PowerPoint Presentation

Implementing Structured Data MeetingsBeginning of Year (BOY) Meetings

Welcome to a brief training on implementing Structured Data Meetings at your campus. 1Goals of this trainingTo understand the purpose and rationale for implementing Structured Data Meetings at your campusTo understand how the Structured Data Meetings are integrated into the Response to Intervention Model for DVISDTo understand the protocol and related materials used to facilitate the BOY meeting and to document decisions

This module is designed to prepare you for the Beginning of the Year Data Meeting, with the following goals in mind:

-To understand the purpose and rationale for implementing Structured Data Meetings at your campus-To understand how the Structured Data meetings are integrated into the Response to Intervention Model for DVISD-To understand the protocol and related materials used to facilitate the Beginning of Year meeting and to document decisions

2Purpose[Kaminski & Good, 2012]

The overall purpose of Structured Data Meetings are to:-to identify students in need of support-to validate the need for support-to set student-level and grade-level goals-to plan for support, and to-review outcomes

This is a continuous cycle of problem-solving that is designed to identify and meet student needs in each and all Tiers of Instruction. It will be helpful to keep this overarching process in mind as you and your team implements the structured data meetings. 3Having Critical Conversations around DataStructured data meetings are collaborative effort among various school staff with diverse expertise to:

Collect and analyze data over time to make educational decisions.Use data to identify student needs and problem-solve ways to meet student needs.Set measurable goals and plan action steps to achieve those goals.

Structured data meetings are not meant to be a compliance activity; rather, they are meant to provide opportunities to have critical conversations around data for the purpose of improving student outcomes. Structured data meeting are a collaborative effort among various school staff with diverse expertise to:-Collect and analyze data over time to make educational decisions-Use data to identify student needs and problem-solve ways to meet student needs-Set measurable goals and plan action steps to achieve those goals.

4DVISD RTI Logic Model

Here you will see the DVISD RtI Model. The Structured Data meetings are designed to support effective decision-making within this model. Take a moment to consider each of the components. 5Structured Data Meetings as Professional DevelopmentRather than viewing data meetings as something separate from professional development, such meetings should be viewed as part of the professional development that teachers receive.At these meetings, teachers can ask questions and ask for support in certain areas or with specific types of students if they feel they need more instructional knowledge or strategies. These meetings can also lead to [other] professional development activities.--DVISD RTI Manual, p. 26

It is also important to keep in mind that structured data meetings should be designed to support teachers as they refine their practice and develop as professionals. As stated in the DVISD district manual, Rather than viewing data meetings as something separate from professional development, such meetings should be viewed as part of the professional development that teachers receive. At these meetings, teachers can ask questions and ask for support in certain areas or with specific types of students if they feel they need more instructional knowledge or strategies. These meetings can also lead to other professional development activities.6RtI and English Language Learners

As we work to implement an RtI framework that optimizes the performance of English Language Learners, specific considerations for English learners should be integrated throughout all the components of your campuss RtI framework.

At the data-analysis level, teams will need to examine data that tells them about the English Language proficiency of their students. In addition to DIBELS Next screening data, team discussions should also include sources of evidence that can be used to identify students language proficiency, such as TELPAS scores. Goal-setting should include measurable goals for students language development in each of the four language domains.

Educator Knowledge of Second Language Acquisition is also critical. Teams should draw on the diverse expertise of campus personnel when making instructional decisions about English language learners. The teams knowledge of the process of Second Language Acquisition should be applied when determining student needs and planning for student support.

Finally, an RtI framework that optimizes outcomes for English Language learners includes effective, evidence-based multi-tiered instruction. In this context, evidence-based refers to practices that have been demonstrated to be effective for English Language Learners. Teams should have critical conversations to determine if instruction at each Tier is in accordance with students linguistic needs, and if strategies that support second language development are being implemented throughout the framework.

As your team examines all of these considerations for English Language Learners, areas in which teachers need additional support or professional development may be identified. In this case, you will want to plan for teacher support, along with student support, at appropriate times during the meeting. 7Preparing for the boy meeting

Now we will focus on the process and materials needed for conducting a Beginning of the Year Data meeting. Beginning of the year meetings are designed to take place in two separate parts. The RtI leadership team should schedule one meeting to discuss tier one, and a second meeting to discuss Tiers two and three. If you are unable to schedule two separate meetings, both parts can be discussed during one meeting.

