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Welcome

Day 2

Thursday, November 5, 2009

Tier I Data Sources / Problem ID

Sec

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WelcomeSchool Based Leadership Team

Local District 4 Cohort I Schools

Bancroft MS

Burbank MS

Irving MS

Le Conte MS

Virgil MS

Eagle Rock HS

Franklin HS

Alexandria ES Lockwood ES

Cahuenga ES Melrose ES

Carthay Center ES Plasencia ES

Del Olmo ES Politi ES

Dorris Place ES San Pascual ES

Esperanza ES Selma ES

Gardner ES Union ESGarvanza 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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Small Group Planning

What does a small group planningsession 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 &the Problem-solving ProcessACADEMIC SYSTEMS

Tier 3: IntensiveInterventions Individualand very small groups of

students who needintensive individualizedinterventions. Mostfrequent assessment andnarrowest focus ofcurriculumunlessalternate core protocol isused.

Tier 2:Strategic/SupplementalInterventionsSmallgroups of students whoneed more support inaddition to the corecurriculum. More frequentassessment, narrowerrange of curriculum andmore minutes than Tier 1.

Tier 1: Core CurriculumAll students, includingstudents who requirecurricular enhancementsfor acceleration. Leastfrequent data collection.

Broadest curriculumcoverage. Fewest numberof minutes of instruction.

BEHAVIOR SYSTEMSTier 3: IntensiveInterventionsIndividual

and very small groups ofstudents who needintensive individualizedintervention. Mostfrequent assessment andmost focused curriculum.

Tier 2:Strategic/SupplementalInterventionsSmallgroups of students whoneed more support inaddition to school-wide

positive behavior program.More frequent datacollection, more focused

curriculum and moreminutes than core.

Tier 1 Core CurriculumAll students in all settings.Least Frequent datacollection. Broadestcurriculum coverage withfewest number of minutes

exposure.

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Problem ID

In order to identify a problem, youvegot to start with three pieces of data-

Benchmark level of performance

Student level of performance

Peer level of performance

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Problem ID

0

20

40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers

What kind of problemIs this ? A kid problemor a universal problem?


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Problem ID

0

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40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers



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Problem ID

0

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40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers



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Progress Monitoring &Data Systems

District database administered by the Los AngelesUnified 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

H

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Unit 3, Reading Fluency

H

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Multiple Measures

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Tier I Question

How effective is the core curriculum forsubgroups of students?

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20H

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21H

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22H

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Tier I Question

Which classrooms may require Tier I

instruction and intervention?

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The Health of Tier 1

H

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Student 1 Intensive 161

Student 2 Intensive 335

Student 3 Strategic 448















Student 18 Benchmar

k

826

Student 19 Benchmar

k

886

Student 20 Benchmar

k

948

Student 21 Benchmar

k

955

Student 22 Benchmar

k

984

Student 23 Benchmar

k

989

Student 24 Benchmar

k

1133

Scholastic Reading

Inventory (SRI)

Which students may require

additional instruction and/or

intervention?

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

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www.swis.org

Tier 1, 2, or 3 problem?

A student is found to have a weapon inthe locker room at 2:45 p.m. on June2nd.

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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 ofImplementation

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?

Addl.Diagnostic

Assessment

InstructionResults

Monitoring

IndividualDiagnostic

IndividualizedIntensive

As necessary

All Students ata grade level

ODRsMonthly

BxScreening

Bench-Mark

Assessment

AnnualTesting

BehaviorAcademics

None ContinueWithCore

Instruction

GradesClassroom

AssessmentsYearly Assessments

GroupDiagnostic

SmallGroupDifferen-tiatedBy Skill

Approximatelymonthly

Step 1Step 2 Step 3 Step 4

Supplemental

1-5%

5-10%

80-90%

Core

Intensive

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Response toInstruction/InterventionIs it working?

Problem AnalysisProblem AnalysisWhy is it occurring?

Problem IdentificationProblem IdentificationWhat is the problem?

Intervention DesignWhat are we going to do

about it?

