Day 2 Es Final 11-03-09

8/14/2019 Day 2 Es Final 11-03-09

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8/14/2019 Day 2 Es Final 11-03-09


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WelcomeSchool Based Leadership Team

Local District 4 Cohort I Schools

Bancroft MS

Burbank MS

Irving MS

Le Conte MS

Virgil MS

Eagle Rock HS

Franklin HS

Alexandria ES Lockwood ES

Cahuenga ES Melrose ES

Carthay Center ES Plasencia ES

Del Olmo ES Politi ES

Dorris Place ES San Pascual ES

Esperanza ES Selma ES

Gardner ES Union ESGarvanza ES Vine Street ES

Gratts ES White ES

Kingsley ES

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Agenda

Day Two— Problem Identification

Tier 1 Data Sources

Problem Solving Process

Step 1: Problem Identification

Worksheets/Activities

Wrap-up/Next Steps

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Perceptions of Skills Survey

Your project ID is:

Your 4-digit school location code

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Three-Tiered Model of School Supports & the Problem-solving ProcessACADEMIC SYSTEMS

Tier 3: IntensiveInterventions Individualand very small groups of

students who need intensive individualized interventions. Most frequent assessment and narrowest focus of curriculum—unlessalternate core protocol isused.

Tier 2:Strategic/SupplementalInterventions Smallgroups of students whoneed more support inaddition to the corecurriculum. More frequent assessment, narrower range of curriculum and more minutes than Tier 1.

Tier 1: Core Curriculum

All students, includingstudents who requirecurricular enhancementsfor acceleration. Least frequent data collection.

Broadest curriculumcoverage. Fewest number of minutes of instruction.

BEHAVIOR SYSTEMSTier 3: IntensiveInterventions Individual

and very small groups of students who need intensive individualized intervention. Most frequent assessment and most focused curriculum.

Tier 2:Strategic/SupplementalInterventions Smallgroups of students whoneed more support inaddition to school-wide

positive behavior program.More frequent datacollection, more focused

curriculum and moreminutes than core.

Tier 1 Core Curriculum All students in all settings.Least Frequent datacollection. Broadest curriculum coverage withfewest number of minutes

exposure.

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Problem ID

In order to identify a problem, you’vegot to start with three pieces of data-

Benchmark level of performance

Student level of performance

Peer level of performance

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Problem ID

0

20

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60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers

What kind of problemis this? A kid problemor a universal problem?


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Problem ID

0

20

40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers



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Problem ID

0

20

40

60

80

100

120

140

0 1 2 3 4 5 6 7 8 9 10 11 12

Student

Benchmark

Peers



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Progress Monitoring & Data Systems

District database administered by the Los Angeles UnifiedSchool District

Capacity to store data for five big ideas of reading

Potential Tools: MyData, CoreK12, SOAR, DSS

Potential measures DIBELS

SOAR (K-5/6)

CORE (K-8) SRI (Secondary)

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LAUSD Data Systems

Data reports available for Individual students

Intervention groups (coming soon) Grade-levels

Classrooms

Schools District

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www.swis.org

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www.swis.org

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www.swis.org

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www.swis.org

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www.swis.org

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www.swis.org

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www.swis.org

Tier 1, 2, or 3 problem?

A week before Winter Recess, a studentgets a referral for disrespect at 10:15in his science class.

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www.swis.org

Tier 1, 2, or 3 problem?

A student is found to have a weapon inthe locker room at 2:45 p.m. on June2nd.

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Tier 1: Other Data Points

http://mydata.lausd.net/

Click on

The School menu Print the selected reports on the two dashboards:

AYP/API

CST, by school

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The Big Tier I Question

How effective is the core curriculumand instruction for all students?

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Unit 3, Reading Fluency

H

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Unit 3, Reading Fluency

H

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Multiple Measures

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Tier I Question

How effective is the core curriculum forsubgroups of students?

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28H

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H

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H

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Tier I Question

Which classrooms may require Tier I

instruction and intervention?

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Response toInstruction/InterventionIs it working?

Problem AnalysisProblem AnalysisWhy is it occurring?

Problem IdentificationProblem IdentificationWhat is the problem?

Intervention DesignWhat are we going to do

about it?

Problem Solving Process

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Looking at Data using theProblem Solving Method

Identify ProblemAnalysis of problem based on data,observations…

Planning: What are we going to do

about it?

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Data Slide

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Discussion

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Essential Elements

Room Environment

Teacher PracticePedagogyStudent Engagement

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Classroom Environment

What evidence is present in theclassroom that demonstratesvocabulary instruction?

How is the classroom environment usedas evidence of vocabulary instruction?

Be explicit when noting examples. Example:Vocabulary, specific to the unit of study wasposted on the Concept/Question Board.

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Teacher Practice

How does the teacher demonstratespecific behaviors that reflect thestandards for the teaching

profession?

Example: Teacher models a think aloudin relation to the appropriate

vocabulary strategy.

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Pedagogy

What pedagogy was used in thedesigned lesson?

Example: Strategy Instruction was thepedagogy used in the vocabularylesson.

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Student Engagement

How are students participating in thelesson?

What is the responsibility of the student?

How will the students demonstrate theirunderstanding of the lesson?

Example: Students participate and assume

responsibility for their learning by…

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Resources

Standards for the TeachingProfession

Six Pedagogies in Open CourtReading

OCR TE

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Chart your responses:

•Identify area of need – Why?

•Classroom environment – What do youexpect to see?

•Teacher Practice – What would the teacherbe doing?

•Pedagogy – What specific pedagogy isbeing used and why?

•Student Engagement – What specificbehaviors would students display?

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Beliefs Survey

Your project ID is:

• Your 4-digit school location code

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Training Evaluation

No location code needed

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Resources

Jack O’Connell http://www.cde.ca.gov/nr/el/le/yr08ltr1114.asp MyData- http://mydata.lausd.net

Differentiation www.differentiationcentral.com

Behavior - http://disciplinepolicy.lausd.net

http://www.pbis.org

http://www.swis.org

NCLB - http://www.ed.gov/nclb

National Center on Response to Intervention - http://www.rti4success.org

Florida Center for Reading Research - http://www.fcrr.org

National Association of State Directors of Special Education - www.nasdse.org

Tilly, D.W. (2002). Best practices in school psychology as a problem solvingenterprise. In A. Thomas and J. Grimes (Eds.), Best Practices in SchoolPsychology-IV (pp. 21-36). Bethesda, MD., National Association of SchoolPsychologists.

http://www.cde.ca.gov/nr/el/le/yr08ltr1114.asp


http://www.differentiationcentral.com/

http://disciplinepolicy.lausd.net/

http://www.rti4success.org/

http://www.fcrr.org/

http://www.nasdse.org/

http://www.nasdse.org/



http://www.rti4success.org/



http://www.differentiationcentral.com/



http://www.cde.ca.gov/nr/el/le/yr08ltr1114.asp

Day 2 Es Final 11-03-09

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