1. Data Review Team Time
Spring 2014

3. Purpose
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.

4. Think back to one of your winter grade-level data meetings… Where did you say you wanted to go?
CONNECTOR-
Today is about preparing for your grade-level data meetings where you will determine how close you got to where you said you wanted to go.
Turn and Talk – what goals did we set in our grade-level data meetings? Name something specific.

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

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

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

8. Pre-requisite skills for successful Grade-Level Data Meetings
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

9. Grade-Level Data Meetings: Spring
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
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?” 11

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

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

12. Data Review Process – TIER I
Data Source
What 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
Use your P-S with Data Bookmark and Notes pages to walk through the process with us 14

13. Data Review Process- TIER I
Data Source
What 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
Use your P-S with Data Bookmark and Notes pages to walk through the process with us 15

14. Data Review Process- TIER II and Tier III
Data Source
What 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?
Use your P-S with Data Bookmark and Notes pages to walk through the process with us

15. System Questions When Problem Solving with Grade-Level, Classroom & Small Group Data
What we teach…
What concepts/ big ideas/ outcomes are targeted by the core?
Is there a scope & sequence for teaching the skill/concept?
Is there an organizational framework or units of study to arrange the outcomes?
Are materials available to meet a range of student instructional levels?
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

16. 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)
Trainer Notes: This is a reminder to the teams that they are not being asked to solve every problem related to the data they are reviewing but rather to study the data to determine which school-wide needs they will address and identify any specific grade-level needs that will be addressed by the grad- level teams.

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