Problem Solving

Oregon Response to Intervention

Vision: Every child in every district receives the instruction that they need and deserve…every day.

Problem SolvingCadre 9 Initial Training

November 5th, 2013

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www.oregonrti.org

Acknowledgements

• Florida Problem Solving & Response to Intervention Project

• Heartland Area Education Agency 11

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Trying to make good decisions for our students can feel like this…

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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?

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Problem Solving Across Levels of Support


Why is the problem occurring?


How is it working?Tier 1:

100% Meetings

Tier 2/3:Intervention Meetings

Tier 3:Individual Problem Solving Meetings

ALL STUDENTS

FEW STUDENTS

SOME STUDENTS

6Oregon Response to Intervention

www.oregonrti.org

The Water…

IC

EFocus on “the water”-• Instruction• Curriculum• Environment


www.oregonrti.org

ICEL

I – Instruction C – CurriculumE – EnvironmentL – Learner

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If there was a problem…

… yo, I’ll solve it!

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Improved Student

Achievement


onWhat is the

problem?

Step 1: Problem Identification

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Step 1: Problem Identification

A problem is defined as a discrepancy, using data/evidence, between:

Current performanceExpected performance Problem

Definition

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1. Problem Identification


Tier 1:100% Meetings


Current % of students proficient with core

supports

≥80% of students proficient with core

supports

Actual % of students in intervention making

adequate progress

Most students in intervention making

adequate progress

ALL STUDENTS

SOME STUDENTS


Actual individual student performance

Expected Student Performance

FEW STUDENTS

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Improved Student

Achievement

2. Problem Analysis


on

Why is the problem

occurring?

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Step 2: Problem Analysis

The WHY should always drive the WHAT

Plan Developme

nt

Problem Identificati

onProblem Analysis

Student LearningInstruction: Curriculum:

Environment: Learner:

How you teach

What you teach

Where you teach

Who you teach


www.oregonrti.org

We can control the how, what, and where.

We don’t have much control over the who.

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When it comes to problem analysis, just remember…

ICE, ICE babyI – Instruction C – CurriculumE – Environment

thenL – Learner

What impacts student achievement?

John Hattie, Visible Learning, 2009

Effective teaching variables

Effect size Other variables Effect

size

Formative Evaluation

+0.90 Socioeconomic Status +0.5

7Comprehensive interventions for students with LD

+0.77 Parental Involvement +0.5

1

Teacher Clarity +0.75

Computer based instruction*

+0.37

Feedback +0.73 School Finances +0.2

3Teacher-Student Relationships

+0.72

Aptitude by Treatment Interactions*

+0.19

Repeated Reading Programs

+0.66 Family Structure +0.1

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Direct Instruction +0.59 Retention -

0.16

Which ones make sense? Which ones are surprising?


www.oregonrti.org

Academic Learning Time: Typical School

1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)= 835 Allocated Time (Time scheduled for teaching)- 209 (25% of allocated time for admin, transition, discipline - 15

min/hour)= 626 Instructional time (time actually teaching)- 157 Time off task (Engaged 75% of time)= 469 Engaged Time (On task)- 94 Unsuccessful Engaged Time (Success Rate

80%)= 375 Academic Learning Time

18 Education Resources Inc., 2005

Efficiency Rating = 32%

Hours


www.oregonrti.org

Academic Learning Time: Effective School

1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)= 835 Allocated Time (Time scheduled for teaching)- 125 (15% of allocated time for admin, transition, discipline - 9

min/hour)= 710 Instructional time (actually teaching-710 vs.

626)- 71 Time off task (Engaged 90% of time)= 639 Engaged Time (639 vs. 469 On task)- 64 Unsuccessful Engaged Time (Success Rate

90%)= 575 Academic Learning Time

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Efficiency Rating = 49%

Hours

Education Resources Inc., 2005

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The Difference: Typical vs. Effective Schools

Variable Typical School

Effective School

Time gained

How the time is gained

Environment

25%(15 min/hr)

15%(9 min/hr)

+84 more hours

Teaching expectations, teaching transitions, managing appropriate and inappropriate behavior efficiently

Instruction

75% 90% +86 more hours

Better management of groups, pacing

Curriculum

80% 90% +30 more hours

Appropriate placement, effective teaching

Academic Learning time

375 hours

575 hours = 200 more hours (53%

more) OR95 more school days (4-5 months!)

