The focus of this session is data! Locate the “Show Me Your Data” handout. Gather the data from your sheet. Hold on to your data! We are going to do some comparisons.

Please be sure you signed in the session.

Turn your cell phones to vibrate.

Get all of the handouts and organize your area for active learning.

Did we see/count the same things?Is our data objective or subjective?

What is the difference?

Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.

http://www.rtinetwork.org/

Systems Model for Academics and Behavior

Academic Systems Behavioral Systems

5-10% Targeted Interventions5-10% Targeted Interventions

1-5% Intensive Individualized Interventions

1-5% Intensive Individualized Interventions

80-90% School-Wide Programming

80-90% School-Wide Programming

Decisions about tiers of support are data-based

Are you happy with your data?

Let your data do the talking….

District Level

School Level

Grade Level

Student Level

We get data from the Universal Screening process.

Area Source

Literacy KPREP Results; Grades; Developmental Reading Assessment (DRA); Scholastic Reading Inventory (SRI); Core Content Assessments (CCAs); Program Assessments; SuccessMaker Course Level; 1-Minute Timed Reads; Phonics Screeners; MAZE Assessments; ACT Plan/Explore Teacher Observations; RDAs; RPAs

Math KPREP Results; Grades; Core Content Assessments (CCAs); Program Assessments; Program Unit Tests; Classroom Work Samples; SuccessMaker Course Level; Teacher Observations; District Developed Screeners; ACT Plan/Explore; MDAs; MPAs

Social Development/ Behavior

Attendance; Out of School Suspension; In-School Suspension; Office Referrals; Grades; Teacher Observations

OBJECTIVE DATA FROM EVERYONE CASTS A NET OVER ALL CHILDREN HELPS US “SCREEN” TO DETERMINE WHO IS

AND WHO IS NOT MEETING STANDARDS “RED” FLAGS STUDENTS WHO ARE NOT ON

GRADE LEVEL FOR A DEEPER REVIEW OF THEIR DATA

USE MULTIPLE PIECES OF DATA KEY PIECE OF DATA IS KPREP SCORE

STUDENTS WHO NEED TIER 2

STUDENTS WHO NEED TIER 3

Academics◦ Somewhat Behind◦ 1-2 Grade Levels Below◦ Apprentice Range◦ Potential to “Catch Up”

within 1 School-Year Behavior

◦ Mild to Moderate Behaviors

◦ Lower Intensity & Frequency

Academics◦ Significantly Behind◦ 2+ Grade Levels Below◦ Novice Range◦ May Need More Than 1

Year to “Catch Up” Behavior

◦ Moderate to Severe Behaviors

◦ Higher Intensity & Frequency

FIRST LAST GRADE ECE/ESL KCCT MAP Math RTI Tier

Ali Abshir 06 ECE AM 175 TIER 2

Tyrone Adams 06   AM 207 TIER 2

Athey Ajak 06   AH 210 TIER 1

Ayoub Al Khafaji 06 ESL D 186 TIER 1

Mohammed Al Mosawi 06   D221 TIER 1

Yosef Al Windawi 06 ESL   217 TIER 1

Yaser Al-Hassani 06 ESL P 214 TIER 1

Ramazan Aliyev 06 ESL NH 185 Tier 3

Charles Allen 06   AL 207 TIER 2

Dandre Allen 06   NM 209 Tier 3

Bagat Anyang 06 ESL AM 202 TIER 2

Stephon Arnold 06   AL207 TIER 2

Jonathan Bailey 06   AL206 TIER 2

Jeylani Bakari 06 ESL AM 196 TIER 2

Tamahji Baker 06 ESL AL 193 TIER 3

Dakota Ballard 06   NH191 Tier 3

Jose Barajas Lopez 06     233 TIER 1

Damion Barbour 06   P 222 TIER 1

Trevon Barger 06 ECE P 191 TIER 1

Johnathan Barker 06   NL 206 Tier 3

Terriel Bartlett 06   AL211 TIER 2

Bryce Basham 06   P 226 TIER 1

Review the data to Tier the students in the building.

Draw a pyramid for the school.

WHAT DOES THE DATA SAY? TIER1? TIER 2? TIER 3? WHERE SHOULD EFFORTS BE PUT FOR THE

SCHOOL?

SEE YOU IN 10 MINUTES!

Review the data for the grade level.

How many students need interventions?

Tier 2/Tier 3?

Which teacher needs the most support because of the needs of the students?

REVIEW THE DATA FOR TEACHER A, B, C OR D.

HOW MANY TIER 1? HOW MANY TIER 2? HOW MANY TIER 3?

WHAT WOULD YOU SUGGEST AS SUPPORT FOR THE TEACHER?

WHAT KINDS OF GROUPING STRATEGIES WOULD YOU SUGGEST?

WHAT KIND OF DATA SHOULD WE LOOK AT?

WHAT SHOULD THE FOCUS OF THE INTERVENTION BE FOR THE STUDENT?

WHAT WOULD BE THE PRIORITY STANDARDS?

