Data Report July 2009

Collect and analyze RtI data Determine effectiveness of RtI in South Dakota in Guide planning and operations for RtI in South Dakota in and beyond. The 2009 report is not an evaluation of individual schools, administrators, or teachers in pilot districts.

SD Students in RtI Pilot Activities in

Compile and analyze RtI data Determine effectiveness of RtI in South Dakota in Guide planning and operations for RtI in South Dakota in and beyond. The 2009 report is not an evaluation of individual schools, administrators, or teachers in pilot districts.

Focus was provided by SD Model and RFP Data collected by districts - reports, discussions, and student assessments Perception data collected via on-line survey Data compiled and analyzed Findings published in 2009 data report Findings shared with stakeholder groups and other interested groups

As you continue your discussions and planning, remember: The data, findings, and conclusions included in this report should be considered part of a broader data collection and analysis process. Additional data, conversations, observations and understanding of RtI processes are important to guide planning and operations for RtI in South Dakota in and beyond.

Belief that all students can be taught effectively Early and timely interventions Use of multi-tiered model Use problem solving method to make decisions within a multi-tier model Use of research based materials and interventions Continuous monitoring of student progress Use of data when making decisions about students An understanding that assessment has three purposes: screening, diagnostics and progress monitoring

1.What is the main scientific research-based core curriculum being used for reading? 2.What is the district using for scientific research-based universal screening? 3.How is scientific research-based progress monitoring being implemented? 4.How are scientific research-based tiered interventions being used? 5.How is fidelity of the process assured? 6.How are parents involved?

1.School sites will implement RtI practices with fidelity. 2.Students will experience increased academic success through targeted scientifically-based research instruction and intervention. 3.The rate of failure for students at-risk or those identified with a specific learning disability will be reduced.

1.Solicit application for implementation sites. 2.Prioritize selection/expansion of additional pilot sites. 3.Provide ongoing training and technical assistance to pilot site schools. 4.Evaluate effectiveness. 5.Share results and information

1.Identify district leadership to coordinate implementation efforts, including coordination of resources and school improvement efforts. 2.Identify a “problem solving team” to oversee training across the district 3.Complete a self-assessment of existing RTI core elements and ensure there is a research-based core curriculum in place in Reading. 4.Identify a person in district to become a coach/curriculum specialist. 5.Commit to/support staff participation in and completion of RTI training, including both e-learning and regional training.

6.I nform and connect with parent/families. 7.Coordinate and meet regularly with state RtI coordinator. 8.Participate in team and support team’s training of others within training the district. 9.Work to identify an effective data management system and support efforts to ensure efficient and timely evaluation data collection. 10.Present findings at SDDOE sponsored meetings or conferences.

SD DOE Commitment: – SDDOE will provide training for coaches/curriculum specialists. District Commitment: – Coaches will be responsible to attend required trainings, ensure fidelity of implementation, identify resources including research based curriculum and interventions, and assist with evaluation data collection.

Finding RTI Outcome 1: School sites will implement RtI practices with fidelity. Finding: A process was established and followed to assist school districts implement RtI practice with fidelity.

Fidelity of implementation is critical to the success of RtI. It is important that key educational leaders within each district monitor fidelity within each classroom. Those leaders should have administrative level authority to impact change. The fidelity document should be completed and discussed by the district problem solving team. PD should be provided to key district personnel

RtI Outcome 2: Students will experience increased academic success through targeted scientifically-based research instruction and intervention. Finding: Not enough data is available to draw conclusions about increased academic

Additional data is needed Data about school practice and procedure should be gathered and analyzed at each school.

RtI Outcome 3: The rate of failure for students at-risk or those identified with a specific learning disability will be reduced. Finding: Not enough data available

Collect data about school practice and procedure Collect data about at risk students or those identified with specific learning disabilities to validate a reduction in failure among those students. Data gathered by the SD DOE for identified students could be used as part of the study to determine any reduction in rate of failure among at risk/LD students.

