Data Sharing MeetingsShoreline School District

April 2, 2010

Three-Tier Model

Goals of this Workshop

• To clarify the role and purpose of various RtI teams in the RtI model;

• To review procedures and processes in using data and making intervention recommendations for students;

• To discuss processes for evaluating these recommendations and make further instructional decisions.

Types of RtI Teams

• RTI Leadership Team

• Grade Level, PLC teams OR “A” Teams, Kid Councils

• SSTs

RtI Building Leadership Team

• The purpose of the group is to regularly look at the BIG picture of RtI in the building

• Analyzes school-wide data for trends, successes, and short-comings

• Helps establish long term goals and sets the direction for the building

• Designs and evaluates building pathways and RtI sytems

What is an RtI pathway?

• A system that identifies the use of screeners, diagnostics, and defines the intervention plan as well as how to evaluate or progress monitor the effectiveness of the intervention

Sample Intervention Pathway 7th Grade Math, Shoreline

Sample Pathway- Richland SD

Shoreline School District Pathways

• Examples of Work Already Started:– Intervention (materials) pathways in reading

K-6 (Title teachers and Reading Specialist)– Intervention pathways in reading (7-12); Read

180 Program (Reading Specialist)– Intervention pathways in math (7-12); Math

Specialist (in progress with new curriculum)– Intervention pathways in math (K-6; will be

developed in conjunction with curriculum adoption)

What data might a building RtI Leadership Team look at?

• Universal Screening Data (DIBELS, easyCBM, Scholastic Reading Inventory)

• Staff and Student Schedules• Intervention Participation Rates and

Effectiveness• Grade data - # of Fs, Ds, etc. in a course• Graduation Rates• Truancy/Attendance• Discipline referrals

Grade Level/PLC Groups

• RtI Leadership Teams - looking at systems

• PLC/Grade Level Groups

AND/OR

• “A” Teams, Kid Councils

• SSTs

Grade Level/PLC teams

• Review data as part of their shared work • Discuss instructional strategies

• Problem solve individual concerns

• Work together to share intervention resources and ideas

Grade Level/PLC Teams

• Where do you look to see student data?– DIBELS, Data Dashboard, easyCBM website, student’s

cumulative file

• What data is helpful to you in determining student needs?– Examples: Lexile scores, Academic History, WASL scores,

etc.

• What do you do if there is no data for a particular student?– Counselor, administrator, RtI Leadership Team

Examples of Data Sources for PLC/Grade Level Teams

DIBELS report - elementary staff

Examples of Data Sources for PLC/Grade Level Teams

• Data Dashboard

– Grade Data– Test Data (MSP, HSPE)– Lexile/Scholastic Reading Inventory Score– Academic History

Screen Shot - Dashboard, Class List and WASL scores

Data Dashboard - Indiv. Student Scores

Data DashboardLexile/SRI score

What does a lexile score tell you?

Data Dashboard - Academic History

Identifying Students at the Grade/PLC Group Level:

• Who is at risk?

• What further information do you need on a student?

• What intervention supports are available to you?

• At the system, building level?• Within your PLC, department, grade level team?

Working with Data in Grade Level/PLC groups

Consider…

• PLC/Grade Level teams are doing bulk of the work in identifying students at elementary level

• Middle schools and high schools have different systems in place for identifying students

• What is your intermediate step between grade level PLCs and referral to SST?

– Talk and Turn

Example Model of an Intermediary Step…

• “A” Team or Kid Council Team meets 3 times a year

• Teacher or Team brings students of concern forward for discussion

• Data is reviewed

• Plan is formed with opportunity to check in at next meeting

Who would participate in this meeting?

• Could include some or all of the following:

– Principal– Psychologist– Counselor– Interventionists (SpEd teacher, reading

teacher, SLP) – Classroom teacher

Benefits:

• Classroom teacher is given time and support to analyze class and individual data

• Administrator knows what student data looks like and knows building needs (at-risk classes, etc)

• Interventionists (counselors, SLPs, Title, etc.) know what needs the students have

Intervention PlanProgress

MonitoringPlan

Revisit Date Target goal

Whomonitors When do

Theymonitor

How oftenDo theymonitor

PLC, Kid Council, A team

DataSharing

PLCs, Kid Councils, A Teams:Student Problem Solving

One example of how you might track student data

Use of a data tracking system

• Begins with identifying and using helpful data - what data will help you identify student needs? – For example: DIBELS, Lexile/SRI data

• Adapt the data tracking system process to the needs of your building

• Data tracking system is a tool in evaluating effectiveness of interventions

At the Building…

• RtI Leadership Teams - looking at systems

• PLC/Grade Level Groups

• SSTs

SST (Student Study Team)

• Purposes of SST:– Students in need of atypical support– Promotion/retention– Placement concerns– SPED/504 Referral

SST

• Must include building staff who know the student and must include the parent or guardian of the student and the student when appropriate

• Need to have documented interventions and progress data to bring to the SST to inform the discussion

Reflect…

• How effective are your Data Sharing/ Individual Student Problem Solving systems at your building (SST, A Teams, Kid Councils)?

• How effective is your RtI Leadership Team? What are your building needs in this area?

Exit Slips

• What are the benefits of establishing RtI Leadership teams, Data Sharing (SSTs, Kid Councils, A Teams) Teams, and Grade Level/PLC teams?

• What are the barriers or challenges in doing this work?

• What are your next steps at your building?• Questions?