Tier I Data Sources / Problem ID

Welcome

Day 2
Thursday, November 5, 2009

1
Sec
Welcome
School Based Leadership Team

Local District 4 Cohort I Schools

Alexandria ES Lockwood ES Bancroft MS Eagle Rock HS
Burbank MS
Cahuenga ES Melrose ES Franklin HS
Irving MS
Carthay Center ES Plasencia ES
Le Conte MS
Del Olmo ES Politi ES
Virgil MS
Dorris Place ES San Pascual ES
Esperanza ES Selma ES
Gardner ES Union ES
Garvanza ES Vine Street ES
Gratts ES White ES
Kingsley ES

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Agenda

Day Two—
 Small Group Planning and Problem
Solving
 Problem Identification
 Tier 1 Data Sources
 Problem Solving Process
Step 1: Problem Identification
 Instruction
 Wrap-up/Next Steps

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 Perceptions of Skills Survey

Your project ID is:

 Your 4-digit school location code

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5
Small Group Planning
 What does a small group planning
session look like?

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Break into Level-Alike Groups.

 Elementary stays in Royal Crest

 Secondary moves to Garden Room

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 Three-Tiered Model of School Supports &
ACADEMIC SYSTEMS the Problem-solving Process BEHAVIOR SYSTEMS
Tier 3: Intensive
Tier 3: Intensive
Interventions Individual
Interventions Individual
and very small groups of
and very small groups of
students who need
students who need
intensive individualized
intensive individualized
interventions. Most
intervention. Most
frequent assessment and
frequent assessment and
narrowest focus of
most focused curriculum.
curriculum—unless
alternate core protocol is
used.
Tier 2:
Tier 2:
Strategic/Supplemental
Strategic/Supplemental
Interventions Small
Interventions Small
groups of students who
groups of students who
need more support in
need more support in
addition to school-wide
addition to the core
positive behavior program.
curriculum. More frequent
More frequent data
assessment, narrower
collection, more focused
range of curriculum and
curriculum and more
more minutes than Tier 1.
minutes than core.
Tier 1: Core Curriculum
Tier 1 Core Curriculum
All students, including
All students in all settings.
students who require
Least Frequent data
curricular enhancements
collection. Broadest
for acceleration. Least
curriculum coverage with
frequent data collection.
fewest number of minutes
Broadest curriculum 8
exposure.
coverage. Fewest number
of minutes of instruction.
Problem ID

In order to identify a problem, you’ve

got to start with three pieces of data-

 Benchmark level of performance

 Student level of performance
 Peer level of performance

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 What kind of problem
Problem ID Is this ? A kid problem
or a universal problem?

140
Peers
120
100
80 Benchmark

60
40
Student
20
0
0 1 2 3 4 5 6 7 8 9 10 11 12
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 What kind of problem
Problem ID Is this ? A kid problem
or a universal problem?

140
120
100
80 Benchmark

60
Peers
40
Student
20
0
0 1 2 3 4 5 6 7 8 9 10 11 12
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 What kind of problem
Problem ID Is this ? A kid problem
or a universal problem?

140
120
100
80 Benchmark

60 Peers

40
Student
20
0
0 1 2 3 4 5 6 7 8 9 10 11 12
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 Progress Monitoring &
Data Systems
 District database administered by the Los Angeles
Unified School District
 Capacity to store data for five big ideas of reading
 Potential Tools:
 MyData, CoreK12, SOAR, DSS
 Potential measures
 DIBELS
 SOAR (K-5/6)
 CORE (K-8)
 SRI (Secondary)

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LAUSD Data Systems

 Data reports available for

 Individual students
 Intervention groups (coming soon)
 Grade-levels
 Classrooms
 Schools
 District

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The Big Tier I Question

 How effective is the core curriculum

and instruction for all students?

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Unit 3, Reading Fluency

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H
Unit 3, Reading Fluency

17

H
Multiple Measures

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H
Tier I Question

 How effective is the core curriculum for

subgroups of students?

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20

H
21

H
22

H
Tier I Question

 Which classrooms may require Tier I

instruction and intervention?

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24
The Health of Tier 1

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H
 Student 1 Intensive 161
Scholastic Reading Student 2 Intensive 335
Student 3 Strategic 448
Inventory (SRI) Student 4 Strategic 479
Student 5 Strategic 505
Student 6 Strategic 511
Student 7 Strategic 568
Student 8 Strategic 584
Student 9 Strategic 590

Which students may require Student

Student
10 Strategic
11 Strategic
595
650

additional instruction and/or Student

Student
12 Strategic
13 Strategic
652
717

intervention? Student
Student
14 Strategic
15 Strategic
736
742
Student 16 Strategic 756
Student 17 Strategic 770
Student 18 Benchmar 826
k
Student 19 Benchmar 886
k
Student 20 Benchmar 948
k
Student 21 Benchmar 955
k
Student 22 Benchmar 984
k
Student 23 Benchmar 989
k
Student 24 Benchmar 1133
k 26
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www.swis.org

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www.swis.org

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www.swis.org

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www.swis.org

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www.swis.org

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www.swis.org

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www.swis.org

Tier 1, 2, or 3 problem?

