Problem Solving Process

1. Problem Solving Process

2. District Problem Solving Model • GOAL: Ensure that all buildings within the Wichita Public Schools use a single problem solving model to integrate academic and behavior instruction and intervention. • Barriers that require Action Plans • Understanding the model and opportunity to see it work, when to use it, and knowing benefits • Lack of clear expectations for use and accountability for implementation

4. 4 Step Problem Solving • Use the 4 Step Problem Solving Process when making decisions related to a) changing someone else’s behavior; b) students; and/or c) instructional decisions. • What do we want students to learn? • How will we know when they have learned? • What will we do when they don’t learn? • What will we do when they have learned?

5. 4 Step Problem Solving • Plan – Create or revise the plan • Identify the problem and write it as a question. • Craft a desired goal statement including how it will be measured. • Determine the current level of performance, the desired target performance, peer performance, and gap analysis. • Brainstorm interventions & hypotheses . • Determine strongest alignment to desired goal statement. • Identify who will be involved, what action will be taken, the timeline for implementation and follow up. • Determine implementation support. • Do – Carry out the plan • Support implementation with ongoing professional development. • Provide ongoing implementation feedback. • Execute the plan as identified by who will be involved, the action to be taken, and the timeline for implementation and follow up. Start • Check – Check the status of the plan • Frequently collect data. • Determine the response to the intervention. • Make documented adjustments based on data throughout the implementation timeline as necessary. • Determine why the desired goal statement was or was not met. • ACT – Adjust, Continue, Transition • Action based upon learning. • Reconvene team to develop follow up accountability plan. • Brainstorm strategies to reduce or eliminate obstacles. • Develop plans for reducing obstacles.

6. 4 Step Problem Solving • Plan – Create or revise the plan • Identify the problem and write it as a question. • Craft a desired goal statement including how it will be measured. • Determine the current level of performance, the desired target performance, peer performance, and gap analysis. • Brainstorm interventions & hypotheses . • Determine strongest alignment to desired goal statement. • Identify who will be involved, what action will be taken, the timeline for implementation and follow up. • Determine implementation support. • Do – Carry out the plan • Support implementation with ongoing professional development. • Provide ongoing implementation feedback. • Execute the plan as identified by who will be involved, the action to be taken, and the timeline for implementation and follow up. Start • Check – Check the status of the plan • Frequently collect data. • Determine the response to the intervention. • Make documented adjustments based on data throughout the implementation timeline as necessary. • Determine why the desired goal statement was or was not met. • ACT – Adjust, Continue, Transition • Action based upon learning. • Reconvene team to develop follow up accountability plan. • Brainstorm strategies to reduce or eliminate obstacles. • Develop plans for reducing obstacles.

7. 4 Step Problem Solving • Application

8. 4 Step Problem Solving Problem: What can we do to improve student attendance? Desired Goal & Measurement: Reduce student chronic absenteeism to below 10% by spring break. Current performance: 20% chronically absent. Desired target: 10% or less chronically absent. Peers: 10% chronically absent. Gap: 10-15% Possible Interventions & hypotheses: Assembly for student and parents (educate community), communication to community venues (educate community), school-wide goal w/ student follow up (importance of work ethic and change behavior). Strongest alignment: School-wide goal made public and tracked weekly with weekly follow up on chronically absent students. Who: All staff and student groups. What action:Set expectation, information to staff, students, and parents/guardians. Weekly announcement and data throughout school. Student rewards. (use Action Plan template) Timeline: Less than 10% chronically absent by March 2012. Follow up: Week after spring break 2012 Needed support: Communication with parents/guardians, and community. • Identify the problem and write it as a question. • Craft a desired goal statement including how it will be measured. • Determine the current level of performance, the desired target performance, peer performance, and gap analysis. • Brainstorm interventions & hypotheses. • Determine strongest alignment to desired goal statement. • Identify who will be involved, what action will be taken, the timeline for implementation and follow up. • Determine implementation support.

9. 4 Step Problem Solving Problem: What can we do to improve student attendance? Desired Goal & Measurement: Reduce student chronic absenteeism to below 10% by spring break. Current performance: 20% chronically absent. Desired target: 10% or less chronically absent. Peers: 10% chronically absent. Gap: 10-15% Goal/Action alignment: School-wide goal made public and tracked weekly with weekly follow up on chronically absent students. Who: All staff and student groups. What action:Set expectation, information to staff, students, and parents/guardians. Weekly announcement and data throughout school. Student rewards. Timeline: Less than 10% chronically absent by March 2012. Follow up: Week after spring break 2012 Needed support: Communication with parents/guardians, and community. • Support implementation with ongoing professional development. • Provided ongoing implementation feedback. • Execute the plan as identified by who will be involved, the action to be taken, and the timeline for implementation and follow up.

10. 4 Step Problem Solving Problem: What can we do to improve student attendance? Desired Goal & Measurement: Reduce student chronic absenteeism to below 10% by spring break. Current performance: 20% chronically absent. Desired target: 10% or less chronically absent. Peers: 10% chronically absent. Gap: 10-15% Goal/Action alignment: School-wide goal made public and tracked weekly with weekly follow up on chronically absent students. Who: All staff and student groups. What action:Set expectation, information to staff, students, and parents/guardians. Weekly announcement and data throughout school. Student rewards. Timeline: Less than 10% chronically absent by March 2012. Follow up: Week after spring break 2012 Needed support: Communication with parents/guardians, and community. Data collection: Feedback from staff, students, parents/guardians; Weekly attendance by school, grade, class. • Frequently collect data. • Determine the response to the intervention. • Make documented adjustments based on data throughout the implementation timeline as necessary. • Determine why the desired goal statement was or was not met.

11. 4 Step Problem Solving Problem: What can we do to improve student attendance? Desired Goal & Measurement: Reduce student chronic absenteeism to below 10% by spring break. Current performance: 20% chronically absent. Desired target: 10% or less chronically absent. Peers: 10% chronically absent. Gap: 10-15% Goal/Action alignment: School-wide goal made public and tracked weekly with weekly follow up on chronically absent students. Identify obstacles:Identification based on data throughout initial problem solving cycle. Brainstorm strategies: Brainstorm strategies for reducing or eliminating obstacles. Needed support: Adjust based on data analysis. Data collection: Feedback from staff, students, parents/guardians; Weekly attendance by school, grade, class. • Reconvene team to develop follow up accountability plan. • Brainstorm strategies to reduce or eliminate obstacles. • Develop plans for reducing obstacles .

12. 4 Step Problem Solving • Action Plan Template