Lessons Learned From Using Data Teams In Schools

1. Lessons Learned From Using Data Teams In Schools Presented By: Sally I. Riley Curriculum Coordinator Rochester School District riley.s@rochesterschools.com Robert F. Hanson, Jr. Principal William Allen School Rochester School District hanson.r@rochesterschools.com Gwen V. Guess Assistant Principal Chamberlain Street School Rochester School District riley.s@rochesterschools.com Presented By: Sally I. Riley Curriculum Coordinator Rochester School District riley.s@rochesterschools.com Robert F. Hanson, Jr. Principal William Allen School Rochester School District hanson.r@rochesterschools.com Gwen V. Guess Assistant Principal Chamberlain Street School Rochester School District riley.s@rochesterschools.com

2. January 07 Lessons Learned From Using Data Teams In Schools Sally I. Riley Curriculum Coordinator Rochester School District riley.s@rochesterschools.com

3. January 07 Lessons Learned From Using Data Teams In Schools Culture of collaboration, Data collection process, Instructional impact, and Organizational structure.

4. January 07 In order for data team meetings to be effective and efficient we must� Establish a culture of collaboration where� The administrator is seen and acts like any other member Teachers are leaders (or at the very least contribute to decision making) Lessons Learned From Using Data Teams In Schools

5. January 07 In order for data team meetings to be effective and efficient� The collaborative culture permeates the building and is practiced in all meetings� Faculty meetings are opportunities for collaborative discourse Conflict is natural and can lead to a more cohesive group Lessons Learned From Using Data Teams In Schools

6. January 07 Seven Norms of Collaboration Promote a spirit of inquiry Pause Paraphrase Probe Put ideas on the table Pay attention to self and others Presume positive intentions Garmston, R. & Wellman, B. (1999) The Adaptive School: A Sourcebook for Developing Collaborative Groups. Norwood, MA: Christopher-Gordon

7. January 07 Lessons Learned From Using Data Teams In Schools What is a group norm?

8. January 07 Lessons Learned From Using Data Teams In Schools In order for data team meetings to be effective and efficient...

9. January 07 Lessons Learned From Using Data Teams In Schools Why do effective groups use norms?

10. January 07 Lessons Learned From Using Data Teams In Schools How do effective groups create norms?

11. January 07 Lessons Learned From Using Data Teams In Schools Once the group norms have been established, what do we do with them?

12. January 07 Lessons Learned From Using Data Teams In Schools How are group norms monitored during meetings?

13. January 07 Lessons Learned From Using Data Teams In Schools Why should we evaluate team�s adherence to the group norms?

14. January 07 In order for data team meetings to be effective and efficient they must� Organize Data From multiple measures So that it can be easily stored, accessed, and reviewed Lessons Learned From Using Data Teams In Schools

15. January 07 Individual Student Data Sheet

16. January 07 In order for data team meetings to be effective and efficient we must� Let the data speak to Allocate resources Adjust instructional practices Provide menu of intervention programs Lessons Learned From Using Data Teams In Schools

17. January 07 Lessons Learned From Using Data Teams In Schools

18. January 07 In order for data team meetings to be effective and efficient we must� Have a plan for A Menu of Instructional Materials Professional Development Lessons Learned From Using Data Teams In Schools

19. January 07 In order for data team meetings to be effective and efficient we must� Invite Appropriate Participants Define Roles And Responsibilities Of Team Members Schedule For Success Lessons Learned From Using Data Teams In Schools Invite People who are involved with the instruction of students People with appropriate expertise Establish Roles and Responsibilities Facilitator Help move the team through the data process as it relates to the grade level and individual, as well as group academic needs Clearly define who is responsible to ensure follow through of meeting decisions Note-taker � record decisions and action plans for individual students Time-keeper � monitor time to ensure all students are discussed and all needs are responded to by the team each month within the time allowed for the meeting Schedule During School Day With time needed in mindInvite People who are involved with the instruction of students People with appropriate expertise Establish Roles and Responsibilities Facilitator Help move the team through the data process as it relates to the grade level and individual, as well as group academic needs Clearly define who is responsible to ensure follow through of meeting decisions Note-taker � record decisions and action plans for individual students Time-keeper � monitor time to ensure all students are discussed and all needs are responded to by the team each month within the time allowed for the meeting Schedule During School Day With time needed in mind

