Lessons Learned From Using Data Teams In Schools

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Lessons Learned From Using Data Teams In Schools
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Lessons Learned From Using Data Teams In Schools
Presented By
Area 1 ALTs
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Meet and Mingle

• How is your school currently using data teams?
• How is your school implementing the RTI process?
• Has your school made a connection between data
  teams and RTI process?

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Lessons Learned From Using Data Teams In Schools
Tier III Intensive Intervention Persistent
Difficulties
Tier II Strategic Intervention At-Risk/Struggling
Students
Part of Data Team Process
Tier I Core Instruction All Students
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Lessons Learned From Using Data Teams In Schools

• A 5 step process of collecting and analyzing
  data, setting goals, designing strategies, and
  developing results indicators from a common
  assessment
• Small grade-level teams that examine individual
  student work generated from common formative
  assessments
• Collaborative, structured, scheduled meetings
  that focus on the effectiveness of teaching and
  learning

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Lessons Learned From Using Data Teams In Schools
The process of using data team meetings to make
decisions about children demands a school-wide

• Culture of collaboration
• Data collection process
• Instructional impact
• Organizational structure

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Lessons Learned From Using Data Teams In Schools

• In order for data team meetings to be effective
  and efficient
• All members should have student data with at-risk
  students identified
• Data team members need to be prepared to
  collaboratively discuss instructional strategies
  and student performance

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Students Needing Support
TEACHER Chadwick Grade 2nd

Date August 14, 2008
Names of Students Who Are Not Performing on Grade Level Names of Students Who Are Not Performing on Grade Level Check ONE to show status of student. Check ONE to show status of student. How was the student identified? How was the student identified? What is the plan to get the student on grade level? List strategies. What is the plan to get the student on grade level? List strategies. How will we monitor for progress? Include assessments /frequency. How will we monitor for progress? Include assessments /frequency. How much growth must be made to attain grade level status? How much growth must be made to attain grade level status?
Last First Returning New CRCT Other In class Out of Class Reading Math Reading Math
Jones Cindy X R-786 M-800 DRA, IMI Sm Group EIP, Ext Day Running Records Quizzes 4 levels 1.0 yrs
Smith Brian X R-790 M-786 DRA, IMI Sm Group EIP, Ext Day Running Records Quizzes 4 levels 1.5 yrs
Williams Kelly X R-825 M-789 IMI Sm Group EIP, Ext Day Running Records Quizzes 1.4 yrs
Johnson Sally X R-780 M-801 DRA, IMI Sm Group EIP, Ext Day Running Records Quizzes 4 levels 1.0 yrs
Wright Phillip X R-765 M-789 DRA, IMI Sm Group EIP, Ext Day Running Records Quizzes 5 levels 1.4 yrs

• NOTE Highlight in yellow names of students with
  attendance issues.
• Essential questions to ask regarding students who
  are not performing on grade level
• WHO are our students?
• HOW are they identified?
• WHAT is our plan to get these students to grade
  level performance?
• HOW are we going to monitor progress through the
  year?
• HOW will we communicate our plan to our
  community?
• HOW are we using our entire staff to make this
  plan successful?
• WHAT next?
• WHAT is in our SIP to address the subgroups and /
  or areas where our school failed / struggles to
  meet AYP goals?

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Lessons Learned From Using Data Teams In Schools

• In order for data team meetings to be effective
  and efficient they must
• Step 1
• Organize and Chart Data
• Gather data from common formative assessment
• Determine proficiency levels

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• Data Team Agenda-Before Instruction Collaboration
• Data Team 2nd Grade Date of Meeting
  August 18, 2008
• Members Present All second grade teachers
• Data-Sharing effect data that is a result of a
  common formative assessment-This step occurs
  before instruction has taken place. Calibration
  or degree of difficulty is on grade level.