A week before Winter Recess, a student

gets a referral for disrespect at 10:15
in his science class.

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www.swis.org

Tier 1, 2, or 3 problem?

A student is found to have a weapon in

the locker room at 2:45 p.m. on June
2nd.

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Tier 1: Other Data Points
 http://mydata.lausd.net/

 Click on
 The School menu
 Print the selected reports on the two dashboards:
 AYP/API
 CST, by school

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37
Exercise

 Review data for your school

 Complete the worksheet
 Identify any Tier 1 weaknesses

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Discussion

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 Problem-Solving and
Response to Intervention:
Skill Training Module
Problem Identification

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Problem Solving: Levels of
Implementation
 Can be applied to the student, classroom, building, district,
and system problem levels
 Student- academic and/or behavior problem
 Classroom- discipline, returning homework
 Grade Level- low academic skill performance
 Building- bullying, attendance
 District- over-/under-representation
 System- problem common to students in building

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 How Does it Fit Together?

Step 2 Step 3 Step 4

Step 1 Results
Addl. Instruction
Diagnostic Monitoring
Assessment

All Students at Individual Individualized

Intensive
Diagnostic
a grade level Intensive 1-5%
As necessary
Small
Supplemental 5-10% Group
Group Differen-
tiated
Behavior Diagnostic By Skill
Academics Approximately
Core monthly
ODRs
Monthly
Bench-
Mark
Annual
80-90%
None Continue Grades
Classroom
Bx Assessment Testing With Assessments
Screening Core Yearly Assessments
Instruction

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 Problem Solving Process
Problem Identification
What is the problem?

Response to
Instruction/ Problem Analysis
Intervention Why is it occurring?
Is it working?

Intervention Design
What are we going to do 43
about it?
Steps in the Problem-Solving
Process
1. PROBLEM IDENTIFICATION
• Identify replacement behavior
• Data- current level of performance
• Data- benchmark level(s)
• Data- peer performance
• Data- GAP analysis
2. PROBLEM ANALYSIS
• Develop hypotheses( brainstorming)
• Develop predictions/assessment
3. INTERVENTION DESIGN
• Develop interventions in those areas for which data are
available and hypotheses verified
• Proximal/Distal
• Implementation support
4. RESPONSE TO INSTRUCTION AND INTERVENTION (RtI2)
• Frequently collected data
• Type of Response- good, questionable, poor
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Steps in the Problem-Solving Process:
Problem Identification

1. PROBLEM IDENTIFICATION
• Identify replacement behavior
• Data- current level of performance
• Data- benchmark level(s)
• Data- peer performance
• Data- GAP analysis

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REPLACEMENT BEHAVIORS
 Robert is reading below grade level
 Robert needs to improve his reading fluency rate
from 42 wcpm to 75 wcpm.
 Sally is aggressive to her peers
 When provoked, Sally will use appropriate
words, walk away or ask for help
 Rafael is disrespectful to adults
 Rafael will improve compliance to directions
 Rafael will respond to teacher questions or
statements with positive words (define)

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REPLACEMENT BEHAVIORS

 State what you WANT the student to

be able to do.
 Behavior should reflect competencies
to improve adaptation
 Behavior should attract reinforcement
 Behavior must be measurable,
observable or reportable

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Data Required for Problem
Identification

 Replacement Behavior
 Current Level of Functioning
 Benchmark/Desired Level
 Peer Performance
 GAP Analysis

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Example- Oral Reading Fluency
(ORF – DIBELS)
 Current Level of Performance:
 40 WCPM

 Benchmark
 92 WCPM

 Peer Performance
 98 WCPM

 GAP Analysis:
 Benchmark/Target Student 92/40= 2+X difference SIGNIFICANT
GAP
 Benchmark/Peer 92/98= <1 X difference NO
SIGNIFICANT GAP

 Is instruction effective? Yes, peer performance is at benchmark.

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Problem ID

120

100

80

60

40

20

0
0 1 2 3 4 5 6 7 8 9 10 11 12
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 Example- Behavior
 Current Level of Performance:
 Complies 35% of time

 Benchmark (set by teacher)

 75%

 Peer Performance
 40%

 GAP Analysis:
 Benchmark/Target Student 75/35= 2+X difference SIGNIFICANT GAP
 Benchmark/Peer 75/40= 1.9 X difference SIGNIFICANT GAP
 Peer/Target Student 40/35= 1.1X difference NO
SIGNIFICANT GAP

 Is behavior program effective? No, peers have significant gap from

benchmark as well. 51
Problem ID

100
90
80
70
60
50
40
30
20
10
0
0 1 2 3 4 5 6 7 8 9 10 11 12
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 Tier One Behavior Example

