1. Lessons Learned From Using Data Teams In Schools
Presented By:
Sally I. Riley
Curriculum Coordinator
Rochester School District
Robert F. Hanson, Jr.
Principal
William Allen School
Gwen V. Guess
Assistant Principal
Chamberlain Street School
Lessons Learned From Using Data Teams In Schools

2. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
Sally I. Riley
Curriculum Coordinator
Rochester School District
Presented By
Robert F. Hanson, Jr.
Principal
William Allen School
Rochester School District
Gwen V. Guess
Assistant Principal
Chamberlain Street School
Rochester School District

3. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
The process of using data team meetings to make decisions about children demands both a district and school-wide…
Culture of collaboration,
Data collection process,
Instructional impact, and
Organizational structure.

4. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
In order for data team meetings to be effective and efficient we must…
Establish a culture of collaboration where…
The administrator is seen and acts like any other member
Teachers are leaders (or at the very least contribute to decision making)

5. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
In order for data team meetings to be effective and efficient…
The collaborative culture permeates the building and is practiced in all meetings…
Faculty meetings are opportunities for collaborative discourse
Conflict is natural and can lead to a more cohesive group

6. Seven Norms of Collaboration
January 07
Seven Norms of Collaboration
Promote a spirit of inquiry
Pause
Paraphrase
Probe
Put ideas on the table
Pay attention to self and others
Presume positive intentions
Garmston, R. & Wellman, B. (1999) The Adaptive School: A Sourcebook for Developing Collaborative Groups. Norwood, MA: Christopher-Gordon

7. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
What is a group norm?
A group norm is a behavior that the group believes is essential to it accomplishing its defined purpose

8. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
In order for data team meetings to be effective and efficient...
Groups must establish and maintain fidelity to shared norms
Groups need a written plan of how to act in meetings
Groups must stick to the plan in order to be successful

9. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
Why do effective groups use norms?
Groups realize that they become more effective and accomplish the prescribed goals in a timely, efficient manner.

10. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
How do effective groups create norms?
Groups brainstorm a list of expectations
They revise and combine suggestions
They discuss and choose the norms that best assist the team in meeting the objective(s)

11. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
Once the group norms have been established, what do we do with them?
Group norms are typed and copies issued to team members
Group norms are posted in the conference room

12. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
How are group norms monitored during meetings?
Team members created them, so they are more likely to follow them
Group norms are reviewed prior to beginning each meeting
Team members “police” self and others

13. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
Why should we evaluate team’s adherence to the group norms?
Allows members to reflect on their individual and group devotion to the team’s norms
Regular, ongoing reflection allows the groups to focus on areas of improvement

14. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
In order for data team meetings to be effective and efficient they must…
Organize Data
From multiple measures
So that it can be easily stored, accessed, and reviewed

15. Individual Student Data Sheet
January 07

16. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
In order for data team meetings to be effective and efficient we must…
Let the data speak to
Allocate resources
Adjust instructional practices
Provide menu of intervention programs

17. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
Tier I Core Instruction
All Students
Tier II Strategic Intervention
At-risk/Struggling Students
Tier III
Intensive Intervention
Persistent
Difficulties

18. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
In order for data team meetings to be effective and efficient we must…
Have a plan for
A Menu of Instructional Materials
Professional Development

19. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
In order for data team meetings to be effective and efficient we must…
Invite Appropriate Participants
Define Roles And Responsibilities Of Team Members
Schedule For Success
Invite
People who are involved with the instruction of students
People with appropriate expertise
Establish Roles and Responsibilities
Facilitator
Help move the team through the data process as it relates to the grade level and individual, as well as group academic needs
Clearly define who is responsible to ensure follow through of meeting decisions
Note-taker – record decisions and action plans for individual students
Time-keeper –
monitor time to ensure all students are discussed and all needs are responded to by the team each month within the time allowed for the meeting
Schedule
During School Day
With time needed in mind

20. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
In order for data team meetings to be effective and efficient they must…
Have A Clearly Stated Purpose
Stay Focused On The Task
Follow A Defined Structure
The purpose…clearly stated and understood by team members.
Initially:
Identify students in need of Tier II & III instruction based on current assessment data
Form intervention groups identifying: interventionist, time, location, and materials
Eventually:
Review student response to core and current intervention.
Confirm Tier II & III groups including; interventionist, time, and materials.
Discuss specific skill targets for individual as well as groups of students.
The meeting is structured with either a written agenda or predefined format
There is a commitment to remain focused on the outcome and have Dialogue that is Results Oriented
We used a parking lot to facilitate moving on from questions or topics for discussion that might lead dialogue away from the purpose of the meeting
Consistently revisit process

21. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
In order for data team meetings to be effective and efficient they must…
Plan for potential intervention groups
Plan for on-going communication
Plan for potential intervention groups
Schedule
Interventionists
Location of Interventions
Materials

22. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
If our data team meetings are effective and efficient we…
Are ready to use Response to Intervention (RTI), as part of the delivery of special education services and in the identification process.
“What is RTI…?”

23. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools PL
Sec 614 IDEA 04
(B) “In determining whether a child has a specific learning disability, a local education agency may use a process that determines if a child responds to a scientific, research-based intervention as a part of the evaluation procedure.”
2004 IDEA Regulations require that states add procedures for identifying children with specific learning disabilities to include a process based on the child’s response to scientific, research-based intervention .
Additional info…
Add procedures for identifying children with specific learning disabilities. A State must adopt, consistent with 34 CFR , criteria for determining whether a child has a specific learning disability as defined in 34 CFR 300.8(c)(10).
In addition, the criteria adopted by the State:
Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability, as defined in 34 CFR 300.8(c)(10);
Must permit the use of a process based on the child’s response to scientific, research-based intervention; and
May permit the use of other alternative research-based procedures for determining whether a child has a specific learning disability, as defined in 34 CFR 300.8(c)(10).
Source: Topic: Identification of Specific Learning Disabilities
U.S. Department of Education, Office of Special Education Programs
Building the Legacy of IDEA 2004
Source: Presentation by Raina Chick -

24. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
RTI can be conceptualized as consisting of three phases.
Determining whether effective instruction is in place
Providing effective instruction to the target student and measuring its effect on performance
Referring students whose RTI warrants additional or intensive continuing interventions
RTI…is a process through which professionals can
discriminate between students who have had minimal, inadequate instruction,
and those who,
despite intense interventions, continue to have difficulty as the result of an intrinsic disorder.
Source: National Association of School Psychologists
“RTI in the identification of Learning Disabilities: A Guide for School Teams” by Kovalski & Prasse

25. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
Ultimately… If data team meetings are effective and efficient we will know that…
Our response is based on INTERVENTION rather than remediation.
Our response is SYSTEMATIC.
Our response is TIMELY.
Is Our Response Based On INTERVENTION Rather Than Remediation?
Do we have a plan to provide students with
additional time and support for learning
as soon as they experience difficulty or lack of growth?
Is our response SYSTEMATIC?
Have we created processes that ensure we
respond to students
according to a school wide plan
rather than according to the discretion of individual teachers?
3. Is our response TIMELY?
How quickly are we as a school able to
identify students who need additional time and support?
respond when a student has been identified?
Richard & Rebecca Dufour, Whatever It Takes; How Professional Learning Communities Respond When Kids Don’t Learn

26. Lessons Learned From Using Data Teams In Schools
January 07
Lessons Learned From Using Data Teams In Schools
Questions…