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RTIGrade Level Team Meetings
Presented by April Kelley
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Introductions
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Essential Questions
How do we effectively run data meetings? What agenda should we follow? How do we determine if interventions
are needed? How do we determine when to drop
interventions? How will we document interventions?
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Sample Data Meeting
Click icon to add picture
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Dorchester Data MeetingsSmall Group: What did you notice?
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5 Step Individual Student Problem Solving Agenda
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Adjustment Options
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Effective Tier II and III Decision Rules
Consider…
Rate/Slope of progress
Level of performance
4/5 point rule
Trend Analysis
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Model for FiguringSlope/Rate of Progress
for grade level performance target
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Will all students be able to achieve grade level
performance targets?
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Ambitious Growth Rates
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Model for Figuring Individual Slope/Rate of Progress
for individual performance targets
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DUAL DISCREPANCYLEVEL & RATE OF PROGRESS
Making adequate progress if...
Scores are at or above the established benchmark criteria for either performance OR rate of growth
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DUAL DISCREPANCYLEVEL & RATE OF PROGRESS
Not making adequate progress if...
Scores fall below the criteria for both performance level AND rate of growth
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Performance Level
To calculate a student's performance, compute the average of the last 3 probes.
If a student's average score is equal to or greater than the benchmark, the student is responding adequately to instruction.
If a student's average score is less than the specified benchmark, more intensive instruction may be warranted.
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Is this student making adequate progress?
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Is this student making adequate progress?
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Calculating Slope/Rate of Growth# of words/wk a student is gaining
Step 1: Collect the following:Score on first probe (p1)Score on last probe (p2)First administration time period. What week was it? (w1)Last administration time period. What week was it? (w2)
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Calculating Slope/Rate of Growth# of words/wk a student is gaining
Examplep1=1p2=14w1=1w2=8
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Calculating Slope/Rate of Growth# of words/wk a student is gaining
Step 2: Apply the formula
Slope = p2-p1/w2-w1
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Calculating Slope/Rate of Growth# of words/wk a student is gaining
Examplep1=1p2=14w1=1w2=8
ExampleSlope = p2-p1/w2-w1
14-1/8-1 13/7 1.8
(gained 1.8 words/week)
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Try One – 3rd grader
ExampleP1=15P2=55W1=5W2=14
ExampleSlope = p2-p1/w2-w1
55-15/14-5 40/9 4.4
(gained 4.4 words/week)
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4/5 Point Data RulesShort-range estimate of a child’s progress
If… 4/5 successive data-points are found to lie above the aimline, consider:
Raising the goal
How to program for maintenance
Fading intervention (only if at benchmark)
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4/5 Point Data RulesShort-range estimate of a child’s progress
If… 4/5 successive data-points are found below the aimline at any time, decide how to change:
Pace of instruction
Materials being used or how they’re being used
# of opportunities to respond or have instruction
Reinforcements in place
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4/5 Point Data RulesShort-range estimate of a child’s progress
If… 4/5 data points are found to be clustered both above and below the aimline:
Determine how to motivate the child to perform more consistently
Gather enough data to determine a trend (7-8 data points)
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Tukey Trend Line
Parallel to aimline = not on track to converge.
Need make a change in your intervention in order to close gap.
aimline
trendline
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Tukey Trend Line
Steeper than aimline = student is progressing well.
Look for ways to maintain or fade intervention when appropriate.
aimline
trendline
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Tukey Trend Line
Flatter than aimline = change is needed.
Analyze performance and implementation data to determine the change that is needed.
aimline
trendline
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What should we do withthis student?
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What should we do withthis student?
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What should we do withthis student?
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Questions to Consider…
Who will be delivering the intervention?
When will interventions be delivered?
What interventions will be delivered?
How often will interventions be delivered?
Who will be progress monitoring? (what tool & skill)
How will you communicate with parents and involve them?
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Data Tracking Options
Paper/Pencil
Spreadsheets
Google Docs
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