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I-RtI Network Fidelity at Tier 1 & End of the Year Data Meetings External Coaches April, 2013 Facilitated/Presented by: Insert name(s) here The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) Making What Check-in connections Applying Review One of the best ways to remember something is to test yourself. March Extension Activity Action Plans Follow up from February EC Meeting Extension Activities • Complete SAPSI-S by end of February • Schedule date to review results and develop action plan SAPSI-S Goal Setting & Action Planning Outcomes Review Pre-Meeting Survey Results I-RtI Network FIDELITY AT TIER 1 Planning for Fidelity Ensuring things go as planned… Fidelity Curriculum • Are we adhering to the curriculum as planned? Instruction • Are we adhering to instructional strategies/routines as planned? Assessment • Are we administering & scoring assessments reliably? Process • Are we adhering to the process as planned? SASED, 2013 Continuous Improvement Cycle PLC Questions Collaborative Instructional Planning How will we respond when some students have clearly achieved the intended outcomes? What do we want our students to learn? Review Standards/ Assessment Analysis & Reteaching Problem Solving Process Planning Problem Analysis End of Unit Assessment Plan Evaluation Problem Identification Teaching Plan Development How will we respond when some students don’t learn? Adjust Teaching Mid-Unit Assessment How will we know they have learned it? Fidelity Video Essential Considerations in Instructional Fidelity • • • • • Scientific basis for curriculum & pedagogy Professional development Scheduling Documentation of plan Monitoring How do you determine what to measure? • Routine – Generally broader – Using what you have – Prioritize • Area of Improvement – DIP/SIP goal actions/plans The secret to ensuring fidelity…… Making a list and checking it twice… Words to Live by . . . Failure due to: •Ignorance •Ineptitude How to Create a Checklist • • • • Write out a brief description of the process Break it down into key steps Use concrete and practical language Put in table format (possible columns: intervention sequence, yes, no, NA) Nord 2008 How to Analyze & Use the Data • Sum components correctly implemented & divide by total number of components – E.g., 9 components implemented correctly / 14 total components = 9/14 = 63% fidelity • Look for patterns in the components not being implemented correctly across time or implementers. – E.g., Are we always leaving out fluency practice? Teacher SelfReport / Implementation Logs Ratings Scales Examining Implementation Fidelity Direct Observation Permanent Products 20 Fidelity Article •Read pages 1-11 •Discuss http://www.centeroninstruction.org/adolescent-literacy-walk-throughfor-principals-a-guide-for-instructional-leaders Determining Fidelity… Ensuring fidelity/integrity at all levels: – district leadership process – district improvement process – curriculum review and adoption process – professional development plans – integrity checklists – school and classroom walk-throughs How are you feeling about your general understanding of Fidelity? I am more confused now about fidelity than when I got here. I have about the same understanding of fidelity as when I got here. I have a better understanding of fidelity than when I got here. Questions/Comments I-RtI Network FIDELITY OF CURRICULUM What is Curriculum Fidelity? • Ensuring we are teaching the curriculum defined by the district. – – – – Aligned to state standards, including the Common Core Defined breadth & depth of those standards Defined scope & sequence of those standards Defined materials How do you determine what to measure - Curriculum Fidelity? • Routine – Using what you have • Curriculum Maps • Pacing Guides • Power Standards / Essential Learning Targets – Prioritize • Area of Improvement – DIP/SIP goal actions/plans • Display essential learning target daily • Completion/quality of gap analysis Tier 1 Curriculum Fidelity Example: Mid-Illini Educational Cooperative Common Core Gap Analysis See documents at: • • • • www.Mid-illini.org Common Core Standards CCSS Directions for Planning Documents http://www.midillini.org/Common_Core_Standards.html Illinois RTI Network, 2013 Curriculum Map Example: Power Standards & Essential Learning Targets HS Geometry Power Standard 1: Essential Learning Targets: Example: Ingham County, MI Essential Learning Targets for High School Geometry Students will know: www.inghamisd.org www.inghamisd.org/.../geometry_essenti al_learning_targets_draft_2009 http://www.inghamisd.org/downloads/iisd _curriculum_personal/ccss_geometry_ess ential_learning_targets_20131004_095611 _3.doc Illinois RTI Network, 2013 InstructionalExample: Planning Form Indian Prairie Community Unit School District #204 Instructional Planning Form (adapted from U of Oregon) Student Name: _____Green _(Tier 1)_________________ Teacher/Grade: _______Grade 5______ School Year: __2009-2010_____ Goal:_____________________________________________________________________________________________________________________________ Instructional Strategies Skills Materials Arrangements Time 15 min/ day Assessment Procedures Weekly Assessment and journal work Motivational Strategies Hands on Partner Work Words Their Way Small Groups Partner Independent Harcourt Leveled Readers Whole Class Small Group 60mins /week Summative Assessment Projects Oral Fluency Assessment – Harcourt Partner Reading Small Groups Partners Individual 45 mins/ week Fluency Reading CBM Progress and “beating goals” Harcourt Independent Leveled Readers Book Room Small Group Large Group 75 mins/ week Summative Assessments Informal Observation Grades Feedback Centers How taught Phonics Small Groups Modeled Practice Vocabulary Teacher Led Guided Practice Fluency Guided Practice Comprehension Teacher Led Modeled Practice Guided Practice Courtesy of Indian Prairie District 204 Example: www.corelearn.com 32 http://reading.uoregon.edu/cia/curricula/con_guide.php Materials Selection Guide Example I-RtI Network FIDELITY OF INSTRUCTION What is Instructional Fidelity? • Ensuring we are using instructional pedagogy & strategies defined by the district/school/ team. – Evidence based instructional strategies – Defined instructional cycle/process – Defined standards for specific instructional strategies (e.g., 40 opportunities to respond in 10 min) How do you determine what to measure - Instructional Fidelity? • Routine – Using what you have • Danielson Rubrics • Instructional Planning Form (strategies; arrangements) • Walk through – Prioritize • Area of Improvement – DIP/SIP goal actions/plans Monitoring Fidelity at Tier 1 • • • • • Materials Pedagogy Arrangements Environment Assessment/ Feedback • Time Tier 1 Instructional Fidelity Sample Completed District Teacher Evaluation Rubric based on Danielson Model Component 3a: Communicating with students Unsatisfactory Basic Teacher’s oral and written communication contains errors or is unclear or inappropriate to students’ cultures or levels of development. Teacher’s oral and written communication contains no errors but may not be completely appropriate to students’ cultures or levels of development. It may require further elaboration to avoid confusion. Proficient Teacher communicates clearly and accurately to students, both orally and in writing. Communications are appropriate to students’ cultures and levels of development Distinguished Teacher’s oral and written communication is clear and expressive, appropriate to students’ cultures and levels of development. It also anticipates possible student misconceptions. Evidence: Pre-corrected for anxiety around the presentations at end of unit (anticipating possible misconception); clear directions on where to find the activity; clear visual displays; Comments: 3b: Using questioning and discussion techniques Teacher makes poor use of questioning and discussion techniques, with low-level or inappropriate questions, limited student participation, and little true discussion. Teacher’ use of questioning and discussion techniques is uneven, with some high-level questions, attempts at true discussion, and moderate student participation. Teacher’ use of questioning and discussion techniques reflects highlevel questions, true discussion, and participation by all students. Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and assume the responsibility for the participation of all students in the discussion. Evidence: Questions included what, where, but also included why, explain; how questions ; case study activity - groups had to collaborate together to decide on a problem identification priority behavior “How will you collect additional information”; What information do you need?; students asked a few of their own low level questions to the instructors Comments: Didn’t observe participants formulating own high level questions 3c: Engaging students in learning Students are not at all intellectually engaged in learning, as a result of groupings, activities or materials inappropriate to their cultures of levels of understanding, poor representations of content, or lack of lesson structure. Students are intellectually engaged only partially in significant learning, resulting from groupings, activities or materials culturally or developmentally appropriate to only some students, or uneven lesson structure or pacing. Students are intellectually engaged throughout the lesson in significant learning, with appropriate groupings, activities and materials, instructive presentations of content and suitable lesson structure and pacing. Students are highly intellectually engaged throughout the lesson in significant learning, and make material contributions to the representation of content, the groupings, activities, and the materials. The lesson is adapted as needed to the needs of individuals, and the structure and pacing allow for student reflection and closure. Evidence: case study activity - groups had to collaborate together to . . .