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Tier I Data Sources in FloridaRtI.usf.edu: Perceptions of Skills Survey

Collaborative project between Florida DOE and USF to identify academic and behavioral problems in students. Utilize benchmark and peer data for problem analysis and intervention development. Explore replacement behaviors for effective Response to Intervention. Follow Problem-Solving Process steps to implement Tier I interventions successfully.

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Tier I Data Sources in FloridaRtI.usf.edu: Perceptions of Skills Survey

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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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