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8-Step Planning and Problem-Solving Process
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  1. 8-Step Planning andProblem-Solving Process Presented by: Ms. Karen Porter and Dr. Michael Akes Bureau of School Improvement Differentiated Accountability 2013

  2. How familiar are you with the 8-stepplanning & problem-solving process? I am not familiar with the 8-step process I am familiar with the 8-step process I have participated in the 8-step process I have facilitated the 8-step process

  3. Why do we use the 8-step process? • When do we use the 8-step process? • Who has a role in the 8-step process? • What is the purpose of each step? • Let’s use it on an Early Warning Systems (EWS) issue! Agenda 3

  4. Ground Rules • Trust each other. • Help others feel safe enough to try and to make mistakes. • Feel free to ask questions. • Participate. • Have fun! 4

  5. The 8-step process allows us to: • Engage stakeholders in meaningful collaboration around systems improvement work • Identify underlying problems, not symptoms (root cause analysis) • Align resources to need • Plan a strategic course of action • Monitor progress and effectiveness of implementations • The 8-step process is adaptable to all situations • The 8-step process is already familiar to many, as it is embedded in the MTSS way of work Whydo we use the 8-step process? 5

  6. When do we use the 8-step process? You use the 8-step on systems issues 6

  7. Multi-tiered System of Supports Only 40% Reading Proficient Instructional Alignment Tier1/Core + Increased Time and Focus 5% Tier 3-Intensive 15% Tier 2-Supplemental You have a System/Core Reading Issue 80% Tier 1-Core

  8. Who has a role in the 8-step process? Who should facilitate? Who should not facilitate? Roles And Responsibilities Who should chart? How many and who should participate? 8

  9. What is the purpose of each step? 9

  10. Let’s use it on an EWS issue! 10

  11. School Improvement Plan (SIP) EWS Indicators – Elementary Students • Students who: • miss 10% or more of available instructional time, • are retained, pursuant to s. 1008.25(4)(c), F.S., • are not proficient in reading by third grade, • receive two or more behavior referrals, and/or • receive one or more behavior referrals that lead to suspension, as defined in s.1003.01(5), F.S. 11

  12. 16% of children who are not reading proficiently by the end of thirdgrade do not graduate from high school on time, a rate 4times greater than that of proficient readers. Hernandez, D. J., (2012) 12

  13. Do we see any low-hanging fruit? 13

  14. 14

  15. We must peel the onion one layer at a time. WHY? 15

  16. Identify Goal: What do you want to improve or move? • Set Targets • Current State • Desired State • What is the gap? Problem SolvingStep 1 16

  17. Problem SolvingStep 2 Brainstorm resources Brainstorm potential barriers All ideas are acceptable We want all to participate (Why?) Do not stop to discuss When you finish brainstorming- Prioritize/ Group—(Big Buckets) 17

  18. Problem SolvingStep 3 Select a prioritized barrier (big bucket) • What is foundational? • What is wide-reaching? • What is immediately actionable? Alterable? 18

  19. Problem SolvingStep 4 Brainstorm and prioritize strategies to reduce or eliminate each barrier. • All ideas are acceptable • Do not stop to discuss 19

  20. Problem SolvingStep 5 • Action Plan • What steps are needed to get from Point A to Point B (implementing the strategy)? • Who is going to do each step? • When is each step going to be done? • Evidence of Completion This step is about holding each other accountable. 20

  21. Problem SolvingStep 6 Determine how strategies will be monitored for fidelity of implementation. • What ? • Who ? • When? • Evidence of Completion Did we do what we said we were going to do to the extent we said we were going to do it? 21

  22. Problem SolvingStep 7 Determine how strategies will be monitored for effectiveness. • What ? • Who ? • When? • Evidence of Completion How are we going to monitor the reduction of the barrier? Keep in mind, you will repeat steps 3-7 for each barrier/big bucket. 22

  23. Problem SolvingStep 8 Determine how progress toward each goal will be monitored. • What ? • Who ? • When? • Evidence of Completion Are we moving toward our target? 23

  24. Why do we use the 8-step process? • When do we use the 8-step process? • Who has a role in the 8-step process? • What is the purpose of each step? Review 24

  25. What is the purpose of each step? 25

  26. Review all Data: All EWS Indicators All Sub Groups Gender Review the systems you have in place/or need Address problems, not symptoms Start with the lowest hanging fruit. Pick two or three high-leverage goals. The SIP is a fluid document. SIP and Problem Solving 26

  27. Thank you so much for your time today. Questions: Karen.Porter@fldoe.org or Michael.Akes@fldoe.org Please complete the survey and leave it on your table. Wrap-Up 27

  28. Allensworth, E. M., & Easton, J. Q. (2005, June). The on-track indicator as a predictor of high school graduation. Chicago, Illinois. Association for Supervision and Curriculum Development (2008). High school dropouts. Alexandria, Virginia. Balfanz, R. (2008). Three steps to building an early warning and intervention system for potential dropouts. Baltimore, Maryland. Balfanz, R., & Fox, J. M. (2011). On track for success: The use of early warning indicator and intervention systems to build a grad nation. Washington: Everyone Graduates Center. Balfanz, R., Byrnes, V., & Fox, J. (2012, December 12). Sent home and put off-track: The antecedents, disproportionalities, and consequences of being suspended in the ninth grade. Baltimore, Maryland. Chang, H. N., & Romero, M. (2008, September). Present, engaged and accounted for: The critical importance of addressing chronic absence in the early grades. New York City: Columbia University. Cohen, S. (2010, December 25). A $5 children's book vs a $47,000 jail cell -- choose one. Retrieved from http://www.forbes.com/sites/stevecohen/2010/12/25/a-5-childrens-book-vs-a-47000-jail-cell-choose-one/ Curtis, M., Castillo, J., & Cohen, R. (2008). Best practices in system level change. Best Practice in School Psychology, 54(3), 887-901. Florida Department of Education (2012, June). 2012 Guide to calculating school grades technical assistance paper. Retrieved from http://schoolgrades.fldoe.org/pdf/1112/SchoolGradesTAP2012.pdf Florida Department of Education (2012, October). Reporting Florida’s annual measurable objectives (AMOs) in compliance with ESEA waiver requirements technical assistance paper for 2011-12. Retrieved from http://schoolgrades.fldoe.org/pdf/1112/amo.pdf References 28

  29. Florida Department of Education (2012). School public accountability reports 2011-2012. Retrieved from http://doeweb-prd.doe.state.fl.us/eds/nclbspar/year1112/main1112.cfm Florida Department of Education (2013). Elementary and secondary education act waiver. Retrieved from http://www.fldoe.org/esea/ Florida Department of Education, Bureau of School Improvement (n.d.). Differentiated accountability SIP-1 school improvement plan. Heppen, J. B., & Therriault, J. B. (2008, July). Developing early warning systems to identify potential high school dropouts. Washington, D.C.: American Institutes for Research, National High School Center. Hernandez, D. J. (2012). Double jeopardy: How third grade reading skills and poverty influence high school graduation. New York City, New York. Pinkus, L. (2008, August). Using early-warning data to improve graduation rates: Closing cracks in the education system. Washington, D.C.: Alliance for Excellent Education. References 29