Presentation on theme: "DATA TEAMING IN AN RTI MODEL Part 1 of the 2008/2009 webinar series hosted collaboratively by the Montgomery and Chester County Intermediate Units."— Presentation transcript:
DATA TEAMING IN AN RTI MODEL Part 1 of the 2008/2009 webinar series hosted collaboratively by the Montgomery and Chester County Intermediate Units.
WELCOME! Instructions for participating in the webinar Introductions of the moderators and rationale for this series General information about data teaming within an RTI model Information about where to locate the materials and an archived copy of this presentation for both Montgomery County and Chester County participants Questions and idea sharing
INTRODUCTION OF THE MODERATORS Kendall Glouner, firstname.lastname@example.org,email@example.com Director of Curriculum, Instruction and Professional Development Services, MCIU #@3 Patty Gieschen, firstname.lastname@example.org and Michelle MacLuckie, email@example.com, Training and Consulting Staff
Strategic Interventions for Students at Risk of Academic Failure Tier 1 Tier 2 Tier 3
THE PROBLEM SOLVING PROCESS Identify the area of concern. Analyze the problem (assess). Identify a specific problem. Set a measurable goal. Develop interventions to meet the goal. Implement the interventions. Provide support. Monitor progress. Evaluate the success of the intervention.
TEAMS MAY VARY IN YOUR BUILDING Different school structures such as scheduling and established teams Different personnel available Scheduling of meetings should be efficient and based on established agendas, but time/length of meetings may vary We all need to get to the same destination, but the route may be different.
BUILDING LEVEL TEAMS: Support grade level teams Help organize and sort data for alike or grade level teams Help set building level data goals Oversee the movement of children between tiers Set building procedures for looking at and using data
GRADE LEVEL OR TEACHER ALIKE DATA TEAMING Teams of like teachers working together to… Access critical data on all students’ performance related to achievement of standards Analyze data and find which students have which gaps in attainments Set measurable goals to close the gap Identify and implement research-based instructional strategies
TEACHERS WORKING TOGETHER Like teachers = grade level or department level Use of collaborative skills (e.g., problem solving process, identify research-based strategies.) Need a structure (time, place, etc.)
ACCESSING CRITICAL DATA Provide a group screening of all students DIBELS 4Sight AIMSweb MBSP Probes Develop a process for gathering data Identify someone to convert data into teacher- friendly summary documents Train teachers on how to read summary documents
BEFORE THE MEETING: Data are prepared for the meeting in a teacher- friendly format Data are sent to teachers in advance Principal decides who is permanent session facilitator Principal assigns a scribe at each meeting Time keeper role: How much time is allocated for the meeting? How are we doing in getting through the agenda? Summarizer? Principal arranges for meeting logistics
BEFORE THE MEETING Provide written prompts for teachers to use when looking at data before the meeting Provide written prompts for teachers to think about what they are doing now Data sets in question
DURING THE MEETING: 1. Team accesses district-provided data sets 2. Team identifies current performance of grade level 3. Team sets measurable goal (s) 4. Team identifies research-based instructional strategies 5. Team analyzes suggested strategies 6. Team selects and agrees to implement strategies 7. Team plans logistics of strategy implementation 8. Team identifies which students will need more frequent assessment 9. Team sets next meeting date
AFTER THE MEETING: Follow up with intervention plan and monitoring plan Prepare data for next meeting
FOR MORE INFORMATION ABOUT DATA TEAMS INCLUDING PATTAN MATERIALS, SAMPLE FORMS AND AN ARCHIVED COPY OF THIS WEBINAR: Montgomery County http://tinyurl.com/mciu-rti Chester County www.moodle.cciu.org Curriculum Instruction andAssessment Response to Intervention