1. ◦ Using Data to Support the Response to Intervention Process

2. I get by with a little help from my friends. If a book is well written, I always find it too short. Good golly Miss Molly great balls of fire!

4.  What are the three main components of Response to Intervention?  What is a key principle of RTI?  How are Indistar Indicators incorporated into the RTI process?

5. TIER III: Intensive, Individualized 5 TIER II: Supplemental, Targeted TIER I: Core, Universal TA01 Decision Rules for Access to Supports TA02 – 3-tiered framework Preventative Match interventions to individual needs of identified students TA03- Multidisciplinary team Data-driven decisions Monitor outcome (effectiveness) and process (fidelity)

6.  TA01 REQUIRED - The school uses an identification process for all students at risk of failing or in need of targeted interventions.  TA02 REQUIRED - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students).  TA03 REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.

7.  TA01REQUIRED - The school uses an identification process for all students at risk of failing or in need of targeted interventions. (2931)  TA02REQUIRED - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932)  TA03REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.(2933) VTSS - Identify, understand and clearly define needs

8.  TA01REQUIRED - The school uses an identification process for all students at risk of failing or in need of targeted interventions. (2931)  TA02REQUIRED - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932)  TA03REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.(2933) VTSS - Identify, understand and clearly define needs VTSS - Careful matching of needs to a continuum of effective evidence-based interventions

9.  TA01REQUIRED - The school uses an identification process for all students at risk of failing or in need of targeted interventions. (2931)  TA02REQUIRED - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932)  TA03REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.(2933) VTSS - Identify, understand and clearly define needs VTSS - Careful matching of needs to a continuum of effective evidence-based interventions VTSS Progress Monitoring - informed decisions for increasing/fading supports to ensure that students respond to interventions in a timely manner

10. Tier 1Tier 2Tier 3 StudentsAllTargetedSpecifically Targeted InstructorGen. Ed Teacher + Specialists++ Additional staff LocationClassroomLab, etc. IntensityDaily Instruction 3/4 days a week Based on need & daily GroupingLarge/SmallSmall (2 to 5) per group Smaller and individualized MonitoringUniversal screening 3 x year Remediation of skills 1 to 3 times per wk. Daily – focused learning CurriculumGeneral InstructionHigh Quality Differentiate Target specific deficits Individual based on learner need

11.  What have we seen as challenges in meeting the Indistar Indicators of TA01, TA02, and TA03?

12.  Learn some active participation techniques  Learn the process school teams use to define tiers and do identify resources  Learn a format design for data dashboards  Observe and learn how to run an effective data meeting  Take away technique for teaching vocabulary (if time allows)

15.  Tier 1 – CORE INSTRUCTION for ALL Students  Specify time in Core Instruction  Identify Assessments to be used  Progress Monitoring of students  Entry criteria to Tier 2  Staff who provide CORE INSTRUCTION  Setting – Regular Classroom  Fidelity Monitoring  Parental Involvement

16.  Tier 2 – Selected Small Group of 5 Students  Identify supplemental curriculum materials  Amount of minutes each day/week in Tier 2  Assessments  Progress Monitoring (TA03)  Exit Criteria from Tier 2  Entry Criteria to Tier 3  Staff /Setting  Fidelity Monitoring  Parental Involvement

17.  Tier 3 – Individualized / No more than 3  Follow the same as you did for defining Tier 2  Include Entry Criteria to Tier 3 and exit criteria back to Tier 2

18. 18 Academic & Behavior Assessment Instruction Problem-solving Structure Culture Organizational

19.  Small group instruction should be: ◦ driven by data/assessments ◦ well planned ◦ supplemental to the strong core lessons (Tier 1) ◦ used as formative/not summative assessment tools to drive the next level of instruction ◦ formally observed by administration to help provide teachers with feedback and ensure monitoring of TA02 and TA03 indicators

20. Clearly Observed Somewhat Observed Not Observed A. Design and teaching of Lesson 1. Supplemental materials are used to support learning. 2. Skills are matched to the need of the student. 3. Skills are at appropriate level of challenge to student. 4. Written lesson plan is followed. B. Teacher’s Actions 1. Monitors responses of students. 2. Explains objective of lesson in student friendly terms. 3. Provides encouragement and praise 4. Provides feedback to help build understanding 5. Records anecdotal notes on students’ progress 6. Scaffolds skills to build success for students. 7. Asks questions of each student to assess understanding. 8. Makes adjustments to lesson based on students’ responses. 9, Uses technology to support learning.

21. Clearly Observed Somewhat Observed Not Observed C. Students’ Actions 1. Takes risks in learning without fear of negative feedback. 2. Engages actively in learning activities. 3. Responds to teacher feedback to improve understanding. 4. Uses technology to support understanding and learning. 5. Makes connections from lesson content to real life experiences. 6. Demonstrates or verbalizes understanding of lesson/skills. 7. Demonstrates positive attitude about lesson. 8. Revises or improves work based on teacher feedback. D. Assessment 1. Informal assessments are used to measure understanding (thumbs up/down, point to.., individual questioning, etc. 2. Fidelity to the program is honored (if using a research-based Reading/Math program). 3. A formal assessment tool was administered to measure growth. E. Observer’s Feedback and Comments

23.  I get by with….  A little help from my friends.

24. As a table, list all the data a school has access to in order to help make decisions about students  Put a next to data used effectively  Put a around data they need to use more effectively.

26. Universal Screening/Benchmark Review – 3 x per year Progress Monitoring Data Review or the Individual Student Data Review Problem Solving – as determined by individual student needs Grade level/Department Meetings Ad hoc meetings

27. Instructional practices – which ones work best? Curriculum development – alignment, viable, researched based Assessments – Do they accurately measure the standards being taught? Professional development – What do educators need to know and be able to do to improve student learning?

28.  The aim (of data analysis) is to influence school culture to be one in which educators use data continuously, collaboratively, and effectively to improve teaching and learning. (Nancy Love, 2004)  In order for the analysis of data to be effective, it must be done quickly. (Betsy Moore, 2011)

29. Student subgroups – Are all subgroups performing at high levels? Equity – Do all students have access to a high quality education? Causes to student failures – Do we know the cause of why a child is not learning?

30. #11 – Uncover problems that might otherwise remain invisible #10 – Persuade people for the need for change #9 – Alter assumptions or beliefs about students and schools #8 – Identify root causes of problems to pinpoint areas where change is needed and to make informed decisions about resource allocations #7 – Help to evaluate program effectiveness

31. #6 – Provide educators with information about progress toward their desired results #5 – Maintain momentum toward goals #4 – Prevent one size fits all and “quick fixes” to complex problems #3 – Respond to accountability expectations #2 – Build a culture of inquiry and continuous improvement #1 – Increase students’ academic and behavior performance for an on time graduation

32.  Remember to have a focus question  Look for data that does not make sense  Look for data that ties directly to student achievement  Look for data that demonstrates trends over time  Look for data that will lead to changes in instruction  Remain unbiased  Stay time bound – old data is cold data

35.  Good Golly Miss Molly…  Great Balls of Fire!

38.  Staying focused  Holding strong  Not weakening  Teachers and administrators need to be relentless in using data, understanding data, making adjustments based on data

40. http://www.youtube.com/watch?v=eY5nYuE6Ih Y

41.  What are the different types of data meetings?  How does defining tiers help a teacher/child?  What are some questions to use with a data dashboard?