DOE Commitment 1: Solicit application for implementation sites. Finding: Commitment achieved. DOE Commitment 2: Prioritize selection of additional pilot sites based on current pilot site expansion (current pilot sites adding more grades and attendance centers,) Title I participation, schoolimprovement status and Reading First sites. Finding: Commitment achieved. DOE Commitment 3: Provide ongoing training and technical assistance to pilot site schools. Finding: Commitment achieved. DOE Commitment 4: Evaluate effectiveness. Finding: Data collected for this report is part of the effort to determine the effectiveness of RtI in South Dakota during the school year. Additional data will need to be collected and research done to evaluate the overall effectiveness of RtI in South Dakota. DOE Commitment 5: Share results and information across the state at various meetings. Finding: Data reported as part of this report and additional data in the process of being collected and analyzed will be shared across the state at various meetings and with RtI stakeholders

District Commitment 1: Identify district leadership to coordinate implementation efforts, including coordination of resources and school improvement efforts. Finding: Commitment was achieved in that all districts identified leadership. There was no consistency across districts.

It is important that key individuals responsible for leading RtI implementation within each district have administrative level authority to coordinate efforts, including coordination of resources and school improvement efforts. If the district identifies a classroom teacher as the key leader, the district superintendent and school principal should provide necessary support and encouragement to impact change. Additionally, the classroom teacher should be provided with the time and resources necessary to lead the effort.

District Commitment 2: Identify a “problem solving team” to oversee training across the district. The RFP states that the Problem Solving Team will include: Principal (key administrator) General education teacher Title I teacher representative Special education teacher representative Cognitive coach Other ad hoc members (School psychologist, speech language therapist, Parent and/or counselor) Finding: Commitment not achieved in all districts.

Each district should review the make-up and operations of their problem-solving team. Appropriate planning should occur to assure the team fulfills the recommended operations, meeting schedules, and objectives of team operations. The building principal should be a key member of the team, responsible for assuring fidelity of practice.

District Commitment 3: Complete a self-assessment of existing RTI core elements and ensure there is a research-based core curriculum in place in Reading. Finding: There is insufficient data. All districts reported their core reading curriculum, there is no data included in this report to support that district curricula meets research-based standards.

SD DOE should develop a template for the self- assessment of existing RtI core principles. Each district should complete the self-assessment of existing RtI core principles. Each district should provide verification that the main core curriculum being used in each classroom is research-based. Those reports should be filed with the state-level RtI personnel.

District Commitment 4: Identify a person in district to become a coach/curriculum specialist. Finding: All districts identified a cognitive coach.Recommendation Each district should report the name and position of the coach. It should be made clear who within the district fills the position of coach. The coach should continue to be part of the problem solving team and work with teachers within the district as they implement RtI processes.

District Commitment 5: Commit to and support staff participation in and completion of intensive RTI training, including both e-learning and regional training opportunities. Finding: While data is incomplete regarding full commitment and support for each district, teaching staff in all districts and administrators in some districts reported participation in statewide RtI trainings Recommendation: Each district should continue to commit to and support staff participation in RtI trainings, including both e-learning and regional training opportunities

District Commitment 6: Inform and connect with parent/families. Finding: While data is incomplete regarding the extent to which parents/families are informed and connected, teachers and administrators reported a high level of communication with parents.

Additional data should be collected from each district regarding district communication and connection with parents/families. Districts should have clear policies and procedures for informing and connecting with parents/families about RtI practices, student assessment data, and interventions

District Commitment 7: Coordinate and meet regularly with state RtI coordinator. Finding: Commitment achieved. District Commitment 8: Participate in team training and support team’s training of others within the district. Finding: High level of commitment to team training via state offered professional development. No data is to indicate the level of support for training others within the district.

District Commitment 9: Work to identify an effective data management system and support efforts to ensure efficient and timely evaluation data collection. Finding: All pilot districts identified a data management system. DIBELs and AIMSweb records indicate that progress monitoring was done on an efficient and timely basis and that each district recorded student assessment data within the data management system as recommended.

District Commitment 10: Present findings at SDDOE sponsored meetings or conferences. Finding: Plans are being made to share this data report at various meetings and with RtI stakeholders throughout South Dakota.

Fidelity of practice Professional Development for all Data Analysis Use of data to make decisions Tracking student progress during year and year to year School leadership Communication/involvement of parents Continue to collect statewide RtI data