Hedman

1. Created by Wilkeson Elementary in White Rivers School District 2014
RTI Data Board Rationale and Year Process
RATIONALE
Collaborative Process of celebrating successes, identifying student needs, and engaging in action research.
- Include support staff: Title, LAP, psychologist, guidance counselor, instructional coaches, building principal, district representatives, SPED staff, teachers, and ESAs
- Determine building-wide interventions, enrichment plans, and the progress monitoring plan
Create a visual to monitor Kid by kid, grade by grade, or subject by subject
Triangulate screening and other agreed upon common data points
Celebrate group and individual growth
Evaluate and monitor effectiveness of interventions and systems
PROCESS
Benchmark 1 (Approximately 1 hour)
Preceding the process:
1. Determining benchmark screening data and targets
2. Decide on additional data to triangulate strengths and needs for each grade
3. Labels and pictures for each kid note. One note per kid.
4. Notes are color coded by tiers of instruction (i.e. blue, green, yellow, and red).
During the process:
5. Teachers and team members add data to the labeled notes.
6. Team adds additional information to the notes: ELL, SPED, Highly Capable, SLP, New Students, etc.
7. Arrange the notes on a visual display board according to need.
8. Review the data by student and keep notes on any issues that arise like attendance, social/emotional needs, already meeting end of the year targets etc. Add to notes throughout the year and assign tasks as needed.

2. Created by Wilkeson Elementary in White Rivers School District 2014
9. Brainstorm group and individual needs and plans.
10. Add intervention group notes to the data board and group the students according to needs.
Proceeding the process:
11. Facilitator reviews the notes and communicates the steps to the team. Examples may include, review of records, parent conferencing, behavior plans, setting up the computer lab with instructional software, etc.
12. Support team prioritizes the support across the school and then emails Janel all their additional needs they cannot meet. 
Every 4-6 weeks
As a team or with individual teachers, review the display board. Use progress monitoring tools to review group and individual progress. Make adjustments in time, materials, and supports. Take notes.
Benchmark 2
Preceding the process:
1. Determine benchmark screening data and targets.
2. Decide on how to add data in a systematic way to the notes on the display board (i.e. colored dots, highlighting, stamps, etc.)
3. Prepare to add new student screening data.
During the process:
4. Teachers and teams add data to the individual notes.
5. Teachers rearrange the notes on the data board using new benchmark data.
6. Teams celebrate the group and individual successes.
7. Team triangulates needs. For example, a 4th grade student demonstrates low fluency but shows they are target with comprehension is grouped with other students who need additional fluency practice.
8. If questions arise as to the effect of certain interventions, refer to progress monitoring data. Team may decide that a group or an individual needs to maintain the intervention, increase support, change the materials, or consider additional diagnostics or evaluations to help better identify the need.
Proceeding the Process
9. Facilitator reviews the notes and communicates the steps to the team.
10. Support team prioritizes the support across the school.

3. Created by Wilkeson Elementary in White Rivers School District 2014
On-Going 4-6 week review and make adjustments.
Benchmark 3
Preceding the process:
1. Determine benchmark screening data and targets.
2. Decide on how to add data in a systematic way to the notes on the display board (i.e. colored dots, highlighting, stamps, etc.)
3. Prepare to add new student screening data.
During the process:
4. Teachers and teams add data to the individual notes.
5. Teachers rearrange the notes on the data board using new benchmark data.
6. Teams celebrate the group and individual successes.
7. Team makes final notes for next year and identifies students who will need summer support.
Proceeding the Process
8. Facilitator reviews the notes and communicates the steps to the team.
9. Support team prioritizes the support across the school.

4. Created by Wilkeson Elementary in White Rivers School District 2014
Progress Monitoring Plan Grade CBM Who Administers? CBM Who enters data? MAZE Who Administers? MAZE Who Scores? MAZE Who enters? Math Screener Who Administers? Math Screener Who Scores? Math Screener Who enters? EK
Title
Title K
Title
Title 1
Title
Title
Class
Class
Building 2
Building Served Only
Building Served Only
Class
Class
Building
Class
Class
Building 3
Building Served Only
Building Served Only
Class
Class
Building
Class
Class
Building 4
Building Served Only
Building Served Only
Class
Class
Building
Class
Class
Building 5
Building Served Only
Building Served Only
Class
Class
Building
Class
Class
Building
Notes:
1) SPED will progress monitor CBM for students who qualify for Reading Resource Support.
2) Grades EK – 5 students who are below target will be monitored by the Building or Title Team either weekly or bi-weekly depending on Tiers.
3) Grades 2 – 5 must at the minimum progress monitor MAZE and MCAP for those below target bi-weekly.
4) Building Data Entry needs to be turned into Kathy Lindenbaum
5) Options for students exceeding Spring Targets:
a. CBM – Higher reading level or just STOP monitoring
b. MAZE – Higher reading level
c. MATH – Higher math level