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?