Data Sharing Meetings Shoreline School District April 2, 2010 Three-Tier Model Goals of this Workshop • To clarify the role and purpose of various RtI teams in the RtI model; • To review procedures and processes in using data and making intervention recommendations for students; • To discuss processes for evaluating these recommendations and make further instructional decisions. Types of RtI Teams • RTI Leadership Team • Grade Level, PLC teams OR “A” Teams, Kid Councils • SSTs RtI Building Leadership Team • The purpose of the group is to regularly look at the BIG picture of RtI in the building • Analyzes school-wide data for trends, successes, and short-comings • Helps establish long term goals and sets the direction for the building • Designs and evaluates building pathways and RtI sytems What is an RtI pathway? • A system that identifies the use of screeners, diagnostics, and defines the intervention plan as well as how to evaluate or progress monitor the effectiveness of the intervention Sample Intervention Pathway 7th Grade Math, Shoreline Sample Pathway- Richland SD Shoreline School District Pathways • Examples of Work Already Started: – Intervention (materials) pathways in reading K-6 (Title teachers and Reading Specialist) – Intervention pathways in reading (7-12); Read 180 Program (Reading Specialist) – Intervention pathways in math (7-12); Math Specialist (in progress with new curriculum) – Intervention pathways in math (K-6; will be developed in conjunction with curriculum adoption) What data might a building RtI Leadership Team look at? • Universal Screening Data (DIBELS, easyCBM, Scholastic Reading Inventory) • Staff and Student Schedules • Intervention Participation Rates and Effectiveness • Grade data - # of Fs, Ds, etc. in a course • Graduation Rates • Truancy/Attendance • Discipline referrals Grade Level/PLC Groups • RtI Leadership Teams - looking at systems • PLC/Grade Level Groups AND/OR • “A” Teams, Kid Councils • SSTs Grade Level/PLC teams • Review data as part of their shared work • Discuss instructional strategies • Problem solve individual concerns • Work together to share intervention resources and ideas Grade Level/PLC Teams • Where do you look to see student data? – DIBELS, Data Dashboard, easyCBM website, student’s cumulative file • What data is helpful to you in determining student needs? – Examples: Lexile scores, Academic History, WASL scores, etc. • What do you do if there is no data for a particular student? – Counselor, administrator, RtI Leadership Team Examples of Data Sources for PLC/Grade Level Teams DIBELS report - elementary staff Examples of Data Sources for PLC/Grade Level Teams • Data Dashboard – Grade Data – Test Data (MSP, HSPE) – Lexile/Scholastic Reading Inventory Score – Academic History Screen Shot - Dashboard, Class List and WASL scores Data Dashboard - Indiv. Student Scores Data Dashboard Lexile/SRI score What does a lexile score tell you? Data Dashboard - Academic History Identifying Students at the Grade/PLC Group Level: • Who is at risk? • What further information do you need on a student? • What intervention supports are available to you? • At the system, building level? • Within your PLC, department, grade level team? Working with Data in Grade Level/PLC groups Consider… • PLC/Grade Level teams are doing bulk of the work in identifying students at elementary level • Middle schools and high schools have different systems in place for identifying students • What is your intermediate step between grade level PLCs and referral to SST? – Talk and Turn Example Model of an Intermediary Step… • “A” Team or Kid Council Team meets 3 times a year • Teacher or Team brings students of concern forward for discussion • Data is reviewed • Plan is formed with opportunity to check in at next meeting Who would participate in this meeting? • Could include some or all of the following: – Principal – Psychologist – Counselor – Interventionists (SpEd teacher, reading teacher, SLP) – Classroom teacher Benefits: • Classroom teacher is given time and support to analyze class and individual data • Administrator knows what student data looks like and knows building needs (atrisk classes, etc) • Interventionists (counselors, SLPs, Title, etc.) know what needs the students have Who monitors When do They monitor Intervention Plan Progress Monitoring Plan Data Sharing Revisit Date How often Do they monitor PLC, Kid Council, A team Target goal PLCs, Kid Councils, A Teams: Student Problem Solving One example of how you might track student data Use of a data tracking system • Begins with identifying and using helpful data what data will help you identify student needs? – For example: DIBELS, Lexile/SRI data • Adapt the data tracking system process to the needs of your building • Data tracking system is a tool in evaluating effectiveness of interventions At the Building… • RtI Leadership Teams - looking at systems • PLC/Grade Level Groups • SSTs SST (Student Study Team) • Purposes of SST: – Students in need of atypical support – Promotion/retention – Placement concerns – SPED/504 Referral SST • Must include building staff who know the student and must include the parent or guardian of the student and the student when appropriate • Need to have documented interventions and progress data to bring to the SST to inform the discussion Reflect… • How effective are your Data Sharing/ Individual Student Problem Solving systems at your building (SST, A Teams, Kid Councils)? • How effective is your RtI Leadership Team? What are your building needs in this area? Exit Slips • What are the benefits of establishing RtI Leadership teams, Data Sharing (SSTs, Kid Councils, A Teams) Teams, and Grade Level/PLC teams? • What are the barriers or challenges in doing this work? • What are your next steps at your building? • Questions?