8What you will need for BOY: For Tier I Meeting

Tier I Beginning-of-Year Protocol (one per facilitator)

Tier I Beginning-of-Year Checklist (electronic; one per person)Class performance data Designated place for recording goals (e.g., Eduphoria spreadsheets)

Chart paper and markerTier I Instructional Plan (electronic; one per person)

End-of-Year Instructional Plan from previous year

For Tier II/III Meeting

Tiers II and III Beginning-of-Year Protocol (one per facilitator)

Tiers II and III Beginning-of-Year Checklist (electronic; one per person)

Designated place for recording goals (e.g., Eduphoria spreadsheets)

Class performance data

Standardized reading intervention teacher materials

Tiers II and III Intervention Worksheet (electronic; one per teacher)

Tiers II and III Intervention Master List (electronic; one per intervention provider)

End-of-Year Instructional Plan from previous year Access Electronic Forms Here

This training will take you through the steps of both meetings. In preparation for the Tier I Meeting, you will need the items in column one. If this is your first Beginning of the Year Data Meeting, you will not have the End of Year Instructional Plan from the previous year. In preparation for the Tier II and III meeting, you will need the items in column two.

The items listed in blue can be found in the DVISD RtI Manual. The items listed in blue are also available in electronic formats. You will want to access the electronic forms for easier record keeping and for easier synthesis of decisions made at each meeting. You can access the electronic formats through the link to the ELITE Website.

Please feel free to access and refer to these materials as we move through the procedures.9Tier I Data Meeting

Now we will guide you through the procedures and materials for the Tier I Data meeting. 10 Tier 1 Meeting Procedures for BOYwe cannot depend on interventions alone to move struggling students back to grade level. Core teachers have the power to move almost all students to grade level or above if these teachers have the right knowledge and tools. --DVISD RTI Manual, p. 20

Core teachers and Tier I instruction are at the foundation of an effective RtI framework. This is an particularly important message to communicate at campuses in which a high number of students are identified as in need of instructional support. As stated in the DVISD Manual, For response to intervention to be effective, we cannot depend on interventions alone to move struggling students back to grade level. Core teachers have the power to move almost all students to grade level or above if these teachers have the right knowledge and tools.

The main purpose of the Tier I BOY meetings, as well as the monthly data meetings, is to systematically review data and collaborate as a grade-level to plan effective instructional support. 11Guides for Data Meeting Discussion

As you will find in the DVISD RtI Manual, there are two documents that will be used to guide the Tier I discussion: The Tier I Beginning of the Year Protocol, and the Tier I Beginning of the Year Checklist. The facilitator of the meeting will use the Protocol to guide the group in a productive discussion.

Each of the other members of the team will use the one-page checklist to guide them through the discussion. You can think of the checklist as an agenda that the team can follow as each item is addressed.

Please feel free to refer to these materials as we move through the procedures. 12

Understanding the Protocol

The Protocol is meant to be a guide for the facilitator. It is not meant to be a prescriptive document. Under each step of the meeting, you can find three helpful features, 1) PROCEDURES 2) DISCUSSION PROMPTS 3) MATERIALS. The procedure explains what activities should be conducted at each step. The discussion prompts column includes suggestions for initiating thoughtful discussion. Within each step, you will also find a list of materials that the team needs to complete the activities.

13Step 1: Identify Need for Support

In the following sections, you will be guided through each Step of the Tier I protocol.

The first important step is to accurately identify students in need of support. Step 1 guides you in reviewing student performance data.

Take a moment to review the procedures, prompts, and materials that are part of Step 1.

14Step 1: Identify Need for Support

DIBELS Next Benchmark Goals and Cut Points for Risk

In Step 1, DIBELS Next screening data will be a primary source of evidence for determining student needs. DIBELS Next screeners are used to identify students who may be at risk for reading difficulties, and to help teachers identify areas to target additional instructional support. In reviewing your BOY DIBELS data, you will want to look at student performance against the BOY benchmark goals. The DIBELS Next Summary of Benchmark Goals and Cut Points for Risk should be available for teachers to reference during the data meeting.

