1. Data Review Team Time
Fall 2013

3. In what ways could this picture epitomize a grade-level data meeting?
CONNECTOR- Chalk Talk

4. Working Norms Work as a team at your own pace.
Drive your own learning and action planning.

5. Grade-Level Data Meetings
What they are…
What they are not…
Occur at least 3x/year
Data-driven (universal screening, diagnostic, and progress monitoring data used)
Multi-disciplinary
Longer time period together to facilitate problem-solving cycles
Common planning time
Lesson prep
Student Assistance Team/ Child Study Team meetings
Professional development
Not *$^#%&^ sessions!

6. Grade-Level Data Meetings: What do effective meetings look like?
Teachers at the same grade level connect to discuss their core instructional strategies, materials and allocation of classroom time to literacy activities
Review common assessments and making data-driven decisions about how to adjust instructional practices
Teams determine the overall effectiveness of intervention plans for at-risk readers/writers and making changes based on data
Develop an action plan that is written, reviewed and revised
Conversations are focused on school variables that we control (instruction, group size, materials) not distal, student-specific information (poverty, social stressors, IQ) 6

7. Pre-requisite skills for successful Grade-Level Data Meetings
Understanding and commitment to the problem-solving process
Understanding of the purposes of assessment and a variety of assessment tools
Organization and preparation
Facilitation skills including understanding group dynamics, norm, and how to deal with “challenging behavior”
Ability to display and analyze multiple sources of data
Ability to examine current curriculum, instruction & assessment SYSTEM to determine effectiveness

8. Grade-Level Data Meetings : FALL
Purpose
Quickly understanding current student needs and strengths (i.e.: each year, different cohorts of students may need different instructional emphasis).
Assisting teachers with understanding baseline student skills and instructional emphasis that may be needed.
Differentiating instruction as well as grouping students by instructional need.
Questions
“Given baseline patterns, what are the implications for my instruction?” 8

9. Problem Solving Process
Identify & Clarify the Problem
(Screening & Diagnostic Assessments)
Define and Validate the Problem in Measurable Terms.
Evaluate Student Response
(Progress Monitoring & Outcome Assessments)
Monitor & Adjust the Plan.
Analyze the Problem
Identify Variables that Contribute to the Problem. Develop a Hypothesis.
Develop & Implement a Plan
(Goal Setting & Planning)
Carry Out the Intervention &
Monitor Progress. 11

10. Data Review Process – TIER I
Data Source
What can we Learn?
1) Grade level View
Summary Report
Histograms
Box Plots
(School-wide Effectiveness)
What big ideas of Core Instruction are priorities?
How effective is our Core instruction, curriculum, & resources at meeting the needs of all kids?
Who is learning as expected? Who is not? In what proportions?
What is working well?
What are our challenges and concerns?
2) Classroom Level View
3) Small groups and Individuals
Use your P-S with Data Bookmark and Notes pages to walk through the process with us 12

11. Data Review Process- TIER I
Data Source
What can we Learn?
1) Grade level View
2) Classroom Level View
(Summary of Effectiveness by Class)
Class Progress Graphs
Class Lists
What Big Ideas were priorities this past semester?
Who is making growth and who is not?
How effective is Core Instruction in maintaining students at benchmark?
How effective are strategic and intensive instruction at accelerating students to benchmark?
What are learning strengths and challenges (needs) in the classroom?
3) Small groups and Individuals
Use your P-S with Data Bookmark and Notes pages to walk through the process with us 13

12. Data Review Process- TIER II and Tier III
Data Source
What can we Learn?
1) Grade level View
2) Classroom Level View
3) Small groups and Individuals
Class Progress Graphs
Student History
Progress Monitoring Graphs
Who is responding? Who is not?
Is there a performance problem or a skills problem?
Do we have the right intervention or strategy, at the right time, for the right need, at the right level of intensity (Torgesen, 1998)?
How much is this student responding compared to the average response in the group or the class mean?
Are they likely to reach the goal without making further changes?
Use your P-S with Data Bookmark and Notes pages to walk through the process with us

13. System Questions When Problem Solving with Grade-Level, Classroom & Small Group Data
What we teach…
What concepts/ big ideas/ outcomes are targeted by the core?
Is there a scope & sequence for teaching the skill/concept?
Is there an organizational framework or units of study to arrange the outcomes?
Are materials available to meet a range of student instructional levels?
How we teach…
What explicit instructional activities from core program target the concepts/ big ideas/ outcomes?
How much time is allocated towards big ideas?
Is there sufficient teacher modeling, guidance and corrective feedback?
Is transfer of new skills to real reading and writing planned for and scaffolded?
Is sufficient time allocated for practice of new skills?
Is corrective feedback sufficient to assure accurate and fluent practice of skills?
How will we monitor progress? 15

14. Hyperlinked Resources (Click on them if you like!)
LITERACY (
and
BEHAVIOR
Fall Data Review Template from MiBLSi
Leadership Readiness Survey
Problem-Solving Bookmark and Notes
DIBELS Report Bookmark
Sample Grade-Level Meeting Agendas
Classroom Data Organizers