Lessons Learned From Using Data Teams In Schools



Area 1 ALTsArea 1 ALTs

PresentedBy

PresentedBy

Meet and MingleMeet 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?

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


SchoolsTier III

Intensive Intervention

Persistent Difficulties

Tier IIStrategic Intervention

At-Risk/Struggling Students

Tier ICore Instruction

All StudentsPart

of D

ata

Team

Pro

cess


Schools


SchoolsA 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

A 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



Culture of collaboration

Data collection process

Instructional impact

Organizational structure

Culture of collaboration

Data collection process

Instructional impact

Organizational structure

The process of using data team meetings to The process of using data team meetings to make decisions about children demands a make decisions about children demands a school-wide…school-wide…

The process of using data team meetings to The process of using data team meetings to make decisions about children demands a make decisions about children demands a school-wide…school-wide…

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

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



TEACHER: Chadwick Grade: 2nd Date: August 14, 2008

Names of Students Who Are Not Performing on

Grade Level

Check ONE to show status of student.

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?

Last First Returning New CRCT Other In classOut of Class

Reading Math Reading Math

Jones Cindy XR-786

M-800DRA, IMI Sm Group

EIP, Ext Day

Running Records

Quizzes 4 levels 1.0 yrs

Smith Brian XR-790


EIP, Ext Day

Running Records


Williams Kelly XR-825

M-789IMI Sm Group

EIP, Ext Day

Running Records

Quizzes 1.4 yrs

Johnson Sally XR-780


EIP, Ext Day

Running Records


Wright Phillip XR-765


EIP, Ext Day

Running Records


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?

Students Needing Support

In order for data team meetings to be effective and efficient they must…

Step 1 Organize and Chart Data

o Gather data from common formative assessment

o Determine proficiency levels


Step 1 Organize and Chart Data

o Gather data from common formative assessment

o Determine proficiency levels



Teachers’ Names# Students who took

Assessment

# of Students Proficient or Higher

% Students Proficient or Higher

# of Non-Proficient Students

# and Names of Students likely to be Proficient at end of instructional time

Already CloseBubble

84%-70%

# and Names of Students likely to be Proficient at the end of instructional time

Far to GoReteach

69%-40%

# and Names of Students Not Likely to

be ProficientIntervention Group

and in need of extensive support

Foundations39% and Below

Holmes 15 1 6% 14 7Haily, Carson, Nick, Sara, Teyah, Alyson,

Kayla3

Mac, Ashley, Brittany

4Sam, Karah,

Spencer, Max

S. Jones 13 4 31% 9 5Jesse, Kev, Matt, Colin, Kameron 1 Jacob 3

Chaz, McKenzie, Taylor

Jaji 20 3 15% 17 6Lizzie, Cammie, Celena, Melissa, Maddy, Kaleb

8John, Hunter A., Jeff, Kyle, Max,

Carter, Kayla, Luke3 Shea, Sophie, Sam

D. Jones 21 11 52% 10 7Mary, Maggie, Tara, Justin, Cam, Blake

Elyse0 3 Will, Lucas, Luke

Cathey 14 6 43% 8 3Butler, Erin, McKinley 1 Tucker 4

Jacob, Caleb, Sydney, Cole

Chadwick 15 0 0% 15 5Ben, Hogan, Callie,

Karis, Abigail 5Janet, Nathan,

Amanda, Daryn, Matthew

5Cindy, 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

4Lauren, Jane,

Cooper, Shannon6

Ross, Josh, Austin, Trevor, Shyanne, Ryan

Burke 15 1 6% 14 5Kimmy, Rose,

Kaylee, Alex, Carson 6Dane, Gabby,

Bridget, Antonio, Kate, Maria

3 Nick, Kiara, Miles

Totals: 154 31 20% 123 56 33 34

Data Team Agenda-Before Instruction CollaborationData Team: 2nd Grade Date of Meeting: August 18, 2008Members Present: All second grade teachersI.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.

