Problem Solving Team Training

1. Problem Solving Team Training Beverly Boyd Hillary Tunstall Working Together…Making a Difference !

2. Welcome Teams! • Your Importance • Support for students • Support for parents • Support for teachers Problem Solving Teams = Student Success!

3. Training Schedule/Overview • Our Teams – Who is on the team and what do they do? • State/Federal Mandates • Factors contributing to academic failure • PST Process Flow Chart • Steps for Problem Solving • Selecting Interventions – What and where? • Graphing • FAQs

4. Who’s on the Team? • Core Members of the Team • Reg. ed. Teacher • Administrator • School Counselor (Chairperson) • EC Teacher • Other individuals who may be present • Parent (Always Invited!) • Teacher of student • School psychologist • C.A.R.E. Teacher • Past teachers • School nurse • Speech therapist • Occupational therapist • Outside service providers

5. Other Roles • Members may engage in a variety of roles or activities • Recorder (keep minutes of each meeting) • Brainstormer (Always!) • Researcher (explore avenues for finding intervention ideas) • Graphing (It may be necessary for an individual to graph data if teacher is unable to do so)

6. Why use a problem solving approach? • No more “wait to fail” • Progress monitoring gives as much or more information than standardized instruments • Encourages parent participation • Team approach leaves potential for more ideas • Proactive instead of reactive • Find solutions rather than diagnose problems www.nasponline.org

7. The Bottom Line • “Research-based interventions are now required prior to determining eligibility for special education and related services in some areas of disability” DPI • What Disability Areas? • Specific Learning Disability, Intellectual Disability, Other Health Impairment, Emotional Disability, Traumatic Brain Injury • 5 out of 14 disability areas of eligibility require two scientifically research based interventions with progress monitoring Individuals with Disabilities Improvement Education Act (2004)

8. It’s a Disability? Prove It! • The schools are charged with the task of proving a student has a disability • Intervention Data + Evaluation Results • Eligibility Determination: Is there a negative impact on academic performance? • It can be a disability, and still not require exceptional children services

9. What impacts student performance that is NOT a disability? • Language proficiency • Retention • Lack of early intervention (Snowball effect) • Low socio-economic status • Limited exposure to learning opportunities • Transitions – moving, divorce, death, etc. • Life stressors – natural disaster, trauma, illness • Poor adult/peer interactions • Poor school attendance

11. STEP 1: The Referral • Teacher completes PST Initial Form • Refers information to PST Chairperson • Chairperson • Review PST Initial Form – Is it complete? • Schedule PST meeting within 10 calendar days of receiving PST Initial Form • Invites/Informs members of team

13. STEP 2: Initial Referral Meeting • Referring individual presents case • Review PST Initial Form, PEP, or other info • As a team, complete the Intervention Documentation Form • Area of concern, target behavior, etc. • If baseline data is complete: • Determine length of intervention period • If baseline data is not complete: • Designate individual to obtain

14. Intervention Documentation Form • Area of Concern – Clarify the Problem! • Focus on only one area at a time • Measurable! Observable! • Specify: • Failing Reading -> Not comprehending text -> Does not read fluently -> Struggles to segment and blend sounds in words -> DING DING DING DING!

15. Baseline Data: What is it? • Snapshot of the current performance • The “before” picture • The comparison • Requires some hypotheses about reason for academic struggle

16. Obtaining Baseline Data • Examples • DIBELS, curriculum-based measurement probes from intervention central, Direct Behavior Ratings • Obtain 3 data “points” • 3 examples of the area of concern • May be over the course of 3 days, 3 weeks, 3 instructional periods, etc. • KEEP IN MIND! • The method of data collection used for baseline will also be used for progress monitoring

18. STEP 3: Follow-Up Meeting • Chairperson schedules follow-up meeting within 10 calendar days of end of intervention period • As a team • Complete the Evaluate Intervention Effectiveness form • Decide on next steps • Continue? Discontinue? Change? Move to targeting another skill?

20. Selecting Interventions • What Does Research-Based Mean? • Where Do We Get Interventions?

21. Research-Based Interventions • “research-based”, “evidence-based”, “scientifically-based”, “empirically validated” • No Child Left Behind (NCLB) refers to “scientifically based reading research” • Research • Systematic • Uses observation or experimental procedures • Data analysis • Accepted by peer-reviewed journal Rathvon 2008

22. Evidence Based Intervention Network • East Carolina University • “Fine Print” of EBIs • Researched techniques paired with a particular situation (“hammer is a great tool, but not with a screw”) • Delivered the same way it was researched • What often works, will not always work • EBI Network Common Problem Framework • Emphasizes determining the function of the problem and seeking interventions that address this function • http://www.ecu.edu/cs-cas/psyc/rileytillmant/EBI-Network-Common-Problems-Framework.cfm Riley-Tillman, 2010

23. Sounds Great! WHERE????? • On MCS’s website • Interventions listed in academic and behavior areas • List of resources for interventions • Effective School Interventions, Second Edition – Natalie Rathvon • Intervention Central – www.interventioncentral.org • What Works Clearinghouse - http://ies.ed.gov/ncee/wwc/

24. Taking Data Systematically • Systematic • Regularly • Methodological • Doing the same thing • Derived from planning and organization • Why Important? • Examining Data • Keeping team members informed • Interventions used in line with how they were researched

25. Graphing • 3 Options • Excel Spreadsheet • Intervention Central’s ChartDog • Paper graphing by hand • Choose option that works best for you! • Use the same method!

