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Problem Identification in Collaborative Project between Florida Department of Education and University of South Florida

This project aims to identify academic and behavioral problems in students using Tier 1 data sources. It involves intensive, individual interventions and targeted group interventions for at-risk students. The project also focuses on universal interventions for all students to prevent issues proactively.

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Problem Identification in Collaborative Project between Florida Department of Education and University of South Florida

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  1. Tier I Data Sources / Problem ID A collaborative project between the Florida Department of Education and the University of South Florida FloridaRtI.usf.edu

  2. Perceptions of Skills Survey Your project ID is: • Last 4 digits of SS# • Last 2 digits of year of birth

  3. Advanced Organizer Day Two— • Problem Identification • Tier 1 Data Sources • Problem Solving Process Step 1: Problem Identification Worksheets/Activities • Wrap-up/Next Steps

  4. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Problem ID Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Horner & Sugai

  5. 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

  6. Peers Benchmark Student Problem ID

  7. Peers Benchmark Student Problem ID

  8. Benchmark Peers Student Problem ID

  9. Progress Monitoring & Reporting Network (PMRN) • State database administered by the Florida Center for Reading Research (FCRR) • Capacity to store data for five big ideas of reading • Potential measures • DIBELS • Maze probes • SAT-10 • FCAT • PPVT

  10. PMRN cont. • Data reports available for • Individual students • Intervention groups • Classrooms • Grade Levels • Schools • District

  11. Tier I Question • How effective is the core curriculum for all students?

  12. H

  13. Tier I Question • How effective is the core curriculum for subgroups of students?

  14. H

  15. H

  16. Tier I Question • Which first grade classrooms may require Tier I intervention?

  17. H

  18. Tier I Question • Which students may require additional intervention?

  19. H

  20. H

  21. www.swis.org

  22. www.swis.org

  23. www.swis.org

  24. www.swis.org

  25. www.swis.org

  26. www.swis.org

  27. www.swis.org Tier 1, 2, or 3 problem? A week before Christmas break, a student gets a referral for disrespect at 10:15 in his science class.

  28. 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.

  29. NCLB/AYP • http://schoolgrades.fldoe.org/ • Click on • Search School Accountability Reports • Choose - AYP, School, county, all years, all grades • Continue • Choose school • Click Submit • Click Detailed Report

  30. Exercise • Review data for your school • Complete the worksheet • Identify any Tier 1 weaknesses

  31. Discussion

  32. Problem-Solving and Response to Intervention: Skill Training ModuleProblem Identification

  33. Problem Solving: Levels of Implementation • Can be applied to the student, classroom, building, district, and 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

  34. Results Monitoring Addl. Diagnostic Assessment Instruction All Students at a grade level Individualized Intensive Individual Diagnostic Intensive 1-5% As necessary Small Group Differen- tiated By Skill Supplemental 5-10% Group Diagnostic Behavior Academics Approximately monthly Core Bench- Mark Assessment Annual Testing ODRs Monthly Bx Screening None Continue With Core Instruction Grades Classroom Assessments Yearly Assessments 80-90% How Does it Fit Together? Step 2 Step 3 Step 4 Step 1

  35. Steps in the Problem-Solving Process • PROBLEM IDENTIFICATION • Identify replacement behavior • Data- current level of performance • Data- benchmark level(s) • Data- peer performance • Data- GAP analysis • PROBLEM ANALYSIS • Develop hypotheses( brainstorming) • Develop predictions/assessment • INTERVENTION DEVELOPMENT • Develop interventions in those areas for which data are available and hypotheses verified • Proximal/Distal • Implementation support • RESPONSE TO INTERVENTION (RtI) • Frequently collected data • Type of Response- good, questionable, poor

  36. Steps in the Problem-Solving Process: Problem Identification • PROBLEM IDENTIFICATION • Identify replacement behavior • Data- current level of performance • Data- benchmark level(s) • Data- peer performance • Data- GAP analysis

  37. 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

  38. 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)

  39. Worksheet on Replacement Behaviors • Complete individually • Cross Check with table-mate • Compare to “answer” sheet

  40. Data Required for Problem Identification • Replacement Behavior • Current Level of Functioning • Benchmark/Desired Level • Peer Performance • GAP Analysis

  41. Example- ORF • 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.

  42. Problem ID

  43. 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.

  44. Problem ID

  45. Tier One Behavior Example

  46. Referral Analysis • 42% Noncompliance • 30% Off-Task/Inattention • 12% Physical/Verbal Aggression • 6% Relational Aggression • 10% Bullying

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