– all students were actively engaged in this activity; teacher-led lecture format with perky pace Comments: Might consider increasing wait time – a few times only gave about 2-second wait time before answered it for them InstructionalExample: Planning Form Indian Prairie Community Unit School District #204 Instructional Planning Form (adapted from U of Oregon) Student Name: _____Green _(Tier 1)_________________ Teacher/Grade: _______Grade 5______ School Year: __2009-2010_____ Goal:_____________________________________________________________________________________________________________________________ Instructional Strategies Skills Materials Arrangements Time 15 min/ day Assessment Procedures Weekly Assessment and journal work Motivational Strategies Hands on Partner Work Words Their Way Small Groups Partner Independent Harcourt Leveled Readers Whole Class Small Group 60mins /week Summative Assessment Projects Oral Fluency Assessment – Harcourt Partner Reading Small Groups Partners Individual 45 mins/ week Fluency Reading CBM Progress and “beating goals” Harcourt Independent Leveled Readers Book Room Small Group Large Group 75 mins/ week Summative Assessments Informal Observation Grades Feedback Centers How taught Phonics Small Groups Modeled Practice Vocabulary Teacher Led Guided Practice Fluency Guided Practice Comprehension Teacher Led Modeled Practice Guided Practice 20 min Teacher Progress Map Jim Knight • L= Limited Use 1 2 3 S = Some Use S M L M S M M=Mastery S M S S M S Walkthrough Process Principal or Coach selects grade level of classroom Principal or Coach observes Classroom Environment, Materials and Teacher Instruction indicators Principal or Coach observes Whole Class or Small Group Instruction indicators Principal or Coach observes content specific indicators Nettles, S., An Introduction to the Principal Reading Walkthrough Instrument for Grades K-3, Florida Center for Reading Research http://www.fcrr.org/Curriculum/curriculum.shtm Math Walkthrough Example: http://www.nbtschools.org/ nbts/Schools/Linwood%20 Middle%20School/NJ%20D OE%20%96%20CAPA/CAPA %20Preparation/20102011%20CAPA%20Math%2 0Walkthrough%20Tool.pdf Walk Through Observation Example: oregonreadingfirst.uoregon.ed u/downloads/.../observations /5_min_obs.doc Effective Instruction (Foorman et al., 2003; Foorman & Torgesen, 2001; Arrasmith, 2003; & Rosenshine, 1986) Characteristic Guiding Questions Well Met Somewhat Met Not Met Goals and Objectives Are the purpose and outcomes of instruction clearly evident in the lesson plans? Does the student understand the purpose for learning the skills and strategies taught? Explicit Are directions clear, straightforward, unequivocal, without vagueness, need for implication, or ambiguity? Systematic Are skills introduced in a specific and logical order, easier to more complex? Do the lesson activities support the sequence of instruction? Is there frequent and cumulative review? Scaffolding Is there explicit use of prompts, cues, examples and encouragements to support the student? Are skills broken down into manageable steps when necessary? Corrective Feedback Does the teacher provide students with corrective instruction offered during instruction and practice as necessary? Modeling Are the skills and strategies included in instruction clearly demonstrated for the student? Guided Practice Do students have sufficient opportunities to practice new skills and strategies with teacher present to provide support? Independent Application Do students have sufficient opportunities to practice new skills independently? Pacing Is the teacher familiar enough with the lesson to present it in an engaging manner? Does the pace allow for frequent student response? Does the pace maximize instructional time, leaving no down-time? Instructional Routine Are the instructional formats consistent from lesson to lesson? Delivery of Instruction Observation Rating Scale Anita Archer Click on link below for example http://www.doe.virginia.gov/instru ction/virginia_tiered_system_supp orts/training/cohort/2012/oct/obs ervation_delivery_instruction.pdf Illinois RTI Network, 2013 Explicit Instruction Rating Scale Anita Archer Direct Assessment of Key Effective Instruction Components • Opportunities to Respond OTR’s • Feedback • Tallies • Compare to Standard Specific Praise General Praise Example: Standard set was at least 40 OTR’s Reprimand Fidelity Article •Read pages 11-15 •Review Sample Templates •Discuss http://www.centeroninstruction.org/adolescent-literacy-walkthrough-for-principals-a-guide-for-instructional-leaders How are you feeling about your Fidelity Toolbox? I have fewer tools in my fidelity toolbox than when I got here. I have about the same tools in my fidelity toolbox as when I got here. I have more tools