Problem Solving Process

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Steps in the Problem-SolvingProcess

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 areavailable 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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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 orstatements with positive words (define)

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REPLACEMENT BEHAVIORS

State what you WANT the student tobe able to do.

Behavior should reflect competenciesto improve adaptation

Behavior should attract reinforcement

Behavior must be measurable,observable or reportable

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Data Required for ProblemIdentification

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=

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Problem ID

0

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60

80

100

120

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 frombenchmark as well.

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0

10

20

30

40

50

6070

80

90

100

0 1 2 3 4 5 6 7 8 9 10 11 12

Problem ID

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10

30

38

3031

24

30

54

26

18

86

1716 16

26

29

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0

10

20

30

40

50

60

August

September

October

November

December

January

February

March

April

May

Month

NumberofO

DRs

2005-2006 2006-2007

Tier One Behavior Example

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Building-Level Behavior Data

% Building %Referred

Male 50% 80%

White 72% 54%

Hispanic 12% 20%

African American 15% 24%

Other 1% 2%

Low SES 25% 50%

Central Question: For which ofthese groups is the disciplineplan inequitable?

Behavior Referral Analy

0

10

20

30

40

50

60

70

80

90

MaleFe

male

White

Hispanic

African

Am Other

LowSES

Building

Referred

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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 makeconnections based upon based knowledge personalexperience 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 connectionsbetween experience and literacy.

Reflect on learning about literacy and experience Reread again differently to analyze the authors writing byexamining features of the writers style and method tostructuring his or her essay.

Reflect on learning about literacy and experience.

Practices Important for ELs inPractices Important for ELs in

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Practices Important for ELs inPractices Important for ELs in

Academic ClassesAcademic Classes

Modeling

Bridging

Contextualization Schema Building

Metacognitive Development

Text Re-PresentationAida 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 studentshave already read

Other ideas?

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Checking the Health ofTier 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 colorsBlue---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 ofstrength?

Which standards seem to need instructionalsupport?

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Aggregate Report

Scan the following standards R 1.5 andR 3.6(middle school)

Scan R 1.1 (high school)

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Aggregate Report---continued

Write the number of thestandard on the top of thechart.

Write the number of thequestion that addresses thatstandard.

Write the percentage proficientnext to the question.

What level of Bloomstaxonomy would this questionaddress? Knowledge Comprehension Application

Synthesis Evaluation

Question Percentage BloomsLevel

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Aggregate Report---continued

As a table group discuss the following questions. Be preparedto share out your groups thinking.

What did you notice about how the standard was addressedeach time in the assessment.

What are areas of strength? What are areas that needsupport?

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Student Report

Another tool---Review whatinformation this can give us (Day 3)

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Ideas for Planning

What are some strategies the teacher can do toaddress the areas of weaknesses in the Tier 1instruction?

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

Brainstorm ways strategies and ideas to address theTier 1 instruction. Chart these ideas and hang.

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Take a Look at Your Own Data

Do the same process with your ownschool data in ELA

This is the first assessment Middle School---grade 8 (looking at last

years 7th grade data)

High School---grade 10 (looking at lastyears 9th grade data)

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Training Evaluation

No location code needed

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Resources

Jack OConnell 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 solvingenterprise. In A. Thomas and J. Grimes (Eds.), Best Practices in SchoolPsychology-IV (pp. 21-36). Bethesda, MD., National Association of SchoolPsychologists.
http://www.cde.ca.gov/nr/el/le/yr08ltr1114.asphttp://mydata.lausd.net/http://www.differentiationcentral.com/http://disciplinepolicy.lausd.net/http://www.rti4success.org/http://www.fcrr.org/http://www.nasdse.org/http://www.nasdse.org/http://www.fcrr.org/http://www.fcrr.org/http://www.rti4success.org/http://disciplinepolicy.lausd.net/http://disciplinepolicy.lausd.net/http://www.differentiationcentral.com/http://mydata.lausd.net/http://mydata.lausd.net/http://www.cde.ca.gov/nr/el/le/yr08ltr1114.asp

ld4 sec day2 final 11-03-09

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