Tier I Data Sources / Problem ID

Day 2
Thursday, November 5, 2009

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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—
 Problem Identification
 Tier 1 Data Sources
 Problem Solving Process
Step 1: Problem Identification
Worksheets/Activities
 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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 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 6
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?

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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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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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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

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H
Multiple Measures

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Tier I Question

 How effective is the core curriculum for

subgroups of students?

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H
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H
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H
Tier I Question

 Which classrooms may require Tier I

instruction and intervention?

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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 33
about it?
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Looking at Data using the
Problem Solving Method
Identify Problem
Analysis of problem based on data,
observations…
Planning: What are we going to do
about it?

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Data Slide

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Discussion

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Essential Elements

Room Environment
Teacher Practice
Pedagogy
Student Engagement

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Classroom Environment

What evidence is present in the

classroom that demonstrates
vocabulary instruction?
How is the classroom environment used
as evidence of vocabulary instruction?

Be explicit when noting examples. Example:

Vocabulary, specific to the unit of study was
posted on the Concept/Question Board.

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Teacher Practice
How does the teacher demonstrate
specific behaviors that reflect the
standards for the teaching
profession?
Example: Teacher models a think aloud
in relation to the appropriate
vocabulary strategy.

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Pedagogy
What pedagogy was used in the
designed lesson?
Example: Strategy Instruction was the
pedagogy used in the vocabulary
lesson.

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Student Engagement
How are students participating in the
lesson?
What is the responsibility of the student?
How will the students demonstrate their
understanding of the lesson?
Example: Students participate and assume
responsibility for their learning by…

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Resources
Standards for the Teaching
Profession
Six Pedagogies in Open Court
Reading
OCR TE

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Looking at Data
Identify an area of need
(comprehension, fluency, spelling…)
Use the 4 essential elements and
resources to guide your conversation
around the Problem Solving Process
(Research Cycle)

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Chart your responses:

•Identify area of need – Why?

•Classroom environment – What do you
expect to see?
•Teacher Practice – What would the teacher
be doing?
•Pedagogy – What specific pedagogy is
being used and why?
•Student Engagement – What specific
behaviors would students display?
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Beliefs Survey

Your project ID is:

• Your 4-digit school location code

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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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