Remember, the benchmark goal is the lowest level of performance on a measure that predicts reaching the next goal. If students perform below or well below benchmark on different basic early literacy skills, that could indicate a need for targeted support. 15Step 1: Validate Need for SupportThe team determines confidence in what the data is telling them about students. The team discusses accuracy of data overall.The team reviews TELPAS (and/or other language proficiency data) for ELLs identified as needing support. The team reviews any additional appropriate forms of data in order to validate conclusions about student needs.

After the team has determined what DIBELS data is telling them about students needs, it is very important for the team to validate its conclusions. Take a minute to review the steps in validating the need for support.

Additional Information:The team will need to determine their confidence in what the data is telling them. This will involve a discussion about the accuracy of data overall. Were the assessments administered reliably? Also, if there are reasonable doubts about particular students, teachers should look back at the protocols to determine if it was scored correctly, or to identify any other reason why the student showed uncharacteristic performance.

Also, the team will want to identify which students are English language learners, and review those students proficiency level scores. TELPAS scores should be readily available during the meeting. The team should consider language proficiency when interpreting DIBELS performance and when identifying types of needs for each student. Remember, the DIBELS screener is not a language proficiency test, so additional forms of data should be consulted when determining the types of support students will need.

Finally, the team will need to review any additional forms of data in order to validate conclusions about student needs. 16Step 2: Set Goals

After the team reviews student performance and identifies student needs, the next step is to set goals for core instruction at each grade level. The goals that are set should be reasonably achievable by the next assessment period the Middle of the Year. Take a moment to review the procedures, prompts, and materials that are part of Step 2. 17Steps 3-6Plan for Support: The Big QuestionsHow can we organize as a grade level to meet student needs?What supports do we need to implement to achieve our goals?

Steps 3-6 Involve Planning for Support. The big questions that guide the discussion at these steps are:How can we organize as a grade level to meet student needs?What supports do we need to implement to achieve our goals?

As part of the continuous cycle of data-informed decision making at your campus, steps 3 6 involve an ongoing cycle of planning support, implementing support, and evaluating the effectiveness of support. 18Steps 3 6: Plan for Support

In Step 3, the team will identify instructional practices that will support the goals set in Step 2. Take a moment to review the procedures, prompts, and materials that are part of Step 2.

Additional Information:Normally, this will involve reviewing the previous End of Year Instructional Plan and building on the action steps set at the end of the previous year. If this is your campuss first Structured Data Meeting, you will not have that information available.

During this step, the team will use current benchmark dat, and they will complete item analysis to identify skills that many students missed. This is an important step in accurately identifying student needs. The team will be able to identify areas to target instruction for specific students. Also, the team will be able to determine how to support teachers during professional learning communities.

19Tier I Instructional Plan

When your team get steps 4 and 5, you will need to direct them to use the Tier I instructional Plan to record decisions you will make at this point in the meeting. This form is available in an electronic format. Teachers can type in information and save the completed form.

As you will see shortly, each team member will use Part A of this form to complete Step 5. 20Steps 4 5, Plan for Support:Evaluate and Select Practices

In steps 4 and 5, the team will analyze possible instructional practices, select practices, and agree to implement them during the next benchmark period. The team should record any decisions made in Part A of the Tier I Instructional Plan.

The team needs to discuss their ideas using the following filters:-Is the practice evidenced based?-If necessary, can the practice be modified to support ELLs?-Are curricular materials available or can they be readily created to implement the practice?

Take a moment to review the procedures, prompts, and materials that are part of Steps 4 and 5.21Step 6, Plan for Support: Logistics of Implementing Practices

In step 6, the team will plan the logistics of implementing practices. This also includes a plan for monitoring fidelity and follow-up.

Take a moment to review the procedures, prompts, and materials that are part of Step 6. .

22After the Tier I meetingE-mail completed Tier I Instructional Plans to the designated meeting facilitator.

Schedule the Tiers II and III Structured Data Meeting as soon as possible.

