RtII: Data Analysis RtII: Data Analysis TeamingTeaming

Goals of Today’s SessionGoals of Today’s Session

Compare and contrast types of collaborative teams

• Building-wide teams

• Grade-level teams

• Intervention (tier) teams

Take Stock of Where We Are

List all of the sources of assessment data in your school.

Examples: • PSSA• 4Sight• AimsWeb• DIBELS• STAR• DRA

Types of AssessmentsSummative

Assesses what students have had an opportunity to learn – after instruction

The “Educational Autopsy” Cumulative in nature Used to determine whether students have

met the course goals Examples:

– State Tests– Mastery Tests– Unit or Chapter Tests– Final Exams

Types of AssessmentsFormative

Assesses what students have had an opportunity to learn – during instruction

Identifies material which needs to be clarified or re-taught

Should not be used to evaluate or grade students

Formal or Informal Examples:

– Benchmark Assessments– Progress Monitoring Measures– Quizzes– Ticket out the Door, White boards, Thumbs Up/Down

Types of AssessmentsDiagnostic

Provides insights into the student's current skills in math, reading, and writing, etc.

Identifies underlying skill deficits Used to define reason(s) for failure to make

progress Examples:

– CTOPP– DRA– GORT– Diagnostic & Prescriptive Math Survey

Assessment Classifications Benchmark

• Administered at grade level• Three to five times per year• Measures students against end of year targets• Predictive of performance on end of year assessment

Universal Screening• Administered at grade level• Used to identify students performing at, above or below grade

level• Identifies students in need of additional instruction, support or

assessment Progress Monitoring

• Administered at instructional level with greater frequency• Usually skill specific• Measures progress in a skill • Used to make instructional decisions

Diagnostic• Administered to students performing below grade level• Used to define instructional needs

Literacy Measures Early Literacy

• Letter identification• Phonological/Phonemic Awareness• Phonics

Fluency• Automaticity with component skills of reading• Automaticity and accuracy of decoding

Comprehension• Making meaning from text• Answering Questions• Summarizing/Retelling

Written Expression• Fluency• Mechanics• Quality

Mathematics Measures

Early Numeracy• Number Identification• Missing Number• Counting• Quantity Discrimination

Computation• Fluency and accuracy with computation

Problem Solving• Concepts and Applications

Behavior Measures

Behavior Data• Attendance• Referrals to office• Detentions • Suspensions• Expulsions

Location of IncidentsOutcome of Incidents

Take Stock of Where We Are

List all of the meetings that take place in your school.

Examples: • IST• CST• Data Meetings• Faculty• SAP• Team Meetings• ER/IEP

Define Each Meeting

What students are being discussed?What data are “on the table” for the

meeting?What results from the meeting?

Data Analysis Teaming in an RtII Framework

Teaming Principles

Collaborative Focused and analytical Structured (time, place, etc.)

Scheduled in advance Standard agenda Facilitated

Data Teaming is…Data Teaming is…

Staff members working together to… Access critical data on all students’

performance related to achievement of standards

Building-Wide Teaming

View skills critical to meeting standards:• Identify how many (%) students have attained skill (proficient/advanced).• Identify how many (%) students are developing the skill (basic).• Identify how many (%) students are deficient in the skill (below basic) .

Scrutinize patterns in school data to inform core instruction and plan adjustments

Set measurable school goals

Building Wide Data Meetings

Schedule: After school-wide assessments

Participants: All professional staff

Facilitator: Building administrator or leader

Data: PSSA, End of year 4Sight, PVAAS

Time: 2 hours (or more)

Preparation Before the MeetingPreparation Before the Meeting

Facilitator: School-wide data prepared in a teacher-friendly format and

sent to teachers in advance• Graphs best• No student names• No teacher names• Longitudinal data if available for

comparison

Participants: Review data prior to meeting Be prepared to share your insights

Outcome

Monitor fidelity of core instruction• Provide training or support needed for

implementation of core curriculum

Set school-wide goals and plan to achieve them

Look for trends within and across gradesReflection

Grade Level Teaming

View skills critical to meeting standards:• Identify how many (%) students have attained skill (established).• Identify how many (%) students are developing the skill (emerging).• Identify how many (%) students are deficient in the skill (deficit) .

Scrutinize core instruction and adjust based on assessment data

Set measurable goals to close the gap Identify and implement research-based

instructional strategies/interventions

Grade Level Data Meetings

Schedule:After any common grade level assessment

Participants:

All staff working with the grade level (general and special education teachers, specialists, coaches, administrator, etc.)

Facilitator: Rotates among team members

Data: 4Sight, DIBELS, Aimsweb, etc.

Time: 30-45 minutes

Preparation Before the MeetingPreparation Before the Meeting

Facilitator: Prepares data in a teacher-friendly format Data/Agenda sent to teachers in advance Remind participants of roles assigned for each

meeting Participants:

Review data prior to meeting Anticipate target skill and bring ideas to share

Outcomes Identification of possible weaknesses in core

instruction and adjust accordingly Common grade level goals Selection of instructional strategies, plan for

use, differentiation Provide training or support needed for

implementation Plan assessment to document student

response Monitor fidelity of strategy use Share ownership and responsibility

Intervention Teaming

Establish/adjust intervention group assignments Access grade level and progress monitoring data Analyze data and find which students are or are not

responding to interventions (look for trends) Responders stay in intervention, change groups or move

down a tier Non-Responders adjust intervention, change groups or move

up a tier Scrutinize interventions and adjust based on

assessment data Consider other assessments Set new targets/goals as appropriate

Intervention Level Data Meetings

Schedule: Every 4 to 6 weeks

Participants:

Intervention providers, Grade level teachers, Reading and/or Math specialists, PrincipalOthers as appropriate: special education teachers, speech and language clinician, literacy/math coach, school psychologist, etc.

Facilitator: Rotates among team members

Data: Progress Monitoring Data, Benchmark Data

Time: 30-45 minutes

Preparation Before the MeetingPreparation Before the Meeting

Facilitator Prepares standard agenda

Participants: Progress monitoring data for assigned students List of interventions and strategies being used Targets for students Concerns or questions for discussion

Outcomes Examine data regarding

student progress Adjust intervention

programs and strategies for groups or individuals

Determine need for additional data (diagnostic)

Consider referral for evaluation

What We Need: TASKWhat We Need: TASK

Time

Attitude Respectful, positive Student-centered Non-judgmental Non-evaluative

Strategies

Know-how (to work together)