Systems Problem Solving

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Systems Problem Solving
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Dimensions of A Healthy System
Districts Schools Grades Classrooms Groups
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Schoolwide Reading Model Elements
Team Activity
As an ERT team, list the 7 Elements of the
Schoolwide Reading Model.

• I.
• II.
• III.
• IV.
• V.
• VI.
• VII.

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Schoolwide Reading Model and Systems Problem
Solving

• How is this the same?
• Outcomes-driven model
• Data-driven
• Action Planning

• How is this new?
• Systems vs. individual problem solving
• Defining the role of the ERT
• Collecting information through Observations
• Aligning the Schoolwide Reading Model with
  Response to Intervention (RTI)

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Systems Problem Solving vs. Individual Problem
Solving
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Systems Problem Solving vs. Individual Problem
Solving
Group A Student weekly growth .5
cwpm Instructional Group Average weekly growth
.5 cwpm
Group B Student weekly growth .5
cwpm Instructional Group Average weekly growth
1.75 cwpm
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Systems Problem Solving

• Identify A System/Group of Students that Needs
  Additional Support
• Distinguish between systems level and individual
  student-level concerns
• Plan and Implement Level of Support
• Implement instructional support to address
  systems-level or individual-level concern
• Evaluate and, if necessary, Modify the Support
  Plan
• Review Outcomes
• Examine Benchmark Data (Winter and Spring) and
  In Program Assessments

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1. Identify a System/Group of Students that Needs
Additional Support

• 1A. Use data to determine what part(s) of the
  system are not healthy. Highlight areas of needed
  support.
• 1B. Prioritize areas of needed support.
• 1C. Review Instructional Support Plan (CSI) for
  priority area of needed support.

Resources Winter How are we doing? Report,
DIBELS Reports (Histograms, Cross-Year Box Plots,
Summaries of Effectiveness)
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1A. Use data to determine what parts of the
system are not healthy
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1A. Use data to determine what parts of the
system are not healthy (continued)

• 1AStep 1. Are all students meeting the Benchmark
  Goals? (HWD? R Table 1)
• 1AStep 2. Are differentiated support plans
  working for the full range of learners? (HWD? R
  Table 2)
• 1AStep 3. Within a support system, is there a
  specific group of students not making the same
  progress as other students? (Assessment Data,
  LPRs)

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1AStep 1. Are all students meeting the Benchmark
Goals?
If YES, move to individual problem solving If No,
continue on to step 2
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1AStep 2. Are differentiated support plans
working for the full range of learners?
If YES, Move to Individual Problem Solving If NO,
continue on to step 3
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1AStep 3. Within a support system, is there a
specific group of students not making the same
progress as other students?

• Progress Monitoring booklets
• Lesson Progress Reports

If YES, target specific group(s) not making the
same progress If NO, target the entire level of
support not making the same progress
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Adequate Progress Normative Criteria Fall to
Winter
1AStep2. Use data to determine what parts of the
system are not healthy (continued)
Percentile ranks based on over 300 Oregon
schools during the 2005 - 2006 academic year.
Bottom, middle, and top quartile cutoff criteria
all are equal to 0 adequate progress
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1AStep2. Are differentiated support plans working
for the full range of learners?
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1B. Prioritize Areas of Needed Support

• A. Intensive Second Grade (entire level of
  support not making same progress)
• B. Strategic First Grade (specific group within
  level of support not making same progress)

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1C. Review Instructional Support Plan (CSI
Map)-2nd Grade Intensive
This needs to be filled in and highlighted properl
y
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1. Identify a System/Group of Students that needs
instructional support
YOUR TURN!

• 1A. Use tables 1 and 2 from your How are we
  doing? Reports to determine what part(s) of your
  system are not healthy (Steps 1 and 2). Highlight
  areas of needed support. Complete Step 3, if
  necessary, at a later time.
• 2B. Prioritize areas of needed support
• 3C. Review Instructional Support Plan (CSI Map)
  for priority area of needed support

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Systems Problem Solving

• Identify A System/Group of Students that Needs
  Additional Support
• Distinguish between systems level and individual
  student-level concerns
• Plan and Implement Level of Support
• Implement instructional support to address
  systems-level or individual-level concern
• Evaluate and, if necessary, Modify the Support
  Plan
• Review Outcomes
• Examine Benchmark Data (Winter and Spring) and
  In Program Assessments

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2. Plan and Implement Level of Support

• 2A. Using objective information, ask data-driven
  questions to determine what parts of the
  identified system are not healthy
• 2B. Plan changes to the system

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2A. Using objective information, ask data-driven
questions to determine what parts of the system
are not healthy
Resources PET-R, Healthy Systems Checklist,
PET-Action Planning Tool
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2A. Using objective information, ask data-driven
questions to determine what parts of the system
are not healthy (continued)

• How to identify questions
• Use tools like the Healthy System Checklist,
  PET-R, PET-Action Planning Tool, and the Options
  Handbook
• A. Look first at structural elements
• B. Move to quality elements
• Prioritize questions

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Structural vs. Quality-Related Elements

• Structural Elements
• Materials
• Time
• Grouping
• Staffing

• Quality Related Elements can vary in their degree
  of effectiveness
• Opportunities to Respond
• Modeling and Explicit language

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Healthy System Checklist
First, look at Structural Elements (in bold)
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Healthy System Checklist
Second, look at Quality of Implementation
Elements
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Prioritize QuestionsFocus on questions 1 2
before addressing question 3.

