Data Review Team Time Spring

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Purpose 0 This day is meant to provide school leadership teams with time to review the current status of their Multi-Tier System of Supports, plan for Spring grade-level data meetings and modify their action plan as needed. 3

Think back to one of your winter grade-level data meetings… Where did you say you wanted to go? 4

Working Norms 0 Work as a team at your own pace. 0 Drive your own learning and action planning. 5

Grade-Level Data Meetings What they are… What they are not… 0 Occur at least 3x/year 0 Data-driven (universal screening, diagnostic, and progress monitoring data used) 0 Multi-disciplinary 0 Longer time period together to facilitate problem-solving cycles 0 Common planning time 0 Lesson prep 0 Student Assistance Team/ Child Study Team meetings 0 Professional development 0 Not *$^#%&^ sessions! 6

0 Teachers at the same grade level connect to discuss their core instructional strategies, materials and allocation of classroom time to literacy activities 0 Review common assessments and making data-driven decisions about how to adjust instructional practices 0 Teams determine the overall effectiveness of intervention plans for at-risk readers/writers and making changes based on data 0 Develop an action plan that is written, reviewed and revised 0 Conversations are focused on school variables that we control (instruction, group size, materials) not distal, student-specific information (poverty, social stressors, IQ) 0 7 Grade-Level Data Meetings: What do effective meetings look like?

Pre-requisite skills for successful Grade-Level Data Meetings 8  Understanding and commitment to the problem-solving process  Understanding of the purposes of assessment and a variety of assessment tools  Organization and preparation  Facilitation skills including understanding group dynamics, norm, and how to deal with “challenging behavior”  Ability to display and analyze multiple sources of data  Ability to examine current curriculum, instruction & assessment SYSTEM to determine effectiveness

Questions “ Given baseline patterns, what are the implications for my instruction?” Purpose 0 Quickly understanding current student needs and strengths (i.e.: each year, different cohorts of students may need different instructional emphasis). 0 Assisting teachers with understanding baseline student skills and instructional emphasis that may be needed. 0 Differentiating instruction as well as grouping students by instructional need. Grade-Level Data Meetings : FALL 9

Questions “Are we making enough growth from Fall Benchmark to Winter Benchmark? If NOT, what is our plan to make instructional changes?” Purpose Reviewing progress at multiple levels: grade-level, classroom- level and small groups of students. – Fall to Winter Differentiating core as well as grouping students by instructional need. Grade-Level Data Meetings: WINTER 10

Questions “ Did changes we made in January make a difference?” “Are we making enough growth across the year?” “How does this inform our action plans?” “What training do we need?” “What refinements in implementation do we need to make?” Purpose  Reviewing progress at multiple levels: grade-level, classroom- level and small groups of students  Winter to spring and fall to spring  Compare with previous years  Not necessary to group students by need at this point in the year  Updating action plans based on data Grade-Level Data Meetings : Spring 11

Planning for the Fall - The Beginning of the School Year Starts in April PPT: d= d=2483 Stakeholder Share-Out - Build your own presentation based on a PPT template: tabid= tabid= master calendar 0 “booster” training sessions 0 universal screening windows 0 diagnostic windows 0 grade-level data meetings 3x/year 0 stakeholder share-out in June 0 school data profile 0 Access sample RTI-MTSS school building calendar: abid= abid=2483 Unique to Spring Grade-Level Data Team Meetings… 12

Evaluate Student Response (Progress Monitoring & Outcome Assessments) Monitor & Adjust the Plan. Analyze the Problem Identify Variables that Contribute to the Problem. Develop a Hypothesis. Identify & Clarify the Problem (Screening & Diagnostic Assessments) Define and Validate the Problem in Measurable Terms. Develop & Implement a Plan (Goal Setting & Planning) Carry Out the Intervention & Monitor Progress. Problem Solving Process 13

Data Review Process – TIER I Data SourceWhat can we Learn? 1) Grade level View Summary Report Histograms Box Plots School-wide Effectiveness SWIS office discipline referrals Benchmarks for Advanced Tiers What big ideas of Core Instruction are priorities? How effective is our Core instruction, curriculum, & resources at meeting the needs of all kids? Who is learning as expected? Who is not? In what proportions? What is working well? What are our challenges and concerns? 2) Classroom Level View 3) Small groups and Individuals 14

Data Review Process- TIER I Data SourceWhat can we Learn? 1) Grade level View 2) Classroom Level View Summary of Effectiveness by Class Class Progress Graphs Class Lists What Big Ideas were priorities this past semester? Who is making growth and who is not? How effective is Core Instruction in maintaining students at benchmark? How effective are strategic and intensive instruction at accelerating students to benchmark? What are learning strengths and challenges (needs) in the classroom? 3) Small groups and Individuals 15

Data Review Process- TIER II and Tier III Data SourceWhat can we Learn? 1) Grade level View 2) Classroom Level View 3) Small groups and Individuals Class Progress Graphs Student History Progress Monitoring Graphs Who is responding? Who is not? Is there a performance problem or a skills problem? Do we have the right intervention or strategy, at the right time, for the right need, at the right level of intensity (Torgesen, 1998)? How much is this student responding compared to the average response in the group or the class mean? Are they likely to reach the goal without making further changes? 16

What we teach… 0 What concepts/ big ideas/ outcomes are targeted by the core? 0 Is there a scope & sequence for teaching the skill/concept? 0 Is there an organizational framework or units of study to arrange the outcomes? 0 Are materials available to meet a range of student instructional levels? System Questions When Problem Solving with Grade-Level, Classroom & Small Group Data How we teach… What explicit instructional activities from core program target the concepts/ big ideas/ outcomes? How much time is allocated towards big ideas? Is there sufficient teacher modeling, guidance and corrective feedback? Is transfer of new skills to real reading and writing planned for and scaffolded? Is sufficient time allocated for practice of new skills? Is corrective feedback sufficient to assure accurate and fluent practice of skills? How will we monitor progress ? 17

18 As the Building Leadership Team, you do not have to solve every problem but do need to study your data to determine school-wide needs you will address along with identifying grade- level needs and ensuring the appropriate individual(s) who will address these needs are identified (e.g., which grade-level teams need to address the identified needs)

Hyperlinked Resources (Click on them if you like!) LITERACY ( and BEHAVIOR Winter Data Review Template from MiBLSi Winter Data Review Template from MiBLSi 0 Leadership Readiness Survey Leadership Readiness Survey 0 Problem-Solving Bookmark and Notes Problem-Solving Bookmark Notes 0 DIBELS Report Bookmark DIBELS Report Bookmark 0 Grade-Level Data Meeting Prep Worksheet Grade-Level Data Meeting Prep Workshee 0 Sample Grade-Level Meeting Agendas Sample Grade-Level Meeting Agendas 0 Classroom Data Organizers Classroom Data Organizers 19