Problem Identification Activity Handouts

(Problem Solving Process)ASPIRE North

Tier 1: Problem Definition & AnalysisProblem Solving Step Tier 1

All students

What is the problem? Measurable, observable, clear,

specific statements Discrepancy between a desired

state and what is occurring

Difference between how many students are proficient on accountability measure (ISAT, ODRs, etc.) and 100% (desired state is all students proficient)

Why is it happening?If too many are not proficient, analyze factors most

related to effective implementation of a good core curriculum/school-wide behavior system.

Is it validated? Is it being implemented with integrity? Is enough instruction time being allocated to ensure

student success? Are teachers using effective practices to differentiate

instruction/promote positive behaviors? Are there more effective ways to make sure that the ‘big

ideas” of the curriculum/positive behaviors are being instructed?

Insert Tier 1 System-WideExample

Identifying the Problem &Why it’s Occurring

What’s the Problem?

• Presenter inserts an example

Graph

• Presenter inserts graph for their example

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.

Activity: Universal / Tier 1Universal / Tier 1 Problem

Based on the example presented, define the problem by writing down what is expected and what is occurring in the appropriate boxes below.

Definitional Component Example

What Is Expected

What Is Occurring

Activity: Problem Analysis Universal Tier 1Universal Tier 1 Problem Based on the example presented, write the hypotheses and RIOT assessments in

appropriate boxes below.

TestObserveInterviewReviewHypothesis

Tier 2: Problem Definition & Analysis

Problem Solving Step Tier 2Targeted Group

Problem IdentificationWhat is the problem?Measurable, observable, clear, specific statementsDiscrepancy between a desired state and what is occurring

Difference between non-proficient students’ performance & criterion of success in a curriculum area (e.g., group below 50th%-ile on AIMSweb Aggregate)

Problem Analysis 2 options:1.Group-level diagnostic assessment – includes using group-level assessments (including universal screening, curriculum embedded assessments, placement tests) Results used to group students for instruction.

2. Standard-treatment protocol – includes automatic placement in an intensified, validated program.

Insert Tier 2 Example

Identifying the Problem&

Analyzing Why it’s Occurring

What’s the Problem?

• Presenter inserts an example

Graph

• Presenter inserts graph for their example

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.

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

Definitional Component Example

What Is Expected

What Is Occurring

Problem Analysis Targeted / Tier 2Targeted / Tier 2 Problem Do you have enough information (data) to confirm or refute a hypothesis?Document the data you have to support each hypothesis:

TestObserveInterviewReviewHypothesis

Tier 3: Problem Definition & AnalysisAdapted from Response to Intervention: Policy Considerations and Implementation (Batsche, et al., 2005).

Problem Solving Step Tier 3 Individual Intensive

Problem Identification What is the problem? Measurable, observable, clear, specific statements

Discrepancy between a desired state and what is occurring

Difference between an individual student’s performance & a criterion of success in a curriculum area (e.g., students below 10th%-ile locally)

Problem Analysis Why is it happening? Academic Can’t do vs. Won’t do? (Skill and Performance deficits) Essential “big idea” & specific subskills needed?

More practice, more help/ too hard, won’t do?

Behavior Get/obtain Escape/avoid

Students who have not benefited from validated core curriculum and intensive instruction, receive individual diagnostic assessment of learning needs (including universal screening, curriculum embedded assessments, placement tests, CBE) Analysis is skills-based and procedures are directly linked to grade-level expectations. Results indicate specific skills that the student needs to be taught, and the hypothesis will lead directly to intervention. (e.g., Survey Level Assessment (SLA), RIOT, ICEL, CBE)

Insert Tier 3 Example

Identifying the Problem&

Analyzing Why it’s Occurring

What’s the Problem?

• Presenter inserts an example

Graph

• Presenter inserts graph for their example

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.

Example of an Intensive / Tier 3Intensive / Tier 3 Problem ACADEMIC Area

Definitional Component Example

What Is Expected

What Is Occurring

Problem Analysis Intensive / Tier 3Intensive / Tier 3 Problem Do you have enough information (data) to confirm or refute a hypothesis?Document the data you have to support each hypothesis:

TestObserveInterviewReviewHypothesis

Problem Analysis ICEL Activity

BRAINSTORMING OF REASONS IMPACTING STUDENT ACHIEVEMENT

INSTRUCTION

CURRICULUM

ENVIRONMENT

LEARNER

Example of One that a Group Completed

BRAINSTORMING OF REASONS IMPACTING STUDENT ACHIEVEMENT

INSTRUCTION Differentiated instruction Time

CURRICULUM Engaging Curriculum Sufficient Curriculum – Scope and sequence of

curriculum

ENVIRONMENT Home support Interruption in instruction Teacher expectations Class size Teacher/student relationship Access to learning materials Parental Involvement Collaboration Time for instruction Economic Background Parental Education Technology

LEARNER Attendance Motivation Lack of connectedness/ lacking purpose for Background knowledge Skills Social/Emotional Factors Attitude and Effort Interests Student work ethic Determining importance of information/

functional Student memory Health/ Medication Peer Pressure Language Barriers

Note thatmost fallinto the learnercategory

What do wehave the mostcontrol over?- Not Learner!

Problem Identification & Analysis Assessment Activity

separate attachment

• Read and complete this assessment according to the directions.

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

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

Problem Identification Planning

Definitional Component

Project How do you know?

What Is Expected

What Is Occurring

Problem Analysis PlanningTestObserveInterviewReviewHypothesis