1. RtII: Data Analysis Teaming

2. Goals of Today’s Session  Compare and contrast types of collaborative teams Building-wide teams Grade-level teams Intervention (tier) teams

3. Take Stock of Where We Are  List all of the sources of assessment data in your school.  Examples: PSSA 4Sight AimsWeb DIBELS STAR DRA

4. Types of Assessments  Summative  Assesses what students have had an opportunity to learn – after instruction  The “Educational Autopsy”  Cumulative in nature  Used to determine whether students have met the course goals  Examples: –State Tests –Mastery Tests –Unit or Chapter Tests –Final Exams

5. Types of Assessments  Formative  Assesses what students have had an opportunity to learn – during instruction  Identifies material which needs to be clarified or re-taught  Should not be used to evaluate or grade students  Formal or Informal  Examples: –Benchmark Assessments –Progress Monitoring Measures –Quizzes –Ticket out the Door, White boards, Thumbs Up/Down

6. Types of Assessments  Diagnostic  Provides insights into the student's current skills in math, reading, and writing, etc.  Identifies underlying skill deficits  Used to define reason(s) for failure to make progress  Examples: –CTOPP –DRA –GORT –Diagnostic & Prescriptive Math Survey

7. Assessment Classifications  Benchmark Administered at grade level Three to five times per year Measures students against end of year targets Predictive of performance on end of year assessment  Universal Screening Administered at grade level Used to identify students performing at, above or below grade level Identifies students in need of additional instruction, support or assessment  Progress Monitoring Administered at instructional level with greater frequency Usually skill specific Measures progress in a skill Used to make instructional decisions  Diagnostic Administered to students performing below grade level Used to define instructional needs

8. Literacy Measures  Early Literacy Letter identification Phonological/Phonemic Awareness Phonics  Fluency Automaticity with component skills of reading Automaticity and accuracy of decoding  Comprehension Making meaning from text Answering Questions Summarizing/Retelling  Written Expression Fluency Mechanics Quality

9. Mathematics Measures  Early Numeracy Number Identification Missing Number Counting Quantity Discrimination  Computation Fluency and accuracy with computation  Problem Solving Concepts and Applications

10. Behavior Measures  Behavior Data Attendance Referrals to office Detentions Suspensions Expulsions  Location of Incidents  Outcome of Incidents

11. Take Stock of Where We Are  List all of the meetings that take place in your school.  Examples: IST CST Data Meetings Faculty SAP Team Meetings ER/IEP

12. Define Each Meeting  What students are being discussed?  What data are “on the table” for the meeting?  What results from the meeting?

13. Data Analysis Teaming in an RtII Framework

14. Teaming Principles  Collaborative  Focused and analytical  Structured (time, place, etc.)  Scheduled in advance  Standard agenda  Facilitated

15. Data Teaming is… Data Teaming is… Staff members working together to…  Access critical data on all students’ performance related to achievement of standards

16. Building-Wide Teaming  View skills critical to meeting standards: Identify how many (%) students have attained skill (proficient/advanced). Identify how many (%) students are developing the skill (basic). Identify how many (%) students are deficient in the skill (below basic).  Scrutinize patterns in school data to inform core instruction and plan adjustments  Set measurable school goals

17. Building Wide Data Meetings Schedule:After school-wide assessments Participants:All professional staff Facilitator:Building administrator or leader Data: PSSA, End of year 4Sight, PVAAS Time:2 hours (or more)

18. Preparation Before the Meeting  Facilitator:  School-wide data prepared in a teacher-friendly format and sent to teachers in advance Graphs best No student names No teacher names Longitudinal data if available for comparison  Participants:  Review data prior to meeting  Be prepared to share your insights

19. Outcome  Monitor fidelity of core instruction Provide training or support needed for implementation of core curriculum  Set school-wide goals and plan to achieve them  Look for trends within and across grades  Reflection

20. Grade Level Teaming  View skills critical to meeting standards: Identify how many (%) students have attained skill (established). Identify how many (%) students are developing the skill (emerging). Identify how many (%) students are deficient in the skill (deficit).  Scrutinize core instruction and adjust based on assessment data  Set measurable goals to close the gap  Identify and implement research-based instructional strategies/interventions

21. Grade Level Data Meetings Schedule: After any common grade level assessment Participants: All staff working with the grade level (general and special education teachers, specialists, coaches, administrator, etc.) Facilitator:Rotates among team members Data:4Sight, DIBELS, Aimsweb, etc. Time:30-45 minutes

22. Preparation Before the Meeting  Facilitator:  Prepares data in a teacher-friendly format  Data/Agenda sent to teachers in advance  Remind participants of roles assigned for each meeting  Participants:  Review data prior to meeting  Anticipate target skill and bring ideas to share

23. Outcomes  Identification of possible weaknesses in core instruction and adjust accordingly  Common grade level goals  Selection of instructional strategies, plan for use, differentiation  Provide training or support needed for implementation  Plan assessment to document student response  Monitor fidelity of strategy use  Share ownership and responsibility

24. Intervention Teaming  Establish/adjust intervention group assignments  Access grade level and progress monitoring data  Analyze data and find which students are or are not responding to interventions (look for trends)  Responders stay in intervention, change groups or move down a tier  Non-Responders adjust intervention, change groups or move up a tier  Scrutinize interventions and adjust based on assessment data  Consider other assessments  Set new targets/goals as appropriate

25. Intervention Level Data Meetings Schedule:Every 4 to 6 weeks Participants: Intervention providers, Grade level teachers, Reading and/or Math specialists, Principal Others as appropriate: special education teachers, speech and language clinician, literacy/math coach, school psychologist, etc. Facilitator:Rotates among team members Data: Progress Monitoring Data, Benchmark Data Time:30-45 minutes

26. Preparation Before the Meeting  Facilitator  Prepares standard agenda  Participants:  Progress monitoring data for assigned students  List of interventions and strategies being used  Targets for students  Concerns or questions for discussion

27. Outcomes  Examine data regarding student progress  Adjust intervention programs and strategies for groups or individuals  Determine need for additional data (diagnostic)  Consider referral for evaluation

28. What We Need: TASK  T ime  A ttitude  Respectful, positive  Student-centered  Non-judgmental  Non-evaluative  S trategies  K now-how (to work together)