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Comprehensive Overview of Initial Group Data Meeting Preparation and Facilitation

This document outlines the processes involved in the Initial Group Data Meeting (GDM) taking place on August 23, 2012. The meeting is designed to collaboratively analyze student data to inform educational decisions such as core instruction quality, supplemental instructional strategies, and tiered interventions for at-risk students. Key steps include data dissemination, agenda preparation, and the involvement of various educational staff. The GDM focuses on goal setting, performance data review, and the planning of targeted interventions, ensuring that every step is aligned with student needs and research-based practices.

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Comprehensive Overview of Initial Group Data Meeting Preparation and Facilitation

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  1. Initial Group Data Meeting Preparation & Facilitation August 23, 2012

  2. Group Data Meeting (GDM) A collaborative team meeting occurring at set intervals throughout the year. Student data is used to inform decisions about: • Providing quality core instruction • Planning & implementing supplemental instructional strategies • Designing tiered intervention for students at risk • Examining students’ responses to instruction and intervention

  3. Initial GDM Preparation… Before the team meets: • Disseminate data to team members • Include raw data & visual displays • User-friendly format • Members review data in advance • Leader prepares agenda • Think about what intervention may look like

  4. GDM Logistics • Teams should include: principal, EIS, grade level & spec. ed. teachers, intervention staff, school psych. • Should occur during regularly scheduled CT time, within GDM window. • CT norms apply, though agenda is common across district

  5. Initial GDM Focus is on goal setting & planning Performance data Class/Grade Level Problems and/or Student assignment to tiers Follow Up GDMs Focus on evaluation and fine tuning Growth data Student movement between tiers GDM: Initial versus Follow-Up

  6. Initial GDM Agenda Agenda includes the following discussion areas: • Rationale & Expectations • Tier 1 Analysis • Tiers 2 & 3 Analysis

  7. Tier I Analysis Identify current levels of performance • Discuss trends, needs, hypotheses • Grade-wide problem? • Set SMART goal or goals • Identify instructional strategies for the core curriculum • Plan logistics

  8. Tier 2 & 3 Analysis – Initial GDM • Review student performance data • Identify students for intervention • Create intervention groups • Address “Watch List” from prior year

  9. Post - GDM • Review notes on issues/problems and respond • Solidify intervention groups • Plan for remaining students • Finalize staff assignments • Establish progress monitoring schedules • Send out parent letter for students identified for intervention • Continue Tier 1 instructional planning at CTs

  10. Intervention Preparation…. Intervention Considerations Based on Initial Data Analysis: • All students targeted for intervention must receive a comprehensive, research-based intervention from district menu • four days per week, 20 min. per day, in addition to the core curriculum • Interventions are delivered in a small group format (4 to 8) • Interventions must be delivered with fidelity • Personnel need to be trained to deliver/facilitate intervention. • Delivery method may be in the classroom or “pull-out” • Pull-out interventions must be delivered in an appropriate space.

  11. Skill-Based Intervention • Understand the 5 Big Ideas of Reading • Understand which skills will need to be addressed, by grade level • Target one specific reading skill at a time • Identify what program will address each skill • Ensure student need matches intervention Phonics Need - Phonics Intervention – Phonics Progress Monitoring

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