# ASSESSMENT DIRECTIONS: Please use the data sets provided below to complete Steps 1-3 of the worksheet. Day 3 Assessment

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1 ASSESSMENT DIRECTIONS: Please use the data sets provided below to complete Steps 1-3 of the worksheet Day 3 Assessment

2

3 Tier 1 Problem Solving Worksheet Review of Universal Screening/Large Group Data School: Date: General description of concern: Step 1 Problem Identification: What is the Problem? What is the target skill? What is the benchmark/expected level of performance? 80% (Tier 1) What percent of students are currently meeting expectation? (Be sure to include data that directly assesses the target skill you want the students to master.) What is the difference between expected level and current level of performance? E C = P Expected Current = Problem 80% % = % Based on your analysis, which tier of intervention would be most appropriate to implement in response to the identified problem? Do we have enough information to complete Problem Identification? If yes, go to Problem Analysis If no, what information is still needed? When will we meet again?

4 Step 2 - Problem Analysis: Why is the problem occurring? Record each hypothesis for why the problem is occurring and the corresponding prediction statement. Circle the assessment method and specific data that will be used to validate or refute the hypothesis. Circle Yes or No to indicate whether or not the hypothesis was validated. Target skill: Hypothesis 1: The problem is occurring because Prediction Statement 1: If Hypothesis 2: The problem is occurring because Prediction Statement 2: If Hypothesis 3: The problem is occurring because Prediction Statement 3: If Hypothesis 4: The problem is occurring because Prediction Statement 4: If

5 Step 3 - Intervention Design: What are we going to do about it? Comprehensive Intervention Planning Form Who is the intervention plan being developed for? What is the target skill? What is the expected level of performance? What is the current level of performance? Verified Hypotheses: Intervention Plan Support Plan (For the interventionist) Fidelity Documentation Monitoring Plan for Determining Student Progress What will be done? What will be done? What will be done? What data will be collected and how often? When will it occur? When will it occur? When will it occur? How will we decide if the plan is effective? Where will it occur? Where will it occur? How will data be shared?

6 DIRECTIONS: Use the scenario and graph below to complete Step 4 Step 4 Response to Instruction/Intervention: Is it working? The 8 th grade PLC members at Justice Middle School review statewide mathematics assessment data to plan for instruction for their 8 th grade students. The data indicate that 97% of students scored below proficiency in math. Geometry and Measurement was identified as the "Weakest Math Area" for the majority of students. The 8 th grade teachers implemented a Tier 1 intervention that focused on providing students increased exposure and practice opportunities to use geometry and measurement skills to apply formulas, solve problems, develop and interpret graphical data displays, and verify answers experimentally. The teachers administered a bi- weekly progress monitoring measure in order to monitor their students acquisition of skills in this area of math. The graph below represents the students' performance on the first three bi- weekly probes. Expected Performance Performance Observed Performance OP1 OP2 OP3 OP4 OP5

7 1. Based on your review of the data, is the response to instruction/intervention positive, questionable, or poor? Please explain your rationale. 2. What instructional decisions would you recommend based on the students response to instruction/intervention? Please explain your rationale.

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