in my fidelity toolbox than when I got here. Questions/Comments Activity Option 1 • Choose a process or activity relating to Tier 1 implementation fidelity and create a checklist of the important steps. Activity Option 2: Fidelity Tools Audit • What checklists do you already use? • What types of observations are being done? • Who uses these tools? • Could you expand the way these tools are being used to improve implementation? • Could you create any additional tools/checklists to fill in the gaps? Fidelity Activity: Option 3 • Make a plan to collect fidelity data for: – – – – Core curriculum Instructional practices Assessment measures Process measures • Make a plan to analyze the fidelity data every time you examine student/outcome data I-RtI Network COACHING FIDELITY AT TIER 1 Example of Coaching Fidelity Building a Process Jennifer Gill Director of Teaching and Learning – Unit 5 Bloomington, IL 1. Consensus • • Is there consensus that assessing & improving fidelity is a good idea? If not, must build this first . . . Both of Jennifer’s districts started by creating a team of stakeholders that met regularly to jointly . . . • create the fidelity tools that would be used in their schools • Determine how who will do the walk through is decided • Develop norms for what happens with the data & criteria • Develop norms for how the data is shared Example of Fidelity Tool Developed by Stakeholder Group Example of hybrid tool created to fit a specific district, with stakeholder input Versions • Elementary • Middle School • High School All 3 Versions Have Same Core Values – • Environment • Organization • Small Group / Whole Group – Engaged Learning • Use of Coaches • Multi-Literacy Environments – Critical Reasoning • Differentiation Their Criteria Stanine Description 9 96 – 100% of classrooms are at a very high level of implementation. 8 90 – 95% of classrooms are at an above average level of implementation. 7 77 – 89% of classrooms are at an above average level of implementation. 6 60 – 76% of classrooms are at an average level of implementation. 5 40 – 59% of classrooms are at an average level of implementation. 4 23 – 39% of classrooms are at an average level of implementation. 3 11 – 22% of classrooms are at a beginning level of implementation. 2 4 – 10% of classrooms are at a beginning level of implementation. 1 1 – 3% of classrooms are attempting implementation. Tools Used to Help Build Consensus • Environmental Scale for Assessing Implementation Levels L. Dorn & C. Soffos (2007) • Instructional Rounds in Education Elizabeth City et al (2009) http://www.instructionalrounds.com/ http://www.edutopia.org/blog/instructional-rounds-ells-observations-elenaaguilar http://hepg.org/hel/article/157 Example of Coaching Fidelity Building a Process Jennifer Gill Director of Teaching and Learning – Unit 5 Bloomington, IL 2. Infrastructure • District, including stakeholders group, works to develop the data collection, analysis, and meeting structures needed to implement Jennifer’s Districts Developed: •Professional Development Calendar •Walk Through Calendar •Schedule for Walk Throughs •Calendar & process for GLT’s that included looking at “Problems of Practice” Their Walk Through Schedule 10 minutes Orientation to ESAIL Stanine Ratings Glossary of Terms 20 - 30 minutes Walk through of building Document evidence of criterion View as many classrooms as possible 20 – 30 minutes Building Assessment Rate the criterion Discuss successes Discuss recommendations for improvement 5 – 10 minutes Wrap-up Q&A Example of Coaching Fidelity Building a Process Jennifer Gill Director of Teaching and Learning – Unit 5 Bloomington, IL 3. Implementation • District implements the fidelity process Jennifer’s Lessons Learned: “Go slow to go fast” - don’t try to implement too much too fast, or will loose consensus As an example: 1. Start instructional rounds just within a GLT, they each share something that they’re really proud of and each teacher on the team observes each other at their best 2. Next, work up to folks outside of GLT doing rounds 3. Do rounds on environmental factors 4. When trust is built, begin rounds on instructional indicators (don’t do all indicators at once – don’t observe before you’ve taught the indicator) What can a coach do? Administrative Coach Both Certified Staff Coach Key Ideas in Tier 1 Curriculum & Instructional Fidelity • Fidelity can be assessed at all levels (district level to classroom or even individual student level) and in multiple areas (curriculum, instruction, assessment, process) • Use existing checklists and other curriculum/instruction documents that capture key components of the fidelity you want to assess • Consider a curriculum fidelity tool that captures alignment of CCSS, depth and breadth and scope and sequence of those standards and not just materials being used • Consider an instructional fidelity tool that captures evidence based strategies with a defined