26. Using Excel • Benefits of using excel • Saves data • Allows for various ways of formatting • Provides easy visual • Only gives you the information you need • Review Graphing 101 worksheet • Let’s do an example!!!

27. Sarah’s Excel Graph

28. Using ChartDog • Benefits of using ChartDog (www.interventioncentral.org) • Can obtain more data analysis information • % of Non-Overlapping Data Points • Trend (puts in a trend line) • Effect Size – Doesn’t just tell us IF the intervention worked but to what EXTENT it worked • Provides useful visual • Easy plug-in method of charting • CANNOT save data as you go

29. Sarah’s ChartDog Graph

30. Graphing By Hand • Benefits of using good ‘ole graphing paper! • No need to remember where to put what information • Easily maintain a running document of data • Review MCS’s graph model

31. Examining the Graph • Visual Analysis • Trend is toward increased performance • Data during intervention is stronger than during baseline • Meet target behavior? • What Next?

33. Let’s Try Brainstorming! • Trey is a Kindergarten student who is exhibiting noncompliant behavior during whole group instruction time. He refuses to answer questions, distracts other students, and shows off-task behavior. The teacher has tried time-outs and maintaining proximity during these times but the behaviors have continued….

34. In Your Teams • Review the PST Initial Form for Trey • Brainstorm hypotheses for Trey’s behavior during whole group instructional times • Begin completing the Intervention Documentation Form • Brainstorm methods of obtaining baseline data

35. FAQs • Is this process the same for referrals related to possible speech/language impairment? • No – the following disability areas do not mandate 2 research based interventions: Speech/language Impairment, Autism, Deaf, Deaf-blind, Developmental Delay, Hearing Impairment, Multiple Disabilities, Orthopedic Impairment, Visual Impairment • Are 2 research based interventions needed for specific skill areas such as basic reading or fluency? • No – Interventions are needed for academic areas. For example, if referral is related to reading, 2 interventions with progress monitoring are needed addressing reading • Do not need 2 interventions for basic reading, 2 for reading fluency, etc.

36. FAQs Continued • Is there a minimum amount of time for intervention periods? • Yes – Interventions are typically considered to require at least 4 weeks of implementation to show any effectiveness. May carry out for longer! • Behavior referrals typically need more time! I.e. 6 weeks or longer • When referring for testing, what specific academic areas should be requested? • The brainstorming conducted to identify interventions will also guide what areas to request testing such as basic reading or math calculation skills • What if parent(s) are not willing to become involved? • Parent involvement, while critical, is not necessary. This is a child-centered process.

37. FAQs Continued • Can the 2 interventions be done simultaneously? • No – Determining the success of an intervention is difficult if another intervention is being done as well. • What if a student’s academic difficulty is connected to medical issues? • Medical history will be included on both Social/Developmental History and PST Initial Form • Must go to PST – Team decision about next steps

38. Parent Referral FAQs • How do parent referrals alter the problem solving process? • Parent referrals for testing begin a 90 day timeline for the completion of testing • This does not usurp the problem solving process • The two actions must occur simultaneously • Parent referral may be an opportunity to get the parent involved in the problem solving process! • What if parent states a request for testing rather than in writing? • Requests honored if delivered orally or in writing

39. Disability Areas NOT Requiring Interventions • Speech/language impairment, Deaf, Deaf-Blind, etc. • If suspected disability area does not require interventions, the referral must still go to the PST • Complete PST Initial Form • Next Steps • Screenings? • Refer to EC teacher to begin initial referral process for EC

40. Developmental Delay & Specific Learning Disability • Developmental Delay (DD) • Child aged 3 through 7 years • Development and/or behavior is delayed or atypical • One or more of these areas is delayed • Physical, cognitive, communication, social/emotional, or adaptive development • Specific Learning Disability (SLD) • Impaired ability to listen, think, speak, read, write, perform etc. • Includes conditions: perceptual disabilities, brain injury, brain dysfunction, dyslexia, developmental aphasia • Disorders not included: visual, hearing, or motor disabilities, mental retardation, emotional disturbance, or other disadvantages (cultural, environmental, economic) Policies Governing Services for Children With Disabilities June 2010

41. Developmental Delay (DD) vs. Specific Learning Disability (SLD) • Since DD does not require interventions, at what age do we stop considering DD and begin considering LD and implement interventions? • Best Practices: Up to age 6 years, referrals would not require interventions. • Referral must still go to the PST to review the PST Initial Form. • After 6 years, referrals would require interventions because the eligibility area may be SLD, OHI, ID, or other area that requires interventions.

42. Conclusion • Words from our EC Director • Questions? • Suggestions for follow-up training • Teams: Staff Overview??