Lessons learned from using Data Teams In Schools

Lessons Learned From Using Data Teams In Schools Lessons Learned From Using Data Teams In Schools Presented By Area 1 ALTs Meet and Mingle How is your school currently using data teams? How is your school implementing the RTI process? Has your school made a connection between data teams and RTI process? Lessons Learned From Using Data Teams In Schools Tier II Strategic Intervention At-Risk/Struggling Students Pa r to fD at a Te am Pr oc e

ss Tier III Intensive Intervention Persistent Difficulties Tier I Core Instruction All Students A Lessons Learned From Using Data Teams In Schools 5 step process of collecting and analyzing data, setting goals, designing strategies, and developing results indicators from a common assessment Small grade-level teams that examine individual student work generated from common formative assessments Collaborative, structured, scheduled meetings that focus on the effectiveness of teaching and learning Lessons Learned From Using Data Teams In Schools The process of using data team meetings to make decisions about children demands a school-wide Culture of collaboration Data collection process Instructional impact

Organizational structure Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient All members should have student data with at-risk students identified Data team members need to be prepared to collaboratively discuss instructional strategies and student performance Students Needing Support TEACHER: Chadwick Names of Students Who Are Not Performing on Grade Level Grade: 2nd Check ONE to show status of student. New Date: August 14, 2008 How was the student identified? What is the plan to get the student on grade level? List strategies.

How will we monitor for progress? Include assessments /frequency. How much growth must be made to attain grade level status? CRCT Other In class Out of Class Reading Math Reading Math Last First Returning Jones Cindy X R-786 M-800 DRA, IMI Sm Group

EIP, Ext Day Running Records Quizzes 4 levels 1.0 yrs Smith Brian X R-790 M-786 DRA, IMI Sm Group EIP, Ext Day Running Records Quizzes 4 levels 1.5 yrs Williams Kelly R-825

M-789 IMI Sm Group EIP, Ext Day Running Records Quizzes Johnson Sally X R-780 M-801 DRA, IMI Sm Group EIP, Ext Day Running Records Quizzes 4 levels 1.0 yrs Wright Phillip

X R-765 M-789 DRA, IMI Sm Group EIP, Ext Day Running Records Quizzes 5 levels 1.4 yrs X NOTE: Highlight in yellow names of students with attendance issues. Essential questions to ask regarding students who are not performing on grade level: WHO are our students? HOW are they identified? WHAT is our plan to get these students to grade level performance? HOW are we going to monitor progress through the year? HOW will we communicate our plan to our community? HOW are we using our entire staff to make this plan successful? WHAT next? WHAT is in our SIP to address the subgroups and / or areas where our school failed / struggles to meet AYP goals? 1.4 yrs Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient they must Step 1 Organize and Chart Data

o o Gather data from common formative assessment Determine proficiency levels Data Team Agenda-Before Instruction Collaboration Data Team: 2nd Grade Date of Meeting: August 18, 2008 Members Present: All second grade teachers I.Data-Sharing effect data that is a result of a common formative assessment-This step occurs before instruction has taken place. Calibration or degree of difficulty is on grade level. # and Names of Students likely to be Proficient at end of instructional time Already Close Bubble 84%-70% # and Names of Students likely to be Proficient at the end of instructional time Far to Go Reteach 69%-40% # and Names of Students Not Likely to be Proficient Intervention Group and in need of extensive support Foundations 39% and Below Teachers Names # Students who took Assessment

# of Students Proficient or Higher % Students Proficient or Higher # of NonProficient Students Holmes 15 1 6% 14 7 Haily, Carson, Nick, Sara, Teyah, Alyson, Kayla 3 Mac, Ashley, Brittany 4 Sam, Karah, Spencer, Max S. Jones 13

4 31% 9 5 Jesse, Kev, Matt, Colin, Kameron 1 Jacob 3 Chaz, McKenzie, Taylor Jaji 20 3 15% 17 6 Lizzie, Cammie, Celena, Melissa, Maddy, Kaleb 8 John, Hunter A., Jeff, Kyle, Max, Carter, Kayla, Luke

