Instructional Intervention Teams Level 1 Training Beliefs, Behaviors & the Basic Skills of Collaborative Problem-Solving Part 1 July 2011

Participants will:  gain an understanding of the problem- solving process and how teams function,  increase awareness about the influence of culture,  be introduced to the stages of problem- solving, and  explore and practice communication skills. Objectives

Where are we now and where are we going?!

Laying the Foundation: How and Why We Do What We Do

History of problem-solving Teams

Name the two HCPSS goals. What are the four system expectations? Systemic Goals and Expectations

Know your students and the differentiated supports in place to ensure their success. Ensure students receive exemplary instruction that prepares them for college and careers. Have a process in place for continuously monitoring student progress. Develop a relationship with students and families. Systemic Goals and Expectations

Culture The systems of values, beliefs, and ways of knowing that guide communities of people in their daily lives. E. Trumbull (2005) 8

" We don't see the world as it is, but rather as we are." - Anais Nin

Pouring the Pavement: Critical Beliefs of the HCPSS Problem-Solving Team Process

Competence is presumed for all learners and all educators.

The critical arena for student growth and success is within the teacher-student relationship in the classroom.

High quality engaging instruction results in higher achievement for all students.

To promote student achievement, multiple sources of data are used on a regular basis for decisions about instruction.

Ensuring an instructional match and working within the instructional setting are the focal points of problem- solving.

Teachers demonstrate professional responsibility when they seek assistance for students who do not respond positively to a variety of instructional modalities.

Teachers and students benefit from collaboration and consultation with problem-solving teams.

What do you believe?

The problem- solving Process Purpose Purpose Goals Goals Membership Membership

Logistics Kid Talk and/or Case Management Why request assistance? Team meeting structure

Problem-Solving Stages Contracting Problem Identification Strategy Intervention/Design Intervention Evaluation and Closure

Instructional Triangle Student Instruction Task Match=Success

Case Sample

LUNCH

Downward Spiral Focused on “them” Tolerates variation Blame Scarcity Limits possibility “What needs fixed?” Upward Spiral Focused on our practices Values variation Responsibility Abundance Limitless possibility “What do we want?”

A 4th grade student has displayed behaviors such as physical aggression and defiance. She is below grade level in reading and math. Her parents infrequently follow up when they are called and homework is generally not done.

Anyone can hear. It is virtually automatic. Listening is another matter. It takes skill, patience, practice and conscious effort. Communication Skills

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.

Dialogue Dialogue To suspend assumptions and genuinely ‘think together.” To suspend assumptions and genuinely ‘think together.” Working to develop a shared understanding Working to develop a shared understanding Listening Listening Understand another’s point of view Understand another’s point of view Express another person’s ideas, emotions and problems 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) Productive Communication

Key Communication Skills »Paraphrasing »Perception Checking »Clarifying Questions »Requesting Clarification »Summarizing »Relevant Questions »Offering Information »Active and Attentive Listening Collaborative Skills Use these the most Not as collaborative Use sparingly

Paraphrase, perception check, clarify… NO Questions Communication Skills Practice

Where are you now?

34 Level of ImpactEvidenceTraining Method AwarenessArticulate a general conceptStand and deliver Conceptual understandingClearly articulate a conceptModeling/ Demonstration Skill acquisitionUse skills in structured settingPractice in simulated situation with feedback Application of skillsFlexibly use skillsReal cases with coaching Model For Adult Learning Joyce & Showers, 1980,1992 Rosenfield & Gravois,1996

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