1. Data Examples Problem Identification—Tier 1 October, 2012 Facilitated/Presented by: The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) Illinois RtI Network Insert name(s) here

2. Setting a criteria for what students are expected to achieve (e.g., reading # WRC by Spring of 3 rd grade). Healthy system means that > 80% of students are meeting the achievement criteria Problem Identification at Tier 1

3. Universal Example of a Universal Problem ACADEMIC Area Fall Target: 55 WRC

4. Universal Example of a Universal Problem ACADEMIC Area Definitional ComponentExample What Is Expected What Is Occurring The Situation

5. Universal Example of a Universal Problem ACADEMIC Area Definitional ComponentExample What Is Expected100% of 2 nd graders reading 55 WRC in 1 min. on a grade level passage What Is Occurring62% of 2 nd graders are reading 55 WRC The SituationFall of 2 nd grade at Read Aloud Elementary School

6. Fall Target: 0-1 Referrals for Tardies Universal Example of a Universal Problem BEHAVIOR Area

7. Definitional ComponentExample What Is Expected What Is Occurring The Situation

8. Universal Example of a Universal Problem BEHAVIOR Area Definitional ComponentExample What Is Expected100% of 10 th graders earning 0-1 ODRs for tardies What Is Occurring64% of 10 th graders have earned 0-1 ODRs for tardies The SituationFall Semester at Timely High School

9. A Problem Defined… At Tier 2: At Tier 2: non-proficient students’ – The difference between non-proficient students’ performance and a criterion of success in a curriculum area. At Tier 1: At Tier 1: how many students are proficient – The difference between how many students are proficient on their accountability assessments and 100%. The desired state is for ALL students to be proficient. (NASDSE, 2006)

10. Targeted Example of a Targeted Problem BEHAVIOR Area

11. Definitional ComponentExample What Is Expected What Is Occurring The Situation

12. Targeted Example of a Targeted Problem BEHAVIOR Area Definitional ComponentExample What Is ExpectedAll Students Have 0-1 Office Discipline Referrals in a School Year. What Is Occurring15 students have 10+ Referrals The SituationWinter Semester at Acting Out Middle School

13. Your Turn: 1.Identify the standard for success (e.g., students reading a minimum of 150 words read correctly with 6 or fewer errors in the Winter). 2.Write a discrepancy statement for Tier 2 based on standard. 3.Does the grade level have 80% at Tier 1?

14. Setting Standard-Based criteria for Tier 1 School GOAL: Students should have LNF scores > 40 by Spring of Kindergarten.

15. Sample of students in Low Risk criteria Sample of students in Some-Risk criteria Total number of students = 47 Students in At-Risk range Determine # of Students Per Tier Based on Expectation

16. Targeted Example of a Targeted Problem ACADEMIC Area Definitional ComponentExample What Is Expected What Is Occurring The Situation

17. Targeted Example of a Targeted Problem ACADEMIC Area Definitional ComponentExample What Is ExpectedAll Kindergarten students identify at least 40 letter names by the Spring. What Is Occurring11 students identify less than 40 letter names. The SituationFall of Kindergarten at ABC Elementary School

18. Sample of students in Low Risk criteria Sample of students in Some-Risk criteria Total number of students = 47 Total meeting criteria (66%) (>40 LNF) =31 Total in Emerging range (28%) (29 < LNF <40) = 13 Total in At-Risk range (6%) (LNF < 29) = 3 Students in At-Risk range

19. Example: Discrepancy for Tier 1 At Tier 1, 66% of students are in the Low Risk range (40 LS/min), whereas it is expected that 80% of students are in the Low Risk range.

20. If we don’t have Benchmarking Data, how do we write a discrepancy statement?

21. Discrepancy Ratio Compute By: Peer Median Target Student Median 145 58 = Discrepancy of 2.5x May Need Problem Solving Quantify how many times the student’s current level of performance varies from that of his/her peers. 80 45 = 1.7 80 45 = 1.7

22. Calculating Discrepancy Ratios 1.Conduct observations or review permanent products of the target student’s behavior of concern. 2.Conduct observations or review permanent products of an “average” peer targeting the same behavior. 3.Identify the median rates of behavior for the target student and the peer. 4. Peer Median =Discrepancy Target Student Median

23. Discrepancy Example 15 2 = 7.5 times discrepant from peer # of Call Outs Average 2 per period Average 15 per period

24. Targeted Example of a Targeted Problem BEHAVIOR Area Definitional ComponentExample What Is ExpectedStudents will call out less than 2 times. What Is OccurringTarget Student is calling out 15 times. The SituationLanguage Arts Class from 8:50-9:45 am