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

2. Tier 1: Problem Definition & Analysis Problem 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?

3. Insert Tier 1 System-Wide Example 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. Universal / Tier 1 Activity: Universal / 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 ComponentExample What Is Expected What Is Occurring

8. Universal Tier 1 Activity: Problem Analysis Universal Tier 1 Problem Based on the example presented, write the hypotheses and RIOT assessments in appropriate boxes below. TestObserveInterviewReviewHypothesis

9. Tier 2: Problem Definition & Analysis Problem Solving Step Tier 2 Targeted Group Problem Identification What is the problem?  Measurable, observable, clear, specific statements  Discrepancy 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 50 th %-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.

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. Targeted / Tier 2 Example of a Targeted / Tier 2 Problem ACADEMIC BEHAVIOR Area Definitional ComponentExample What Is Expected What Is Occurring

15. Targeted / Tier 2 Problem Analysis Targeted / 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

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. Intensive / Tier 3 Example of an Intensive / Tier 3 Problem ACADEMIC Area Definitional ComponentExample What Is Expected What Is Occurring

22. Intensive / Tier 3 Problem Analysis Intensive / 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

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 Activity separate 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 Definitional Component ProjectHow do you know? What Is Expected What Is Occurring

29. Problem Analysis Planning TestObserveInterviewReviewHypothesis