Initial Group Data Meeting

Preparation & Facilitation

August 23, 2012

Group Data Meeting (GDM)A collaborative team meeting occurring at set intervals throughout the year. Student data is used to inform decisions about:

Providing quality core instruction Planning & implementing supplemental instructional

strategies Designing tiered intervention for students at risk Examining students’ responses to instruction and

intervention

Initial GDM Preparation…

Before the team meets: Disseminate data to team members

Include raw data & visual displays User-friendly format

Members review data in advance Leader prepares agenda Think about what intervention may look like

GDM Logistics

Teams should include: principal, EIS, grade level & spec. ed. teachers, intervention staff, school psych.

Should occur during regularly scheduled CT time, within GDM window.

CT norms apply, though agenda is common across district

GDM: Initial versus Follow-UpInitial GDM Focus is on goal

setting & planning

Performance data

Class/Grade Level Problems and/or

Student assignment to tiers

Follow Up GDMs Focus on evaluation

and fine tuning

Growth data

Student movement between tiers

Initial GDM Agenda

Agenda includes the following discussion areas:

Rationale & Expectations Tier 1 Analysis Tiers 2 & 3 Analysis

Tier I Analysis

Identify current levels of performance Discuss trends, needs, hypotheses

Grade-wide problem? Set SMART goal or goals Identify instructional strategies for the core

curriculum Plan logistics

Tier 2 & 3 Analysis – Initial GDM Review student performance data Identify students for intervention Create intervention groups Address “Watch List” from prior year

Post - GDM

Review notes on issues/problems and respond

Solidify intervention groups Plan for remaining students

Finalize staff assignments Establish progress monitoring schedules Send out parent letter for students identified

for intervention Continue Tier 1 instructional planning at CTs

Intervention Preparation….Intervention Considerations Based on Initial Data Analysis: All students targeted for intervention must receive a

comprehensive, research-based intervention from district menu four days per week, 20 min. per day, in addition to the core

curriculum Interventions are delivered in a small group format (4 to 8) Interventions must be delivered with fidelity Personnel need to be trained to deliver/facilitate intervention. Delivery method may be in the classroom or “pull-out” Pull-out interventions must be delivered in an appropriate space.

Skill-Based Intervention

Understand the 5 Big Ideas of Reading Understand which skills will need to be

addressed, by grade level Target one specific reading skill at a time Identify what program will address each skill Ensure student need matches intervention

Phonics Need - Phonics Intervention – Phonics Progress Monitoring