2005-2006 2006-2007

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54

50

40 38
Number of ODRs

32
31
30 30 30
29
30
26 26
24

20 18
17
16 16

10
10 8
6

0
February

April
November

March
January

May
December
August

September

October

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Month
Referral Analysis
 42%
Noncompliance 45
40
 30% Off- 35 Noncompliance

Task/Inattention 30 Off Task

25
 12% 20
Aggression

Physical/Verbal 15 Rel Aggression

Aggression 10
Bullying
5
 6% Relational 0
Aggression 1st 2nd 3rd 4th
Qtr Qtr Qtr Qtr
 10% Bullying
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 Building-Level Behavior Data
 % Building %Referred Behavior Referral Analysis
Male 50% 80%
White 72% 54% 90
80
Hispanic 12% 20%
70
African American 15% 24%
60
Other 1% 2% 50 Building
Low SES 25% 50% 40 Referred

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Central Question: For which of 20
these groups is the discipline 10
plan inequitable? 0
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al

al

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an
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sp

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Af 55
Beliefs Survey

Your project ID is:

• Your 4-digit school location code

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Content Piece

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Instructional Sequence
 Bridge: Access prior knowledge---students make
connections based upon based knowledge personal
experience or prior learning
 Read to get the GIST
 Reread to choose significant moments and explain their
significance
 StepBack: Reflect on choosing and explaining significant
moments
 Reread again, WriteAbout, and engage in an inquiry-
based discussion to learn more about the connections
between experience and literacy.
 Reflect on learning about literacy and experience
 Reread again differently to analyze the author’s writing by
examining features of the writer’s style and method to
structuring his or her essay.
 Reflect on learning about literacy and experience.

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Practices Important for ELs in
Academic Classes

 Modeling
 Bridging
 Contextualization
 Schema Building
 Metacognitive Development
 Text Re-Presentation
Aida Walqui

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Access Methodologies
 Cooperative Learning
 Instructional conversations
 Academic vocabulary
 Strategic use of graphic organizers

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Reteaching Window
 High School

 Middle School

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Tools for Reteaching
 Instructional guides
 Ancilliary materials from anthologies
 Embed skills in texts that students
have already read
 Other ideas?

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 Checking the Health of
Tier 1 Instruction
80% students are proficient
 Proficient = 67%-80%

Reports
 Detailed (at a glance---by standard)

 Aggregate (by question and standard)

 Student Individual Reports

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Detailed Report
Review colors
Blue---advanced (81%-100%)
Green---proficient (67%-80%)
Yellow---basic (50%-66%)
Orange---below basic (36%-49%)
Red---far below basic (0%-35%)

Which standards seem to be areas of

strength?
Which standards seem to need instructional
support?
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Aggregate Report
 Scan the following standards R 1.5 and
R 3.6(middle school)

 Scan R 1.1 (high school)

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 Aggregate Report---continued
 Write the number of the Question Percentage Bloom’s
standard on the top of the Level
chart.
 Write the number of the
question that addresses that
standard.
 Write the percentage proficient
next to the question.
 What level of Bloom’s
taxonomy would this question
address?
 Knowledge
 Comprehension
 Application
 Synthesis
 Evaluation

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Aggregate Report---continued
As a table group discuss the following questions. Be prepared
to share out your group’s thinking.

 What did you notice about how the standard was addressed
each time in the assessment.

 What are areas of strength? What are areas that need

support?

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Student Report
 Another tool---Review what
information this can give us (Day 3)

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Ideas for Planning
What are some strategies the teacher can do to
address the areas of weaknesses in the Tier 1
instruction?

 As a grade level
 As a department
 As an SLC (high), as a PLC (middle)
 By self

 Brainstorm ways strategies and ideas to address the

Tier 1 instruction. Chart these ideas and hang.

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Take a Look at Your Own Data
 Do the same process with your own
school data in ELA

 This is the first assessment

 Middle School---grade 8 (looking at last
year’s 7th grade data)
 High School---grade 10 (looking at last
year’s 9th grade data)

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Training Evaluation

No location code needed

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 Resources
Jack O’Connell http://www.cde.ca.gov/nr/el/le/yr08ltr1114.asp
MyData- http://mydata.lausd.net
Differentiation www.differentiationcentral.com
Behavior - http://disciplinepolicy.lausd.net
http://www.pbis.org
http://www.swis.org
NCLB - http://www.ed.gov/nclb

National Center on Response to Intervention - http://www.rti4success.org

Florida Center for Reading Research - http://www.fcrr.org
National Association of State Directors of Special Education - www.nasdse.org

Tilly, D.W. (2002). Best practices in school psychology as a problem solving

enterprise. In A. Thomas and J. Grimes (Eds.), Best Practices in School
Psychology-IV (pp. 21-36). Bethesda, MD., National Association of School
Psychologists.

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