ESS Teams Problem Solving and Collaboration. Inclusion Facilitators. Tanya Whitney , Project Executive Janet Cooper , IF ASD-N Cynthia Gilks -MacInnis , IF ASD-N Katherine Arsenault , IF ASD-E. Karlene Milson , IF ASD-E Mark Perry , IF ASD-S Lesley O’Leary , IF ASD-S
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Inclusion Facilitators Tanya Whitney, Project Executive Janet Cooper, IF ASD-N Cynthia Gilks-MacInnis, IF ASD-N Katherine Arsenault, IF ASD-E Karlene Milson,IF ASD-E Mark Perry,IF ASD-S Lesley O’Leary,IF ASD-S Lori Wall,IF ASD-S Wayne Annis,IF ASD-W Iona Brown,IF ASD-W Linda Justason,IF ASD-W
Outcomes ESS Team members will be proficient in determining when to use and how to facilitate the Teachers Helping Teachers – 30 minute problem solving model – as an intervention process for individual case problem solving. Participants will understand the importance of creating and supporting a problem solving culture in a school: ESS Team as leaders in overall systemic problem solving to support classroom instruction and school wide initiatives
Policy 322 6.10.3 The school-based ESS Team must meet on a regular basis, preferably once a week but at least every 10 school days, to develop strategies to support teachers in meeting students’ needs and to reduce barriers to students’ success in learning; solve specific problems; address systemic issues as well as those issues that are teacher- or student specific; and maintain written records of their meetings.
Year One Year Two • Inclusion Policy Overview • ESS Team – Roles • ESS Team – Functions and Responsibilities • ESS Team Problem Solving & Collaboration • Instructional Coaching • Policy 703 – • Sexual Minorities • Positive Learning Environment • Dispute Resolution and Appeals • Differentiation • Personalized Learning Plans (PLP) • Complex Cases • Positive Behaviour Intervention Strategies (PBIS)/ Behaviour Support • Transition
The Work of Interconnected School Teams Leadership Team Teacher PLC Team ESS Team
How does an ESS Team promote student learning and provide systemic support to classroom teachers? • Promotes Learning: Participates in and coordinates RTI framework • Results: Aligns with SIP goals, assists with learning targets, assesses patterns and trends in teams • Collaboration: Partners with teachers and the Leadership Team
Purpose of the ESS Team Systemic support Coordinator of supports Collaboration and problem solving Inventory/reservoir of effective interventions
Important Considerations Data: Based on the data (or SIP goals), are there other students in the class /school that would benefit from similar supports? Practices:Does the classroom teacher feel that they have the capacity to deliver suggested supports? For example: varied reading levels writing workshop flexible grouping Systems:How can ESS members support the overall instruction in a classroom, in a grade, in a school?
Why Support Teachers With Classroom Instruction? • Effective teachers increase the academic achievement of all students: • Sanders (1998) found the effectiveness of individual teachers is the single largest factor affecting the academic growth of students. • The effects of classroom instruction can outweigh the effects of individual instruction: - Individual instruction has a low impact on student achievement, suggesting that the social context of the classroom is an important contributor to learning. (Mitchell, 2010)
Learning from the Instructional Consultation Team Model: “ The core of the system is ensuring all resources, including classroom teachers, principals, (EST-R’s) are equally trained in and adhere to a common process of collaborative, data-based problem solvingas the primary service delivery process. Once trained, these team members operate in a ‘Case Manager/ Person Responsible’ role, partnering with teachers to facilitate interactions that are consistent, uniform, and accountable (Gravois, 2013, p. 123). “
Examining Collaboration/Coordination on the ESS Teams • Individually, read through the procedure suggested for IC Teams, and identify 3 ideas /processes that could be used by your ESS team to support all learners. • Share at your table. Highlight ideas that are common to use later within your action plan.
“ Problems are only opportunities in work clothes. -Henry Kaiser “
The problem is not the problem. The problem is your attitude about the problem. Do you understand? Captain Jack Sparrow
How do YOU solve problems?? Your PROBLEM SOLVING bag of tricks—what does it look like?
Basic Steps in Problem Solving Define problem Generate alternatives Evaluate and select alternatives Implement solution, including responsibilities and follow-up
How do we tend to solve problems in schools? Collect and analyze data (look for trends) Solve it yourself Discuss with colleague, subject mentor, ESS team member, parent, administrator, etc. (peer or expert) Research the problem Identify alternative processes 30 Minute Problem Solving Model (for example)
Tools to support a problem solving culture What are tools that your school uses or could use to actively promote problem solving? Consider: • Where and when are the spaces…opportunities…places… times…for staff and others to problem-solve? • Are there explicit guidelines and expectations? • What problems get processed? • What problems do not get processed?
30-Minute Problem-Solving Model • Who is involved in the process? (ideally, 5 -7 people) • The referring teacher • Someone to whom the referring teacher can go with their difficulties • Team facilitator (usually an EST) • Recorder • Other members of the ESS Team and/or classroom teachers
30-Minute Problem-Solving Model STAGE 1: Introducing the problem and the process (3 minutes) STAGE 2: Statement from the referring teacher (4 minutes) STAGE 3: Team questioning (5 minutes) STAGE 4: Brainstorm ideas (10 minutes) STAGE 5: Select strategies (5 minutes) STAGE 6: Establish an action plan (3 minutes)
Teachers Helping Teachers: Problem Solving Teams That Work Based on the work of teachers and educational leaders in the schools of Woodstock, New Brunswick
Problem Solving Scenarios Read the selected dilemma. Identify the specific goal. Identify the broader systemic goal. Discuss and record the first to last step in the process of resolving the scenario. Since most challenges require several actions that run parallel to main steps (i.e. communication with key people within the school and outside, documentation, etc.), spaces have been provided to record these as well. • Identify who will be responsible for carrying out each step in the process.
Problem Solving Scenarios Choices: High School Vice Principal Grade 5 French Immersion Teacher Primary School Principal High School EST-R High School Principal Grade 2 Teacher Elementary EST-G Middle School EST-G Teacher
Next Session INSTRUCTIONAL COACHING Date, Time, Location info…
Thank You Insert emails of facilitators for any follow up, questions.