Systematizing Data Use Through RtI

1. Systematizing Data Use Through RtI Wisconsin Department of Public Instruction

2. Using Data Series

3. CONCEPTS COVERED Wisconsin’s vision for RtI Universal screening process Progress monitoring process Integration of instruction, assessment, and collaboration within a multi-level system of support Wisconsin’s Vision for RtI

4. Needs Identification & Prioritization To Review:Data Based Decision Making Process Planning Strategy Data Analysis Data Collection Implementation

5. Wisconsin’s Vision for RtI RtI is a process forachieving higher levels of academic and behavioral success for all students through: High Quality Instruction Balanced Assessment (multiple measures) Collaboration

6. What Makes RtI Different? • Multi-level system of support: The practice of systematically providing differing levels of support based upon student responsiveness to instruction and intervention

7. RtI: Key Questions to Consider • What do we expect all students to be able to know and do? • How do we know if students are meeting expectations? • What do we do if students are not meeting expectations? • What do we do if students exceed expectations? (DuFour, DuFour, Eaker, & Many, 2006)

9. How is Data Used Within a RtI System? • To adjust core instructional practices • To identify students, or groups of students, at risk of poor learning outcomes • To identify students or groups of students in need of additional challenges • To intervene based on student needs • To monitor student progress • To adjust the intensity of supports based on student responsiveness to instruction and intervention

11. Culturally Responsive Data Practices • Given that in 2011, very few interventions, progress monitoring tools and universal screeners have been researched and/or normed on a diverse student population… • How can you ensure that you use culturally responsive practices when examining, discussing and using data to make decisions? • Have you disaggregated your data by race, and are you asking critical questions of that data? • How will you respond to evidenced unwanted trends? • Who will assist you in making culturally responsive and appropriate decisions based on the data you’ve analyzed?

12. A Note on Evidence Base • Important to use evidence and research-based practices, strategies, tools and resources • Determine what works with whom, by whom, for what purposes, and in what contexts. • Evidence base, educational context, and family and educator expertise should all be considered. • Consider nationally validated and locally evidenced tools.

14. RtI and Balanced AssessmentScreening • Universal Screening: A process in which data from multiple measures are analyzed to determine whether each student is likely to meet, exceed, or not meet benchmarks. Screening can be constructed for both academic and behavioral purposes. • Point-in-time measures • Data from universal screening is used to make decisions about: • The effectiveness of core instruction • Levels of support for individual and small groups of students

15. Data Examples for a Screening Process • First ask, “What information do we need to make instructional decisions, and what data will provide that?” • Potential data sources (be sure to use multiple measures): • Commercial, nationally normed screener • Locally developed screener • Grades • Parent interview • Attendance • Past years’ achievement data • Engagement • Office discipline referrals • Rubrics • Student self-assessment • English Language Proficiency data • WKCE scores • Writing sample

16. Using Screening Data

18. Data and Balanced AssessmentProgress monitoring • Progress Monitoring: A process used to assess students’ academic and behavioral performance, to measure immediate student improvement or responsiveness to instruction, and to evaluate the effectiveness of instruction. The frequency of progress monitoring increases with the intensity of an intervention or additional challenge. • Closely monitor whether what we’re doing is effective (Are students progressing? Is this strategy typically effective? For whom? Etc.) • Determine whether students are progressing appropriately from increased services • Adjust instruction to meet student need • Adjust intensity of progress monitoring based on intensity of student need • Use multiple kinds of data to inform decision-making

19. Average Range

20. Data Examples for a Progress Monitoring Process • First ask, “What information do we need to make instructional decisions, and what data will provide that?” • Potential data sources (be sure to use multiple measures): • Commercial nationally-normed progress monitoring tools • Locally-developed tools • Classroom assessments • Parent interviews • Attendance • Engagement • Office discipline referrals • Rubrics • ELP indicators

21. Small Group Screening Data: One example • Based on progress monitoring data including • Cloze passages completed once a week • Informal student interview • Check-in with teacher on in-class progress • 2 students appear to be making adequate progress and will not need further intervention beyond 8 weeks • Reading specialist, school psychologist and classroom teacher are meeting to plan an individual intervention for student 3, based on progress monitoring data

22. Individual Student Screening Data: One example • A student far exceeding benchmarks in reading and comprehension based on multiple measures • Teacher collaborates with the Reading Specialist, the Library Media Specialist, and the student to determine when and how to further challenge this student. • Progress monitoring would be conducted once every three weeks to measure the student’s reading ability growth

23. Summary • RtI provides a systematized way to address the needs of all students by using data to make instructional decisions matched to student need. • Screening and progress monitoring processes help to systematize data collection practices for data based decision making. • Screening and progress monitoring processes provide valuable data for whole and small groups, and individual students. • Research and evidence base are important considerations of an RtI system.

24. Further Information For more information, please continue through the series: