i –instruction c –curriculum e –environment l...

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

Individual Problem Solving for Students With Intensive Needs

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Research-Based Core Curriculum w/ Strong Instruction

Tier 2/3 Supplemental Intervention

ASSESSMENT

Formal DiagnosticAs needed

Progress Monitoring

Weekly-Monthly

Universal Screening

3 times/year

DATA-BASED DECISION MAKING

Individual Problem Solving Team

SchoolwideScreening reviewed

3 times/year

INSTRUCTION

Tier 2/3 Supplemental Intervention

Intervention Review Team

6-8 weeks

Tier 3 Individualized Intervention

Individual Problem Solving Team

6-8 weeks

SPED referral?

The Water…

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IC

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

ICEL

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I – Instruction C – CurriculumE – EnvironmentL – Learner

Students with identified disabilitiesStudents who may have a disabilityStudents with significant deficits

Who are students that require individual problem solving?

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If many of your students need individual problems solving, then your whole system

needs problem solving

Group or Individual Problem?

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Amy

MarcusJoseJackson

Notachildproblem

Group or Individual Problem?

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Amy

MarcusJose

Jackson Individual Problem

“Problem solving assessment typically takes a more direct approach to the measurement of need than has been the case in historical special education practice” Reschley, Tilly, & Grimes (1999)

“Intervention studies that address the bottom 10-25% of the student population may reduce the number of at-risk students to rates that approximate 2-6%” Fletcher, Lyon, Fuchs, & Barnes (2007)

Why proactive problem solving?

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The Problem Solving Process

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ImprovedStudent

Achievement

2. Problem Analysis

1. Problem Identification

3. Plan Development

4. Plan Implementation

& Evaluation

What is the problem?

Why is the problem

occurring?

What are we going to doabout the problem?

How is it working?

Improved Student

Achievement


What is the problem?

Step 1: Problem Identification

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


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Current performance

Expected performance Problem Definition

• Calculating magnitude of discrepancy


Expected performance

Current performance

90 WCPM

45 WCPM

-45 WCPM -70

WCPM

20 WCPM

75 WCPM

-15 WCPM

Difference

• Calculating magnitude of discrepancy


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Expected performance

Current performance

90 WCPM

45 WCPM

50%of

expected22%

of expected

20 WCPM

75 WCPM

83% of expected% of

Expected Performance

75 ÷ 90

45 ÷ 90

20 ÷ 90

Discrepancy between Current Performance & Expected Performance

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Problem Definitions should be:

1. Objective – observable and measurable2. Clear – passes “the stranger test”3. Complete – includes examples (and non-

examples when necessary) and baseline data


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Harry (2nd grader) is currently reading a median of 44 words correct per minute (wcpm) with 83% accuracy when given 2nd

grade level text. He also answers an average of 3/10 comp questions correct on weekly in-class tests.2nd grade students in his school are reading an average of 85 wcpm with 97% accuracy on 2nd grade text and answering 9/10 comp questions correct.

Problem Definition: Example

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Harry struggles with being a fluent reader and is not meeting the 2nd grade reading benchmark. He makes a lot of mistakes and is currently reading at a 1st grade level. He also has difficulties answering comprehension questions at grade level and does poorly on his weekly reading tests.

Problem Definition: Non-Example

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The Problem Solving Process

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Improved Student

Achievement

2. Problem Analysis


Why is the problem

occurring?

Student Learning

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Instruction: Curriculum:

Environment: Learner:

How you teach What you teach

Where you teach Who you teach

We can control the how, what, and where.

We don’t have much control over the who.

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What impacts student achievement?

John Hattie, Visible Learning, 2009

Effective teachingvariables

Effect size

Other variablesEffect size

Formative Evaluation +0.90 Socioeconomic Status +0.57Comprehensive interventions for students with LD +0.77 Parental Involvement +0.51

Teacher Clarity +0.75 Computer basedinstruction* +0.37

Feedback +0.73 School Finances +0.23Teacher-Student Relationships +0.72 Teaching Test Taking +0.22

Problem Solving Teaching +0.61 Whole Language +0.06Direct Instruction +0.59 Retention -0.16

Which ones make sense? Which ones are surprising? Hypothesis Development

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? ?

