1. The Principles of Data Use in a RtI / 3-Tier Model
Bill Barley / Bill Devers
Oakland Schools
November 2009

2. TIER THREE TIER TWO TIER ONE High Quality Data-Driven
Intensive, Diagnostic Intervention
An explicit problem-solving process with
diagnostic assessment to develop an
intensive instructional plan with
frequent progress monitoring.
TIER TWO
Strategic Interventions
Slow responders to Tier One Instruction
receive Tier Two Strategic / Supplemental intervention and progress monitoring.
TIER ONE
High Quality Data-Driven
Classroom Instruction
Universal screening and data-based instructional problem solving to differentiate instruction to meet the needs of all learners.
Problem Solving occurs at all Tiers of Instruction
Special and General education staff work collaboratively at all tiers

3. School-Wide Approaches to Literacy Improvement Essential Elements
Improved Achievement for All Students
Site-based Instructional Leadership Team
Instruction Leader, Facilitator, Data Mentor, Content Specialist, Intervention Specialists, Gen Ed and Sp Ed Liaisons
One person may take on multiple roles, or roles may be shared.
Focus on Big Ideas in the Content Domains
Unified School-wide Collaboration for Seamless Instructional Support
Breaking down old barriers between departmentalized services.
Multiple Tiers of High Quality Instruction
Aligned with Core Curriculum Expectations
4 Types of Assessments for Different Purposes
Data-driven Instructional Decision-Making
Continuous Professional Learning

4. Why Use an Data-Driven Model?
Curriculum, Assessment, Instruction & Outcomes must be aligned.
Some students will require strategic or intensive interventions.
Assessment data will determine the resources needed.
Monitoring data will guide instructional decisions and be repeated with the frequency needed for timely adjustment of interventions.
No matter how great the idea or how compelling the research, if an intervention is not working, something must change.”
A problem solving process focuses the collaborative team on variables that can be controlled to improve achievement.
Problem-solving occurs at all levels: Grade-level, class-wide, small groups, individual students. The process is the same regardless of the level or the nature of the problem. 33

5. Data-Driven Instructional Decision-Making Model for 3 Tiers
The problem is common for more than 20% of students.
The severity of the problem is greater for some learners.
Problem analyzed on system level
Yes
Yes or No
80%
Yes No
> 5% or an identified group has a special need for the service. No
Yes
The problem is common for more than 5% of students or for an identified group.
Problem analyzed on a group level
Yes
15% No
The problem is rare and/or specific to a particular student.
Problem analyzed on an individual level 5%
Yes

6. Current State: What Assessments are We Currently Using?
Activity
At your table group your self by department
General Education
Title One, At-Risk Interventionists, ELL
Special Education
Brainstorm a list of the mandated and/or typical literacy assessments that you use with first grade students.
As a Unified School Team compile a composite list of all of these assessments.
What do you notice?

7. General Education
Title 1 / At Risk
Special Education

8. Creating a Set of Common Assessments Grade 1
Agree on a set of Common Assessments meeting these Criteria:
Aligned with Core Curriculum Expectations and the Essential Areas of Literacy Instruction
Valid
Reliable
Efficient
Informative
Practical – Doable
Include the 4 Types of Assessments
Screening
Diagnostic
Progress Monitoring
Outcome
Samples
Grade Level Assessment Grid
Grade Level Data Organizer: Grade 1 Winter Planner.doc

9. Building a Grade Level Reading Assessment System What will you use for Grade ___?
Assessment Type
Who?
How Often?
Level of Difficulty
Examples
Screening / Benchmark
Diagnostic
Progress Monitoring
Outcome

10. Data Teams – Key Roles Classroom Teacher Data Captains Data Manager
Provides input on assignment of students to assessors
Data Captains
Organize and supervise the Data Collection at each grade level
Data Manager
Manages data input:
Online data management
Spreadsheets
Paper and Pencil Reports and Graphs
Mentors / supports teams in organizing, displaying & interpreting data
Interventionists
Title One
At-Risk
Special ED:
Resource, SLP, School Psych
ELL

11. Creating Your Data Teams

12. Who is Doing the Assessments? Developing Data Teams
Consider the Principles of 3 Tier:
Collaboration
Cooperation
Alignment
Assessments and core curriculum
Among teachers and interventionists
Interventions and core curriculum
Seamless service delivery
Activity:
Develop a model data collection team to implement your first grade common assessments
Be prepared to say, “Who is doing what and why?”

13. Developing the Skill Set of Data Managers
See Resources on OS 3-Tier/RtI Webpage
Logistics of Data Collection
Mod10_Logistics_05c.ppsm
DIBELS Data System Overview
DIBELS DATA SYSTEM.ppt
Future Data Management Support Sessions?