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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.
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Did we see/count the same things?
Is our data objective or subjective?
What is the difference?
Response to Intervention (RTI) is a multitiered 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
1-5% Intensive Individualized
Interventions
5-10% Targeted Interventions
80-90% School-Wide
Programming
Behavioral Systems
1-5% Intensive Individualized
Interventions
5-10% Targeted Interventions
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
 School
 Grade
Level
Level
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
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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
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Academics
◦
◦
◦
◦
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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
STUDENTS WHO NEED
TIER 2
Academics
◦
◦
◦
◦
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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
STUDENTS WHO NEED
TIER 3
FIRST
LAST
GRADE
ECE/ESL
KCCT
MAP Math
RTI Tier
Ali
Tyrone
Athey
Ayoub
Abshir
Adams
Ajak
Al Khafaji
06
06
06
06
ECE
AM
AM
AH
D
175
207
210
186
TIER 2
TIER 2
TIER 1
TIER 1
Mohammed
Yosef
Yaser
Ramazan
Charles
Dandre
Bagat
Al Mosawi
Al Windawi
Al-Hassani
Aliyev
Allen
Allen
Anyang
06
06
06
06
06
06
06
221
TIER 1
217
214
185
207
209
202
TIER 1
TIER 1
Tier 3
TIER 2
Tier 3
Stephon
Arnold
06
AL
207
TIER 2
Jonathan
Jeylani
Tamahji
Bailey
Bakari
Baker
06
06
06
AL
AM
AL
206
TIER 2
196
193
TIER 2
TIER 3
Dakota
Jose
Damion
Trevon
Johnathan
Ballard
Barajas Lopez
Barbour
Barger
Barker
06
06
06
06
06
191
Tier 3
233
222
191
206
TIER 1
TIER 1
TIER 1
Tier 3
Terriel
Bryce
Bartlett
Basham
06
06
211
TIER 2
226
TIER 1
ESL
D
ESL
ESL
ESL
ESL
ESL
ESL
P
NH
AL
NM
AM
NH
ECE
P
P
NL
AL
P
TIER 2
Review the data to Tier the students in the
building.
Draw a pyramid for the school.
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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.
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How many students need interventions?
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Tier 2/Tier 3?
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Which teacher needs the most support
because of the needs of the students?
REVIEW THE DATA FOR TEACHER A, B, C OR D.
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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?
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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?
What are the interventions going to be used?
Area of Focus
Basic
Reading
Tier 2
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Tier 3
Reading
Fluency
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Small Focus Groups
Additional Small
Reading Group
Leveled Literacy
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SuccessMaker
Corrective Reading
Leveled Literacy
Reading
Comprehension
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Small Focus Groups
Additional Small
Reading Group
Quick Reads
Leveled Literacy
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Small Focus Groups
Additional Small
Reading Group
Comprehension Plus
CARS/STARS
Leveled Literacy
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SuccessMaker
Corrective Reading
Leveled Literacy
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SuccessMaker
Leveled Literacy
CARS/STARS
What data will set goals on and track?
Area of Focus
Tier 2—Once
Every 2-Weeks
Tier 3--Weekly
Basic
Reading

1-minute Timed
Reads (110)

Running Record
Independent Text
Level (38)

SM Course Level (3.9)
Reading
Fluency

1-minute Timed
Reads (110)
Reading
Comprehension

Running Record
Independent Text Level
(38)

Vanderbilt MAZE
Probes (15)

SM Course Level (3.9)
We do what we said we were going to do!
90%
or Better Implementation Rate
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Tier 1, 2 & 3 for
Grades 6 & 7
Whole Group
Small Group
Software
Independent
Work
90 Minutes Daily
•Average gain of
Points
64 Lexile
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!!!!!
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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
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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!!!!
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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
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Number of Suspensions
Example:
OCTOBER
NOVEMBER
CHANGE
42
21
-21
Bus Referrals
Example
Which bus
needs help?
Color
October
November
Total
Purple 2
1
3
Green
1
1
2
Yellow 4
2
6
Blue
12
14
26
Red
3
5
8
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Number of Discipline Referrals by Location
Example: LOCATION
OCT
NOV
CHANGE
Which AREA
needs help?
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CAFETERIA
25
20
-5
HALLWAY
40
55
+15
CLASSROOMS
20
25
-5
1:1 Support/Visits
Example Type
Which 1:1
Support Type
is accessed
most?
October
November
Total
Office
12
20
32
Another
Class
15
25
40
Beh. Coach
10
10
20
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…
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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