Lessons Learned From Using Data Teams In Schools
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Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
Area 1 ALTsArea 1 ALTs
PresentedBy
PresentedBy
Meet and MingleMeet 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?
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?
Lessons Learned From Using Data Teams In
Schools
Lessons Learned From Using Data Teams In
SchoolsTier III
Intensive Intervention
Persistent Difficulties
Tier IIStrategic Intervention
At-Risk/Struggling Students
Tier ICore Instruction
All StudentsPart
of D
ata
Team
Pro
cess
Lessons Learned From Using Data Teams In
Schools
Lessons Learned From Using Data Teams In
SchoolsA 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
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
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
Culture of collaboration
Data collection process
Instructional impact
Organizational structure
Culture of collaboration
Data collection process
Instructional impact
Organizational structure
The process of using data team meetings to The process of using data team meetings to make decisions about children demands a make decisions about children demands a school-wide…school-wide…
The process of using data team meetings to The process of using data team meetings to make decisions about children demands a make decisions about children demands a school-wide…school-wide…
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
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
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
TEACHER: Chadwick Grade: 2nd Date: August 14, 2008
Names of Students Who Are Not Performing on
Grade Level
Check ONE to show status of student.
How was the student identified?
What is the plan to get the student on grade level? List strategies.
How will we monitor for progress? Include
assessments /frequency.
How much growth must be made to attain
grade level status?
Last First Returning New CRCT Other In classOut of Class
Reading Math Reading Math
Jones Cindy XR-786
M-800DRA, IMI Sm Group
EIP, Ext Day
Running Records
Quizzes 4 levels 1.0 yrs
Smith Brian XR-790
M-786DRA, IMI Sm Group
EIP, Ext Day
Running Records
Quizzes 4 levels 1.5 yrs
Williams Kelly XR-825
M-789IMI Sm Group
EIP, Ext Day
Running Records
Quizzes 1.4 yrs
Johnson Sally XR-780
M-801DRA, IMI Sm Group
EIP, Ext Day
Running Records
Quizzes 4 levels 1.0 yrs
Wright Phillip XR-765
M-789DRA, 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?
Students Needing Support
In order for data team meetings to be effective and efficient they must…
Step 1 Organize and Chart Data
o Gather data from common formative assessment
o Determine proficiency levels
In order for data team meetings to be effective and efficient they must…
Step 1 Organize and Chart Data
o Gather data from common formative assessment
o Determine proficiency levels
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
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 CloseBubble
84%-70%
# and Names of Students likely to be Proficient at the end of instructional time
Far to GoReteach
69%-40%
# and Names of Students Not Likely to
be ProficientIntervention Group
and in need of extensive support
Foundations39% and Below
Holmes 15 1 6% 14 7Haily, Carson, Nick, Sara, Teyah, Alyson,
Kayla3
Mac, Ashley, Brittany
4Sam, Karah,
Spencer, Max
S. Jones 13 4 31% 9 5Jesse, Kev, Matt, Colin, Kameron 1 Jacob 3
Chaz, McKenzie, Taylor
Jaji 20 3 15% 17 6Lizzie, Cammie, Celena, Melissa, Maddy, Kaleb
8John, Hunter A., Jeff, Kyle, Max,
Carter, Kayla, Luke3 Shea, Sophie, Sam
D. Jones 21 11 52% 10 7Mary, Maggie, Tara, Justin, Cam, Blake
Elyse0 3 Will, Lucas, Luke
Cathey 14 6 43% 8 3Butler, Erin, McKinley 1 Tucker 4
Jacob, Caleb, Sydney, Cole
Chadwick 15 0 0% 15 5Ben, Hogan, Callie,
Karis, Abigail 5Janet, Nathan,
Amanda, Daryn, Matthew
5Cindy, 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
4Lauren, Jane,
Cooper, Shannon6
Ross, Josh, Austin, Trevor, Shyanne, Ryan
Burke 15 1 6% 14 5Kimmy, Rose,
Kaylee, Alex, Carson 6Dane, Gabby,
Bridget, Antonio, Kate, Maria
3 Nick, Kiara, Miles
Totals: 154 31 20% 123 56 33 34
Data Team Agenda-Before Instruction CollaborationData Team: 2nd Grade Date of Meeting: August 18, 2008Members Present: All second grade teachersI.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.
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
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
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
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 WorkThis 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/MisconceptionsThese provide FOCUS – PRIORITIZE the order these skills/concepts will
be the focus of our teaching.
Has good number senseRecalls facts with automaticityCan follow processAligns numbers properlyUses a variety of strategies to add
numbers with and without regrouping
Can not recall facts with automaticityHas difficulty identifying tens and
onesIs unable to regroupDifficulty understanding steps in a
processVocabulary
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 numberthat will serve as our goal or desired outcome. It is the desired end of instructional time % proficient which is compared tocurrent 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.
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
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
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
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 EnvironmentMaterials 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
Lessons Learned From Using Data Teams In
Schools
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?
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?
V. Results Indicators/Is it working?1. 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?
2. What do you expect to see from the at-risk students as a result of the implementation of strategies identified?
3. 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?
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
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
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
Analyzing the Post Data
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?
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?
Data Team Agenda-After Instruction CollaborationData Team: 2nd Grade Team Date of Meeting: September 17, 2008Members Present: All second grade teachersI.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 CloseBubble
84%-70%
# and Names of Students likely to be Proficient at the end of instructional time
Far to GoReteach
69%-40%
# and Names of Students Not Likely to
be ProficientIntervention Group
and in need of extensive support
Foundations39% and Below
Holmes 15 12 80% 3 1 Sam 0 2 Karah, Max
S. Jones 13 10 77% 3 0 1 Chaz 2McKenzie,
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 3Cindy, 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 5 12
Next Steps……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
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
At the end of 6 weeksAt 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
Students unresponsive to instructional strategies are referred to Tier 2.
Follow school procedures for obtaining forms/documentation for Tier 2
Tier 2Tier 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.
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.
Tier 3 or Not?Tier 3 or Not?
If strategies are successful Tier 1 If strategies are NOT successful
Tier 3
If strategies are successful Tier 1 If strategies are NOT successful
Tier 3
RTI can be conceptualized as consisting of three phases.
1. Determining whether effective instruction is in place
2. Providing effective instruction to the target student and measuring its effect on performance
3. Referring students whose RTI warrants additional or intensive continuing interventions
RTI can be conceptualized as consisting of three phases.
1. Determining whether effective instruction is in place
2. Providing effective instruction to the target student and measuring its effect on performance
3. 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
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
Table TalkTable Talk
How are data teams and the RTI process interrelated?
How are data teams and the RTI process interrelated?
1. Our response is based on INTERVENTION rather than remediation.
2. Our response is SYSTEMATIC.
3. Our response is TIMELY.
1. Our response is based on INTERVENTION rather than remediation.
2. Our response is SYSTEMATIC.
3. Our response is TIMELY.
Richard & Rebecca Dufour, Whatever It Takes; How Professional Learning Communities Respond When Kids Don’t Learn
Lessons Learned From Using Data Teams In Schools
Lessons Learned From Using Data Teams In Schools
Ultimately… If data team meetings are effective and efficient we will know that…
Ultimately… If data team meetings are effective and efficient we will know that…
Questions…Questions…
Lessons Learned From Using Data Teams In
Schools
Lessons Learned From Using Data Teams In
Schools
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