PowerPoint Presentation

Implementing Structured Data MeetingsMiddle of Year (MOY) MeetingsCongratulations on conducting successful Beginning of the Year Meetings at your campus. Now, we will provide brief training on implementing Middle of the Year Data Meetings. 1Goals of this trainingTo understand the purpose and goals for MOY 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 MOY meetings and to document decisions

The goals of this training are:

To understand the purpose and goals for MOY 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 MOY 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.

As you might imagine, a big part of your MOY meetings will be Reviewing Outcomes of the instructional decisions made at BOY and at previous monthly Tier I meetings. So, you may want to prepare for your MOY with some guiding questions in mind (see next slide).3Guiding QuestionsWhat impact has our instructional decisions made at BOY had on students? What were our students response to those instructional decisions?What impact has the supports provided to teachers since BOY had on instruction and learning? What challenges have we encountered with Tier II/III interventions? How can we better address those?Here are some guiding questions to consider, going into your MOY meetings. 4Preparing for the Moy meetingsNow we will focus on the process and materials needed for conducting a Middle of the Year Data meeting. 5What you will need for MOY: For Tier I Meeting

Tier I Middle-of-Year Protocol (one per facilitator)

Tier I Middle-of-Year Checklist (electronic; one per person)Class performance data Designated place for recording goals (e.g., Eduphoria spreadsheets)

Chart paper and markerTier I Instructional Plan (electronic; one per person)

End-of-Year Instructional Plan from previous year

For Tier II/III Meeting

Tiers II and III Middle-of-Year Protocol (one per facilitator)

Tiers II and III Middle-of-Year Checklist (electronic; one per person)

Designated place for recording goals (e.g., Eduphoria spreadsheets)

Class performance data

Standardized reading intervention teacher materials

Tiers II and III Intervention Worksheet (electronic; one per teacher)

Tiers II and III Intervention Master List (electronic; one per intervention provider)

End-of-Year Instructional Plan from previous year Access Electronic Forms HereThis training will take you through the steps of both meetings. In preparation for the Tier I Meeting, you will need the items in column one. If this is your first Middle of the Year Data Meeting, you will not have the End of Year Instructional Plan from the previous year. In preparation for the Tier II and III meeting, you will need the items in column two.

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 Middle of the Year Protocol, and the Middle of the Year Checklist. There are two sets of these One set for Tier I Meetings, and another set for Tiers Ii/III Meetings.

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 are three additional documents you can use for planning and record keeping. The first one is the Tier I Instructional Plan. You can use this document to record the instructional decisions you make for Core Instruction, (i.e., what skills to target; what instructional practices you will implement; the logistics of implementing those practices).

At the MOY meeting, it would be very helpful for you to have previous Tier I Instructional Plans on hand, so you can refer to them and build off of those. 9Planning and Record Keeping

These are the two forms for recording decisions made about Tiers II and III instruction. The first form is the Tiers II and III Worksheet for Teachers. On this form, the teachers can record the specific interventions assigned to each student, along with the intervention provider. The second form is for the intervention providers. Interventionists can keep track of which students are in each of their intervention groups. They can also record the goals the set for each group for each assessment period.

For MOY meetings, you will be able to modify your lists from BOY and make changes based on your MOY Tier II/III meeting decisions. 10Turn, Talk, & Share OutHow did you allocate time for your BOY meetings? Did you encounter challenges with time and scheduling of your BOY meetings?

Do you anticipate any of the same challenges for MOY? What ideas do you have to address those challenges?

As you may have discovered when you conducted your BOY meetings, thoughtful discussions around students and data can be time consuming. Take a moment to reflect on these questions and discuss with your team. 11Allocating Time for your meetings: Some suggestionsBreaking up your meeting schedule:Use BOY, MOY, and EOY structured Data meetings to focus on intervention instruction and decisions about students intervention needs.Use monthly PLCs to conduct Tier I meetings and make data-informed decisions about Core Instruction. Here are some suggestions for allocating time for your meetings. Although you may choose to divide up the meetings this way, remember that classroom teachers should be highly involved in both Tier I and Tier II/III meetings. This will ensure a collaborative understanding among teachers and interventionists of the needs of each student and the services students are receiving. The key to a successful RtI framework is having strong Tier I/Core instruction that is differentiated and supports the goals set for students receiving Tier II and III interventions. That collaboration needs to continue, even if your focus at BOY, MOY, and EOY remains on supplemental instruction (Tiers II/III).

12Allocating 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. 13Tier I Data MeetingS Now we will guide you through the procedures and materials for the Tier I Data meeting. 14Step 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.

15DIBLES 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.

. 16Step 1: Identify Need for Support

DIBELS Next Benchmark Goals and Cut Points for Risk In reviewing your MOY DIBELS data, you will want to look at student performance against the MOY 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.

17Step 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. The goals that are set should be reasonably achievable by the next assessment period the End of the Year. Take a moment to review the procedures, prompts, and materials that are part of Step 2.

