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. Data Based Decision Making Tier 1 Training Cadre 10R February 2 & 3, 2015

Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Screening Interventions Progress Monitoring SLD Decision Making

3 How does your district make decisions? Do you use a consistent decision making process at all levels? CORE (TIER 1) District Level School Level Grade Level INTERVENTIONS (TIER 2/3) Groups of Students Individual Students SLD ELIGIBILITY Individual Students

Oregon Response to Intervention Team Activity What meetings do you currently have to make decisions about students? How often do they meet? Who attends? What group of students is discussed? –(e.g., All students at a grade level, students in interventions, special populations, etc.) What data is used? What decisions are made by the team?

Oregon Response to Intervention Problem Solving

Oregon Response to Intervention Why Problem Solving? Framework to identify, analyze & address needs at all levels Consistent Efficient Effective Sustainable

Meeting without a framework or clear process can feel like this…

8 How: The Problem Solving Process Improved Student Achievement 2. Problem Analysis 1. Problem Identification 3. Plan Development 4. Plan Implementation & Evaluation What is the problem? Why is the problem occurring? What are we going to do about the problem? How is it working?

1. Problem Identification There is a difference between where we are and where we want to be Where we areWhere we want to be

1. What is the problem? District/Sch ool GradeIntervention Group Student There is a difference between where we are and where we want to be OAKS & Screening Data Low Far below benchmark & limited progress OAKS & Screenin g Data Low

1. Problem Identification Do your teachers “trust the data? How clearly are you currently defining “problems” in your district? Do you primarily rely on the data? VS.

Oregon Response to Intervention 2. Problem Analysis Hypotheses development –Analyze WHY the problem might be happening/What is causing the problem….

Oregon Response to Intervention 14 The water…. I C E Focus on “the water”- Instruction Curriculum Environment

Oregon Response to Intervention 15 ICEL I – Instruction C – Curriculum E – Environment L – Learner

16 Student Learning Instruction:Curriculum: Environment:Learner: How you teach What you teach Where you teach Who you teach

17 When it comes to problem analysis, just remember… ICE, ICE baby I – Instruction C – Curriculum E – Environment then L – Learner

What impacts student achievement? John Hattie, Visible Learning, 2009 Effective teaching variables Effect size Other variables Effect size Formative Evaluation Socioeconomic Status Comprehensive interventions for students with LD Parental Involvement Teacher Clarity Computer based instruction Reciprocal Teaching School Finances Feedback Family Structure Teacher-Student Relationships Whole Language Direct Instruction Retention Which ones make sense? Which ones are surprising?

2. Why is the problem happening? Instruction? Curriculum? Environment? District/Sch ool GradeIntervention Group Student District: Curriculum School: Instruction Environment Instruction & Environmen t Curriculum & Instruction

Oregon Response to Intervention Talk Time What do your staff see as the primary reason(s) WHY students struggle? Instruction? Curriculum? Environment? Learner?

Oregon Response to Intervention 3. Plan Development What action steps are needed to address the problem?

3. What can we do about the problem? District/Sc hool Grade Interventio n Group Student 1. Proble m ID OAKS & Screening Data Low Far below benchmark & limited progress 2. Proble m Analysi s CurriculumInstructionEnvironment Instruction & Environmen t 3. Plan Purchase new curriculum strong in phonics Provide PD on effective instructional strategies Add reinforcement system Increase feedback & add behavior management

Oregon Response to Intervention 4. Plan Implementation & Evaluation Implement the plan & evaluate frequently

Oregon Response to Intervention

When does this happen: Meeting Structures District/S chool GradeInterventio n Group Studen t District/School Data Review X 100% Meetings (Core instruction) X Intervention Meetings XX Individual Problem Solving X SLD Evaluation X

Oregon Response to Intervention Talk Time What would be some advantages for your district in using a consistent process to make decisions at all levels?

District/School Data Review District/S chool GradeInterventio n Group Studen t District/School Data Review X 100% Meetings (Core instruction) X Intervention Meetings XX Individual Problem Solving X SLD Evaluation X

District/School Data Review Data Sources: Student Outcome Data –State Testing Data –Screening Data –Disaggregated Data Implementation Data –Oregon RTIi data tools Capacity & Sustainability –Oregon RTIi data tools

ORTIi Implementation Data Tools FallWinterSpring DIET-DB2 (District Implementation Evaluation Tool) DIET-SB2 (District Implementation Evaluation Tool-School Based) ORSIS (Oregon RTIi Staff Implementation Survey) Capacity & Sustainability Implementation & Staff Buy-in

Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Screening Interventions Progress Monitoring SLD Decision Making

When does this happen: Meeting Structures District/S chool GradeInterventio n Group Studen t District/School Data Review X 100% Meetings (Core instruction) X Intervention Meetings XX Individual Problem Solving X SLD Evaluation X