2. Problem Analysis

Instruction

Curriculum

Environment Learner




ALL STUDENTS

FEW STUDENTS

SOME STUDENTS


Core

Interventi

on Groups

Individual

students


www.oregonrti.org

Hypothesis Development

What can we do that will reduce the problem (decrease the gap between what is expected and what is occurring)?

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Expected performance

Current performance

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The Importance of Problem Analysis

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Step 3: Plan Development

Improved Student

Achievement

2. Problem Analysis


on

3. Plan Developme

nt


3. Plan Development

Instruction

Curriculum

Environment Learner


Tier 2/3:EBIS Meetings


ALL STUDENTS

FEW STUDENTS

SOME STUDENTS

Core

Interventi

on Groups

Individual

students



www.oregonrti.org

Step 4: Plan Implementation & Evaluation

Improved Student

Achievement

2. Problem Analysis


on

3. Plan Developme

nt


How is it working?



Tier 2/3:EBIS Meetings


ALL STUDENTS

FEW STUDENTS

SOME STUDENTS

How is it working? At least 3

times/year

@Every 6-8 weeks

@Every 6-8 weeks

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Improved Student

Achievement

2. Problem Analysis


on

3. Plan Developme

nt



Why is the problem

occurring?


How is it working?

Problem Solving Your System

1.Student Data2.DIETs3.Staff Survey

23% 38%0%

34% 38% 20%

14%

50%

12%12%

31% 28%

Agree

Disagree


% Meeting or Exceeding on OAKS

2010-2011 2011-2012 2012-20130

10

20

30

40

50

60

70

80

90

100

% Benchmark, Strategic, & Intensive on Spring Universal Screener




Core Implementation StepsSteps 1. Does the district have

standards of practice developed?

2. Does the district have a professional development plan to conduct training?

3.Does the district have a fidelity plan developed?

4. Does the district conduct initial & on-going training?

5. Does the district staff implement the RTI standards of practice components & fidelity practices?

6. Does the district provide on-going support and resources?

What? Time 90 minutes of core (k-60) w/interventions outside of the core (110 minutes for 4 day week).

Plan to train necessary staff on how to implement core reading instruction for the appropriate time, (90/110 minutes) using the identified core materials with effective instruction.

Develop fidelity plan/measures to ensure staff are teaching core for the appropriate time, using the appropriate materials with effective instruction.

Train necessary staff on how to implement core reading instruction for the appropriate time, (90/110 minutes) using the identified core materials with effective instruction including whole/small group instruction.

Core program delivered in all classrooms for 90/110 minutes a day using identified core materials with effective instruction.

Conduct trainings on the core for time,materials, and effective instruction, ensuring staff have the appropriate resources/materials

Materials Develop standards of practice for core curriculum adoption (what materials do we expect staff to use from the core?

Effective Instruction Develop standards of practice for effective instruction



Problem Solving Your System3.Does the district have a fidelity plan developed?

4. Does the district conduct initial & on-going training?

Develop fidelity plan/measures to ensure staff are teaching core for the appropriate time, using the appropriate materials with effective instruction.

Train necessary staff on how to implement core reading instruction for the appropriate time, (90/110 minutes) using the identified core materials with effective instruction including whole/small group instruction.

What are we going to do about the problem? I. Develop fidelity plan (Core

walkthroughs focused on the standards of practice)

II. Conduct training AND follow up with in-classroom support

III. Set a goal around improved Student Data, DIETs, Staff Survey




How is it working?


Implementation Evidence

Outcome Evidence

Staff FeedbackFidelity Data

Student DataDIETs

Staff Survey

Documents

Problem Solving