Initial Group Data Meeting Preparation & Facilitation August 23, 2012

Group Data Meeting (GDM) A collaborative team meeting occurring at set intervals throughout the year. Student data is used to inform decisions about: Providing quality core instruction Planning & implementing supplemental instructional strategies Designing tiered intervention for students at risk Examining students’ responses to instruction and intervention

Initial GDM Preparation… Before the team meets: Disseminate data to team members  Include raw data & visual displays  User-friendly format Members review data in advance Leader prepares agenda Think about what intervention may look like

GDM Logistics Teams should include: principal, EIS, grade level & spec. ed. teachers, intervention staff, school psych. Should occur during regularly scheduled CT time, within GDM window. CT norms apply, though agenda is common across district

GDM: Initial versus Follow-Up Initial GDM Focus is on goal setting & planning Performance data Class/Grade Level Problems and/or Student assignment to tiers Follow Up GDMs Focus on evaluation and fine tuning Growth data Student movement between tiers

Initial GDM Agenda Agenda includes the following discussion areas: Rationale & Expectations Tier 1 Analysis Tiers 2 & 3 Analysis

Tier I Analysis Identify current levels of performance Discuss trends, needs, hypotheses  Grade-wide problem? Set SMART goal or goals Identify instructional strategies for the core curriculum Plan logistics

Tier 2 & 3 Analysis – Initial GDM Review student performance data Identify students for intervention Create intervention groups Address “Watch List” from prior year

Post - GDM Review notes on issues/problems and respond Solidify intervention groups  Plan for remaining students Finalize staff assignments Establish progress monitoring schedules Send out parent letter for students identified for intervention Continue Tier 1 instructional planning at CTs

Intervention Preparation…. Intervention Considerations Based on Initial Data Analysis : All students targeted for intervention must receive a comprehensive, research-based intervention from district menu  four days per week, 20 min. per day, in addition to the core curriculum Interventions are delivered in a small group format (4 to 8) Interventions must be delivered with fidelity Personnel need to be trained to deliver/facilitate intervention. Delivery method may be in the classroom or “pull-out” Pull-out interventions must be delivered in an appropriate space.

Skill-Based Intervention Understand the 5 Big Ideas of Reading Understand which skills will need to be addressed, by grade level Target one specific reading skill at a time Identify what program will address each skill Ensure student need matches intervention Phonics Need - Phonics Intervention – Phonics Progress Monitoring