Building Level Data Teams in the

Enhancement of the RTI Process

Kings Park Central School DistrictFriday, October 3, 2014

Addressing RTI through Data Teams

• Welcomeo Goals and Objective for this workshopo Parking Lot Questionso Introduction Who’s Who

• Why RTI (Response to Intervention)?o Moving Upstream

• “A Story of Prevention and Intervention”o Applying a Tiered Modelo Medical Model o Data Team

• The ABC’s of Data• Data in Action

Moving Upstream

Applying a Tiered Model

K. Stahl, 2014

Tier 3

5%

Tier 2 15%

Tier 1 80%

Reading Intervention

Response to Intervention (RTI)

Tier I 80%

Tier II 15%

Tier III 5%

At least 3 times

Monthly

Weekly

Whole Class

Small Group *

Small Group

**

*Tier II: Small Group is administered by Classroom Teacher or Reading Teacher

**Tier III: Small Group is administered by Reading Teacher/Reading Specialist

Intensity

Progress Monitori

ng

RTI Tiers

Reading Intervention“A Medical Model Analogy”• Tier I: Teacher (General Practitioner)

o Minimal to Moderate Support (Daily/Weekly)

• Tier II: Reading /Classroom Teacher (Specialist)o Moderate Support (Cycle Approach/Moderate Frequency)

• Tier III: Reading Teacher (ER)o Intensive Support (Short Duration/High Frequency)

• Data Team/Residency Learning Walkso Opportunities to review multiple points of data to improve student

outcomes

The Center on Response for Intervention at American Institutes for Research (2014)

ABC’s of Data Teams…

Rick DuFour / Group vs Teams

http://www.youtube.com/watch?v=0hV65KIItlE

“The Who”

• Building Principal/Administration• Building Psychologist• Reading Specialists• Math Specialists• Grade Level Teachers• Support Staff (I.e. Speech and Language

Therapists)

“The What”• STEP 1: Conduct universal screening and ongoing

collection of data.• STEP 2: Analyze assessed strengths and challenges to

determine the root causes.o What have you observed?o What information do the data provide?o What are the strengths, challenges, and inferences?o What is the root cause?

• STEP 3: Establish SMART goals: Set, review, and revise the goals. SMART refers to:o specific, measurable, achievable, relevant, and timely.

• STEP 4: Select scientifically research-based interventions.

www.leadandlearn.com/.../data_teams-the_big_picture_-_rti_excerpt.pdf

Medical Model vs. RTI/Data Team

Medical Model RTI / Data Team

• Universal Screeningo Progress Monitoringo Tier II/Tier III Interventiono Monitoring assessment data

(i.e. STAR, benchmarks, curriculum-based measures, optional assessments)

o Goal-driven intervention plan

• Health Screening Testso Some symptoms that bear

watchingo A few treated Immediatelyo Monitoring vitals (i.e.

Temperature, blood pressure, pulse)

o Prescriptive health care plan

Source: Getting the Most Out of STAR Enterprise by Renaissance Learning

Responding to Data

Data Team In Action!!DATA TEAM QUESTION: Determine if the instructional decision to utilize Wilson’s FUNDATIONS for whole class instruction in Kindergarten and Grade 1 was effective?

School Year

Alphabetic

Principle

PhonemicAwarene

ss

Phonics

Structural

Analysis

Probable

Reader

Transitional

Reader

LateEmerge

nt

Early Emerge

nt

Kindergarten

Spring ‘13

92.2 37.3 37.3

27.5 30.4 42.2 24.5 2.9

Grade 1Spring

‘14

99 85 85 68.2 72.9 24.3 2.8 0

School Year

Alphabetic

Principle

PhonemicAwarene

ss

Phonics

Structural

Analysis

Probable

Reader

Transitional

Reader

LateEmerge

nt

Early Emerge

nt

Kindergarten

Spring ‘14

93.9 55.1 55.1

40.8 42.9 41.8 13.3 2

DOMAIN SCORES ~ % of students approaching mastery

COHORT A

COHORT B

DOMAIN SCORES ~ % of students approaching mastery

THINK/PAIR/SHARE: What recommendations would you make as a data team member?OUR GOALS: 1. Continue whole class delivery FUNDATIONS in Grade 2

2. Change how Kindergarten is serviced by Speech & Reading teachers

3. Grade 2 is the bulk of our Reading Specialists’ schedule this year.

YOUR TURN: Evaluate School-Wide

Intervention StrategiesUse the data below to determine if progress was made towards

our 2013-14 school year goal.

GOAL: to facilitate fidelity to our district’s RTI plan for Grade 4. Screening2012-13

50th- 99th PR

25th -49th PR

1st-24th PR

Fall 70.7% 16.9% 12.4%

Spring 74.2% 16.5% 9.4%

Screening2013-14

50th- 99th PR

25th -49th PR

1st-24th PR

Fall 70.3% 19.4% 10.2%

Spring 76.2% 17.9% 6.0%

THINK/PAIR/SHARE: What does the data tell us? What questions come to mind? What goals need to be set for the 2014-15 school year?

Data and the Instructional Support team

• Resources –Take Awayo RTI Resource Guide• Review Flow Chart• Record Sheet• RTI Referral Form• Check List (Draft)• RTI Placemat

Benefits of being “Data Wise”

• Whip aroundo What are your next steps?

• Questions o Parking Lot

Resources• Bean and Lillenstein (2012): Response to Intervention and the changing roles of

schoolwide personnel. The Reading Teacher 65 (7), 491-501.

• Renaissance Learning. (2012) Getting the most out of STAR Reading Enterprise and STAR Math Enterprise Using Data to Inform Instruction and Intervention.

• Stahl, K. (2014) Using your RTI model to differentiate and support ELA common core learning standards. The NYS RTI – TAC Conference. New Rochelle: New York.

• The Center on Response for Intervention at American Institutes for Research (2014). Retrieved from http://www.rti4success.org/.

• Ventura, S., White, M., Gregg, L. , Campsen, L., Besser, L., Nielsen, K., Allison, E., Connie, A.R., Córdova, J. Pitchford, B. , Doubek, B., Peery, A., (2010) Data Teams: The Big Picture—Looking at Data Teams Through a Collaborative Lens. Retrieved from http://www.leadandlearn.com/sites/default/files/bookstore/books/excerpts/data_teams-the_big_picture_-_rti_exceprt.pdf