2. 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.

3. 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.

4. Did we see/count the same things? Is our data objective or subjective? What is the difference?

5. 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/

6. Systems Model for Academics and Behavior Academic Systems Behavioral Systems 5-10% Targeted Interventions 1-5% Intensive Individualized Interventions 80-90% School-Wide Programming Decisions about tiers of support are data-based

7. Are you happy with your data? Let your data do the talking….

9. District Level School Level Grade Level Student Level

10. We get data from the Universal Screening process.

11. AreaSource LiteracyKPREP 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 MathKPREP 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

12. 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

13. 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

14. FIRSTLASTGRADEECE/ESLKCCTMAP MathRTI Tier AliAbshir06ECEAM175TIER 2 TyroneAdams06 AM 207 TIER 2 AtheyAjak06 AH 210TIER 1 AyoubAl Khafaji06ESLD 186TIER 1 MohammedAl Mosawi06 D 221TIER 1 YosefAl Windawi06ESL 217TIER 1 YaserAl-Hassani06ESLP 214TIER 1 RamazanAliyev06ESLNH 185Tier 3 CharlesAllen06 AL 207TIER 2 DandreAllen06 NM 209Tier 3 BagatAnyang06ESLAM 202 TIER 2 StephonArnold06 AL 207TIER 2 JonathanBailey06 AL 206TIER 2 JeylaniBakari06ESLAM 196 TIER 2 TamahjiBaker06ESLAL 193TIER 3 DakotaBallard06 NH 191Tier 3 JoseBarajas Lopez06 233TIER 1 DamionBarbour06 P 222TIER 1 TrevonBarger06ECEP 191TIER 1 JohnathanBarker06 NL206Tier 3 TerrielBartlett06 AL 211TIER 2 BryceBasham06 P 226TIER 1

15. Review the data to Tier the students in the building. Draw a pyramid for the school.

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

17. SEE YOU IN 10 MINUTES!

18. Review the data for the grade level.

19. How many students need interventions? Tier 2/Tier 3? Which teacher needs the most support because of the needs of the students?

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

21. 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?

22. 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?

23. 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?

24. Area of Focus Basic 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 Basic Reading Fluency Reading Comprehension Tier 2Once 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?

25. We do what we said we were going to do! 90% or Better Implementation Rate

26. 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!!!!!

27. Tier 2 Apprentice 3-5 Times Per Week 20 Minutes Reading, Math, Science & Social Studies In and Out of School GradeAverage # of Log Ins/ Sessions Per Student Enrolled PossibleImplementation Rate Blue Ribbons All Users 283580%Pre: 20,642 Post: 42,819 Gain: 22,177

28. 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!!!!

29. LOOK OVER THE SUCCESSMAKER MATH DATA PROVIDED FROM THE GROUP OF 3 RD 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?

31. ActivityPrePost Number of ECE Referrals 214 Percent Eligible for ECE Services (Hit Rate) 40%85% SuccessMaker Reading1.2 Gain in 26:15 on Program Mean for Building SuccessMaker Math1.36 Gain in 24:32on Program Mean for Building Number of Tier 2 Students 8736 Number of Tier 3 Students 6941 % of Students Achieving Goal 25% at 1 st 6-Week Grading Period 86% at 5 th 6-Week Grading Period Implementation Rate33% at 1 st Grading Period 91% at 5 th Grading Period

32. Number of Suspensions Example: Bus Referrals Example OCTOBERNOVEMBERCHANGE 4221-21 ColorOctoberNovemberTotal Purple213 Green112 Yellow426 Blue121426 Red358 Which bus needs help?

33. Number of Discipline Referrals by Location Example: 1:1 Support/Visits Example LOCATIONOCTNOVCHANGE CAFETERIA2520-5 HALLWAY4055+15 CLASSROOMS2025-5 TypeOctoberNovemberTotal Office122032 Another Class 152540 Beh. Coach10 20 Which AREA needs help? Which 1:1 Support Type is accessed most?

34. 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…

35. RTI TEAMS CAN/SHOULD USE DATA TO: DETERMINE THE SCHOOL FOCUSMAKE A PYRAMID DETERMINE THE GRADE LEVEL NEEDSWHICH CLASSROOMS NEED THE MOST SUPPORT? DETERMINE THE CLASSROOM NEEDSGROUPING OF STUDENTS? DETERMINE THE INDIVIDUAL STUDENT NEEDSAREAS 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?

36. Jefferson County Public Schools