standard (to what level that instructional strategy should be observed) • Include fidelity data in team decision making in addition to student outcome data How are you feeling about coaching Tier 1 Fidelity? I have less confidence in coaching Tier 1 Fidelity than when I got here. I have about the same confidence in coaching Tier 1 Fidelity as when I got here. I have more confidence in coaching Tier 1 Fidelity than when I got here. Questions/Comments I-RtI Network END OF THE YEAR DATA MEETINGS Review Data Meetings Continuous Improvement Cycle PLC Questions Collaborative Instructional Planning How will we respond when some students have clearly achieved the intended outcomes? What do we want our students to learn? Review Standards/ Assessment Analysis & Reteaching Problem Solving Process Planning Problem Analysis End of Unit Assessment Plan Evaluation Problem Identification Teaching Plan Development How will we respond when some students don’t learn? Adjust Teaching Mid-Unit Assessment How will we know they have learned it? Comparison of Low & High Capacity Data Use Low-Capacity Data Use High-Capacity Data Use Accepts achievement gaps as inevitable Responds to achievement gaps with immediate concern and corrective action Uses single measures to draw conclusions Uses multiple sources of data before drawing conclusions Uses only summative measures Uses formative and summative measures Blames students and external causes for failure Looks for causes for failure that are within educators’ control Draws conclusions without verifying hypotheses with data Uses student work & data about practice and research to verify hypotheses Fails to monitor implementation/results Regularly monitor implementation & results Prepares for tests by drilling students on Aligns curriculum with standards & test items assessments; implements research-based improvements in curriculum, instruction, & assessment Tutors only those students just missing the cutoff for proficiency –“bubble kids” Differentiates instruction; provides extra help and enrichment for all who need it Responds as individual administrators & teachers Responds in teams & as a system Adapted from Love, et al. (2008) Example Tier1 GLT Documentation Tier 1 Building & Grade Level Data Teams Data 1 Problem Identification/Screening: Review of multiple sources of student outcome data. What is the level of proficiency? Source: Source: Source: Source: ______ ______ ______ ______ %=____ %=____ %=____ %=____ What is your goal level of proficiency on one Source: or more of the outcomes? ______ Goal%= Data 2 Source: ______ Goal%= Data 3 Source: ______ Goal%= Data 4 Source: ______ Goal%= Problem Analysis/Diagnostics: Review disaggregated data for sources above. Source: Source: Source: Source: ______ ______ ______ ______ Analysis Analysis Analysis Analysis Review related systems data including walkthroughs, instructional fidelity, surveys, aggregate teacher evaluation, etc. Source: Source: Source: Source: ______ ______ ______ ______ Analysis Analysis Analysis Analysis Hypotheses: Plan Development: Progress Monitoring Plan: •Formative •Summative Plan Evaluation Decision Rule: Grade Level/Department Team Data Meeting Process Fidelity Checklist Grade Level Data Team Checklist Example: Tier Data Meeting Component Data (i.e., fill-in your multiple data sources) prepared in advance All Agenda provided in advance of or at beginning of meeting Agenda followed throughout the meeting Cut scores or decision making guidelines provided Staff understood these guidelines and how they were selected All team members were present & actively participated Observed T1 T2 Comments T3 Team considered multiple data sources (i.e., fill-in your sources) to determine overall percentages of students at proficiency, not at proficiency, etc. (as you define your levels) Team used provided decision making guidelines to Tier determine percentages of students meeting, exceeding, 1 some risk, & at risk Team set a goal for next benchmark or end of year Team analyzed sub-groups data and other data (e.g., item analysis; attendance; ODRs; walk throughs/fidelity checklists; instructional planning forms) to determine factors that may impact their current performance Team used guiding questions to discuss improvements to Tier 1 instruction for all students (e.g., questions about fidelity of curriculum/instruction; student engagement; staff professional development needs; classroom management; allocated instructional time; grouping/differentiation) Team created an action plan reflecting agreed upon changes/modifications to Tier 1 instruction for all students The action plan connects to the goal and to the needs identified through data and guiding questions Courtesy of SASED, 2012 I-RtI Network DLT, BLT, & GLT END OF YEAR DATA MEETINGS Continuous Improvement Cycle PLC Questions Collaborative Instructional Planning How will we respond when some students have clearly achieved the intended