Los Angeles Unified School District “MyData 201- Data-Based Decision Making, RtI2 and MyData” Co-hosted by your RtI and MyData Teams & August 2010 The Data Dialogue RtI 2, MyData, and Problem-Solving Process

2 Objectives You leadership teams will: Use your school’s data to make decisions that inform instruction and intervention through the RtI 2 problem-solving process. Use your school’s data to make decisions that inform instruction and intervention through the RtI 2 problem-solving process. Learn to use strategies such as data dialogue and norms to create safe, honest discussions about data. Learn to use strategies such as data dialogue and norms to create safe, honest discussions about data. Receive customized support to allow you to monitor specific indicators. Receive customized support to allow you to monitor specific indicators.

3 “Data is like______because_____” 1.Complete the statement on your index card. 2.Share your statement with the members of your group. 3.Discuss similarities/ differences. 4.Prepare to share with the larger group.

There’s a ton of data being collected. The trick is to know how to use it effectively. -Nancy Love (1994). Taking data to new depths. National Staff Development Council.

Data-based decision- making A continuous process of regularly collecting, summarizing, and analyzing information to guide development, implementation, and evaluation of an action; most importantly, this process is used to answer educational or socially important questions.

6 Elements of Effective Data Inquiry Mutual trust among group members Mutual trust among group members Data is not used to place blame or point fingers Everyone must acknowledge they play a role Everyone must understand the data and how it was derived Adapted from “The Data Dialogue”, Laurie Olsen

7 Strategies for Effective Data Inquiry What are strategies for effective data inquiry? Use a structured protocol for examining and analyzing data (e.g., the Problem-Solving Process) Identify and focus on factors that the school can control Consider the physical environment and opportunities for engagement

8 Response to Instruction and Intervention

9

10 Tier 1 GOAL: 100% of students pass benchmark assessments Tier 1 effective if approx. 80% are meeting benchmark assessments with only access to Core. Tier 2 For approx. 20% of students Tier 1 Core + Supplemental …to pass benchmark assessments. Tier 2 Effective if approx % of students in group improve performance (i.e., gap is closing) Tier 3 For Approx 5% of Students Tier 2 + Intensive Individual Instruction …to pass benchmark assessments. Tier 3 Effective if there is progress (i.e., gap closing). Multi-Tiered Framework

11 The Problem Solving Process

12 Types of Data Demographic – Who are our students/staff; what are their characteristics e.g. ethnicity, gender Outcome – What students did; what scores or grades they got, e.g, CST scores, grades, student work Process – What we/they did to get to the outcomes, e.g., perceptions, instructional time, interviews, observations

13 MyData in Context How can MyData help identify where you are, where you want to go, and whether or not you got there?

14 When You Return To Your School How are you going to approach the PD with your faculty and staff?How are you going to approach the PD with your faculty and staff? Walk through the Problem-Solving Process with your own data. Walk through the Problem-Solving Process with your own data.

Los Angeles Unified School District “MyData 201- Data-Based Decision Making, RtI2 and MyData” Co-hosted by your RtI and MyData Teams & August 2010 Thank you! RtI, MyData, and Problem-Solving Process