     The focus of this session is data!

Locate the “Show Me Your Data” handout.

Gather the data from your sheet.

Hold on to your data!

We are going to do some comparisons.

  

Please be sure you signed in the session.

Turn your cell phones to vibrate.

Get all of the handouts and organize your area for active learning.

Did we see/count the same things?

Is our data objective or subjective? What is the difference?

Response to Intervention (RTI) is a multi tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.

http://www.rtinetwork.org/

Systems Model for Academics and Behavior Academic Systems

1-5% Intensive Individualized Interventions 5-10% Targeted Interventions

Behavioral Systems

1-5% Intensive Individualized Interventions 5-10% Targeted Interventions 80-90% School-Wide Programming 80-90% School-Wide Programming

Decisions about tiers of support are data-based

Are you happy with your data?

Let your data do the talking….



District Level



School Level



Grade Level



Student Level

We get data from the Universal Screening process.

Area Source Literacy Math Social Development/ Behavior KPREP Results; Grades; Developmental Reading Assessment (DRA); Scholastic Reading Inventory (SRI); Core Content Assessments (CCAs); Program Assessments; SuccessMaker Course Level; 1-Minute Timed Reads; Phonics Screeners; MAZE Assessments; ACT Plan/Explore Teacher Observations; RDAs; RPAs KPREP Results; Grades; Core Content Assessments (CCAs); Program Assessments; Program Unit Tests; Classroom Work Samples; SuccessMaker Course Level; Teacher Observations; District Developed Screeners; ACT Plan/Explore; MDAs; MPAs Attendance; Out of School Suspension; In-School Suspension; Office Referrals; Grades; Teacher Observations

      OBJECTIVE DATA FROM EVERYONE CASTS A NET OVER ALL CHILDREN HELPS US “SCREEN” TO DETERMINE WHO IS AND WHO IS NOT MEETING STANDARDS “RED” FLAGS STUDENTS WHO ARE NOT ON GRADE LEVEL FOR A DEEPER REVIEW OF THEIR DATA USE MULTIPLE PIECES OF DATA KEY PIECE OF DATA IS KPREP SCORE

  Academics ◦ Somewhat Behind ◦ 1-2 Grade Levels Below ◦ ◦ Apprentice Range Potential to “Catch Up” within 1 School-Year Behavior ◦ ◦ Mild to Moderate Behaviors Lower Intensity & Frequency STUDENTS WHO NEED TIER 2   Academics ◦ Significantly Behind ◦ 2+ Grade Levels Below ◦ Novice Range ◦ May Need More Than 1 Year to “Catch Up” Behavior ◦ ◦ Moderate to Severe Behaviors Higher Intensity & Frequency STUDENTS WHO NEED TIER 3

FIRST

Ali Tyrone Athey Ayoub Mohammed Yosef Yaser Ramazan Charles Dandre Bagat Stephon Jonathan Jeylani Tamahji Dakota Jose Damion Trevon Johnathan Terriel Bryce

LAST

Abshir Adams Ajak Al Khafaji Al Mosawi Al Windawi Al-Hassani Aliyev Allen Allen Anyang Arnold Bailey Bakari Baker Ballard Barajas Lopez Barbour Barger Barker Bartlett Basham

GRADE

06 06 06 06 06 06 06 06 06 06 06 06 06 06 06 06 06 06 06 06 06 06

ECE/ESL

ECE ESL ESL ESL ESL ESL ESL ESL ECE AL AM AL NH P P NL

KCCT

AM AM AH D D P NH AL NM AM AL AL P

MAP Math

175 207 210 186 221 217 214 185 207 209 202 207 206 196 193 191 233 222 191 206 211 226

RTI Tier

TIER 2 TIER 2 TIER 1 TIER 1 TIER 1 TIER 1 TIER 1 Tier 3 TIER 2 Tier 3 TIER 2 TIER 2 TIER 2 TIER 2 TIER 3 Tier 3 TIER 1 TIER 1 TIER 1 Tier 3 TIER 2 TIER 1

Review the data to Tier the students in the building.

Draw a pyramid for the school.

     WHAT DOES THE DATA SAY?

TIER1?

TIER 2?

TIER 3?

WHERE SHOULD EFFORTS BE PUT FOR THE SCHOOL?

SEE YOU IN 10 MINUTES!

Review the data for the grade level.

 How many students need interventions?

 Tier 2/Tier 3?

 Which teacher needs the most support because of the needs of the students?

REVIEW THE DATA FOR TEACHER A, B, C OR D.

   HOW MANY TIER 1?

HOW MANY TIER 2?

HOW MANY TIER 3?

 WHAT WOULD YOU SUGGEST AS SUPPORT FOR THE TEACHER?

 WHAT KINDS OF GROUPING STRATEGIES WOULD YOU SUGGEST?

WHAT KIND OF DATA SHOULD WE LOOK AT?

WHAT SHOULD THE FOCUS OF THE INTERVENTION BE FOR THE STUDENT?

WHAT WOULD BE THE PRIORITY STANDARDS?

      DO WE HAVE ENOUGH DATA?

WHAT ELSE IS AVAILABLE?

WHAT IF THE CHILD IS ESL?

