Problem Identification Activity Handouts

1. Problem Identification Activity Handouts (Problem Solving Process) ASPIRE North

2. Tier 1: Problem Definition & Analysis

3. Insert Tier 1 System-WideExample Identifying the Problem & Why it’s Occurring

4. What’s the Problem? • Presenter inserts an example

5. Graph • Presenter inserts graph for their example

6. Why is it happening? • Presenter inserts example appropriate to Tier 1 • level of analysis • The teams use this example provided by the presenter to fill-in the • activity boxes. It should be a literal comprehension activity in that • all information should be included in the example provided.

7. Activity: Universal / Tier 1 ProblemBased on the example presented, define the problem by writing down what is expected and what is occurring in the appropriate boxes below.

8. Hypothesis Review Interview Observe Test Activity: Problem Analysis Universal Tier 1ProblemBased on the example presented, write the hypotheses and RIOT assessments in appropriate boxes below.

9. Tier 2: Problem Definition & Analysis

10. Insert Tier 2 Example Identifying the Problem & Analyzing Why it’s Occurring

11. What’s the Problem? • Presenter inserts an example

12. Graph • Presenter inserts graph for their example

13. Why is it happening? • Presenter inserts example appropriate to Tier 2 • level of analysis • The teams use this example provided by the presenter to fill-in the • activity boxes. It should be a literal comprehension activity in that • all information should be included in the example provided.

14. Example of a Targeted / Tier 2 ProblemACADEMIC BEHAVIOR Area

15. Hypothesis Review Interview Observe Test Problem Analysis Targeted / Tier 2ProblemDo you have enough information (data) to confirm or refute a hypothesis?Document the data you have to support each hypothesis:

16. Tier 3:Problem Definition & Analysis

17. Insert Tier 3 Example Identifying the Problem & Analyzing Why it’s Occurring

18. What’s the Problem? • Presenter inserts an example

19. Graph • Presenter inserts graph for their example

20. Why is it happening? • Presenter inserts example appropriate to Tier 3 • level of analysis • The teams use this example provided by the presenter to fill-in the • activity boxes. It should be a literal comprehension activity in that • all information should be included in the example provided.

21. Example of an Intensive / Tier 3 ProblemACADEMIC Area

22. Hypothesis Review Interview Observe Test Problem Analysis Intensive / Tier 3ProblemDo you have enough information (data) to confirm or refute a hypothesis?Document the data you have to support each hypothesis:

23. Problem Analysis ICEL Activity

24. Example of One that a Group Completed Note that most fall into the learner category What do we have the most control over? - Not Learner!

25. Problem Identification & Analysis Assessment Activityseparate attachment • Read and complete this assessment according to the directions.

26. For next time… • Clearly identify the problem you will address • Collect data needed to state problem (discrepancy between expectations and current performance) in measurable terms • Analyze the problem- look at multiple domains (Instruction,Curriculum, Environment, Learner) • Work on your PowerPoint presentation

27. Group Work Time • Discuss a need at your school • Begin to define that need in observable, measurable terms • Determine data to be reviewed and/or collected & make a data plan

28. Problem Identification Planning

29. Hypothesis Review Interview Observe Test Problem Analysis Planning