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Collaborative Team Problem Solving Process

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Student Data Assessment Goals Use the Collaborative Team Checklist. Give the teams at least 10 minutes to look over the handout and discuss. HANDOUT #2 Checklist ... – PowerPoint PPT presentation

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Title: Collaborative Team Problem Solving Process


1
Collaborative TeamProblem Solving Process
2
Essential Components
  • Research-Based Curriculum and Instruction
  • On-going Assessment
  • Collaborative Teaming
  • Data-based Decision Making and Problem Solving
  • Fidelity of Implementation
  • On-going Training and Staff Development
  • Community and Family Involvement
  • Leadership

3
Goals for today
  • Understanding of collaborative teaming and its
    importance within the implementation of RtI.
  • Know a problem solving process

4
Collaborative Teaming
  • A collaborative team is a group of individuals
    who share common beliefs and work towards common
    goals.

5
Outcomes for Collaboration
  • All participants understand the goal
  • All students in this school are
  • everyones responsibility.

The mission is to build a structure where
collaboration is a key component
6
The collaborative teaming process looks a little
different in every school
  • The composition and number of collaborative teams
    needed will be based on the needs of
  • students
  • staff
  • the local culture
  • resources available
  • size of school
  • goals of the team

7
Trust and School Improvement
  • Schools with chronically weak relational trust
    have virtually
  • no chance
  • for improvement in either reading or math.
  • Bryk and Schneider, 2004

8
Five Characteristics of Effective Collaborative
Teams
Results
Accountable
Commitment
Conflict Capable
Trust
9
Trust Considerations
  • Trust Worthiness
  • Consistency
  • Integrity
  • Capability interpersonal
  • Trust Willingness
  • Vulnerability
  • Willingness to risk
  • Willingness to question own assumptions

10
Conflict Competence
  • Understanding how/why conflict occurs
  • Communication skills
  • Unfolding our own thinking (advocacy)
  • Exploring others thinking (inquiry)
  • Ability to compromise
  • Establish norms to deal with conflict
  • Confront the conflict
  • Jointly define the conflict/issue
  • Share your feelings and try to take the other
    persons perspective
  • Reach an agreement

11
Commitment
  • Problem-solving skills
  • Decision-making skills
  • Personal investment
  • Think about your own personal investments in this
    effort What draws you to this team?
  • What problem-solving/decision-making skills do
    you have that could be useful to the team?

12
Accountability
  • Blame, intentions, and impact
  • Separating individual responsibility from
    justifying and blaming
  • Feedback skills to encourage accountability
  • Appreciation
  • Advice/Coaching

13
Results-Oriented
  • Commitment to a higher purpose
  • Need of child vs. need of adult
  • Loyalty to team
  • Making others look good even not present
  • Team-orientation
  • Celebrating team accomplishments

14
All educators work together and are accountable
for the outcomes of each and every student!
15
Establishing team protocols
  • Who communicates information to members not
    attending a particular meeting?
  • Who is the designated contact person
  • Who arranges meetings?
  • Who has the power to cancel a meeting, and for
    what reasons?
  • How can team members be encouraged to
    participate?

16
Finding Collaborative Planning Time
  • The lack of time for adults to collaborate is a
    persistent barrier to systematic change.

How can your team create time for collaboration?
17
Collaborative Skills
  • Active listening
  • Sincerely pay attention
  • Relate to their perspective and empathize
  • Ensure you have interpreted the message as
    intended through feedback, confirming, restating,
    or paraphrasing
  • Reflect on what is being said
  • Clarify the information by asking questions
  • Keep the conversation on what the speaker says
  • Be aware of your biases and perceptions
  • Encourage the speaker provide feedback and
    paraphrase to show you are listening

18
Collaborative Teams
  1. All team members viewed as equals
  2. Develop collaborative goals
  3. Communication
  4. Decision making
  5. Brainstorming

19
Collaborative Team Checklist
  • Examine the handout with your team
  • Discusshow will this help to give your team a
    direction?

20
Discuss for 10 minutes
  • What are some activities you could do with your
    team to build trust?
  • Do you need an inservice opportunity related to
    team building?
  • What do you do to make sure you have a healthy
    team?

21
The Problem Solving Process
22
Data-Based Decision Making
  • To truly improve achievement, educators must
    focus on desired results, set clear and
    obtainable goals, and discuss progress on these
    goals throughout the learning process. As
    educators discuss progress, they must use the
    data to inform, and possibly change, teaching
    methods.
  • Cara Shores Kim Chester, 2009,
  • Using RTI for School Improvement

23
Prerequisites
  • Changes in mind-set that are necessary for all of
    those involved
  • Student problems are defined
  • Questions drive assessments
  • Engage in instruction that addresses learning
    (meaningful, relevant learning opportunities)
  • Intervention is derived from analysis of baseline
    data

24
Benefits of Problem Solving
  • Systematically defines levels of need within a
    school/grade/program
  • Addresses academic and behavioral problems of
    individual students
  • Illustrates areas that need improvement without
    assigning blame
  • Empowers all stakeholders to be part of the
    solution