Teachers Names Students who took Assessment of Students Proficient or Higher Students Proficient or Higher of Non-Proficient Students and Names of Students likely to be Proficient at end of instructional time Already Close Bubble 84-70 and Names of Students likely to be Proficient at end of instructional time Already Close Bubble 84-70 and Names of Students likely to be Proficient at the end of instructional time Far to Go Reteach 69-40 and Names of Students likely to be Proficient at the end of instructional time Far to Go Reteach 69-40 and Names of Students Not Likely to be Proficient Intervention Group and in need of extensive support Foundations 39 and Below and Names of Students Not Likely to be Proficient Intervention Group and in need of extensive support Foundations 39 and Below
Holmes 15 1 6 14 7 Haily, Carson, Nick, Sara, Teyah, Alyson, Kayla 3 Mac, Ashley, Brittany 4 Sam, Karah, Spencer, Max
S. Jones 13 4 31 9 5 Jesse, Kev, Matt, Colin, Kameron 1 Jacob 3 Chaz, McKenzie, Taylor
Jaji 20 3 15 17 6 Lizzie, Cammie, Celena, Melissa, Maddy, Kaleb 8 John, Hunter A., Jeff, Kyle, Max, Carter, Kayla, Luke 3 Shea, Sophie, Sam
D. Jones 21 11 52 10 7 Mary, Maggie, Tara, Justin, Cam, Blake Elyse 0 3 Will, Lucas, Luke
Cathey 14 6 43 8 3 Butler, Erin, McKinley 1 Tucker 4 Jacob, Caleb, Sydney, Cole
Chadwick 15 0 0 15 5 Ben, Hogan, Callie, Karis, Abigail 5 Janet, Nathan, Amanda, Daryn, Matthew 5 Cindy, Brian, Kelly, Sally, Phillip
Boyles 21 5 24 16 8 Rachel, Ciara, Cyann, Jullianna, Karmen, Anna, Issabella, Emma 5 Danielle, Cameron, Eric, Luke, Kim 3 Andrew, Parker, Tyler
Gwyn 20 0 0 20 10 Jana, James, Leah, Lindsey, Sam, Darrin, Rick, Peter, Jami, Melanie 4 Lauren, Jane, Cooper, Shannon 6 Ross, Josh, Austin, Trevor, Shyanne, Ryan
Burke 15 1 6 14 5 Kimmy, Rose, Kaylee, Alex, Carson 6 Dane, Gabby, Bridget, Antonio, Kate, Maria 3 Nick, Kiara, Miles
Totals 154 31 20 123 56 56 33 33 34 34
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Lessons Learned From Using Data Teams In Schools

• Step 2- Analyze the Data
• Identify strengths and weakness of proficient and
  non-proficient students
• Step 3- Set Goal
• Includes all students in grade level

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II. Analyze Data Examination of actual student
work on the assessment for the purpose of
identifying strengths as well as
obstacles/challenges/misconceptions. This is
only done by really looking at student work
beyond the surface level.
Strengths of Student Work This step provides cause for celebration and ability to see (evidence) of learning. The skills and concepts listed below are what we see most of the students already understand. Obstacles/Challenges/Misconceptions These provide FOCUS PRIORITIZE the order these skills/concepts will be the focus of our teaching.
Has good number sense Recalls facts with automaticity Can follow process Aligns numbers properly Uses a variety of strategies to add numbers with and without regrouping Can not recall facts with automaticity Has difficulty identifying tens and ones Is unable to regroup Difficulty understanding steps in a process Vocabulary
III. Set SMART Goal(s) This is the time to set
a goal. As a result of the pre-assessment and
the resulting step 1, we already know our
current reality. We revisit the Step 1
information and in addition to filling out the
blanks, we must generate a number that will serve
as our goal or desired outcome. It is the
desired end of instructional time proficient
which is compared to current reality in the
statements below. Goal 1 The of 2nd grade
students scoring at proficiency or higher in
adding 2-digit numbers will increase from 20
to 78 as measured by Regrouping Quiz
administered on September 12, 2008.
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Lessons Learned From Using Data Teams In Schools

• Step 4- Instructional Strategies
• Determine Instructional Strategies
• (1-2 strategies)
• Implement strategies for all students for a
  specified amount of time
• Implement strategies for at risk students for up
  to 6 weeks

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IV. Instructional Strategies What will WE do
so OUR students will meet the goal(s) set in the
previous step? What do WE need to consider in
order to have a clear and cohesive teaching plan?
What 1-2 strategies will our team foucs on
during instruction? What types of checks along
the way will we use to measure growth toward our
goal?
Effective Teaching Strategies/Activities Learning Environment Materials for Students and Teachers Time-Duration of the specific teaching of specific concepts and skills Formative Assessments (Checks along the way)
1. Flip Book 2. Menu/ Grocery Ad Math 3. Highlight steps in regrouping process 1. Classroom 2. Classroom 3. Classroom 1. Flip Book Organizer 2. Menus and Grocery Ads 3. Highlighters 1. 2 times per week 2. 3 times per week 3. 3 times per week Flip Book Math Wksht 27, 29, 30, 31 ReTeach Wkst 25, 26, 27, 28 Regrouping Quiz
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Lessons Learned From Using Data Teams In Schools

