The Principles of Data Use in a
RtI / 3-Tier Model
Bill Barley / Bill Devers
Oakland Schools
November 2009
www.oakland.k12.mi.us
TIER THREE
Intensive, Diagnostic Intervention
An explicit problem-solving process with
diagnostic assessment to develop an
intensive instructional plan with
frequent progress monitoring.
Problem Solving occurs
at all Tiers of Instruction
TIER TWO
Strategic Interventions
Slow responders to Tier One Instruction
receive Tier Two Strategic / Supplemental
intervention and progress monitoring.
TIER ONE
High Quality Data-Driven
Classroom Instruction
Universal screening and data-based instructional
problem solving to differentiate instruction to
meet the needs of all learners.
Special and General
education staff work
collaboratively at all tiers
School-Wide Approaches to Literacy Improvement
Essential Elements
Improved Achievement for All Students
 Site-based Instructional Leadership Team

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Instruction Leader, Facilitator, Data Mentor, Content Specialist,
Intervention Specialists, Gen Ed and Sp Ed Liaisons
One person may take on multiple roles, or roles may be shared.
 Focus on Big Ideas in the Content Domains
 Unified School-wide Collaboration for Seamless Instructional Support
 Breaking down old barriers between departmentalized services.
 Multiple Tiers of High Quality Instruction
 Aligned with Core Curriculum Expectations
 4 Types of Assessments for Different Purposes
 Aligned with Core Curriculum Expectations
 Data-driven Instructional Decision-Making
 Continuous Professional Learning
Why Use an
Data-Driven Model?

Curriculum, Assessment, Instruction & Outcomes must be aligned.
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Some students will require strategic or intensive interventions.
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Assessment data will determine the resources needed.
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Monitoring data will guide instructional decisions and be repeated
with the frequency needed for timely adjustment of interventions.
No matter how great the idea or how compelling the research, if an
intervention is not working, something must change.”
A problem solving process focuses the collaborative team on
variables that can be controlled to improve achievement.
Problem-solving occurs at all levels: Grade-level, class-wide, small
groups, individual students. The process is the same regardless of
the level or the nature of the problem.
Data-Driven Instructional
Decision-Making Model for 3 Tiers
The problem is
common for more than
20% of students.
The severity of the
problem is greater
for some learners.
Yes
Yes or
No
Problem
analyzed on
system level
80%
Yes
No
> 5% or an identified
group has a special
need for the service.
No
Yes
The problem is common for
more than 5% of students
or for an identified group.
Yes
Problem
analyzed on
a group level
15%
No
The problem is rare
and/or specific to a
particular student.
Yes
Problem
analyzed on an
individual level
5%
Current State:
What Assessments are We Currently Using?
Activity
1. At your table group your self by department
•
•
•
General Education
Title One, At-Risk Interventionists, ELL
Special Education
2. Brainstorm a list of the mandated and/or typical
literacy assessments that you use with first grade
students.
3. As a Unified School Team compile a composite list of
all of these assessments.
•
What do you notice?
General Education
Title 1 / At Risk
Special Education
Creating a Set of Common Assessments
Grade 1
Agree on a set of Common Assessments meeting these Criteria:
1.
2.
Aligned with Core Curriculum Expectations and the Essential Areas of Literacy
Instruction
•
•
•
•
•
Include the 4 Types of Assessments

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3.
Valid
Reliable
Efficient
Informative
Practical – Doable
Screening
Diagnostic
Progress Monitoring
Outcome
Samples

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Grade Level Assessment Grid
Grade Level Data Organizer: Grade 1 Winter Planner.doc
Building a Grade Level
Reading Assessment System
What will you use for Grade ___?
Assessment
Type
Screening /
Benchmark
Diagnostic
Progress
Monitoring
Outcome
Who?
How Often?
Level of
Difficulty
Examples
Data Teams – Key Roles

Classroom Teacher
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Data Captains

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Provides input on assignment of students to assessors
Organize and supervise the Data Collection at each grade level
Data Manager

Manages data input:

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Online data management
Spreadsheets
Paper and Pencil Reports and Graphs
Mentors / supports teams in organizing, displaying & interpreting data
Interventionists

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Title One
At-Risk
Special ED:
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ELL
Resource, SLP, School Psych
Creating Your Data Teams
Data Manager
Kindergarten Team
First Grade Team
Second Grade Team
Third Grade Team
Data Captain
Classroom Teachers
Gen Ed Interventionists
Sp Ed Interventionists
Who is Doing the Assessments?
Developing Data Teams
1.
Consider the Principles of 3 Tier:
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Collaboration
Cooperation
Alignment
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2.
Assessments and core curriculum
Among teachers and interventionists
Interventions and core curriculum
Seamless service delivery
Activity:

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Develop a model data collection team to implement your
first grade common assessments
Be prepared to say, “Who is doing what and why?”
Developing the Skill Set of
Data Managers

See Resources on OS 3-Tier/RtI Webpage
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Logistics of Data Collection
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DIBELS Data System Overview
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Mod10_Logistics_05c.ppsm
DIBELS DATA SYSTEM.ppt
Future Data Management Support
Sessions?