MODULE 2

A Year in the Life of a Data Driven School

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Welcome Back!

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RtITrainingModules

MODULE 1Getting Started with RtI

MODULE 2A Year in

the Life of a Data Driven School

MODULE 3

Interventions &

Progress Monitoring

MODULE 4

Data-Based

Decision Making

MODULE 5

Scaling UpDevelop a Plan for Year 2

Training Modules

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AgreementsStay focusedYou are the trainers, so think with the end in mindKeep sense of humorSilence cell phonesHonor time limits

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Outcomes Participants will understand…

Using data to improve Tier 1 and plan for Tier 2

Examining Assessment Period 1 data and planning for Tier 1 instruction using B.E.S.T

Problem Analysis Problem Solving at Tier 2 Level Utilizing A3 to document RtI Facilitating effective data meetings

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WHY ARE YOU HERE?

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Florida Change Model

Infrastructure

Implementation

Consensus

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Consensus Building

Continues… 8

You can lead the horse to water…

1. Innovators/adopters: welcome change

2. Susceptibles: resent current practices; feelings of dissonance

3. Nonsusceptibles: do not believe change is needed

4. Resisters: sabotage change efforts

(Powell, 1988) 9

Problem Solving – STEP Zero

“Step 0” in problem-solving model = building foundation for collaboration.

Steps: Establish and maintain rapport among members. Formulate sense of trust and respect (How?) Clarify expectations for participation including

roles and responsibilities, shared accountability, legal and ethical guidelines, preferred communication lines and so forth.

Establish understanding for problem-solving process.

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B.E.S

.TProfessional

Learning

Communities

R t IHow do we tie all of these initiatives

together? 11

Brevard Effective Strategies for Teaching

ProfessionalLearning

Communities

Response to

Intervention

Student Achievement

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Problem Solving Process –Florida’s Model

EvaluateDid the plan work?

Problem AnalysisWhy is it occurring?

Problem IdentificationWhat is the problem?

Develop and Implement PlanWhat can we do about it?

What does your DATA say about

student achievement?

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In order to implement RtI, you need a few pieces of infrastructure:

Capacity to Problem-Solve Capacity to Collect Data, and Make Sense of it

Capacity to Display Data Over Time

Capacity to deliver instruction at different intensities (Tiered-levels of services)

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Problem Solving Step 1

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What Data Are We Looking At?

Historical & Current

Academic Data*Student data*Class data

*Benchmark data*Grade level data

Formative Data

Summative Data

Progress Monitoring

Behavioral Data

Intervention Data

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Using Data to… Analyze the past – How did we do?

What can we do better? Plan for today, drive our instruction-

What should we do differently? Diagnose-What specifically is the

issue? Progress Monitor-Is what we are

doing working? Predict the future

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Identify students early.

Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner (I.C.E.L.).

Modify instruction and implement evidenced-based interventions based on individual needs.

Make informed decisions about what resources are needed to ensure student success.

Goals of RtI in FloridaT i R – Thinking is Required

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I.C.E.L.

DATA

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Looking Back…•Summative Data•Historical Data

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Building Level Challenges:DATA

Collection What is collected and who collects it? How frequently is it collected?

Organization Disaggregated by grade, gender, race, language,

SES? Designed to answer specific questions (Tier 1/2

effectiveness? Display-necessary to evaluate RtI

Goals/Benchmarks Aimline Trendline Rate

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Analyze the past – How did we do?

What problems can we identify?

What can we do better?

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2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

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60

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90

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% Meeting High Stan-dards Read-ingLinear (% Meeting High Stan-dards Read-ing)% Making Learning Gains Read-ingLinear (% Making Learning Gains Read-ing)

Awesome Elementary FCAT Reading Data Trends

Perc

ent

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CORE REPORTS

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Student Desk Top Data System

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Example: Turning Historical Data Into Action

Problem ID Several years of declining writing scores

Why is problem occurring? Lack of consistency with curriculum and

instruction in each class Lack of clear expectations for student

behaviors and performance What will we do about it?