DO WE HAVE ENOUGH DATA? WHAT ELSE IS AVAILABLE? WHAT IF THE CHILD IS ESL? WHAT IF THE CHILD IS ECE? HOW COULD THIS DATA HELP DESIGN AN

INTERVENTION PLAN OR AN IEP? WHAT DATA/NUMBER WOULD WE

PROGRESS MONITOR AND GRAPH?

Area of Focus BasicReading

Reading Fluency

Reading Comprehension

Tier 2 Small Focus Groups Additional Small

Reading Group Leveled Literacy

Small Focus Groups

Additional Small Reading Group

Quick Reads Leveled Literacy

Small Focus Groups Additional Small

Reading Group Comprehension Plus CARS/STARS Leveled Literacy

Tier 3 SuccessMaker Corrective Reading Leveled Literacy

SuccessMaker Corrective Reading Leveled Literacy

SuccessMaker Leveled Literacy CARS/STARS

Area of Focus BasicReading

Reading Fluency

Reading Comprehension

Tier 2—Once Every 2-Weeks Tier 3--Weekly

1-minute Timed Reads (110)

Running Record Independent Text Level (38)

SM Course Level (3.9)

1-minute Timed Reads (110)

Running Record Independent Text Level (38)

Vanderbilt MAZE Probes (15)

SM Course Level (3.9)

What are the interventions going to be used?

What data will set goals on and track?

We do what we said we were going to do!

90% or Better Implementation Rate

Tier 1, 2 & 3 for Grades 6 & 7

Whole Group Small Group Software Independent

Work 90 Minutes Daily

•Average gain of 64 Lexile Points for ¼ of time in program.

•Full implementation would have meant 256 Lexile Point gain for the average middle school student or moving from 569 to 825…GRADE LEVEL!!!!!

Tier 2 Apprentice 3-5 Times Per

Week 20 Minutes Reading, Math,

Science & Social Studies

In and Out of School

Grade Average # of Log Ins/ Sessions Per Student Enrolled

Possible

Implementation Rate

Blue Ribbons

All Users

28 35 80% Pre:

20,642

Post:

42,819

Gain:

22,177

Tier 3, Novice 5 Times Per Week, 20 Minute Sessions In and Out of School

•Based on current data full implementation would have

meant the average student would have made 2.0 years gain this school year in Reading or an increase in average course level from 5.25 to 7.25…GRADE LEVEL.

•Based current data full implementation in Math for March, April & May would equal .93 course level gain

in Math for 2.5 months or 2.79 years gain in a school year of potential growth!!!!

LOOK OVER THE SUCCESSMAKER MATH DATA PROVIDED FROM THE GROUP OF 3RD GRADERS WE LOOKED AT EARLIER.

THE MINIMUM SESSIONS WHEN THIS DATA WAS PULLED SHOULD HAVE BEEN 100.

WHAT IS THE IMPLEMENTATION RATE FOR THE BUILDING?

HOW MANY STUDENTS MADE ENOUGH GAIN TO MOVE OUT OF INTERVENTIONS?

Activity Pre Post

Number of ECE Referrals

21 4

Percent Eligible for ECE Services (Hit Rate)

40% 85%

SuccessMaker Reading 1.2 Gain in 26:15 on Program Mean for Building

SuccessMaker Math 1.36 Gain in 24:32on Program Mean for Building

Number of Tier 2 Students

87 36

Number of Tier 3 Students

69 41

% of Students Achieving Goal

25% at 1st 6-Week Grading Period

86% at 5th 6-Week Grading Period

Implementation Rate 33% at 1st Grading Period

91% at 5th Grading Period

Number of Suspensions Example:

Bus Referrals Example

OCTOBER NOVEMBER CHANGE

42 21 -21

Color October

November Total

Purple 2 1 3

Green 1 1 2

Yellow

4 2 6

Blue 12 14 26

Red 3 5 8

Which bus needs help?

Number of Discipline Referrals by Location Example:

1:1 Support/Visits Example

LOCATION OCT NOV CHANGE

CAFETERIA 25 20 -5

HALLWAY 40 55 +15

CLASSROOMS 20 25 -5

Type October November

Total

Office 12 20 32

Another Class

15 25 40

Beh. Coach 10 10 20

Which AREA needs help?

Which 1:1 Support Type is

accessed most?

How did RTI work for our school? What features went well? What features do we need to change? Did we monitor our data efficiently and effectively?

Did our Tier 2/Tier 3 students RESPOND to our interventions?

How will we get better next year? Others…

RTI TEAMS CAN/SHOULD USE DATA TO:◦ DETERMINE THE SCHOOL FOCUS—MAKE A PYRAMID◦ DETERMINE THE GRADE LEVEL NEEDS—WHICH

CLASSROOMS NEED THE MOST SUPPORT?◦ DETERMINE THE CLASSROOM NEEDS—GROUPING OF

STUDENTS?◦ DETERMINE THE INDIVIDUAL STUDENT NEEDS—AREAS

OF STRENGTHS? WEAKNESS? STANDARDS TO INTERVENE? AREAS OF FOCUS? PROGRESS MONITORING?

◦ DETERMINE THE EFFECTIVENESS OF THE RTI SYSTEM—ARE STUDENTS REPSONDING TO INTERVENTIONS? WHY? WHY NOT? WHAT DO WE DO NEXT?

Jefferson County Public Schools