Lessons Learned From Using Data Teams In Schools Presented By: Sally I. Riley Curriculum Coordinator Rochester School District riley.s@rochesterschools.com Robert F. Hanson, Jr. Principal William Allen School hanson.r@rochesterschools.com Gwen V. Guess Assistant Principal Chamberlain Street School Lessons Learned From Using Data Teams In Schools

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools Sally I. Riley Curriculum Coordinator Rochester School District riley.s@rochesterschools.com Presented By Robert F. Hanson, Jr. Principal William Allen School Rochester School District hanson.r@rochesterschools.com Gwen V. Guess Assistant Principal Chamberlain Street School Rochester School District riley.s@rochesterschools.com

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools The process of using data team meetings to make decisions about children demands both a district and school-wide… Culture of collaboration, Data collection process, Instructional impact, and Organizational structure.

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient we must… Establish a culture of collaboration where… The administrator is seen and acts like any other member Teachers are leaders (or at the very least contribute to decision making)

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient… The collaborative culture permeates the building and is practiced in all meetings… Faculty meetings are opportunities for collaborative discourse Conflict is natural and can lead to a more cohesive group

Seven Norms of Collaboration January 07 Seven Norms of Collaboration Promote a spirit of inquiry Pause Paraphrase Probe Put ideas on the table Pay attention to self and others Presume positive intentions Garmston, R. & Wellman, B. (1999) The Adaptive School: A Sourcebook for Developing Collaborative Groups. Norwood, MA: Christopher-Gordon

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools What is a group norm? A group norm is a behavior that the group believes is essential to it accomplishing its defined purpose

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient... Groups must establish and maintain fidelity to shared norms Groups need a written plan of how to act in meetings Groups must stick to the plan in order to be successful

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools Why do effective groups use norms? Groups realize that they become more effective and accomplish the prescribed goals in a timely, efficient manner.

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools How do effective groups create norms? Groups brainstorm a list of expectations They revise and combine suggestions They discuss and choose the norms that best assist the team in meeting the objective(s)

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools Once the group norms have been established, what do we do with them? Group norms are typed and copies issued to team members Group norms are posted in the conference room

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools How are group norms monitored during meetings? Team members created them, so they are more likely to follow them Group norms are reviewed prior to beginning each meeting Team members “police” self and others

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools Why should we evaluate team’s adherence to the group norms? Allows members to reflect on their individual and group devotion to the team’s norms Regular, ongoing reflection allows the groups to focus on areas of improvement

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient they must… Organize Data From multiple measures So that it can be easily stored, accessed, and reviewed

Individual Student Data Sheet January 07

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient we must… Let the data speak to Allocate resources Adjust instructional practices Provide menu of intervention programs

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools Tier I Core Instruction All Students Tier II Strategic Intervention At-risk/Struggling Students Tier III Intensive Intervention Persistent Difficulties

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient we must… Have a plan for A Menu of Instructional Materials Professional Development

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient we must… Invite Appropriate Participants Define Roles And Responsibilities Of Team Members Schedule For Success Invite People who are involved with the instruction of students People with appropriate expertise Establish Roles and Responsibilities Facilitator Help move the team through the data process as it relates to the grade level and individual, as well as group academic needs Clearly define who is responsible to ensure follow through of meeting decisions Note-taker – record decisions and action plans for individual students Time-keeper – monitor time to ensure all students are discussed and all needs are responded to by the team each month within the time allowed for the meeting Schedule During School Day With time needed in mind

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient they must… Have A Clearly Stated Purpose Stay Focused On The Task Follow A Defined Structure The purpose…clearly stated and understood by team members. Initially: Identify students in need of Tier II & III instruction based on current assessment data Form intervention groups identifying: interventionist, time, location, and materials Eventually: Review student response to core and current intervention. Confirm Tier II & III groups including; interventionist, time, and materials. Discuss specific skill targets for individual as well as groups of students. The meeting is structured with either a written agenda or predefined format There is a commitment to remain focused on the outcome and have Dialogue that is Results Oriented We used a parking lot to facilitate moving on from questions or topics for discussion that might lead dialogue away from the purpose of the meeting Consistently revisit process

Lessons Learned From Using Data Teams In Schools January 07 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 Plan for potential intervention groups Schedule Interventionists Location of Interventions Materials

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools If our data team meetings are effective and efficient we… Are ready to use Response to Intervention (RTI), as part of the delivery of special education services and in the identification process. “What is RTI…?”

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools PL 108-446 Sec 614 IDEA 04 (B) “In determining whether a child has a specific learning disability, a local education agency may use a process that determines if a child responds to a scientific, research-based intervention as a part of the evaluation procedure.” 2004 IDEA Regulations require that states add procedures for identifying children with specific learning disabilities to include a process based on the child’s response to scientific, research-based intervention . Additional info… Add procedures for identifying children with specific learning disabilities. A State must adopt, consistent with 34 CFR 300.309, criteria for determining whether a child has a specific learning disability as defined in 34 CFR 300.8(c)(10). In addition, the criteria adopted by the State: Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability, as defined in 34 CFR 300.8(c)(10); Must permit the use of a process based on the child’s response to scientific, research-based intervention; and May permit the use of other alternative research-based procedures for determining whether a child has a specific learning disability, as defined in 34 CFR 300.8(c)(10). Source: Topic: Identification of Specific Learning Disabilities U.S. Department of Education, Office of Special Education Programs 10.4.06 www.ed.gov Building the Legacy of IDEA 2004 Source: Presentation by Raina Chick - rainachick@yahoo.com

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools RTI can be conceptualized as consisting of three phases. 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 RTI…is a process through which professionals can discriminate between students who have had minimal, inadequate instruction, and those who, despite intense interventions, continue to have difficulty as the result of an intrinsic disorder. Source: National Association of School Psychologists “RTI in the identification of Learning Disabilities: A Guide for School Teams” by Kovalski & Prasse

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools Ultimately… If data team meetings are effective and efficient we will know that… Our response is based on INTERVENTION rather than remediation. Our response is SYSTEMATIC. Our response is TIMELY. Is Our Response Based On INTERVENTION Rather Than Remediation? Do we have a plan to provide students with additional time and support for learning as soon as they experience difficulty or lack of growth? Is our response SYSTEMATIC? Have we created processes that ensure we respond to students according to a school wide plan rather than according to the discretion of individual teachers? 3. Is our response TIMELY? How quickly are we as a school able to identify students who need additional time and support? respond when a student has been identified? Richard & Rebecca Dufour, Whatever It Takes; How Professional Learning Communities Respond When Kids Don’t Learn

Lessons Learned From Using Data Teams In Schools January 07 Lessons Learned From Using Data Teams In Schools Questions…