Step 2- Analyze the Data Identify strengths and

weakness of proficient and non-proficient students

Step 3- Set Goal Includes all students in grade

level

Step 2- Analyze the Data Identify strengths and

weakness of proficient and non-proficient 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 WorkThis 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.

Obstacles/Challenges/MisconceptionsThese provide FOCUS – PRIORITIZE the order these skills/concepts will

be the focus of our teaching.

Has good number senseRecalls facts with automaticityCan follow processAligns numbers properlyUses a variety of strategies to add

numbers with and without regrouping

Can not recall facts with automaticityHas difficulty identifying tens and

onesIs unable to regroupDifficulty understanding steps in a

processVocabulary

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 numberthat will serve as our goal or desired outcome. It is the desired end of instructional time % proficient which is compared tocurrent 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.

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

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 EnvironmentMaterials for Students and

Teachers

Time-Duration of the specific teaching of specific

concepts and skills

Formative Assessments (Checks along the

way) 1. Flip Book

2. Menu/ Grocery Ad Math

3. Highlight steps in regrouping process

1. Classroom

2. Classroom

3. Classroom

1. Flip Book Organizer

2. Menus and Grocery

Ads

3. Highlighters

1. 2 times per week

2. 3 times per week

3. 3 times per week

Flip Book Math Wksht: 27, 29, 30, 31 ReTeach Wkst: 25, 26, 27, 28 Regrouping Quiz


Schools


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?

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 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?


Plan for potential intervention groups

Plan for on-going communication Teach agreed upon strategies


Plan for potential intervention groups

Plan for on-going communication Teach agreed upon strategies



Analyzing the Post Data

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?

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 CollaborationData Team: 2nd Grade Team Date of Meeting: September 17, 2008Members Present: All second grade teachersI.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.

Teachers’ Names

# Students who took

Assessment

# of Students Proficient or Higher

% Students Proficient or Higher

# of Non-Proficient Students

# and Names of Students likely to be Proficient at end of instructional time

Already CloseBubble

84%-70%

# and Names of Students likely to be Proficient at the end of instructional time

Far to GoReteach

69%-40%

# and Names of Students Not Likely to

be ProficientIntervention Group

and in need of extensive support

Foundations39% and Below

Holmes 15 12 80% 3 1 Sam 0 2 Karah, Max

S. Jones 13 10 77% 3 0 1 Chaz 2McKenzie,

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 0

Chadwick 15 10 80% 5 1 Sally 1 Phillip 3Cindy, 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 Nick, Kiara

Totals: 154 134 87% 20 3 5 12

Next Steps……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

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 weeksAt 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

Students unresponsive to instructional strategies are referred to Tier 2.

Follow school procedures for obtaining forms/documentation for Tier 2

Tier 2Tier 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.

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?Tier 3 or Not?

If strategies are successful Tier 1 If strategies are NOT successful

Tier 3

If strategies are successful Tier 1 If strategies are NOT successful

Tier 3

RTI can be conceptualized as consisting of three phases.

1. Determining whether effective instruction is in place

2. Providing effective instruction to the target student and measuring its effect on performance

3. Referring students whose RTI warrants additional or intensive continuing interventions

RTI can be conceptualized as consisting of three phases.

1. Determining whether effective instruction is in place

2. Providing effective instruction to the target student and measuring its effect on performance

3. 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 TalkTable Talk

How are data teams and the RTI process interrelated?

How are data teams and the RTI process interrelated?

1. Our response is based on INTERVENTION rather than remediation.

2. Our response is SYSTEMATIC.

3. Our response is TIMELY.

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 Don’t Learn



Ultimately… If data team meetings are effective and efficient we will know that…

Ultimately… If data team meetings are effective and efficient we will know that…

Questions…Questions…


Schools


Schools

Lessons Learned From Using Data Teams In Schools

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