Guiding Questions for Problem Solving. What percentage of students in the classroom demonstrate this discrepancy?

Transcription

1 Guiding Questions for Problem Solving Step 1: Problem ID- Define, in objective and measurable terms, the goal(s) to be attained. Based on the FL Standards, what do we expect our students to know, understand and be able to do as a result of Tier 1 instruction? What is the current level of performance? What is the peer level of performance? What is the gap? What percentage of students in the classroom demonstrate this discrepancy? Do we have enough information to complete problem identification? Y E S Go to Problem Analysis N O What information is still needed?

2 Step 2: Problem Analysis- Identify possible reasons why the desired goal(s) is not being attained. What are the anticipated barriers to increasing the percentage of students making learning gains? Develop a hypothesis or multiple hypotheses that explain why students are not meeting standards/expectations. Select an analytic hypotheses model to help guide hypothesis generation (e.g., ICEL, Daly, Christ). Hypothesis/Hypotheses: (Ask Clarifying Questions to Create a Hypothesis to Guide Intervention Changes-Question Bank document) The problem is occurring because of If would occur, then the problem would be reduced. Is there adequate information/data to determine which students may not be meeting standards/expectations due to a lack of pre-requisite skills? Is there adequate information/data to determine which students may not be meeting standards/expectations due to performance deficits? Is there adequate information/data to validate/invalidate the hypothesis? Does the team have agreement on whether there is sufficient information to develop an action plan for addressing the barriers to improving core instruction for students? What evidence-based strategies, modifications, or interventions will be used to address the barriers and improve student outcomes? Do we have enough information to complete problem analysis? Y E S Go to Intervention Implementation N O What information is still needed?

3 Step 3: Plan Development and Implementation- Develop and implement a well-supported plan involving evidence-based strategies to attain the goal(s) (based on data that verified the reasons identified in Step 2.) What additional supplemental interventions/remediation will be provided for students not achieving learning gains? What resources are necessary to support the implementation of planned strategies/interventions? Intervention Logistics: How much time is needed per day/per week? Who will provide the intervention? Where will the intervention be provided? Is the necessary infrastructure in place (e.g., adequate staff time, staff training, necessary fiscal support, etc.)? Specifically: What specific support do the persons identified for meeting the implementation requirements of the plan need? When will the support be provided (e.g., schedule) for those implementing the plan? Who will provide direct support to the individuals identified above for taking responsibility for implementing any of the components of the plan? Where will support be provided to the persons identified above for implementing the plan? Considering using the attached template (Comprehensive Intervention Plan Worksheet). When the team meets again to discuss students response to instruction/intervention, how will a good response be defined regarding the effectiveness of the intervention put in place?

4 What are the decision rules? How will fidelity be monitored over time? Fidelity also applies to the problem solving process bad problem solving can lead to bad decisions to implement otherwise good interventions. Who will assist in monitoring fidelity of implementing the intervention? What method(s) will be used to monitor fidelity? How valid or reliable? Multiple sources/methods? When will fidelity data be collected/gathered (i.e., scheduled)? Where will fidelity data be collected/gathered? How will the fidelity data be summarized for efficient use in combination with intervention progress monitoring data being used to determine the effectiveness of the plan?

5 Step 4: Plan Evaluation of Effectiveness- Evaluate the effectiveness of the plan in relation to stated goals. Have the interventions been effective? Data review-- Based on the pre-established decision rules, was the response Positive, Questionable, or Poor? If Positive (rate of growth (slope) of trend line matches or exceeds aim line): The gap between current and expected performance is closing or has closed Continue current instructional supports Determine if goal needs to be increased or altered Once student reaches or exceeds goal, skills are maintaining and no new goal is established consider gradually fading supports: o Decrease frequency o Decrease duration o Decrease intensity Responding to a Questionable or Poor/Negative Response: Evaluate student attendance o Poor attendance may require additional intervention Evaluate student engagement o Low levels of student engagement may necessitate instructional delivery changes and/or incorporation of behavior management components Evaluate fidelity o Fidelity and Student Response Matrix o Low levels of fidelity require problem-solving of barriers to implementation adherence Revisit problem identification an analysis to ensure addressing the correct problem Alter instructional practices If questionable (rate of growth (slope) of the trend line is parallel to the aim line), was the instruction implemented as planned? Yes No If yes, should intensity be increased? Yes No If no, what strategies will be utilized to increase implementation? If poor (rate of growth (slope) of the trend line is flatter than aim line), was the instruction implemented as planned? Yes No If yes, was instruction aligned with the verified hypothesis, or is there other aligned instruction to consider? If no, what strategies will be utilized to increase implementation? Are there other hypotheses to consider?

6 Was the problem identified correctly? If improvements were not effective, evaluate the intervention: Did we make the changes with the quality, quantity, frequency, etc. necessary for success? (Was the plan implemented with sufficient fidelity?) If not, implement selected strategies with higher fidelity? If improvements were done with fidelity, return to Step 1 and/or Step 2 to consider if the problem was not adequately identified, or if the validated hypotheses used were insufficient for plan development. Proceed through problem-solving steps to identify and implement more effective strategies.