results data process data interventions perception data
TRANSCRIPT
*Using Data to drive the RTI (Response to
Intervention) Process
Results Data ProcessData
Interventions
PerceptionData
*DEWIS Data System
4
* RTI (Response to Intervention)PBIS (Positive Behavioral Interventions & Supports)
Student Support Frameworks in School
* PBIS/RTI Student Support Frameworks
Basics
• Create An Assessment of Need
• Identify Students Who Need Specific Interventions
• Apply Interventions to the Students
• Measure and Report the Effectiveness of the Interventions
*What question or questions are you trying to answer in
your school? How do we identify and help the most vulnerable
students in our school?
How do we find and provide guidance to students who may benefit from taking Honors and AP Classes? How do we increase enrollment with these classes?
How do we increase referrals to our Student Support Staff like Drug and/or Alcohol Counselor, Homeless Coordinator, Social Worker, Nurse, and etc.?
* Create a Needs Assessment to Help Answer the Question/Questions
• Determine – Questions that a school team is asking?
• Create – An assessment structure to filter for the group of students .
• Create SIS (Student
Information System) Data Mining Reports - To filter the school data to find these students.
• Identify – Those students who can provide answers to those specific questions..
• Build – A process to monitor the effectiveness of the interventions and/or adjustments to their school program.
*Collaboration and Sharing
With a partner or your team, take a few minutes and discuss which questions your multi-disciplinary team would like to answer within your school population of students?
*OHS’s Quest to Implementing RTI
Determine- We asked ourselves… • How could we systematically identify our
most vulnerable students and monitor our progress after interventions?
• What indicators should we use to identify our most at risk students:• Earned Credits• GPA • Grades• Attendance• Discipline
*Response to InterventionKey Indicators Tier 3 Indicators:
Grades: 4-6 F’sGPA: 0.0-1.0Earned Credits:*9th 0-1.5 credits10th- 0-7.5 credits11th- 0-12.5 credits12th- 0-17.5 creditsAttendance:* 20 or more days absentDiscipline:* 15 days suspended
*After 1st Semester
Tier 2 Indicators:
Grades: 1-3 F’sGPA: 1.1-1.9Earned Credits:*9th 1.51-2 credits10th- 7.5-9 credits11th- 12.5-14credits12th- 17.5-19 creditsAttendance:* 15-19 days absentDiscipline:* 10-14 days suspended
*After 1st Semester
Tier3
1-5%
Tier 210-15%
Remainder of Student
Body
*OHS’s Quest to Implementing RTI
Create an assessment driven structure to filter and identify students in Tiers 2 & 3
• Set SMART Goals• Reduce Tiers 2 & 3 by 10%• Incorporated into School
Improvement PlanData Mining Reports
• Work closely with SIS department for help
• Make adjustments for indicator parameters as school year goes on.
6 Wks 12 wks Sem. 1 6 wks. 12 wks. Sem. 2T3- Earned Credits
9th- 010th- 0-311th- 0-812th- 0-1313th 0-15
No Change 9th- 0-1.510th- 0-7.4911th- 0-12.4912th- 0-17.4913th – 0-17
No Change
No Change
9th- 0-310th- 0-811th- 0-1312th- 0-1713th – 0-17
T3- Cum. GPA 0.0-1.0 0.0-1.0 0.0-1.0 0.0-1.0 0.0-1.0 0.0-1.0T3- Attendance 10 or more 15 or more 20 or more 25 or
more30 or more
35 or more
T3- Current Grades
4-6 F’s 4-6 F’s 4-6 F’s 4-6 F’s 4-6 F’s 4-6 F’s
T3- Discipline 5 days suspended
10 days suspended
15 days suspended
No Change
No Change
No Change
T2- Earned Credits
9th- 010th- 3.5-511th- 8.5-1112th- 13.5-15
No Change 9th- 1.51-2.510th- 7.5-8.9911th- 12.5-13.9912th- 17.5-18.99
No Change
No Change
9th- 3.5-510th- 8.5-1111th- 13.5-1512th-
T2- Cum. GPA 1.1-1.9 1.1-1.9 1.1-1.9 1.1-1.9 1.1-1.9 1.1-1.9T2- Attendance 5-9 10-14 15-19 20-24 25-29 30-34T2- Current Grades
1-3 F’s 1-3 F’s 1-3 F’s 1-3 F’s 1-3 F’s 1-3 F’s
T2- Discipline 1-4 days Suspended
5-9 days Suspended
10-14 days Suspended
No Change
No Change
No Change
*OHS’s Quest to Implementing RTIIdentify students who fit within set parameters for
Tiers 2 & 3• We made our first list!
• Update list every 6 weeksBuild a process to increase interventions and monitor effectiveness
• Flag Tiers 2 & 3 students in Skyward• Introduced list to staff (Confidential)
• Adopt a student program• Weekly survey to staff to measure
frequency of interventions• Use list at Care Team to keep track of
interventions tried and effectiveness.• Administer needs assessment to Tiers 2 &
3
* Collaboration and Sharing
What is your recipe going to include?
Now that you know what your questions are, take a few moments with your partner and come up with what kind of information you will need to gather to answer your questions.
Consider the following in your discussion:
• Indicators used to filter – attendance, grades, GPA, discipline, earned credits, or ???
• Ranges (Thresholds) – Cut Off Points Between Groups of Students.
• Scope – Size of “Net” to Identify These Students
*Needs Assessment
*Gain data on topics that may hinder a student’s health and well-being.
*Community resources interviewed:
*Social Services
*Alternative education
*Homelessness
*Physical and mental health
*Drug and alcohol
*Needs Assessment*Consists of 30 questions. Each are coded in
order to provide appropriate referrals
*Social Services
*Safety, medical access and mental health
*Alternative education
*Enrollment and graduation
*Homelessness
*Addresses the broad definition of “homeless”
*Physical and mental health
*Access to personal hygiene, food and sleep
*Drug and alcohol
*Concern for self, others and assistance
*Tier 2
*Tier 3
*Collaboration and Sharing
Team up one last time to analyze and process the Tier 2 Population Data. Take a look at the charts and discuss the following questions:
1. What hunches and/or hypothesis do you have about this population of students? 2. What are some possible interventions that could be used to help support these students?
*Resources and Contacts:
Research Articles:
Stanford Social Innovation Review: “Collective Impact,” By John Kania & Mark Kramer, 2011
The Renton Public Schools: “Getting to High School Graduation: Identifying Early Warning Indicators to Prevent Dropout,” 2006.
Building a Graduation Nation: “Progress and Challenge in Ending the High School Dropout Epidemic,” February 2013.
Unfulfilled Promise: “The Dimensions and Characteristics of Philadelphia’s Dropout Crisis,” By Ruth Curran Neild and Robert Balfanz, 2000-2005.
Dave ForresterOlympia High School
(360) 596-7032