After completing all of the meeting steps, the facilitator will instruct team members to email their completed Tier I Instructional Plans. The facilitator will ensure that plans are synthesized and used for follow-up support.

Finally, the facilitator will need to schedule the Tiers II and III Structured Data Meeting as soon as possible. Or continue your current meeting to discuss Tiers II and III. 23Tiers II/III Meeting Procedures for BOY

After a productive Tier I Data analysis meeting, your team will be ready to begin discussing how to best provide additional support to struggling students through Tier II and III interventions. In the Tier II and III Data Meeting, the team will be making intervention decisions about students in each grade level.

Now we will guide you through the procedures and materials for the Tiers II and III Data meeting.

24Step 1: Analyze student performance

Just as you did in the Tier I meeting, the first step is to review the current performance of students. This will most likely involve a recap of what was discussed in the Tier I meeting. 25Step 2: Determine Intervention Needs

In Step 2, the team will begin to determine the intervention needs of students. This is a complex step in the process, and several things should be considered when making interventions decisions. As the protocol outlines, identifying students intervention needs should be based on various forms of evidence. Not only does the team want to identify students who are the most in need of targeted supports, but they will also want to group students according to their specific instructional needs. The team will need to look critically at data to ensure that specific needs are being met.

Also, as a campus you will need to assess and allocate campus resources. Your team will need to make intervention decision based on available staff, space, and materials at your campus.

Take a moment to review the procedures, prompts, and materials that are part of Step 2.

26Recording Decisions

The team has two documents for recording intervention decisions. Here, you will see the Worksheet for Teachers. Classroom teachers at each grade-level will enter intervention students in his or her class, and select the appropriate intervention, which available through the pull-down menu in column two. The teacher will also enter the intervention provider and the scheduled intervention time for each student in his or her class. 27Recording Decisions

Here, you will see the Master List for Intervention Providers. Each intervention provider will record intervention decisions on this form. The provider can group students by specific interventions, which are available through the pull down menu in Column Two. Also, the provider will record the time of the group, the students in each group, and the classroom teacher for each student in the group.

The last column is for recording goals, which will be completed in the next step of the meeting.

28Step 3: Set Goals

After the team reviews student performance and identifies students intervention needs, the next step is to set goals for intervention instruction. The goals that are set should be reasonably achievable by the next assessment period which would be the Middle of the Year. Take a moment to review the procedures, prompts, and materials that are part of Step 3. 29Step 4: Plan for Progress Monitoring

After goals are set, the team should discuss a plan for progress monitoring. This step is not only about determining which tools and timelines to use for progress monitoring, but it is also about determining action steps to take if students or groups are not making sufficient progress toward a target skill level.

Take a moment to review the procedures, prompts, and materials that are part of Step 4.

30Step 5: Plans communication with parentsWhen the decision is made to move a student to a Tier 2 or 3 intervention, a letter describing the intervention and how the intervention will impact student success should be sent home.--DVISD RTI Manual, p. 28

[For an example letter that can be used for this purpose, see the Appendix of the DVISD RTI Manual]

The final step in the meeting is to plan communication with parents. In the Appendix section of the DVISD RtI Manual, you will find an example of a letter that can be used for this purpose.

31After the Tiers II/III MeetingEmail completed intervention worksheets to the facilitatorMonitor fidelity of instructionMonitor students progressSet the next Structured Data Meeting date

After completing all of the Tier II and III meeting steps, the facilitator will instruct team members to email their completed intervention worksheets. The facilitator will ensure that plans are synthesized and used for follow-up support.

Also, between the BOY and MOY meetings, the RtI leadership team will plan to monitor the fidelity of instruction and support effective progress monitoring for students.

Finally, the facilitator will want to schedule the next Structured Data Meetings. Monthly Data Meetings should take place to make data-informed decisions about Tier I instruction. The MOY Meeting should take place after the MOY DIBELS Next benchmark assessment. 32The Big Picture(Kaminski & Good, 2012)

Congratulations! You have completed the training for the Beginning of the Year Structured Data Meetings. This is a new process and it may take some time getting used to, but over time, it will increase the efficiency with which appropriate resources are provided to students. So, as you work throughout the year to implement your campuss RtI Model, keep the big picture in mind.

33