25
What is a Problem Solving Team?
  • Agreement through CONSENSUS
  • We agree to try and see
  • No one person is an expert-a show maker or a show
    stopper
  • People stay focused on common goals
  • Interpersonal conflicts do not affect outcome
  • This is about the student
  • We are seeking an significant improvement-not a
    cure
  • Resources must be managed well
  • Primary resource is time

26
The Problem Solving Process
Step 1 What is the Problem ?
Problem Identification Validation
Step 2 Why is it Occurring? Problem Analysis
Step 4 Did It Work? Outcome Evaluation
Follow-Up
Data
Step 3 What Should be Done About It?
Intervention Development Implementation
27
Role of the Team
  • Define the problem
  • Analyze why it is occurring
  • Develop an intervention plan
  • based on data
  • Monitor student progress
  • based on data
  • Monitor fidelity of implementation
  • based on data
  • Evaluate plan effectiveness
  • based on data

28
The 4 Steps of Problem Solving
  • 1) Define the problem
  • 2) Analyze the problem
  • 3) Generate solutions and Implement a
    plan
  • 4) Evaluate outcomes

29
Step 1 Define the Problem
  • Expectation versus current performance
  • Identify validate the discrepancy
  • Select appropriate measurement
  • define problem in terms that are
  • objective
  • observable
  • measurable
  • Measurement precision pivotal to progress
    monitoring, goal setting, and outcome evaluation

30
Step 2 Analyze the problem
  • Why is it happening
  • Separate Cant do from Wont do
  • Individual skill or application-level skill
  • Form a hypothesis as a team
  • Check your existing data
  • review records/data
  • interview student/parent
  • observe student
  • teacher based assessments

31
Step 3 Generate Solutions and Implement a Plan
  • Write a Goal
  • Brainstorm Interventions
  • Develop a Plan
  • Implement the Plan

32
Benefits of Goal Writing
  • Determines whether the individual is making
    improvement
  • Guides decision-making relative to intervention
    activities
  • Determines the relative effectiveness of an
    intervention or instructional program

Y X
33
Step 4 Evaluate Outcomes
  • Progress monitoring data
  • Fidelity of implementation
  • Positive Response, questionable response, or poor
    response
  • Start the problem solving cycle again

34
Discussion time
  • A few questions
  • Do you think you can adapt this process to use in
    your school?
  • How can you document the use of a specific
    problem solving process?
  • How will you communicate the problem solving
    process you choose to everyone in the school?

35
Problem Solving What it is
  • A process designed to maximize student
    achievement
  • A method focused on outcomes not story telling
  • A method to ensure accountability and
    intervention evaluation
  • It is all about student progress, regardless of
    where or who that student is

36
Problem Solving It is not
  • Assigning Blame
  • A Cheaper and Faster Way of Assigning Disability
    Labels or Avoiding Entitlement--Creating New
    Categories of Kids
  • Putting Barriers in the Way of Assisting Students
    (or Teachers)
  • A way to avoid special education placements
  • A less expensive way of schooling
  • Evaluating Teachers
  • Providing an Easy (Easier) Way of Transferring
    the Problem to Others
  • Getting Students into Special Education with Less
    Paperwork (without Legal Safeguards)
  • Using the Same Hammers Weve Always Used

36
37
Making Problem Solving Teams Work
  • Leadership
  • Staffing
  • Training
  • Intervention Implementation
  • Assistance
  • Intervention Integration
  • Data Based Decision Making
  • Structured Meeting Process

38
Problem Solving Team Responsibilities
  • Develop implement an RTI model
  • Predict needed interventions based on universal
    screening data
  • Identify low-responding and high ability students
    that need additional services at Tier 2 or 3
  • Identify intervention services for students at
    Tier 2 or 3
  • Analyze progress monitoring data for students at
    Tier 2 or 3
  • Decide whether to fade, continue, or change
    intervention for student(s) based on progress
    monitoring data
  • Evaluate fidelity of implementation of
    interventions

39
Individual Meeting Roles
  • RTI Teams are efficient and effective data
    focused
  • Team meetings should be no more than 10 minutes
    per student when fully implemented
  • Roles are assigned to facilitate meetings
  • Meeting Facilitator - directs team through the
    meeting.
  • Case Manager - makes sure all stakeholders are
    invited and present coordinates implementation
    of team decisions
  • Scribe - takes notes and completes the RTI
    intervention plan document
  • Timekeeper - redirects team to immediate focus of
    meeting keeps and calls time for various
    meeting components in problem solving
  • Others?

40
Remembering the Basics
  • Maintain confidentiality
  • Hold meetings in a timely manner (within
  • two weeks of referral)
  • Display agenda during meeting
  • Set clear time limits
  • Are responsive to staff and student needs.
  • Access and use auxiliary personnel and other
  • appropriate resources
  • Have members that represent a variety of
  • experience and expertise knowledge of
    classroom
  • management, curriculum and instruction, and
  • student motivation
  • Continue to stretch and grow

41
Problem Solving Video
42
Team Time
  • Discuss what you saw in the video with your team.
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