PowerPoint Presentation

Implementing Structured Data MeetingsEnd of Year (EOY) MeetingsCongratulations on conducting successful Middle of the Year Meetings at your campus. Now, we will provide brief training on implementing End of the Year Data Meetings. 1Goals of this trainingTo understand the purpose and goals for EOY Structured Data MeetingsTo understand how to apply the meeting process in a way that is most efficient and effective for your campusTo understand the protocol and materials you need to facilitate effective EOY meetings and to document decisions

The goals of this training are:

To understand the purpose and goals for EOY Structured Data MeetingsTo understand how to apply the meeting process in a way that is most efficient and effective for your campusTo understand the protocol and materials you need to facilitate effective EOY meetings and to document decisions

2Purpose[Kaminski & Good, 2012]Structured Data Meetings involve a continuous cycle of problem-solving that is designed to identify and meet student needs in each and all Tiers of Instruction:

-to identify students in need of support-to validate the need for support-to set student-level and grade-level goals-to plan for support, and to-review outcomes

The protocols, forms, and documents you will use are all means to facilitate this cycle and to support you in successful continuation of these activities in a systematic and organized way.

3Guiding Questions for EOYWhat impact has our instructional decisions made at MOY had on students? What were our students response to those instructional decisions?What impact has the supports provided to teachers this year had on instruction and learning? What challenges have we encountered with Tier II/III interventions this year? How can we better address those next year?As you might imagine, a big part of your EOY meetings will be Reviewing Outcomes of the instructional decisions made at MOY and at previous monthly Tier I meetings. Because it is the end of the year, your decision making might take a more global scope, as you think about planning for the next academic year. So, you may want to prepare for your EOY with some guiding questions in mind.

Here are some guiding questions to consider, going into your MOY meetings. 4Preparing for the Eoy meetingsNow we will focus on the process and materials needed for conducting a End of the Year Data meeting. 5What you will need for EOY: For EOY Meeting

End-of-Year Protocol (one per facilitator)

End-of-Year Checklist (electronic; one per person)

Completed Tier I Instructional Plans from previous meeting

Completed Tiers II and III Intervention Worksheet and Master List from previous meetingClass performance data Designated place for recording goals (e.g., Eduphoria spreadsheets)

Chart paper and marker

Standardized reading intervention teacher materials

EOY Instructional Improvement Plan (electronic; one per person)

Completed End-of-Year Instructional Improvement Plan from previous year

Access Electronic Forms HereThis training will take you through the steps the meeting. For EOY, Tiers I, II, and III are discussed together, rather than dividing them into two meetings . In preparation for the EOY Meeting, you will need items listed here. If this is your first End of the Year Data Meeting, you will not have the completed End of Year Instructional Plan from the previous year.

The items listed in blue can be found in the DVISD RtI Manual. The items listed in blue are also available in electronic formats. You will want to access the electronic forms for easier record keeping and for easier synthesis of decisions made at each meeting. You can access the electronic formats through the link to the ELITE Website.

Please feel free to access and refer to these materials as we move through the procedures.6Guides for Data Meeting Discussion

As you will find in the DVISD RtI Manual, there are two documents that will be used to guide the Data Meeting Discussions: The End of the Year Protocol, and the End of the Year Checklist. The facilitator of the meeting will use the Protocol to guide the group in a productive discussion.

Each of the other team members will use the one-page checklist to guide them through the discussion. You can think of the checklist as an agenda that the team can follow as each item is addressed.

Please feel free to refer to these materials as we move through the procedures. 7

Understanding the Protocol The Protocol is meant to be a guide for the facilitator. Under each step of the meeting, you can find three helpful features, 1) PROCEDURES 2) DISCUSSION PROMPTS 3) MATERIALS. The procedure explains what activities should be conducted at each step. The discussion prompts column includes suggestions for initiating thoughtful discussion. Within each step, you will also find a list of materials that the team needs to complete the activities.

