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RTI: USING DATA TO IMPROVE STUDENT OUTCOMES
Port Washington-Saukville’s Collaborative Approach to Making it Work
PRESENTATION OVERVIEW
Early Stages: EOCA
Recent History and District Data Collection
Current Activities
Future Plans
THE BEGINNING OF COLLABORATION AND DATA STUDY: EARLY ONGOING COLLABORATION AND ASSISTANCE INITIATIVE (EOCA)
Our first endeavor in developing S.M.A.R.T. goals, collaborative team planning, and analysis of data with focus on fluency development
Gathered baseline data using the fluency component of the DIBELS
Provided opportunities for grade-level teachers to collaborate and develop reading fluency strategies
Conducted interventions at universal, selected, and targeted levels
Collected and analyzed summary data
BENEFITS FROM OUR EOCA EXPERIENCE
Researched empirically supported interventions
Identified students for selected and targeted instructional options based on data (now known as Tier 2 and 3 interventions)
Emphasized importance of systematic data collection and analysis
BENEFITS FROM OUR EOCA EXPERIENCE
Increased awareness and dialog among staff about reading fluency
Promoted collaboration among classroom teachers, reading specialist, and school psychologist
Provided specific data that could be used at child study meetings
HISTORY OF DATA COLLECTION Mid to late1990’s Developed district-wide
kindergarten literacy assessment Jan./April 2004 Piloted DIBELS at one elementary
school 2005-06 EOCA initiative 2006-07 Brought DIBELS to other elementary
buildings by school psychologists in collaboration with reading specialists
2008-09 Full time school psychologists in each elementary school and developed 1st grade literacy assessment
2009-10 Developed 2nd grade literacy assessment 2010-11 Developed 3rd and 4th grade literacy
assessments
KINDERGARTEN LITERACY ASSESSMENT
Mid 1990’s Kindergarten teachers identified need for more structured and systematic assessment
Targeted specific skills to assess
Used data initially to aid in Reading Recovery recommendations
1999 brought Kindergarten Literacy Assessment to other elementary buildings
Revised the Assessment throughout the years
Port Washington-Saukville Kindergarten Literacy Assessment
Summary Form Child’s Name __________________________ Birthdate _______________ Examiner ______________________________ Area Assessed
September
Date:
May
Date:
Suggested Passing Score (by Spring)
Concepts of Print
/8
/8
8/8
Beginning Sound Recognition
/6
/6
6/6
Blending Onsets and Rimes
/6
/6
6/6
Rhyme Recognition
/6
/6
5/6
Letter ID
/52
/52
52/52 Word Recognition
/30
/30
27/30
Dictation
/16
/16
13/16 Punctuation Recognition
/4
/4
3/4
IMPROVED KINDERGARTEN OUTCOMES
Development of focused goals at each school which lead to more informed instruction and greater student achievement
Development of more meaningful interventions
Development of higher standards
Collaboration as part of a true Professional Learning Community
DIBELS
Organized by reading specialists and school psychologists
Administered by classroom teachers multiple times throughout year
Analyze data as a collaborative team Make informed decisions regarding instruction
and intervention Use DIBELS’ norms and district-wide norms
GRADE LEVEL LITERACY ASSESSMENTS
Need for assessments at all grade levels became evident to classroom teachers Desired tools to track student progress both in a given
grade and across school years Used data to inform instruction Aided in collaboration among staff
Implemented district-wide assessments at each grade level Kindergarten Literacy Assessment DIBELS Dictation Sight Word/Phrase Lists (Dolch, Fry, Fountas & Pinnell) Rigby PM Ultra Benchmark Kit
ASSESSMENT WALL
Needed a method to share and organize data efficiently, in order to: Look at an entire grade level at once, while
easily discriminating between classes and individual students
Share and analyze data with entire teams Determine what we could do to service specific
students Monitor individual student growth
Adapted from Sheboygan School District
ASSESSMENT WALL KEY
GRADE LEVEL ASSESSMENT WALL
SOLUTION TEAM MEETINGS
Establish assigned roles for team members Rotating Roles
Case Manager Recorder Facilitator Time Keeper
Coordinator: School Psychologist Collect baseline data Develop 1-2 specific goals Monitor intervention fidelity every two weeks Collect data for progress monitoring Reconvene to discuss student outcomes
SLD RULING: MAKING IT WORK IN OUR DISTRICT
Strong system currently in place
With the passing of the SLD Rule, our District will: Research and evaluate universal screeners and
progress monitoring tools across academic areas Analyze how our current assessment tools can be
integrated to be in compliance with the SLD Rule Implement a district-wide, computerized, data
management system
PORT WASHINGTON-SAUKVILLE TEAM Danielle Brown
School PsychologistWSPA President Elect
Ellen Charlier AnglimReading Specialist
Nancy KurtenReading Specialist
Gary MyrahDirector of Pupil Services
Shelly SchnitzerReading Specialist
Casie SchulzSchool Psychologist
Danielle WhiteSchool Psychologist
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