Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. District Data-Based Decision Making in an RTI Framework Spring Conference 2014

Oregon Response to Intervention Expectations Demonstrate good audience skills –Silence cell phones –Hold side conversations out of ear shot of others –Engage in active listening Participate in discussions Take notes to track your thinking –Handouts and slides If you need a break, take one

Oregon Response to Intervention Targets Determine and understand needs –Evaluate the health of your overall system at the district & school level –Identify areas needing support Understand how to develop PL/Action Plan to address the needs Determine how to use resources and funding to address identified areas of need

Oregon Response to Intervention Are you working on the right problem?

Why!

What impacts student achievement? John Hattie, Visible Learning, 2009 Do we train and plan PL to impact these? Effective teaching variables Effect size Other variables Effect size Student expectations+1.44 Socioeconomic Status Response to Intervention Parental Involvement Formative Evaluation Computer based instruction* Teacher Clarity School Finances Reciprocal Teaching Aptitude by Treatment Interactions* Feedback Family Structure Teacher-Student Relationships Retention -0.16

You are important!

How?

Oregon Response to Intervention Golden Circle: Simon Sinek

How: District/School Level Data Review Interpret Data Determine Professional Learning Needs Develop Action Plan

Action Plan Determine PL Needs Data Improving Your Outcomes

Oregon Response to Intervention What: District/School Level Data Review Interpret Data Where are we starting this year? How did last year go? Develop Professional Learning Plan What did we learn from the data? Develop Action Plan How can we plan for this year?

Oregon Response to Intervention Partnerships Call back routine Pick someone near year you to be your partner. The person with the next birthday is coffee. The other person is cream.

Oregon Response to Intervention Interpreting Data Where are we starting this year? –Are enough students proficient? How did last year go? –Did it work? Data sources to be reviewed DIBELS Next: Summary Report easyCBM: District School Comparison

Oregon Response to Intervention Audience Poll Does your district review –your previous year’s (Fall, Winter, Spring) reading screening data to evaluate your core instructional system? Do your schools review – their previous year’s (Fall, Winter, Spring) reading screening data to evaluate their core instructional system?

Oregon Response to Intervention Interpreting Data Where are we starting this year? –Are enough students proficient? How did last year go? –Did it work? Data sources to be reviewed DIBELS Next: Summary Report easyCBM: Disrict School Comparison

Oregon Response to Intervention Interpreting Data Where are we starting this year????? 58% 15% 27%

Oregon Response to Intervention DIBELS Next: Summary Report

easyCBM: District Comparison

Oregon Response to Intervention We are we starting this year (Fall)? Data Source: Summary Report/District Comparison GradeFall Benchmark/Proficient K % 27% 72% 66% 56% 49% Criteria: 80% No Data source: Summary Report/District Comparison

Oregon Response to Intervention We are we starting this year (Fall)? GradeFallYes/No/Mixed K43%No 127%No 272%No 366%No 456%No 549%No What can you celebrate? What do you notice about the data? What concerns you? Do you notice any trends in the data?

Oregon Response to Intervention Interpreting Data Where are we starting this year? –Are enough students proficient? How did last year go? –Did it work? Data sources to be reviewed DIBELS Next: Summary Report easyCBM: Disrict School Comparison

How did last year go? (Is what we are doing working?) 64% 11% 25% 70% 12% 18% 74% 15% 12%

Oregon Response to Intervention General Guidelines for Understanding Growth by Trimester 1.Increase the percentage of Benchmark students by approximately 5-30% from the current benchmark. 2.Decrease/Increase Strategic by approximately 5-15% from the current benchmark. 3.Decrease Intensive percentages by approximately 5-15% from the current benchmark.

Oregon Response to Intervention How did last year go? (Run of the Mill District) GradeFallWinterSpringYes/No/Mixed K % 58% 67% 41% 43% 46% 42% Yes 64% 55% 48% 43% 60% No Yes 45% 47% 66% 64% 74% 48% No Yes

Oregon Response to Intervention How did last year go? Did it work? (at Run of the Mill?) GradeFallWinterSpringYes/No/Mixed K % 58% 67% 41% 43% 46% 42% Yes 64% 55% 48% 43% 60% No Yes 45% 47% 66% 64% 74% 48% What can you celebrate? What concerns you? Do you notice any trends in the data?

Oregon Response to Intervention Develop Professional Learning Plan What did we learn from the data? –Do we need to make any changes? Data sources to be reviewed Standards of Practice documents RTI Implementation Plan District Continuous Improvement Plan

Oregon Response to Intervention Standards of Practice

OrRTI RTI Implementation Matrix

Oregon Response to Intervention Areas to examine: RTI Implementation Plan Professional Learning Plan? Fidelity Plan? Initial & On-Going Training? Fidelity Plan Implemented? Support & Resources Provided?