WHAT IF THE CHILD IS ECE?

HOW COULD THIS DATA HELP DESIGN AN INTERVENTION PLAN OR AN IEP?

WHAT DATA/NUMBER WOULD WE PROGRESS MONITOR AND GRAPH?

What are the interventions going to be used?

Area of Focus Tier 2 Tier 3      Basic Reading  Small Focus Groups Additional Small Reading Group Leveled Literacy SuccessMaker Corrective Reading Leveled Literacy        Reading Fluency Small Focus Groups Additional Small Reading Group Quick Reads Leveled Literacy SuccessMaker Corrective Reading Leveled Literacy      Reading Comprehension Small Focus Groups Additional Small Reading Group Comprehension Plus CARS/STARS Leveled Literacy    SuccessMaker Leveled Literacy CARS/STARS What data will set goals on and track?

Area of Focus Tier 2—Once Every 2-Weeks Tier 3--Weekly Basic Reading    1-minute Timed Reads (110) Running Record Independent Text Level (38) SM Course Level (3.9) Reading Fluency  1-minute Timed Reads (110) Reading Comprehension  Running Record Independent Text Level (38)   Vanderbilt MAZE Probes (15) SM Course Level (3.9)

We do what we said we were going to do!

90% or Better Implementation Rate

      Tier 1, 2 & 3 for Grades 6 & 7 Whole Group Small Group Software Independent Work 90 Minutes Daily • Average gain of

64 Lexile Points

for ¼ of time in program. • Full implementation would have meant 256 Lexile Point gain for the average middle school student or moving from 569 to 825…GRADE LEVEL!!!!!

      Tier 2 Apprentice 3-5 Times Per Week 20 Minutes Reading, Math, Science & Social Studies In and Out of School Grade All Users Average # of Log Ins/ Sessions Per Student Enrolled Possible Implementation Rate Blue Ribbons 28 35 80% Pre: 20,642 Post: 42,819 Gain: 22,177

   Tier 3, Novice 5 Times Per Week, 20 Minute Sessions In and Out of School • Based on current data full implementation would have meant the average student would have made from 5.25 to 7.25…GRADE LEVEL.

2.0

years gain this school year in Reading or an increase in average course level • Based current data full implementation in Math for March, April & May would equal .93 course level gain in Math for 2.5 months or 2.79 years gain in a school year of potential growth!!!!

    LOOK OVER THE SUCCESSMAKER MATH DATA PROVIDED FROM THE GROUP OF 3 RD GRADERS WE LOOKED AT EARLIER.

THE MINIMUM SESSIONS WHEN THIS DATA WAS PULLED SHOULD HAVE BEEN 100.

WHAT IS THE IMPLEMENTATION RATE FOR THE BUILDING?

HOW MANY STUDENTS MADE ENOUGH GAIN TO MOVE OUT OF INTERVENTIONS?

Activity Number of ECE Referrals Percent Eligible for ECE Services (Hit Rate) SuccessMaker Reading Pre 21 40% SuccessMaker Math Number of Tier 2 Students Number of Tier 3 Students % of Students Achieving Goal 87 69 25% at 1 st 6-Week Grading Period Implementation Rate 33% at 1 st Period Grading Post 4 85% 1.2 Gain in 26:15 on Program Mean for Building 1.36 Gain in 24:32on Program Mean for Building 36 41 86% at 5 th Period 6-Week Grading 91% at 5 th Grading Period

  Number of Suspensions Example: OCTOBER 42 NOVEMBER 21 CHANGE -21   Bus Referrals Example Which bus needs help?

Color October November Purple 2 1 Green 1 Yellow 4 Blue Red 12 3 1 2 14 5 Total 3 2 6 26 8

  Number of Discipline Referrals by Location Example: LOCATION OCT NOV CHANGE Which AREA needs help?

CAFETERIA HALLWAY CLASSROOMS 25 40 20 20 55 25 -5 +15 -5   1:1 Support/Visits Example Type Office Which 1:1 Support Type is accessed most?

Another Class Beh. Coach October 12 15 10 November 20 25 10 Total 32 40 20

       How did RTI work for our school?

What features went well?

What features do we need to change?

Did we monitor our data efficiently and effectively?

Did our Tier 2/Tier 3 students RESPOND to our interventions?

How will we get better next year?

Others…

 ◦ ◦ ◦ ◦ ◦ RTI TEAMS CAN/SHOULD USE DATA TO: DETERMINE THE SCHOOL FOCUS—MAKE A PYRAMID DETERMINE THE GRADE LEVEL NEEDS—WHICH CLASSROOMS NEED THE MOST SUPPORT?

DETERMINE THE CLASSROOM NEEDS—GROUPING OF STUDENTS?

DETERMINE THE INDIVIDUAL STUDENT NEEDS—AREAS OF STRENGTHS? WEAKNESS? STANDARDS TO INTERVENE? AREAS OF FOCUS? PROGRESS MONITORING? DETERMINE THE EFFECTIVENESS OF THE RTI SYSTEM— ARE STUDENTS REPSONDING TO INTERVENTIONS? WHY? WHY NOT? WHAT DO WE DO NEXT?

Jefferson County Public Schools