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Instructional Intervention Teams
Level 1 Training
Beliefs, Behaviors & the Basic Skills of
Collaborative Problem SolvingNovember 2013
Participants will:
• gain an understanding of Instructional Intervention Teams and how they function,
• explore and practice the stages of problem solving and
• comprehend how IIT can benefit teachers and students.
Objectives
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
Model For Adult Learning
Joyce & Showers, 1980,1992 Rosenfield & Gravois,1996
What is IIT?
• A school based problem-solving team made up of individual case managers.
• Purpose is collaboration to increase teacher knowledge and skill and to improve student outcomes.
We cultivate a vibrant learning
community that prepares students to thrive in a dynamic
world.
Vision and Mission
Every student is inspired to learn and empowered to excel.
•Schools are supported
by world-class organizational
practices.
System Goals
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.
The Danielson Model
How can IIT support my portfolio?
How can IIT improve my observation outcomes?
What about SLOs?
IIT Beliefs» Review each statement.» Select one statement from the
center of the table.» At your table, share the
statement and why it is significant.
» Ask others at your table to share their feelings about the beliefs.
Problem-Solving Stages
•Contracting
•Problem Identification
•Strategy/Intervention Design
•Intervention
•Evaluation and Closure
The Problem-Solving Process
•Essential Elements
• Foundation
• Problem Solving
• Team meeting structure
• Membership
• Training
• Documentation
HCPSS/OSS/Level I Fall 08/mlk/08
Variance explained by each factor
Student = 50-60%
Contribution of each factor to overall Student
Achievement for the Typical learner
Instruction = 25-35%
Task = 5-15%
Bloom, 1976
HCPSS/OSS/Level I Fall 08/mlk/08
The amount of variance explained
by each factorStudent = 10-20%
Low Achiever:Student comes with
LESS Prior Knowledge
Student accounts for LESS
Instruction and Task factors account for
MORE Instruction = 40-45%
Task = 40-45%
ENTRY & CONTRACTING:
» Establish the collaborative relationship» Clarify Expectations» Basis for Problem Solving» Stages and Roles» Non-evaluative and Confidential» Parent Contact
Prepare to Practice» Think of a real student you are
concerned about.» To role playing as case manager,
decide what materials you will use.» As the student’s “teacher,” what
instruction do you provide? What are your concerns?
» As the observer, what materials you want to use?
Working in trios, decide who will serve what role in this role play:
Case Manager, Teacher, Observer.
Each person should have at least one opportunity to participate in
the practice rounds.
PROBLEM IDENTIFICATION & ANALYSIS:
»Most important and likely longest stage
»All aspects of the triangle considered
»A shared understanding
Prepare to Practice» Think of a your student again» To role play as a case manager,
decide what materials you will use» As the student’s “teacher,” what
instruction do you provide? What are your concerns?
» As the observer, what materials you want to use?
Impact of Instructional Match on Emotions and Learning
Match
Working Memory Functioning Optimally
Student Looks Happy, Attentive
Student Learning
Mismatch
Working MemoryOverloaded
Student Looks Frustrated, Unhappy, Inattentive
Student not Learning
The problem is the mismatchWhen 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
Underlying Principles of Instructional Match
Gravois & Gickling (2005)
Comprehension93%-97% Knowns
Drill & Practice70% to 85% Knowns
Working MemoryAge Capacity3 05 007 0009 000011 0000013 00000015 0000000
IQ 120= 25X IQ 100= 35X IQ 80= 55X
Repetition
STRATEGY/INTERVENTION DESIGN
»Strategy/activity to help student reach goal
»Details »At least part classroom
based, even if more is needed
INTERVENTION IMPLEMENTATION &
EVALUATION/CLOSURE
»Putting the plan into action
»Determining the effectiveness of the implemented plan
The Danielson Model
How can IIT support my portfolio? How can IIT
improve my observation outcomes?What about
SLOs?