20. January 07 In order for data team meetings to be effective and efficient they must� Have A Clearly Stated Purpose Stay Focused On The Task Follow A Defined Structure Lessons Learned From Using Data Teams In Schools The purpose�clearly stated and understood by team members. Initially: Identify students in need of Tier II & III instruction based on current assessment data Form intervention groups identifying: interventionist, time, location, and materials Eventually: Review student response to core and current intervention. Confirm Tier II & III groups including; interventionist, time, and materials. Discuss specific skill targets for individual as well as groups of students. The meeting is structured with either a written agenda or predefined format There is a commitment to remain focused on the outcome and have Dialogue that is Results Oriented We used a parking lot to facilitate moving on from questions or topics for discussion that might lead dialogue away from the purpose of the meeting Consistently revisit processThe purpose�clearly stated and understood by team members. Initially: Identify students in need of Tier II & III instruction based on current assessment data Form intervention groups identifying: interventionist, time, location, and materials Eventually: Review student response to core and current intervention. Confirm Tier II & III groups including; interventionist, time, and materials. Discuss specific skill targets for individual as well as groups of students. The meeting is structured with either a written agenda or predefined format There is a commitment to remain focused on the outcome and have Dialogue that is Results Oriented We used a parking lot to facilitate moving on from questions or topics for discussion that might lead dialogue away from the purpose of the meeting Consistently revisit process

21. January 07 In order for data team meetings to be effective and efficient they must� Plan for potential intervention groups Plan for on-going communication Lessons Learned From Using Data Teams In Schools Plan for potential intervention groups Schedule Interventionists Location of Interventions Materials Plan for potential intervention groups Schedule Interventionists Location of Interventions Materials

22. January 07 If our data team meetings are effective and efficient we� Are ready to use Response to Intervention (RTI), as part of the delivery of special education services and in the identification process. �What is RTI�?� Lessons Learned From Using Data Teams In Schools

23. January 07 PL 108-446 Sec 614 IDEA 04 (B) �In determining whether a child has a specific learning disability, a local education agency may use a process that determines if a child responds to a scientific, research-based intervention as a part of the evaluation procedure.� Lessons Learned From Using Data Teams In Schools 2004 IDEA Regulations require that states add procedures for identifying children with specific learning disabilities to include a process based on the child�s response to scientific, research-based intervention . Additional info� Add procedures for identifying children with specific learning disabilities.A State must adopt, consistent with 34 CFR 300.309, criteria for determining whether a child has a specific learning disability as defined in 34 CFR 300.8(c)(10). In addition, the criteria adopted by the State: Must not require the use of a severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability, as defined in 34 CFR 300.8(c)(10); Must permit the use of a process based on the child�s response to scientific, research-based intervention; and May permit the use of other alternative research-based procedures for determining whether a child has a specific learning disability, as defined in 34 CFR 300.8(c)(10). Source: Topic: Identification of Specific Learning Disabilities U.S. Department of Education, Office of Special Education Programs 10.4.06 www.ed.gov Building the Legacy of IDEA 20042004 IDEA Regulations require that states add procedures for identifying children with specific learning disabilities to include a process based on the child�s response to scientific, research-based intervention . Additional info� Add procedures for identifying children with specific learning disabilities.

24. January 07 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 Lessons Learned From Using Data Teams In Schools RTI�is a process through which professionals can discriminate between students who have had minimal, inadequate instruction, and those who, despite intense interventions, continue to have difficulty as the result of an intrinsic disorder.RTI�is a process through which professionals can discriminate between students who have had minimal, inadequate instruction, and those who, despite intense interventions, continue to have difficulty as the result of an intrinsic disorder.

25. January 07 Our response is based on INTERVENTION rather than remediation. Our response is SYSTEMATIC. Our response is TIMELY. Lessons Learned From Using Data Teams In Schools Is Our Response Based On INTERVENTION Rather Than Remediation? Do we have a plan to provide students with additional time and support for learning as soon as they experience difficulty or lack of growth? Is our response SYSTEMATIC? Have we created processes that ensure we respond to students according to a school wide plan rather than according to the discretion of individual teachers? 3. Is our response TIMELY? How quickly are we as a school able to identify students who need additional time and support? respond when a student has been identified? Is Our Response Based On INTERVENTION Rather Than Remediation? Do we have a plan to provide students with additional time and support for learning as soon as they experience difficulty or lack of growth? Is our response SYSTEMATIC? Have we created processes that ensure we respond to students according to a school wide plan rather than according to the discretion of individual teachers? 3. Is our response TIMELY? How quickly are we as a school able to identify students who need additional time and support? respond when a student has been identified?

26. January 07 Lessons Learned From Using Data Teams In Schools