap analysis. In this example, the student was observed (possibly by the teacher or psychologist) to comply about 35% of the time. The teacher, based on what he/she feels is necessary to be successful, set a benchmark of her students complying at least 75% of the time. Observations (again, by the teacher or psychologist, or other educator) revealed that the rest of the class is complying with teacher direction about 40% of the time. So, what does all this tell us?

Example of Gap Analysis Benchmark/Target student 75/35= 2.14 (greater than 2 times)= Significant Gap Benchmark/Peers 75/40= 1.9 (about 2 times)= Significant Gap Peers/Target 40/35= 1.1 (less than 2 times)= No Significant Gap Considering this data and Instruction, Curriculum, Environment, and Learner (ICEL), is this behavior program effective? No, peers have a significant gap from the benchmark as well as the target student. Changes in the instruction of the classroom behavior program may be necessary (I); or the program may not include compliance as a skill (C); or the environment may not be conducive to compliance (E). It does not appear that this is a learner (L) centered problem. As you go through this example, it is a general rule that if the “gap” between the benchmark and you target (student or peers) is 2 times (or greater), it is significant. If less than 2 times the gap, it’s not significant.