RESPONSE TO INTERVENTION (VTSS)

1. RESPONSE TO INTERVENTION(VTSS) • Using Data to Support the Response to Intervention Process

2. ATTENTION GETTERS I get by with a little help from my friends. If a book is well written, I always find it too short. Good golly Miss Molly great balls of fire!

3. SO WHERE ARE WE NOW?

4. Think – Pair - Share • What are the three main components of Response to Intervention? • What is a key principle of RTI? • How are Indistar Indicators incorporated into the RTI process?

5. TIER II: Supplemental, Targeted TIER III: Intensive, Individualized TIER I: Core, Universal TA01 Decision Rules for Access to Supports TA02 – 3-tiered framework Preventative Match interventions to individual needs of identified students TA03- Multidisciplinary team Data-driven decisions Monitor outcome (effectiveness) and process (fidelity) 5

6. Indistar Indicators for School Improvement - Required Indicators: • TA01 REQUIRED - The school uses an identification process for all students at risk of failing or in need of targeted interventions. • TA02 REQUIRED - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). • TA03 REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness.

7. Indistar Indicators for School Improvement - Required Indicators: • TA01REQUIRED - The school uses an identification process for all students at risk of failing or in need of targeted interventions. (2931) • TA02 REQUIRED - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932) • TA03REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness. (2933) VTSS - Identify, understand and clearly define needs

8. Indistar Indicators for School Improvement - Required Indicators: • TA01REQUIRED - The school uses an identification process for all students at risk of failing or in need of targeted interventions. (2931) • TA02 REQUIRED - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932) • TA03REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness. (2933) VTSS - Identify, understand and clearly define needs VTSS - Careful matching of needs to a continuum of effective evidence-based interventions

9. Indistar Indicators for School Improvement - Required Indicators: • TA01REQUIRED - The school uses an identification process for all students at risk of failing or in need of targeted interventions. (2931) • TA02 REQUIRED - The school uses a tiered, differentiated intervention process to assign research- based interventions aligned with the individual needs of identified students (the process includes a description of how interventions are selected and assigned to students as well as the frequency and duration of interventions for Tier 2 and Tier 3 students). (2932) • TA03REQUIRED - The school uses a monitoring process (including a multidisciplinary team that meets regularly to review student intervention outcome data and identifies “triggers” and next steps for unsuccessful interventions) for targeted intervention students to ensure fidelity and effectiveness. (2933) VTSS - Identify, understand and clearly define needs VTSS - Careful matching of needs to a continuum of effective evidence-based interventions VTSS Progress Monitoring - informed decisions for increasing/fading supports to ensure that students respond to interventions in a timely manner

11. Over the Past Year… • What have we seen as challenges in meeting the Indistar Indicators of TA01, TA02, and TA03?

12. Today’s Objectives • Learn some active participation techniques • Learn the process school teams use to define tiers and do identify resources • Learn a format design for data dashboards • Observe and learn how to run an effective data meeting • Take away technique for teaching vocabulary (if time allows)

15. Tier Definitions • Tier 1 – CORE INSTRUCTION for ALL Students • Specify time in Core Instruction • Identify Assessments to be used • Progress Monitoring of students • Entry criteria to Tier 2 • Staff who provide CORE INSTRUCTION • Setting – Regular Classroom • Fidelity Monitoring • Parental Involvement

16. Tier Definitions • Tier 2 – Selected Small Group of 5 Students • Identify supplemental curriculum materials • Amount of minutes each day/week in Tier 2 • Assessments • Progress Monitoring (TA03) • Exit Criteria from Tier 2 • Entry Criteria to Tier 3 • Staff /Setting • Fidelity Monitoring • Parental Involvement

17. Tier Definitions • Tier 3 – Individualized / No more than 3 • Follow the same as you did for defining Tier 2 • Include Entry Criteria to Tier 3 and exit criteria back to Tier 2

18. Integrated Tiered System Enrichment Remediation Assessment Instruction Good First Instruction High Fidelity & Effectiveness Supplemental Instruction & Support Supplemental Instruction & Support Intensive Intervention & Support Intensive Intervention & Support Structure Culture Problem-solving Organizational Academic & Behavior

19. Observations of Tiered Instruction • Small group instruction should be: • driven by data/assessments • well planned • supplemental to the strong core lessons (Tier 1) • used as formative/not summative assessment tools to drive the next level of instruction • formally observed by administration to help provide teachers with feedback and ensure monitoring of TA02 and TA03 indicators

22. It’s Break Time!

23. Attention Getter • I get by with…. • A little help from my friends.

24. DATA, DATA, oh and more DATA As a table, list all the data a school has access to in order to help make decisions about students • Put a next to data used effectively • Put a around data they need to use more effectively.

25. Data meeting avoidance behaviors…

26. Types of Data Meetings Universal Screening/Benchmark Review – 3 x per year Progress Monitoring Data Review or the Individual Student Data Review Problem Solving – as determined by individual student needs Grade level/Department Meetings Ad hoc meetings

27. Using data helps educators make informed decisions about: Instructional practices – which ones work best? Curriculum development – alignment, viable, researched based Assessments – Do they accurately measure the standards being taught? Professional development – What do educators need to know and be able to do to improve student learning?

28. DATA ANALYSIS • The aim (of data analysis) is to influence school culture to be one in which educators use data continuously, collaboratively, and effectively to improve teaching and learning. (Nancy Love, 2004) • In order for the analysis of data to be effective, it must be done quickly. (Betsy Moore, 2011)

29. Using data helps educators make informed decisions about: Student subgroups – Are all subgroups performing at high levels? Equity – Do all students have access to a high quality education? Causes to student failures – Do we know the cause of why a child is not learning?

30. 11 WAYS TO USE DATA FOR CHANGE #11 – Uncover problems that might otherwise remain invisible #10 – Persuade people for the need for change #9 – Alter assumptions or beliefs about students and schools #8 – Identify root causes of problems to pinpoint areas where change is needed and to make informed decisions about resource allocations #7 – Help to evaluate program effectiveness

31. 11 WAYS TO USE DATA FOR CHANGE #6 – Provide educators with information about progress toward their desired results #5 – Maintain momentum toward goals #4 – Prevent one size fits all and “quick fixes” to complex problems #3 – Respond to accountability expectations #2 – Build a culture of inquiry and continuous improvement #1 – Increase students’ academic and behavior performance for an on time graduation

32. ASKING QUESTIONS ABOUT THE DATA • Remember to have a focus question • Look for data that does not make sense • Look for data that ties directly to student achievement • Look for data that demonstrates trends over time • Look for data that will lead to changes in instruction • Remain unbiased • Stay time bound – old data is cold data

33. DATA DASHBOARD

34. A SHORT 5 MINUTE BREAK

35. Good Golly Miss Molly… • Great Balls of Fire!

36. EFFECTIVE DATA MEETINGS

38. BEING RELENTLESS • Staying focused • Holding strong • Not weakening • Teachers and administrators need to be relentless in using data, understanding data, making adjustments based on data

40. Anita Archer: What It Means to be a Relentless Teacher & Administrator http://www.youtube.com/watch?v=eY5nYuE6IhY

41. QUESTIONS/REVIEW • What are the different types of data meetings? • How does defining tiers help a teacher/child? • What are some questions to use with a data dashboard?