Response to Intervention – Data Teams
March 5, 2009
10:00 am
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Response to Intervention
Process of aligning appropriate
assessment with purposeful instruction for
all students.
Did the plan work?
What is the problem?
What does the data show?
What does the data show?
Implement the plan
Who will do what, where,
when, and how often?
How will fidelity of
implementation be
determined?
Why is this happening?
Curriculum Issue?
Instructional Issue?
Student Issue?
What is our plan?
What are we going to do?
What interventions are
needed?
How will we measure
success?
School Data Teams
• The Georgia Department of Education recommends the
formation of data teams at each school.
• This team would be responsible for analyzing achievement and
discipline data from both formative and summative measures in
use.
• This team would lead the work of using district and school
performance norms to set criteria for expected growth and the
identification of scientifically based interventions needed to
support the learner.
• School level participants should include the principal, grade
level/content area representatives, counselors, and school
psychologist.
School Data Teams
• Data Teams in each school serve as the driving force for
instructional decision making in the building.
• The team will use data during the year to monitor growth in
terms of the rate of increase shown at the district, school,
classroom or student level.
• The data team is responsible for targeting the areas of needed
improvement and working to address the specific issues related
to those areas.
• The data team will identify additional “detective work”
assessments needed to determine the root cause of the
identified underperformance.
The Data Team Process
•
•
•
•
•
Step 1
Step 2
Step 3
Step 4
Step 5
Collect and chart data
Analyze strengths and obstacles
Establish goals: set, review, revise
Select instructional strategies
Determine results indicators
– The Leadership and Learning Center 2008
Did the plan work?
What is the problem?
What does the data show?
What does the data show?
Implement the plan
Who will do what, where,
when, and how often?
How will fidelity of
implementation be
determined?
Why is this happening?
Curriculum Issue?
Instructional Issue?
Student Issue?
What is our plan?
What are we going to do?
What interventions are
needed?
How will we measure
success?
• If less than 80% of students are successfully
meeting academic or behavior goals, the
intervention focus is on the core curriculum,
INSTRUCTION, and general student population.
• If no more than 15% of students are not successful
in meeting academic or behavior goals, the
intervention is on small group ‘treatments’ or
interventions.
• If no more than 5% of students are not successful in
meeting academic or behavioral goals, the
intervention focus in on the individual student.
Source: Christ, T. (2008). Best practices in a problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.
159-176).
The Power of Common
Assessments
Schools with the greatest improvement in
student achievement consistently used
common assessments.
– D. Reeves, Accountability in Action, 2004
Common Assessments
•
•
•
•
•
Provide a degree of consistency
Represent common, agreed-upon expectations
Align with standards
Help identify effective practices for replication
Make data collection possible
– The Leadership and Learning Center 2008
Progress Monitoring
• Progress monitoring is a scientifically based
practice that is used to assess students
academic performance and evaluate the
effectiveness of instruction.
• Progress monitoring can be implemented with
individual students or an entire class.
• Common Formative Assessments
• Knowing students through assessments
Dr. George M. Batsche
Co-Director, Institute for School Reform
Florida Problem-Solving/RtI Statewide Project
University of South Florida
Tampa, Florida
Poor RTI
Steven
100
Tier 2: Strategic PALS
90
80
Words Correct Per Min
70
60
50
Aimline= 1.50
words/week
40
30
20
20
10
22
18
21
24
Trendline = 0.55
words/week
0
Sept
Oct
Nov
Dec
School Weeks
Jan
Feb
Dr. George M. Batsche
Co-Director, Institute for School Reform
Florida Problem-Solving/RtI Statewide
Project
University of South Florida
Tampa, Florida
Steven
Positive RTI
100
Tier 2: Strategic PALS
Tier 3: Intensive - 1:1 instruction, 5x/week, Problemsolving Model to Target Key Decoding Strategies,
Comprehension Strategies
Aimline= 1.50
words/week
42
90
Words Correct Per Min
80
70
60
50
40
30
36
28
20
20
22
18
21
45
44
40
35
31
24
Trendline = 0.2.32
words/week
10
0
Sept
Oct
Nov
Dec
School Weeks
Jan
Feb
Fidelity
Fidelity of implementation is the delivery of
instruction in the way in which it was
designed to be delivered.
The Data Team should monitor the
implementation of interventions to ensure
instruction is happening appropriately.
Response to Intervention
Process of aligning appropriate
assessment with purposeful instruction for
all students.
Resources
• The Leadership and Learning Center
– www.LeadandLearn.com
• The Center on Instruction
– http://www.centeroninstruction.org/
• National Center on Response to Intervention
– www.rti4success.org
• RTI Action Network
– http://www.rtinetwork.org/
Contact Information
• John Wight ([email protected])
• 404-657-9064