? ?

RI O T

RIOT

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- Review - Interview

- Observe- Test

Hypothesis Development

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Instruction: Examples

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Who knows…? I do, we do, y’all do, you do

1-2 OTR’s/min 8-12 OTR’s/min

<50% errors corrected

95-100% errorscorrected

Targets for Intervention

“It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematic delivery”

Fletcher & colleagues, 2007

When it comes to interventions…

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Curriculum: Examples

Not matched to need Matched to need

Vocabulary

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingAccuracy & Fluency

Listening Com

prehension

Foundational Skills

Reading Comprehension

Reading Skills Build on Each Other

Burns and Hall (2013) examined 24 studies of K-8 small-group reading interventions

Intervention Type Effect Size

Targeted (comprehension, fluency, vocabulary, decoding, phonemic awareness)

.65

Comprehensive .26*Anything over .40 could be interpreted as significant

Words missed per page when accuracy is…

95% 98% 99%

The Secret Life of Bees 7th Grade

18.5 7.4 3.6

My Brother Sam is Dead 5-6th grade

15 6 3

The Magic School Bus 2nd – 3rd grade

6 2.4 1.2

Phonics and accuracy are important

RichardAllington

Curriculum: Examples

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Frustrational (<80%)

Instructional (>80-90%)

Weak (<80%) Strong (>80%)


Not matched to need Matched to need

Environment: Examples

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Not defined Explicitly taught & reinforced

Low rate of reinforcement

Mostly positive (4:1)

Chaotic & distracting

Organized & distraction-free


Learner: Examples

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No English Advanced English speaker

Well below benchmarks

At benchmarks

Off-task, disruptive,disengaged

Focused & attentive

• A peer analysis is critical in determining if the student�s performance is atypical.

• The ideal peer group are ELLs, same language background, same time in program, same grade of entry in school.

• Scour district longitudinal data and find as large a peer group as possible

When Problem Solving for an ELL student

WAOSPI,2009

• Language (native)• Level of native language proficiency• Level of English language proficiency• Length of time in school• Length of time in country

5 L’s

Not all ELL students are the same!

Using Cohort DataLanguage issue?

Instruction issue?

Individual issue


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


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Expectedperformance

Currentperformance

• Why is the problem occurring?• Example: – Harry’s reading fluency and comprehension

problems occur because he lacks strategies for decoding silent-e words and vowel digraphs(oa, ea, ae, ou, etc). His current instruction does not provide enough explicit modeling of these skills. He also currently has a low level of engagement and is highly distracted in both his classroom and intervention room.

Problem Hypothesis

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• What will make the problem better?• Example:– Harry will improve if he receives explicit

instruction in his identified missing skills. He also needs instruction that utilizes high pacingand effective active engagement strategies to keep him highly engaged in instruction, and an environment that is quiet, without distractionfrom other students.

Prediction Statement

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Step 3: Plan Development

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Improved Student

Achievement

2. Problem Analysis


3. Plan Development

What are we going to doabout the problem?

• Define the outcome at the beginning– This intervention will be successful if…

–What about classroom assessments? Intervention checkouts? Other assessments?

Goal

Starting Point:

45 WCPM

Goal in 6 weeks:64 WCPM

• 30-60 minutes of isolated intervention time is not enough.

• Our most at-risklearners need the most coordinatedinstruction and support in generalizing skills across their day.

Writing

Specials

ELD

Core Reading

Open

Lunch & Recess

Social Studies/Science

Math

Intervention45 min

4 hours15 min

1 hour

• Wickstrom et al studied 33 intervention cases.

• Teachers agreed to do an intervention and were then observed in class.

• 33/33 on a self report measure indicated that they had used the intervention as specified by the team.

• 0/33 Teachers had fidelity above 10%.

Importance of Feedback

SlidetakenfromapresentationbyJosephWitt

Step 4: Plan Implementation & Evaluation

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Improved Student

Achievement

2. Problem Analysis


3. Plan Development

4. Plan Implementation

& Evaluation

How is it working?

Dean Richards– Oregon RTIi staff

[email protected]

Contact Info

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