8Planning and Record Keeping:

There is one additional document you can use for planning and record keeping. This is the EOY Instructional Improvement Plan. You can use this document to record the goals and plan for achieving those goals in each tier of instruction (i.e., what skills to target; what instructional practices you will implement; the logistics of implementing those practices).

At the EOY meeting, it would be very helpful for you to have completed Tier I Instructional Plans from previous meetings, as well as the Tiers II/III Intervention and Master List from the previous meeting, so you can refer to them and build off of those. 9Allocating Time for your meetings: Some suggestionsHave student data prepared and available to teachers before the meetings. Give team members homework for analyzing the data beforehand. Ask your team to consider what the data is telling them about students before the meeting, and to come prepared to discuss how to target their students instructional needs. Here are some additional suggestions for making your data meetings as efficient as possible. Having your team being as prepared as possible before the meetings can maximize the quality of your teams discussions and lead to more streamlined decision-making. 10Conducting EOY Data MeetingS Now we will guide you through the procedures and materials for the EOY Data meeting. 11Step 1: Identifying current performance

In the following sections, you will be guided through each Step of the Tier I protocol.

The first important step is to accurately identify students in need of support. Step 1 guides you in reviewing student performance data.

Take a moment to review the procedures, prompts, and materials that are part of Step 1.

12DIBLES Indicators vs. Literacy Skills

SOURCE: DIBELS Data System Website: https://dibels.uoregon.edu/Remember, when you are examining data from the DIBELS screener, you are looking at different DIBELS indicators, not the literacy skills themselves. These indicators point to Basic Early literacy Skills (see Measurement Area).

Later in the meeting, you will brainstorm to select instructional strategies and practices that support these Basic Early Literacy Skills.

. 13Step 1: Identifying current performance

DIBELS Next Benchmark Goals and Cut Points for Risk In reviewing your EOY DIBELS data, you will want to look at student performance against the EOY benchmark goals. The DIBELS Next Summary of Benchmark Goals and Cut Points for Risk should be available for teachers to reference during the data meeting.

Remember, the benchmark goal is the lowest level of performance on a measure that predicts reaching the next goal. If students perform below or well below benchmark on different basic early literacy skills, that could indicate a need for targeted support.

These can be helpful to have on hand during the meetings, even though your data may be organized beforehand for you. It could help your team to see the ranges for benchmark levels, and put students scores into perspective.

14Step 2: Set Goals

After the team reviews student performance and identifies student needs, the next step is to set goals for core instruction at each grade level. For the EOY meetings, your team may take a broader approach to goal setting, looking at all the RtI framework as a whole, in all three tiers of instruction. You may not only compare the EOY goal you set at the previous meeting against current performance, but you may also examine how many student exited intervention and consider how to raise expectations for the next year.

Take a moment to review the procedures, prompts, and materials that are part of Step 2. 15Standards-based Goal Setting

Also, keep in mind the big picture. When setting goals, ask yourselves how they fit in with ELAR/SLAR Standards. How are we, as a grade-level, ensuring that students are appropriately progressing toward these overall student expectations and broader literacy goals that are outlined in the ELAR/SLAR?

Click on the front page of Figure 19 and you will be taken to various ELAR/SLAR Documents. 16EOY Instructional Improvement Plan

You will record your goals for each tier of instruction in Part A of the End-of-Year Instructional Improvement Plan17Steps 3-6Plan for Support: The Big QuestionsHow can we organize as a grade level/campus to meet student needs?What supports do we need to implement to achieve our goals? Once your team has set realistic goals, now it is time create a plan for achieving those goals as you transition to another school year. Steps 3-6 Involve Planning for Support. These steps are at the heart of the data meetings. The big questions that guide the discussion at these steps are:

How can we organize as a grade level/campus to meet student needs?What supports do we need to implement to achieve our goals?

As part of the continuous cycle of data-informed decision making at your campus, Steps 3 6 involve an ongoing cycle of planning support, implementing support, and evaluating the effectiveness of support. 18Steps 3 6: Plan for SupportGuiding TIER I questions for EOY: What instructional practices worked (i.e., resulted in improved outcomes) this year?In what areas are students still in need of support? Did we target these areas in previous meetings? If so, why have we not seen improvement?What additional instructional practices can we implement next year to target these areas?