3 Shea, Sophie, Sam D. Jones 21 11 52% 10 7 Mary, Maggie, Tara, Justin, Cam, Blake Elyse 0 3 Will, Lucas, Luke Cathey 14 6 43% 8 3 Butler, Erin, McKinley 1

Tucker 4 Jacob, Caleb, Sydney, Cole Chadwick 15 0 0% 15 5 Ben, Hogan, Callie, Karis, Abigail 5 Janet, Nathan, Amanda, Daryn, Matthew 5 Cindy, Brian, Kelly, Sally, Phillip Boyles 21 5 24% 16

8 Rachel, Ciara, Cyann, Jullianna, Karmen, Anna, Issabella, Emma 5 Danielle, Cameron, Eric, Luke, Kim 3 Andrew, Parker, Tyler Gwyn 20 0 0% 20 10 Jana, James, Leah, Lindsey, Sam, Darrin, Rick, Peter, Jami, Melanie 4 Lauren, Jane, Cooper, Shannon 6 Ross, Josh,

Austin, Trevor, Shyanne, Ryan Burke 15 1 6% 14 5 Kimmy, Rose, Kaylee, Alex, Carson 6 Dane, Gabby, Bridget, Antonio, Kate, Maria 3 Nick, Kiara, Miles 154 31 20% 123 Totals: 56 33 34

Lessons Learned From Using Data Teams In Schools Step 2- Analyze the Data Identify strengths and weakness of proficient and nonproficient students Step 3- Set Goal Includes all students in grade level II. Analyze Data Examination of actual student work on the assessment for the purpose of identifying strengths as well as obstacles/challenges/misconceptions. This is only done by really looking at student work beyond the surface level. Strengths of Student Work This step provides cause for celebration and ability to see (evidence) of learning. The skills and concepts listed below are what we see most of the students already understand. Has good number sense Recalls facts with automaticity Can follow process Aligns numbers properly Uses a variety of strategies to add numbers with and without regrouping Obstacles/Challenges/Misconceptions These provide FOCUS PRIORITIZE the order these skills/concepts will be the focus of our teaching. Can not recall facts with automaticity Has difficulty identifying tens and

ones Is unable to regroup Difficulty understanding steps in a process Vocabulary III. Set SMART Goal(s) This is the time to set a goal. As a result of the pre-assessment and the resulting step 1, we already know our current reality. We revisit the Step 1 information and in addition to filling out the blanks, we must generate a number that will serve as our goal or desired outcome. It is the desired end of instructional time % proficient which is compared to current reality in the statements below. Goal #1: The % of 2nd grade students scoring at proficiency or higher in adding 2-digit numbers will increase from 20% to 78% as measured by Regrouping Quiz administered on September 12, 2008. Lessons Learned From Using Data Teams In Schools Step 4- Instructional Strategies Determine Instructional Strategies (1-2 strategies) Implement strategies for all students for a specified amount of time Implement strategies for at risk students for up to 6 weeks IV. Instructional Strategies What will WE do so OUR students will meet the goal(s) set in the previous step? What do WE need to consider in order to have a clear and cohesive teaching plan? What 1-2 strategies will our team foucs on during instruction? What types of checks along the way will we use to measure growth toward our goal? Effective Teaching Strategies/Activities Learning Environment 1. Flip Book 1. Classroom 2. Menu/ Grocery Ad Math 2. Classroom 3. Classroom

3. Highlight steps in regrouping process Materials for Students and Teachers Time-Duration of the specific teaching of specific concepts and skills Formative Assessments (Checks along the way) 1. Flip Book Organizer 1. 2 times per week 2. Menus and Grocery Ads 2. 3 times per week 3. Highlighters 3. 3 times per week Flip Book Math Wksht: 27, 29, 30, 31 ReTeach Wkst: 25, 26, 27, 28 Regrouping Quiz

