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Purpose
0 This day is meant to provide school
leadership teams with time to review the
current status of their Multi-Tier System of
Supports, plan for Spring grade-level
data meetings and modify their action
plan as needed.
http://miblsi.cenmi.org/
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Think back to one of your winter grade-level
data meetings…
Where did you say you wanted to go?
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Working Norms
0 Work as a team at your own pace.
0 Drive your own learning and action planning.
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Grade-Level Data Meetings
What they are…
What they are not…
0 Occur at least 3x/year
0 Common planning time
0 Data-driven (universal
0 Lesson prep
screening, diagnostic, and
progress monitoring data used)
0 Multi-disciplinary
0 Longer time period together to
facilitate problem-solving
cycles
0 Student Assistance Team/
Child Study Team meetings
0 Professional development
0 Not *$^#%&^ sessions!
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Grade-Level Data Meetings:
What do effective meetings look like?
0 Teachers at the same grade level connect to discuss their core
instructional strategies, materials and allocation of classroom time to
literacy activities
0 Review common assessments and making data-driven decisions
about how to adjust instructional practices
0 Teams determine the overall effectiveness of intervention plans for
at-risk readers/writers and making changes based on data
0 Develop an action plan that is written, reviewed and revised
0 Conversations are focused on school variables that we control
(instruction, group size, materials) not distal, student-specific
information (poverty, social stressors, IQ)
0
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Pre-requisite skills for successful
Grade-Level Data Meetings
 Understanding and commitment to the problem-solving process
 Understanding of the purposes of assessment and a variety of
assessment tools
 Organization and preparation
 Facilitation skills including understanding group dynamics, norm,
and how to deal with “challenging behavior”
 Ability to display and analyze multiple sources of data
 Ability to examine current curriculum, instruction & assessment
SYSTEM to determine effectiveness
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Grade-Level Data Meetings:
Spring
Purpose
 Reviewing
progress at multiple
levels: grade-level, classroomlevel and small groups of
students
 Winter
to spring and fall to spring
 Compare
with previous years
 Not
necessary to group students
by need at this point in the year
 Updating
data
action plans based on
Questions
“Did changes we made in
January make a difference?”
“Are we making enough
growth across the year?”
“How does this inform our
action plans?”
“What training do we need?”
“What refinements in
implementation do we need to
make?”
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Unique to Spring Grade-Level Data Team
Meetings…
Planning for the Fall
- The Beginning of the School Year Starts in April PPT:
http://www.oakland.k12.mi.us/LinkClick.aspx?fileticket=xFR31xdUfTw%3d&tabi
d=2483
Stakeholder Share-Out
- Build your own presentation based on a PPT template:
http://www.oakland.k12.mi.us/LinkClick.aspx?fileticket=xm%2bD23yuzqI%3d&
tabid=2483
2014-15 master calendar
0 “booster” training sessions
0 universal screening windows
0 diagnostic windows
0 grade-level data meetings 3x/year
0 stakeholder share-out in June
0 school data profile
0 Access sample RTI-MTSS school building calendar:
http://www.oakland.k12.mi.us/LinkClick.aspx?fileticket=ZuKfkevS3%2b4%3d&t
abid=2483
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Problem Solving Process
Identify & Clarify the Problem
(Screening & Diagnostic Assessments)
Define and Validate the Problem in Measurable Terms.
Analyze the Problem
Evaluate Student
Response
Identify Variables that
Contribute to the Problem.
Develop a Hypothesis.
(Progress Monitoring &
Outcome Assessments)
Monitor & Adjust the
Plan.
Develop & Implement a Plan
(Goal Setting & Planning)
Carry Out the Intervention &
Monitor Progress.
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Data Review Process – TIER I
Data Source
1) Grade level View
• Summary Report
•Histograms
•Box Plots
•School-wide Effectiveness
•SWIS office discipline
referrals
•Benchmarks for Advanced
Tiers
What can we Learn?
What big ideas of Core Instruction are priorities?
How effective is our Core instruction, curriculum, & resources at
meeting the needs of all kids?
Who is learning as expected? Who is not? In what proportions?
What is working well?
What are our challenges and concerns?
2) Classroom Level View
3) Small groups and
Individuals
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Data Review Process- TIER I
Data Source
What can we Learn?
1) Grade level View
2) Classroom Level View
•Summary of Effectiveness
by Class
•Class Progress Graphs
•Class Lists
What Big Ideas were priorities this past semester?
Who is making growth and who is not?
How effective is Core Instruction in maintaining students at
benchmark?
How effective are strategic and intensive instruction at
accelerating students to benchmark?
What are learning strengths and challenges (needs) in the
classroom?
3) Small groups and
Individuals
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Data Review Process- TIER II and Tier III
Data Source
What can we Learn?
1) Grade level View
2) Classroom Level View
3) Small groups and
Individuals
•Class Progress Graphs
•Student History
•Progress Monitoring
Graphs
Who is responding? Who is not?
Is there a performance problem or a skills problem?
Do we have the right intervention or strategy, at the right time, for
the right need, at the right level of intensity (Torgesen, 1998)?
How much is this student responding compared to the average
response in the group or the class mean?
Are they likely to reach the goal without making further changes?
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System Questions When Problem Solving
with Grade-Level, Classroom &
Small Group Data
What we teach…
0 What concepts/ big ideas/ outcomes are targeted by the core?
0 Is there a scope & sequence for teaching the skill/concept?
0 Is there an organizational framework or units of study to arrange the
outcomes?
0 Are materials available to meet a range of student instructional levels?
How we teach…
 What explicit instructional activities from core program target the






concepts/ big ideas/ outcomes?
How much time is allocated towards big ideas?
Is there sufficient teacher modeling, guidance and corrective feedback?
Is transfer of new skills to real reading and writing planned for and
scaffolded?
Is sufficient time allocated for practice of new skills?
Is corrective feedback sufficient to assure accurate and fluent practice of
skills?
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How will we monitor progress?
As the Building Leadership Team, you
do not have to solve every problem
but do need to study your data to
determine school-wide needs you will
address along with identifying gradelevel needs and ensuring the
appropriate individual(s) who will
address these needs are identified
(e.g., which grade-level teams need
to address the identified needs)
http://miblsi.cenmi.org/
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Hyperlinked Resources
(Click on them if you like!)
LITERACY (www.oakland.k12.mi.us/rti)
and
BEHAVIOR http://www.oakland.k12.mi.us/tabid/3312/Default.aspx
http://www.oakland.k12.mi.us/tabid/3310/Default.aspx
0 Winter Data Review Template from MiBLSi
0 Leadership Readiness Survey
0 Problem-Solving Bookmark and Notes
0 DIBELS Report Bookmark
0 Grade-Level Data Meeting Prep Worksheet
0 Sample Grade-Level Meeting Agendas
0 Classroom Data Organizers
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