These are some guiding questions to consider for Core Instruction, at the Middle of the Year Meeting. 19Step 3: Identify instructional practices to support goals

In Step 3, your team will apply their analysis of student data to instruction. They will identify possible instructional practices that will support the goals set for Tier I in Step 2. Take a minute to review the procedures and prompts for Step 3. 20Step 4, Plan for Support:Evaluate and Select Practices

In Step 4, the team will analyze possible instructional practices, select practices, and make a plan for implementing them during the next academic year. The team should record any decisions made in Part A of the Tier I Instructional Plan.

It is always important to consider your English language learners and how the practices youve selected can help them to meet language goals.

Take a moment to review the procedures, prompts, and materials that are part of Step 4.21EOY Instructional Improvement Plan

When your team get Step 4, you will identifying action steps that address some challenges youve identified in Tier I, or Core Instruction. You will need to direct them to use Part B of the EOY instructional Improvement Plan to record decisions you will make at this point in the meeting. This form is available in an electronic format. Teachers can type in information and save the completed form. Again, at EOY you will want to have previous Tier I plans available for teachers to reference and possibly build on or modify.

22Step 5, Determine effectiveness of interventions: Guiding QuestionsHow did our interventions work this period? To what might we attribute the growth we have seen in students receiving Tier II and III instruction?Why are some students showing little or no growth? Does this point to some needed modifications in the intervention? Did ELLs make adequate progress toward literacy and language goals? Step 5 asks you to determine the efficacy of instruction in Tiers II and III. Here are some guiding questions you may pose in the impacts made through supplemental instruction. Your answers to these discussion questions will inform your plan for the next academic year. 23Considering Second Language NeedsGuiding Questions:

Are my ELs making adequate progress toward the TELPAS proficiency goals we set (listening, speaking, reading, writing)?

Are ELs receiving adequate language supports during intervention instruction?

TELPAS data should be readily available during the meeting. The team should consider language proficiency when interpreting DIBELS performance and when identifying types of needs for each student. Remember, the DIBELS screener is not a language proficiency test, so additional forms of data should be consulted when determining the types of support students will need.

24Step 5, Evaluating overall success of Tiers II and III

In Step 5 of the meeting, the team evaluates the efficacy of instruction in Tiers II and III, and identifies a plan for Tiers II and III instruction that will support goals set in Step 2.

Take a moment to review the procedures, prompts, and materials that are part of Step 5.

25Step 6: Planning for support in Tiers II and III

In Step 6, the team will analyze possible instructional practices, select practices, and make a plan for implementing them during the next academic year. The team should record any decisions made in Part C of the EOY Instructional Improvement Plan.

It is always important to consider your English language learners and how the practices youve selected can help them to meet language goals.

Take a moment to review the procedures, prompts, and materials that are part of Step 6.

As you did in your Tier I meeting, keep in mind the big picture. Ask yourselves, how do these goals fit in with ELAR/SLAR Standards? How are we, as a grade-level, ensuring that students are appropriately progressing toward these overall student expectations and broader literacy goals that are outlined in the ELAR/SLAR?

26EOY Instructional Improvement Plan

When your team get Step 6, you will be selecting instructional practices to implement. You will need to direct them to use Part C of the EOY instructional Improvement Plan to record decisions you will make at this point in the meeting. This form is available in an electronic format. Teachers can type in information and save the completed form. Again, at EOY you will want to have previous Tiers II and III Worksheets and Master lists, as well as the intervention materials, available for teachers to reference and possibly build on or modify.

27Purpose[Kaminski & Good, 2012]We have completed our training for EOY Structured Data Meetings. As you move forward and adapt this process to fit the needs at your campus, keep the big picture in mind. We hope that this process increases the efficiency with which appropriate resources are provided to students as part of your RtI framework. 28