Curriculum: Storytown (90 minutes) RTI Project: 3 years OAKS and screening data correlate Interventions outside the core Standards of practice created in reading for the district 4 elementary schools Rural community 34% free & reduced lunch 18% ELL 15% Special Ed District: Run of the Mill

Time: 90 minutes in place at all grade levels (not a concern) Materials: not consistent use at all grade levels Instructional Strategies: not consistent use at all grade levels

Oregon Response to Intervention How did last year go? (Run of the Mill District) GradeFallWinterSpringYes/No/Mixed K % 58% 67% 41% 43% 46% 42%Yes 64% 55% 48% 43% 60% No Yes 45% 47% 66% 64% 74% 48% No Yes

Oregon Response to Intervention Some of our questions for Run of the Mill What is happening in grades 2-4? –Are they using the materials? –Are they teaching phonics? –Do they know how to use the materials/explicit instruction? –Is their reading time being impacted (e.g., assemblies, health screening etc.)

Oregon Response to Intervention It’s all about the plan!

Oregon Response to Intervention Develop Action Plan How can we plan for this year? –How do we make this happen? Data sources to be reviewed Screening and audit info RTI Guidance Documents District Budget

Oregon Response to Intervention Professional Learning Guidance Document

Professional Learning Implementing any change cannot be left to luck, hope, or chance. Planning professional learning to create change needs to include strategies, designs, and activities that support and refine implementation.

Oregon Response to Intervention Action Plan PL: Run of the Mill Target audience: all teachers and additional support for 2 nd grade and 4 th grade Focus: use of materials and instructional strategies –Materials: Phonics scope & sequence, pacing –Instructional strategies: lesson architecture and explicit instruction When: – initial training in the end of September –On-going monthly

Oregon Response to Intervention Action Plan PL: Run of the Mill How much: –Initial: 6 hours –On-going: 2 hours monthly Who conducts training: Coaches, Principals, Title support Funding source: Title 2 Resources Needed: coaches, PLC time, materials, teacher time Proficiency: 80% of teachers implementing by January

Oregon Response to Intervention Talk Time Coffee tell cream: –How is this similar or different to your professional learning process? Cream tell coffee: –One question I think we need to ask is_____.

Oregon Response to Intervention Guidance Document: Monitoring

Oregon Response to Intervention Strong data analysis guides decisions “However beautiful the strategy, you should occasionally look at the results.” --Winston Churchill, British prime minister

Oregon Response to Intervention Action Plan Monitoring: Run of the Mill What is monitored?: following phonics scope & sequence, pacing and lesson architecture/explicitness Who monitors?: principals, coaches, teachers (self) Monitor training?: attend initial & feedback training Resources?: time, feedback forms Monitoring data reviewed?: district level, principals coaches each trimester Follow up actions?: TBA based on results of data

Oregon Response to Intervention Talk Time Cream tell coffee: How is this similar to different to your monitoring/fidelity decision making process? Coffee tell cream: One question I think we need to ask is_____

Guidance Document: On-going Support: Guidance Document: On-going Support:

Oregon Response to Intervention On-going Support

Oregon Response to Intervention On-going Support

Oregon Response to Intervention Action Plan On-Going Support: Run of the Mill Coaching: modeling, practice time, weekly walkthroughs with feedback Support: coaches, peer partners, principals Additional support identified: walkthroughs, data, and requests Training for supporters: attend initial & on going trainings, maintenance of proficiency, coaching skills supported at monthly “coaches” meetings Resources: funding for meetings, materials

Oregon Response to Intervention Talk Time Coffee tell cream then switch: –How is this similar or different than your decision making process around on-going support?

Practice Time: Use the scenario data set to go through these three steps with your team Practice Time: Use the scenario data set to go through these three steps with your team Interpret Data Determine Professional Learning Needs Develop Action Plan

Action Plan Determine PL Needs Data Improving Your Outcomes

Oregon Response to Intervention We are we starting this Fall: (Scenario District)? Data Source: Summary Report/District Comparison GradeFall Benchmark/Proficient K44%No 142%No 265%No 371%No 452%No 554%No Criteria: 80% Data source: Summary Report/District Comparison

Oregon Response to Intervention How did last year go? (Scenario District) GradeFallWinterSpringYes/No/Mixed K % 43% 64% 69% 50% 48%No 58% 69% 60% 52% 54% Yes 55% 50% 45% 68% 74% No 55%

Oregon Response to Intervention Curriculum: Treasures RTI Project: 2 years OAKS & Screening data correlate Interventions outside the core Standards of practice created in reading for the district 2 elementary schools Suburban community 42% free & reduced lunch 28% ELL 17% Special Ed District: Scenario

Oregon Response to Intervention District: Scenario Time: 90 minutes in place at all grade levels (not a concern) Materials: not consistent use at all grade levels Instructional Strategies: not consistent use at all grade levels

Oregon Response to Intervention Tools Fall 2013 Screening Data Fall, Winter, Spring ( ) Screening Data RTI Implementation Plan Guidance Documents –Professional Learning –Monitoring/Fidelity –On-going Support

Oregon Response to Intervention Select Roles –Facilitator –Time keeper –Note Taker –Reporter Steps –Review Data Record what trends you see –Determine PL needs Record needs –Develop Action Plan Use guidance documents and answer questions – Chart your work and be ready to report Process

Oregon Response to Intervention How will your district avoid the snow covered car?

Action Steps: We commit to____. Who? When?