Lanigan Fall 2017

Data Dig Day

October 24, 2017

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Grade-Level Data Dig: Outcomes

● Review Tier I plan- including small groups

● Develop Tier II plan
● IST goal setting
● Explore strategies and progress monitoring for IST

Please refer to the document below for IST guidelines

● Elementary PLC/IST expectations

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❏ Engaging in Multiple Levels of Inquiry

Academic and
Behavioral Issues
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 3
nature of the problem.
 MTSS Infrastructure: Nested Teams
to Support MTSS Implementation

1. A district-level MTSS team

to make things happen for the district

1. Building MTSS Team to make things happen for the

school

1. PLC to make things happen for groups of students at

each grade level

2. A problem-solving team to make things happen for

individual students who are not responding to
instruction

Team Inventory Example 4

How do 1. WHO: Roles and Responsibilities are clearly defined.

teams 2. NORMS. Norms are established either in the building or

at the grade level. They are posted and visible.
function
most 3. SCHEDULE. Meeting schedules are prepared in
advance and subs are secure and coordinated with
efficiently? assessment windows.

The 4. DOCUMENTATION. Documentation is clear and group

thinking is captured, stored and can easily be accessed
Logistics by anyone.

Mastering 5. COMMUNICATION. Intentional focus on how to keep

the logistics communication loops active between other building

teams.

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 Grade-Level Data Team Meetings:
What do effective meetings look like?
● Teachers at the same grade level share ownership for student achievement and connect to discuss their core
instructional strategies, materials and allocation of classroom time to literacy activities

● Review common assessments and make data-driven decisions about how to adjust instructional practices so
that all students achieve at high levels and at-risk students accelerate their learning

● Teams determine the overall effectiveness of intervention plans for at-risk readers/writers and making changes
based on data

● Develop an action plan for providing cohesive, coordinated literacy instruction to all students (e.g., general
education, title one, special ed., ELs, etc.)that is written, reviewed and revised

● Conversations are focused on school variables that we control (instruction, group size, materials) not distal,
student-specific information (poverty, social stressors, IQ)

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Grade-Level Data Team Meeting
Essentials:
● Understanding the purposes of assessment and a variety of
assessment tools

● Engaging in Multiple Levels of Inquiry

● Using a Formal Instructional Problem-Solving Process

● Applying Decision Rules

● Visually Displaying Data

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 Grade-Level Data Team Meetings : FALL
Purpose Questions
● Quickly understanding current student
needs and strengths (i.e.: each year,
different cohorts of students may need “Given baseline
different instructional emphasis). patterns, what are the
implications for
● Assisting teachers with understanding instruction?”
baseline student skills and instructional
emphasis that may be needed.

● Differentiating instruction as well as

grouping students by instructional needs

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❏ Understanding the purposes of assessment and a
variety of assessment tools

Consider Vision Screening vs. Complete Eye Exam

Identifies kids who might need glasses Identifies specific prescription for glasses
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 Problem Solving Process
Identify & Clarify the Problem
(Screening & Diagnostic Assessments)
Define and Validate the Problem in Measurable Terms

Evaluate Student Analyze the Problem

Response Identify Variables that
(Progress Monitoring & Contribute to the Problem.
Outcome Assessments) Develop a Hypothesis.
Monitor & Adjust the
Plan.
Develop & Implement a Plan
(Goal Setting & Planning) Article for deeper learning
Carry Out the Intervention &
Monitor Progress. 10
❏ Applying Decision Rules

Analzye and hypotesisze slide.

Tier 1 Tier 2 Tier 3

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 Instructional Problem-Solving Process – CORE
Problem-Solving Level & Data What can we Learn? (PLC Work All Year)
Sources
1) Grade level View ❏ What do we want students to know?
Screener/ Initial Reports:
❏ How will be know they know it?
K- Easy CBM ❏ What will we do if they did not learn?
1-5: NWEA grade report ❏ What will we do if they already know?
Any additional common assessment

Diagnostic/ Extensive Reports:

K- MLPP
1-5- F & P

2) Classroom Level View

3) Small groups and Individuals

IST

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 Instructional Problem-Solving Process - CORE
Problem-Solving Level & What can we Learn? (Data Dig Day/Ongoing PLC)
Data Sources
1) Grade level View

2) Classroom Level View
Screener/ Initial Reports:
NWEA grade level
Diagnostic/ Extensive Reports:
NWEA class breakdown
NWEA student profile
How to access
● What learning strengths and needs exist right now in the classroom?
● Are you using the 3 essential practices being focused on this year?
*** Reference #’s 1, 3, 9
K-3 Essential Instructional Practices in Early Literacy
4-5 Essential Instructional Practices in Literacy
● How will your principal know the practices you have in place during a
walk through?

3) Small groups and Individuals

IST

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 Instructional Problem-Solving Process - CORE
Problem-Solving Level & What can we Learn? (Data Dig Day (30 Min)/Ongoing PLC)
Data Sources
1) Grade level View

2) Classroom Level View Essential Practice #3:

● What small groups do you have in place?
Screener/ Initial Reports: ● What specific strategies are you using in your small groups?
NWEA grade level
Small group activity
Diagnostic/ Extensive Reports:
NWEA class breakdown
NWEA student profile
How to access

3) Small groups and Individuals

IST

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 Instructional Problem-Solving Process- CORE + Tier II/Tier III
Grade level IST groups worksheet

Data Source What can we Learn?

1) Grade level View

2) Classroom Level View

3) Additional Small Group and/or
Individual: Tier II Instruction
**IRIP reports written upon
completion of IST groups**
Sample IRIP
Progress Monitoring Data: To be
determined within your PLC
❏ What is the growth target/ goal (skill, criteria for success,
timeline)?
❏ What’s the student's current level? How large is the gap?
❏ What are we going to teach and how are we going to teach it for
the group or individual student to meet the goal?
❏ Is supplemental intervention needed in addition to core?
❏ How will intervention facilitate success in core classroom
instruction?
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 Instructional Problem-Solving Process- CORE + Tier II/Tier III
Grade level IST groups worksheet

Data Source What can we Learn?

1) Grade level View

2) Classroom Level View

3) Additional Small Group and/or Common Understanding of the Five Focus Areas of Reading and
Individual: Tier II Instruction components

IST group worksheets What are ways to ensure skills/strategies transfer to real (authentic)
reading experiences?
here

Description sheet
Progress Monitoring Data: To be
determined within your PLC

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 Instructional Problem-Solving Process- CORE + Tier II/Tier III
Grade level IST groups worksheet

Data Source What can we Learn?

1) Grade level View

2) Classroom Level View

3) Additional Small Group and/or
Individual: Tier II Instruction
IST group worksheets
here
Description sheet
Progress Monitoring Data: To be
determined within your PLC
❏ What is the growth target/ goal (skill, criteria for success,
timeline)?
❏ What’s the student's current level? How big is the gap?
❏ What are we going to teach and how are we going to teach it for
the group or individual student to meet the goal?
❏ Is supplemental intervention needed in addition to core?
❏ How will intervention facilitate success in core classroom
instruction?

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Resources
Identifying strategies:

Research Based Intervention Strategies for Reading (Tier 1 and 2)

Step by Step IRIP guidance

Data Dig Site

Illuminate:

1. FPS Data and Assessment

2. Illuminate Toolbox

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