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Problem Solving 4th gradeCurriculum Issues

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Components/Implementation of Writing Workshop

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That doesn’t just happen…

It’s the result of Problem Solving

through Multiple Tiers of Instruction

and monitoring Response to Instruction/Intervention.

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The Power of Great Assessment:

Using Rather Than Reporting Data Use Data to:

inform instructional strategies

measure growth over time identify

misunderstandings & measure mastery

Report Data to:

update parents, principals, school

track student’s progress Reward or consequence

students

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Focus on Today…•Universal Screeners•Diagnostics•Ongoing Progress Monitoring (OPM)

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Activity 1Assessment Sort

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Universal Screeners•District Assessments•FAIR•SRI•Running Records

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Essential Questions Are 75-80% of the students meeting

proficiency based on the screening data or the common assessment data?

Is the core curriculum meeting the needs of most (75-80%) of my class? The grade level?

Is the classroom environment effective so that 75-80% of students respond to the classroom rules, procedures, and routines?

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Student Performance ReportIs the Core Healthy?

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FAIR Data Use PMRN. What reports are important? How can the reports drive

instruction? What problems are identified? Why is the problem occurring? What are we going to do about it?

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Problem Solving Process –Florida’s Model

EvaluateDid the plan work?

Problem AnalysisWhy is it occurring?

Problem IdentificationWhat is the problem?

Develop and Implement PlanWhat can we do about it?

What does your DATA say about

student achievement?

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Class Status Report (K-2)-Look for students who are not at Grade Level Expectation.

•Below 1.1 •Listening Comprehension

If more than 20% of students are scoring below 1.1 consider addressing in Core Instruction.

Use this data to identify

problems.

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Class Status Report- (3-6)

Look for…•Students below 50 percentile in RC. Then diagnose further by looking at Maze and Word Analysis.

Then look for…•Students who are below 30% in Maze.

•Students who are below 30 in Word Analysis.

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RtI and K-2 Florida Assessments for Instruction in Reading (FAIR)

Broad Screen/Progress Monitoring Tool (BS/PMT) “All” students

Tier 1

Broad Diagnostic Inventory (BDI) “All” students“Some” students for vocabulary

Tier 1 and 2 Sometimes Tier 3

Targeted Diagnostic Inventory(TDI) “Some” students

Tier 2 and 3

Ongoing Progress Monitoring(OPM)“Some” students

Tier 2 and 3

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FAIR Breakdown

1. Phonemic Awareness

2. Phonics

3. Fluency

4. Vocabulary

5. Text Comprehension

6. Orthographic Skills (Spelling)

K-2 3-12

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* embedded in text comprehension

Purpose of Each 3-12 Assessment

RC Screen Helps us identify students who may not be able

to meet the grade level literacy standards at the end of the year as assessed by the FCAT without additional targeted literacy instruction. 

Mazes Helps us determine whether a student has

more fundamental problems in the area of text reading efficiency and low level reading comprehension. 

Word Analysis Helps us learn more about a student's

fundamental literacy skills--particularly those required to decode unfamiliar words and read accurately. 

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Guiding Questions for Looking at FAIR

Data How well is core instruction matching

the needs of our students in the areas of: Phonemic awareness? Phonics/Word Analysis? Word Reading? Reading connected text accurately? Vocabulary? Comprehension?

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Diagnostic Assessments

•PSI•PASI•Running Records•TDI •Maze/Word Analysis 46

• The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction.

Purpose of Diagnostic Assessments

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Screening and Progress Monitoring -

Not Always Enough Screening assessments sometimes

do not go far enough in answering the question: We will need to “DIG DEEPER!”

▪ Quick phonics screener, Error Analysis, Curriculum-based evaluation procedures, etc.

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Digging Deeper• How deep you dig depends on the

intensity of the problem.

OR

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Digging Deeper In order to be “diagnostic”

Teachers need to know the sequence of skill development

Content knowledge may need further development

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Decision Trees – Let’s Practice Put them to work for you.

Make sure teacher’s are using them.

Use data to diagnose, drive instruction, OPM.

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Activity 2: Utilizing Decision Trees

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Using Decision Trees to Interpret FAIR Data

PRIMARY EXAMPLE - Grade 2 Materials Needed:

▪ Activity 1: Decision Trees and FAIR Data Scenario Sheet - Primary

▪ Grade 2 Decision Tree – AP 1▪ Recording Sheet for your table with the following

headings:

Student: Diagnostic Criteria for choosing:

Johnny Administer PSI BE on Word Building

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Suggestions:

Student: Action: Criteria:Dana Administer PASI BE on Phoneme

Deletion FinalNina Administer PSI BE on Word BuildingClark Administer PSI BE on Word BuildingBen Administer PSI BE on Word Building Jenny Administer PSI BE on Word BuildingDenny Administer PSI BE on Word BuildingChris Administer PSI BE on Word Building

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Potential Barriers

Are teachers (K-6) trained to administer the PASI and PSI?

Does infrastructure support Tier 2 interventions outside 90 minute reading block?

How are you (SLT) going to provide support for teachers giving Tier 2 interventions?

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Utilizing A3

To Document RtI

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Using A3 to Manage RtI DataSchool Leadership Teams

Using CORE reports

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Core Reports Is the Grade Level healthy?

Is the core meeting the needs of 80% of the students?

Are we meeting the needs of our

SUBGROUPS?

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Using A3 to Manage RtI Data Teacher Data Teams

Create an Area of Concern

Enter Observations

Set up/ record meetings

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Click on name of student, hit enter, and scroll down the page to Areas Of Concern (Tiers 1-2).

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Scroll down the page to Areas Of Concern (Tiers 1-2).

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Click on “Green Symbol” to open new window to create Areas Of Concern.

* Note: Please add a new Area of Concern for each subject area (e.g. reading, math), behavior, etc.

To DELETE an area of concern, click on the red X and then click on OKAY. 62

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Select Learning Consideration by clicking on drop down box.

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Enter information into Description Box and Comment Box. Click Okay to save information.

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Once the Area of Concern has been created, your next step is to create as many interventions, progress monitoring updates, observations, assessments as needed .

Click on Magnifying Glass to enter information on the following areas: Observations, Interventions, Progress Monitoring

Click on red X to DELETE an area of concern and then click OKAY. 66

ADDING OBSERVATIONSAdd OBSERVATIONS by clicking on the Green Plus sign . Then click Okay.Update the OBSERVATION by clicking on the Magnifying Glass .

To DELETE progress monitoring click on the red X and then click OKAY.

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Parent Conferences and other meetings can be documented in the MEETINGS section.Add MEETING information by clicking on the Green Plus sign . Then click Okay. Update MEETING info by clicking on the Magnifying Glass . To DELETE meeting info click on the red X and then click OKAY.

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HOLDING EFFECTIVE TEACHER DATA TEAM

MEETINGS

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The Top 10 Barriers to Effective Meetings

• No agenda is prepared• Member sabotage with own agenda• No time schedule has been set for the

meeting• No one is prepared• No facilitator is identified• No one agrees on anything• No action plan is developed• Everyone is off task• Negative tone throughout the meeting• Unclear who is responsible for what

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Teacher Data MeetingsPURPOSE

Student AchievementCollaborate to problem

solve and plan interventions both at Tier 1 and Tier 2 level

Monitor student progress

Learn from each other 72

Defining Roles Work with your team to develop a

job description for each of these Teacher Data team roles and assign a school-based person to each.

Facilitator Timekeeper Recorder

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Activity 3 Data Decision

Making Timeline75

What you’re doing takes courage. Pay attention to the people who want to

help kids. They will become your role models.

Some people will pay attention to you. Let other people pay attention to the role

models. Inspect what you expect. Be transparent. We’re in it together.

Final Thoughts….

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