• 1. Are appropriate reading programs and
  materials being used to teach the full range of
  students (e.g., intervention programs in place
  for students significantly below grade level)?
• 2. Is additional instructional time scheduled
  for students who are struggling?
• 3. Are teachers incorporating general features
  of instruction (i.e., models, explicit language,
  etc.)?

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As a team, discuss how you would prioritize the
following questions? Rank the order 1, 2, 3 and 4
Team Activity
Did grade level teams regularly analyze student reading data (DIBELS and in-program assessments), plan/adjust instruction based on data, and regroup students based on the data?
Are instructors incorporating general features of strong instruction (e.g., models, explicit language, multiple opportunities for students to respond, etc.)into their daily lessons?
Is a sufficient amount of time allocated (i.e., 90-minute reading block with a minimum of 30 minutes of small group teacher-directed reading instruction daily)? Are teachers following the schedule?
Is ongoing, high quality training provided (i.e., staff received professional development on programs used in classrooms prior to implementation and at least twice after initial training)?
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Use Objective Informationto answer the Questions
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S.O.L.A.R

• Systems Problem Solving
• Observations
• Listening
• Assessment
• Review Schedules

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(No Transcript)
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Use objective information to answer the questions
Systems Questions Observations Listening Discussion Assessment Review Existing Data, Schedules, Instructional Plans
1. Are appropriate reading programs and materials being used to teach the full range of students (e.g., intervention programs in place for students significantly below grade level)? -Review 2nd grade intensive CSI Map -Review supplemental and intervention program reviews on ORRFC Website.
2. Is additional instructional time scheduled for students who are struggling? -Review CSI Map -Review Schoolwide Reading Schedule
3. Are teachers incorporating general features of instruction (i.e., ,models, explicit language, etc)? -Coach to observe instruction using General Features of Instruction Observation Form in 2nd grade intensive classrooms -Principals to conduct 5-Minute observations
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1. As a team, use the Healthy Systems Checklist
to evaluate a system that you identified as not
healthy. 2. Prioritize questions about that
system to target what elements are not
healthy.3. Brainstorm what information you would
use to answer the questions.
Team Activity
Systems Questions Observations Listening Discussion Assessment Review Existing Data, Schedules, Instructional Plans




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Have a Strategy for Prioritizing Questions Dont
Put the Cart Before the Horse!

1. Structural
2. Quality
3. What needs to be in place first?

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2B. Plan Changes to the System(continued)

• Resources PET, PET Action Planning Tool,
  Professional Development Presentations,
  Consumers Guide Reviews of Reading Programs,
  Alterable Variables Charts

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Examples of Common System-Level Problems

• A program that does not meet the needs of the
  students
• Not enough instructional time to accelerate
  learning
• Not using a program the way it was designed

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The Elephant in The Room

• Solving the Problem

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A program that does not meet the needs of the
students

• Question Are appropriate reading programs and
  materials being used to teach the full range of
  students (e.g., intervention programs in place
  for students significantly below grade level)?
• Collecting Information ERT reviews CSI
  map/Instructional Plan and compares programs to
  usage recommendations Coach observes student
  success rate ERT reviews in-program assessment
  results.
• Summarizing Results ERT decides that a more
  intensive program is needed because the current
  program is not mastery-based and does not provide
  the necessary intensity. Coach identifies that
  the student group is currently is only answering
  correctly 43 the time.
• Planning Changes ERT would like the grade level
  team to implement a more intensive program with
  the students in the intensive range to supplant
  the core program.

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Not enough instructional time to accelerate
learning

• Question Is additional instructional time
  scheduled for students who are struggling?
• Collecting Information ERT reviews CSI
  map/Instructional Plan
• Summarizing Results ERT decides that a more
  instructional time is needed
• Planning Changes ERT works together to
  coordinate Title, SPED and General Ed services to
  allocate an additional 30 minutes per day for the
  students in the intensive range.

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Not using a program the way it was designed

• Question Is the program implemented with
  fidelity?
• Collecting Information Principal decides to do
  5-minute walk throughs Coach follows up with
  longer fidelity observations
• Summarizing Results Principal and Coach observe
  that critical portions of the program are being
  left out.
• Planning Changes Principal tells the teachers
  that through their observations he/she decided
  that resources should be allocated to work with a
  program expert to provide the teachers with more
  information on how to use the program
  effectively.

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Systems-Level Problem Solving

• Identify A System/Group of Students that Needs
  Additional Support
• Distinguish between systems level and individual
  student-level concerns
• Plan and Implement Level of Support
• Implement instructional support to address
  systems-level or individual-level concern
• Evaluate and, if necessary, Modify the Support
  Plan
• Review Outcomes
• Examine Benchmark Data (Winter and Spring) and
  In Program Assessments

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Example System Problem Solving Form
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System Problem Solving Timeline

• Informal Systems Problem Solving is an Ongoing
  Process
• Systems Problem Solving process is most useful
  after your Winter Benchmark Data Collection
• How/why is the systems problem solving process
  different in the Spring?

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Problem Solving Form
YOUR TURN!

• USE THEIR OWN DATA TO IDENTIFY A SYSTEM and TAKE
  INITIAL PS STEPS
• What system?
• What evidence?
• What questions?
• What info will you collect?

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Team Discussion Questions

• How is this the same as what you have been doing?
• What pieces of information are different from
  what you have been doing?
• What pieces would you like to implement?
• What are the next steps to putting this in place?
• How does this fit into our RTI plan?

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The answers are within our grasp.