Planning Data Reviews to Inform Interventions
Planning Data Reviews to Inform Interventions
Amanda Wood
Planning Data Reviews to Inform Interventions
Purpose Use student learning evidence to intervene and extend so that ALL students learn at high levels.
SolutionTree.com
SolutionTree.com
Learning Targets
The 4 PLC Questions
1. Identify the components of systematic planning for intervention and extension.
1. What do we want students to know and be able to do?
2. Use protocols to explore data and identify students for intervention and extension.
2. How will we know if they’ve learned it?
3. Identify the qualities of effective interventions and extensions.
4. How will we respond when students already know it?
SolutionTree.com
3. How will we respond when students don’t learn it?
SolutionTree.com
© Wood 2017. SolutionTree.com Do not duplicate.
1
The 4 Cs of Response to Intervention • Collective Responsibility • Concentrated Instruction • Convergent Assessment • Certain Access
SolutionTree.com
Data Day Protocol
Tier 1 - Core Classroom
instruction and intervention (reteaching)
Tier 2 - Small PLC intervention focused on power standards Tier 3 - Foundational skills & power standards from previous year
2
Collaborative Teams
Collaborative Team + interventionist case manager coach administrator Classroom teacher + parents counselor psychologist interventionist/case manager/speech administrator
During a data review, collaborative teams reflect on current reading and math data. For each area, teachers will use the following 4 questions to guide their work. The 4 Data Analysis Questions: 1. What is there to celebrate? (Officially, what strengths are indicated by the data?) 2. What do we need to improve? (What gaps are indicated by the data?) 3. What else do we need to consider before we decide on our next step? (What other considerations may be indicated by this data before improvement steps are decided?) 4. What is our next step? (What are our improvement steps as indicated by the data?)
© Wood 2017. SolutionTree.com Do not duplicate.
© Wood 2017. SolutionTree.com Do not duplicate.
3
4
© Wood 2017. SolutionTree.com Do not duplicate.
skills & power standards from previous year
Tier 3 ‐ Foundational
intervention focused on power standards
Tier 2 ‐ Small PLC
instruction and intervention (reteaching)
Tier 1 ‐ Core Classroom
Classroom teacher + parents counselor psychologist interventionist/case manager/speech administrator
Collaborative Team + interventionist case manager coach administrator
Collaborative Teams
Mapping Out the Process
Student Learning Evidence
Beginning Quarter 1 Quarter 2 Quarter 3 of the Year August October December March Collaborative teams review BOY data to identify classroom interventions.
Collaborative teams review preassessment data and CFAs to plan classroom interventions.
Quarter 4 May Collaborative teams review EOY data and identify students for ongoing tier 2 support in August.
CFA = Common Formative Assessments
SolutionTree.com
Mapping Out the Process Quarter 2
Quarter 3
Mapping Out the Process
Beginning of the Year August
Quarter 1
End of the Year May
October
December
March
Small PLCs review BOY data to identify classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review EOY data and identify students for ongoing tier 2 support in August
Learning Support reviews BOY data to identify additional/new students for tier 2 and tier 3 support. Learning Support may conduct additional screening.
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Learning Support reviews EOY data and universal screeners to identify students for tier 3 support in August. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Beginning of the Year (BOY) August
Quarter 1 October
Quarter 2 December
Quarter 3 March
Quarter 4 End of the Year May
Small PLCs review BOY data to identify classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review EOY data and identify students for ongoing tier 2 support in August
Learning Support reviews BOY data to identify additional students for tier 2 and tier 3 support
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support.
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support
Learning Support reviews EOY data and universal screeners to identify students for tier 3 support in August
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Learning Support may conduct additional screening
Counselor arranges meeting with parents of new students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
© Wood 2017. SolutionTree.com Do not duplicate.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
5
6
© Wood 2017. SolutionTree.com Do not duplicate.
December
October Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small PLCs review BOY data to identify classroom interventions
Learning Support reviews BOY data to identify additional/new students for tier 2 and tier 3 support. Learning Support may conduct additional screening.
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
Quarter 2
Quarter 1
Beginning of the Year August
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
March
Quarter 3
Mapping Out the Process
Learning Support reviews EOY data and universal screeners to identify students for tier 3 support in August. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small PLCs review EOY data and identify students for ongoing tier 2 support in August
End of the Year May
© Wood 2017. SolutionTree.com Do not duplicate.
7
Counselor arranges meeting with parents of new students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Learning Support may conduct additional screening
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Learning Support reviews EOY data and universal screeners to identify students for tier 3 support in August Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support.
Learning Support reviews BOY data to identify additional students for tier 2 and tier 3 support
Small PLCs review EOY data and identify students for ongoing tier 2 support in August
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
Small PLCs review BOY data to identify classroom interventions
March
Quarter 4 End of the Year May
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
December
October
Quarter 3
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
Quarter 2
Quarter 1
Beginning of the Year (BOY) August
Mapping Out the Process
Amanda Wood
Planning Data Reviews to Inform Interventions
Purpose Use student learning evidence to intervene and extend so that ALL students learn at high levels.