• Step 5- Results Indicator
• What do you expect to see (from all students) as
  a result of the implementation of the strategies
  identified?
• What do you expect to see from the at-risk
  students as a result of the implementation of
  strategies identified?
• How will we know that the strategies are working?
  What are the look-fors or the evidence you
  expect to see from students as a result of your
  instruction? What are the students who are
  proficient able to do successfully?

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• V. Results Indicators/Is it working?
• Describe the explicit behaviors you expect to see
  as a result of the implementation of the
  strategies identified in the previous step (all
  students). Will our identified strategies
  actually fit the learning need/situation?
• What do you expect to see from the at-risk
  students as a result of the implementation of
  strategies identified?
• How will we know that the strategies are working?
  What are the look-fors or the evidence you
  expect to see from students as a result of your
  instruction? What are the students who are
  proficient able to do successfully?

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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
• Teach agreed upon strategies

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Analyzing the Post Data

• What do the results indicate from the post-data?
• Were the strategies successful?
• How did the at-risk students perform?
• Who may need to continue on in the RTI process?

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• Data Team Agenda-After Instruction Collaboration
• Data Team 2nd Grade Team Date of Meeting
  September 17, 2008
• Members Present All second grade teachers
• Data-Sharing effect data that is a result of a
  common formative assessment-This step occurs
  before instruction has taken place. Calibration
  or degree of difficulty is on grade level.

Teachers Names Students who took Assessment of Students Proficient or Higher Students Proficient or Higher of Non-Proficient Students and Names of Students likely to be Proficient at end of instructional time Already Close Bubble 84-70 and Names of Students likely to be Proficient at end of instructional time Already Close Bubble 84-70 and Names of Students likely to be Proficient at the end of instructional time Far to Go Reteach 69-40 and Names of Students likely to be Proficient at the end of instructional time Far to Go Reteach 69-40 and Names of Students Not Likely to be Proficient Intervention Group and in need of extensive support Foundations 39 and Below and Names of Students Not Likely to be Proficient Intervention Group and in need of extensive support Foundations 39 and Below
Holmes 15 12 80 3 1 Sam 0 2 Karah, Max
S. Jones 13 10 77 3 0 1 Chaz 2 McKenzie, Taylor
Jaji 20 18 90 2 0 1 Shea 1 Sophie
D. Jones 21 19 90 2 0 1 Will 1 Lucas
Cathey 14 14 100 0 0 0 0
Chadwick 15 10 80 5 1 Sally 1 Phillip 3 Cindy, Brian, Kelly
Boyles 21 18 86 3 1 Andrew 1 Parker 1 Tyler
Gwyn 20 20 100 0 0 0 0
Burke 15 13 87 2 0 0 2 Nick, Kiara
Totals 154 134 87 20 3 3 5 5 12 12
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Next Steps

• Data team cycle continues for all students
• Continue strategies with at-risk students for the
  duration of the 6 weeks
• Collect work samples that illustrate
  implementation of strategies for those continuing
  in the RTI process

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At the end of 6 weeks

• Students unresponsive to instructional strategies
  are referred to Tier 2.
• Follow school procedures for obtaining
  forms/documentation for Tier 2

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Tier 2

• Use data of at-risk students for the following
• Administer common assessment and go through the 5
  step data team process again with all students
• At step 4, instruction should be more
  individualized and 1-3 strategies should be
  implemented for 6 weeks. Refer to the I2I
  strategies.

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Tier 3 or Not?

• If strategies are successful Tier 1
• If strategies are NOT successful Tier 3

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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

Source National Association of School
Psychologists RTI in the identification of
Learning Disabilities A Guide for School Teams
by Kovalski Prasse
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Table Talk

• How are data teams and the RTI process
  interrelated?

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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.

Richard Rebecca Dufour, Whatever It Takes How
Professional Learning Communities Respond When
Kids Dont Learn
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Lessons Learned From Using Data Teams In Schools
Questions