You may set different types of goals for this step in your meeting. You may have grade-level goals that articulate a percentage of students that will move from high-risk, to low-risk, or to no-risk by the next assessment period. You may set particular goals for different literacy skills. For example, We will improve fluency by a certain percentage by the next assessment period.18Standards-based Goal Setting

Also, 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?

Click on the front page of Figure 19 and you will be taken to various ELAR/SLAR Documents. 19Steps 3-6Plan for Support: The Big QuestionsHow can we organize as a grade level 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. Steps 3-6 Involve Planning for Support. These steps are at the heart of Tier I meetings. The big questions that guide the discussion at these steps are:

How can we organize as a grade level 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. 20Steps 3 6: Plan for SupportGuiding TIER I questions for MOY: What instructional practices worked (i.e., resulted in improved outcomes)?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 to target these areas?

These are some guiding questions to consider for Core Instruction, at the Middle of the Year Meeting. 21Step 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 in Step 2. Take a minute to review the procedures and prompts for Step 3. 22Tier I Instructional Plan

When your team get steps 4 and 5, you will be selecting instructional practices to implement. You will need to direct them to use the Tier I instructional 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 MOY you will want to have previous Tier I plans available for teachers to reference and possibly build on or modify.

As you will see shortly, each team member will use Part A of this form to complete Step 5. 23Steps 4 5, Plan for Support:Evaluate and Select Practices

In steps 4 and 5, the team will analyze possible instructional practices, select practices, and agree to implement them during the next benchmark period. 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 Steps 4 and 5.24Step 6, Plan for Support: Logistics of Implementing Practices

In step 6, the team will plan the logistics of implementing practices. This also includes a plan for monitoring fidelity and follow-up.

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

25Tier I Instructional Plan

In Part B of the Tier I instructional plan, you can record decisions about planning for the implementation of selected practices. 26Tiers II/III Meeting Procedures for BOY After a productive Tier I Data analysis meeting, your team will be ready to begin discussing how to best provide additional support to struggling students through Tier II and III interventions. In the Tier II and III Data Meeting, the team will be making intervention decisions about students in each grade level.

Now we will guide you through the procedures and materials for the Tiers II and III Data meeting.

27Step 1: Analyze student performance

Just as you did in the Tier I meeting, the first step is to review the current performance of students. This will most likely involve a recap of what was discussed in the Tier I meeting. 28Step 2, 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 2 asks you to determine the effectiveness of your interventions. Here are some guiding questions you may pose in determining the effectiveness of interventions. You will also find similar discussion prompts on your protocol. 29Step 3: Determine intervention needs and make needed modificationsGuiding Questions: Which students are in need of intervention changes? What evidence do we have for those conclusions? Which changes would be most effective for students not making adequate progress: --Adjustment to the intervention instruction?--Change of intervention program or group?--More second language supports?Here are some guiding questions for Step 3. You will also find similar discussion prompts on your protocol.

When making intervention decisions about students, it is critical to have a collaborative understanding of the support each student is currently receiving the type of intervention, the intensity, and the goals set for each intervention group.

Once your team determines each students progress toward instructional goals, you may need to make intervention changes. There a different possibilities for different cases:

You may decide the intervention instruction needs to be adjusted (pacing, re-enforcement of specific skills, etc. )

You may decide that the student needs to change intervention programs, level of intensity (II or III), or be grouped with other students with similar goals.

You may decide that the student needs more second language supports.

Your team will need to have critical conversations about what the data is telling you about students needs, and how those needs can be best served with the resources that are available at your campus. 30Considering 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 scores 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.

31Turn, Talk, & Share OutHow will you take students language proficiency into consideration when making intervention decisions at MOY?

How do you ensure that your team has collaborative understanding of of the support each student is currently receiving the type of intervention, the intensity, and the intervention group goals?

As a team, consider these questions. 32Recording Decisions

The team has two documents for recording intervention decisions. Here, you will see the Worksheet for Teachers. Classroom teachers at each grade-level will enter intervention students in his or her class, and select the appropriate intervention. The teacher will also enter the intervention provider and the scheduled intervention time for each student in his or her class. 33Recording Decisions

Here, you will see the Master List for Intervention Providers. Each intervention provider will record or modify groups on this form. The provider can group students by specific interventions. Also, the provider can record the time of the group, the students in each group, and the classroom teacher for each student in the group.

The last column is for recording goals, which will be completed in the next step of the meeting.

34Step 4-5: Setting Goals and Monitoring Progress

After the team reviews student performance and identifies students intervention needs, the next step is to set goals for intervention instruction. The goals that are set should be reasonably achievable by the next assessment period which would be the End of the Year. Take a moment to review the procedures, prompts, and materials that are part of Step 3.

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?

35Step 6: Plan Communication with Parents & Next Steps

The final step in the meeting is to plan communication with parents. In the Appendix section of the DVISD RtI Manual, you will find an example of a letter that can be used for this purpose.

36Purpose[Kaminski & Good, 2012]We have completed our training for MOY 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. 37