SolutionTree.com
SolutionTree.com
Learning Targets
The 4 PLC Questions
1. Identify the components of systematic planning for intervention and extension.
1. What do we want students to know and be able to do?
2. Use protocols to explore data and identify students for intervention and extension.
2. How will we know if they’ve learned it?
3. Identify the qualities of effective interventions and extensions.
4. How will we respond when students already know it?
SolutionTree.com
3. How will we respond when students don’t learn it?
SolutionTree.com
© Wood 2017. SolutionTree.com Do not duplicate.
1
The 4 Cs of Response to Intervention • Collective Responsibility • Concentrated Instruction • Convergent Assessment • Certain Access
SolutionTree.com
Data Day Protocol
Tier 1 - Core Classroom
instruction and intervention (reteaching)
Tier 2 - Small PLC intervention focused on power standards Tier 3 - Foundational skills & power standards from previous year
2
Collaborative Teams
Collaborative Team + interventionist case manager coach administrator Classroom teacher + parents counselor psychologist interventionist/case manager/speech administrator
During a data review, collaborative teams reflect on current reading and math data. For each area, teachers will use the following 4 questions to guide their work. The 4 Data Analysis Questions: 1. What is there to celebrate? (Officially, what strengths are indicated by the data?) 2. What do we need to improve? (What gaps are indicated by the data?) 3. What else do we need to consider before we decide on our next step? (What other considerations may be indicated by this data before improvement steps are decided?) 4. What is our next step? (What are our improvement steps as indicated by the data?)
© Wood 2017. SolutionTree.com Do not duplicate.
© Wood 2017. SolutionTree.com Do not duplicate.
3
4
© Wood 2017. SolutionTree.com Do not duplicate.
skills & power standards from previous year
Tier 3 ‐ Foundational
intervention focused on power standards
Tier 2 ‐ Small PLC
instruction and intervention (reteaching)
Tier 1 ‐ Core Classroom
Classroom teacher + parents counselor psychologist interventionist/case manager/speech administrator
Collaborative Team + interventionist case manager coach administrator
Collaborative Teams
Mapping Out the Process
Student Learning Evidence
Beginning Quarter 1 Quarter 2 Quarter 3 of the Year August October December March Collaborative teams review BOY data to identify classroom interventions.
Collaborative teams review preassessment data and CFAs to plan classroom interventions.
Quarter 4 May Collaborative teams review EOY data and identify students for ongoing tier 2 support in August.
CFA = Common Formative Assessments
SolutionTree.com
Mapping Out the Process Quarter 2
Quarter 3
Mapping Out the Process
Beginning of the Year August
Quarter 1
End of the Year May
October
December
March
Small PLCs review BOY data to identify classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review EOY data and identify students for ongoing tier 2 support in August
Learning Support reviews BOY data to identify additional/new students for tier 2 and tier 3 support. Learning Support may conduct additional screening.
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Learning Support reviews EOY data and universal screeners to identify students for tier 3 support in August. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Beginning of the Year (BOY) August
Quarter 1 October
Quarter 2 December
Quarter 3 March
Quarter 4 End of the Year May
Small PLCs review BOY data to identify classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review preassessment data and CFAs to plan classroom interventions
Small PLCs review EOY data and identify students for ongoing tier 2 support in August
Learning Support reviews BOY data to identify additional students for tier 2 and tier 3 support
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support.
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support
Learning Support reviews EOY data and universal screeners to identify students for tier 3 support in August
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Learning Support may conduct additional screening
Counselor arranges meeting with parents of new students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
© Wood 2017. SolutionTree.com Do not duplicate.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
5
6
© Wood 2017. SolutionTree.com Do not duplicate.
December
October Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small PLCs review BOY data to identify classroom interventions
Learning Support reviews BOY data to identify additional/new students for tier 2 and tier 3 support. Learning Support may conduct additional screening.
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
Quarter 2
Quarter 1
Beginning of the Year August
Small group PLCs + interventionist/case manager, coach, counselor and administrator meet to identify students for tier 2 support. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
March
Quarter 3
Mapping Out the Process
Learning Support reviews EOY data and universal screeners to identify students for tier 3 support in August. Progress is reviewed bi weekly (or monthly). Small PLC + meets at end of intervention to determine next steps.
Small PLCs review EOY data and identify students for ongoing tier 2 support in August
End of the Year May
© Wood 2017. SolutionTree.com Do not duplicate.
7
Counselor arranges meeting with parents of new students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Learning Support may conduct additional screening
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Progress is reviewed weekly. Small PLC + meets at end of intervention to determine next steps
Counselor arranges meeting with parents of students who require tier 3 support. Meeting includes: parent, teacher, counselor, case manager or speech language and administrator.
Learning Support reviews EOY data and universal screeners to identify students for tier 3 support in August Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support
Small group PLCs + interventionist/case manager, coach and administrator meet to identify students for tier 2 support.
Learning Support reviews BOY data to identify additional students for tier 2 and tier 3 support
Small PLCs review EOY data and identify students for ongoing tier 2 support in August
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
Small PLCs review BOY data to identify classroom interventions
March
Quarter 4 End of the Year May
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
December
October
Quarter 3
Small PLCs review pre‐ assessment data and CFAs to plan classroom interventions
Quarter 2
Quarter 1
Beginning of the Year (BOY) August
Mapping Out the Process