Lessons Learned From Using Data Teams In Schools Step 5- Results Indicator What do you expect to see (from all students) as a result of the implementation of the strategies identified? What do you expect to see from the at-risk students as a result of the implementation of strategies identified? How will we know that the strategies are working? What are the look-fors or the evidence you expect to see from students as a result of your instruction? What are the students who are proficient able to do successfully? V. Results Indicators/Is it working? 1. Describe the explicit behaviors you expect to see as a result of the implementation of the strategies identified in the previous step (all students). Will our identified strategies actually fit the learning need/situation? 2. What do you expect to see from the at-risk students as a result of the implementation of strategies identified? 3. How will we know that the strategies are working? What are the lookfors or the evidence you expect to see from students as a result of your instruction? What are the students who are proficient able to do successfully? Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient they must

Plan for potential intervention groups Plan for on-going communication Teach agreed upon strategies Analyzing the Post Data What do the results indicate from the post-data? Were the strategies successful? How did the at-risk students perform? Who may need to continue on in the RTI process? Data Team Agenda-After Instruction Collaboration Data Team: 2 Grade Team Date of Meeting: September 17, 2008 Members Present: All second grade teachers I.Data-Sharing effect data that is a result of a common formative assessment-This step occurs before instruction has taken place. Calibration or degree of difficulty is on grade level. nd # and Names of Students likely to be Proficient at end of instructional time Already Close Bubble 84%-70% # and Names of Students likely to be Proficient at the end

of instructional time Far to Go Reteach 69%-40% # and Names of Students Not Likely to be Proficient Intervention Group and in need of extensive support Foundations 39% and Below 0 2 Karah, Max Teachers Names # Students who took Assessmen t # of Students Proficient or Higher % Students Proficient or Higher # of NonProficient Students Holmes 15

12 80% 3 1 S. Jones 13 10 77% 3 0 1 Chaz 2 McKenzie, Taylor Jaji 20 18 90% 2 0 1

Shea 1 Sophie D. Jones 21 19 90% 2 0 1 Will 1 Lucas Cathey 14 14 100% 0 0 0 Chadwick

15 10 80% 5 1 Sally 1 Phillip 3 Cindy, Brian, Kelly Boyles 21 18 86% 3 1 Andrew 1 Parker 1 Tyler

Gwyn 20 20 100% 0 0 0 0 Burke 15 13 87% 2 0 0 2 154 134 87% 20 Totals: Sam

3 0 5 Nick, Kiara 12 Next Steps Data team cycle continues for all students Continue strategies with at-risk students for the duration of the 6 weeks Collect work samples that illustrate implementation of strategies for those continuing in the RTI process At the end of 6 weeks Students unresponsive to instructional strategies are referred to Tier 2. Follow school procedures for obtaining forms/documentation for Tier 2 Tier 2 Use data of at-risk students for the following: Administer common assessment and go through the 5 step data team process

again with all students At step 4, instruction should be more individualized and 1-3 strategies should be implemented for 6 weeks. Refer to the I2I strategies. Tier 3 or Not? If strategies are successful Tier 1 If strategies are NOT successful Tier 3 Lessons Learned From Using Data Teams In Schools RTI can be conceptualized as consisting of three phases. 1. 2. 3. Determining whether effective instruction is in place Providing effective instruction to the target student and measuring its effect on performance Referring students whose RTI warrants additional or intensive continuing interventions Source: National Association of School Psychologists RTI in the identification of Learning Disabilities: A Guide for School Teams by Kovalski & Prasse Table Talk How are data teams and the RTI process interrelated? Lessons Learned From Using Data Teams In Schools Ultimately If data team meetings are effective and efficient we will

know that 1. Our response is based on INTERVENTION rather than remediation. 2. Our response is SYSTEMATIC. 3. Our response is TIMELY. Richard & Rebecca Dufour, Whatever It Takes; How Professional Learning Communities Respond When Kids Dont Learn Lessons Learned From Using Data Teams In Schools Questions

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