outcomes? What do we want our students to learn? Review Standards/ Assessment Analysis & Reteaching Problem Solving Process Planning Problem Analysis End of Unit Assessment Plan Evaluation Problem Identification Teaching Plan Development How will we respond when some students don’t learn? Adjust Teaching Mid-Unit Assessment How will we know they have learned it? Plan Evaluation Problem Identification Problem Analysis – Fidelity issues / Acceptability issues – Hypothesis turned out to be wrong – Need to modify the plan Problem Solving Process Plan Evaluation • What was our goal? • Did we make progress? Did we meet the goal? • If not, why not? Plan Development District & Building Leadership Teams • What do DLT’s & BLT’s need to do at the end of the year? – Review – Reflect – Refine District Reviews Summative Data DIP Action Plan for Literacy Example: Excerpt from Components of District’s 2013 Plan for Literacy Improvement – progress as of March 11, 2013 School 1 School 2 School 3 Literacy Disruptions Classroom Environment Checklist sent to BLT with defined expectations & timeline Done Done Done BLTs created/implemented plan to complete checklist across all grades/classrooms Done Done Done BLTs reviewed completed checklist data & selected at least one environmental issue to address disruptions Done Done Done BLT/GLT created action plan to address these identified issue(s) in the classrooms (e.g., increase OTRs or +/interactions) Done Not Yet Done Not Yet Not Yet Done BLT monitored and reviewed plans/interventions at least Not Yet quarterly using fidelity, perception, and student outcome data Not Yet Done BLT modified and/or provided more support to plans/interventions based on the data Not Yet Not Yet Disruptions/environmental plans were implemented SASED, 2013 Not Yet Total = District Reviews Summative Data Student Outcomes Grade Level Teams • What do GLT’s need to do at the end of the year? – Review – Reflect – Refine Example: GLT Data Team Agenda • How could this agenda be modified for an end of year meeting? – What’s the same? – What’s different? Adapted from Indian Prairie District 204 agenda I-RtI Network Transition Planning/Vertical Teaming PLANNING FOR NEXT YEAR Data Meetings for Transition Planning – What? • Meet with Grade Level Above & Below • Sending team discusses data across the year • Provides insight into what plans they have in place that were successful, as well as what wasn’t • Receiving team uses information to plan for the next cohort of students Problem Solving Process Problem Identification Problem Analysis Plan Evaluation Sending Team Plan Development Receiving Team Data Meetings for Transition Planning – Why? • Orients next team to cohort’s strengths & weaknesses • Supports vertical alignment of curriculum • Assists grade level teams in differentiating from one cohort to another • Provides continuity of effective instructional strategies Is this Tier 1? Why? or Why not? Link: http://www.gadoe.org/SchoolImprovement/FederalPrograms/Documents/Parent% 20Engagement/Final%20Middl e%20School%20Transition%20 Toolkit.pdf Excerpt from Middle School Transition Toolkit Example: GLT Data Team Agenda • What could end of year transition planning look like? – What’s the same? – What’s different? Adapted from Indian Prairie District 204 agenda What do you have in place for Grade-to-Grade & Level-toLevel Transitions? Vertical Teaming for Curriculum & Instruction Key Ideas in End of Year Data Meetings • End of year data meetings should take place at district, building, and grade/department to evaluate progress of plans put into place during the school year, determine overall effectiveness of Tier 1 instruction, and to recycle through problem solving process as preparations begin for next school year • Ensure your infrastructure allows for vertical team discussions at least once a year at the end of the school year • Should not just occur for building transitions, but from grade level to grade level, beyond individual student discussions, to orient next team to cohort’s strengths and weaknesses, to provide continuity of effective instructional strategies and alignment of curriculum. How are you feeling about your general understanding of End of Year Data Meetings? •I am more confused now about End of Year Data Meetings than when I got here. •I have about the same understanding of End of Year Data Meetings as when I got here. •I have a better understanding of End of Year Data Meetings than when I got here. Questions/Comments I-RtI Network COACHING END OF YEAR DATA MEETINGS AT TIER 1 How are you feeling about coaching End of Year Data Meetings? •I have less confidence in coaching End of Year Data Meetings than when I got here. •I have about the same confidence in coaching End of Year Data Meetings as when I got here. •I have more confidence in coaching End of Year Data Meetings than when I got here. Questions/Comments Extension Activity Whip Around Closing Activities