RtI: Using Data to Improve Student Outcomes<br />Port Washington-Saukville’s Collaborative Approach to Making it Work<br />
Presentation Overview<br />Early Stages: EOCA<br />Recent History and District Data Collection<br />Current Activities<br ...
The beginning of Collaboration and Data Study: Early Ongoing Collaboration and Assistance Initiative (EOCA)<br />Our first...
Benefits from our EOCA Experience<br />Researched empirically supported interventions<br />Identified students for selecte...
Benefits from our EOCA Experience<br />Increased awareness and dialog among staff about reading fluency<br />Promoted coll...
History of Data Collection<br />Mid to late1990’s Developeddistrict-wide kindergarten literacy assessment<br />Jan./April ...
Kindergarten Literacy Assessment<br />Mid 1990’s Kindergarten teachers identified need for more structured and systematic ...
Improved Kindergarten Outcomes<br />Development of focused goals at each school which lead to more informed instruction an...
DIBELS<br />Organized by reading specialists and school psychologists <br />Administered by classroom teachers multiple ti...
Grade Level Literacy Assessments <br />Need for assessments at all grade levels became evident to classroom teachers<br />...
Assessment Wall<br />Needed a method to share and organize data efficiently, in order to: <br />Look at an entire grade le...
Assessment Wall Key<br />
Grade Level Assessment Wall<br />
Solution Team Meetings<br />Establish assigned roles for team members<br />Rotating Roles<br />Case Manager<br />Recorder<...
SLD Ruling: Making it Work in our District<br />Strong system currently in place<br />With the passing of the SLD Rule, ou...
Port Washington-Saukville Team<br />Danielle BrownSchool PsychologistWSPA President Elect<br />danielle.brown@pwssd.k12.wi...
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Response to Intervention (RtI): Port Washington-Saukville, Wis.

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Response to Intervention (RtI): Port Washington-Saukville, Wis.

  1. 1. RtI: Using Data to Improve Student Outcomes<br />Port Washington-Saukville’s Collaborative Approach to Making it Work<br />
  2. 2. Presentation Overview<br />Early Stages: EOCA<br />Recent History and District Data Collection<br />Current Activities<br />Future Plans<br />
  3. 3. The beginning of Collaboration and Data Study: Early Ongoing Collaboration and Assistance Initiative (EOCA)<br />Our first endeavor in developing S.M.A.R.T. goals, collaborative team planning, and analysis of data with focus on fluency development<br />Gathered baseline data using the fluency component of the DIBELS<br />Provided opportunities for grade-level teachers to collaborate and develop reading fluency strategies<br />Conducted interventions at universal, selected, and targeted levels <br />Collected and analyzed summary data<br />
  4. 4. Benefits from our EOCA Experience<br />Researched empirically supported interventions<br />Identified students for selected and targeted instructional options based on data (now known as Tier 2 and 3 interventions)<br />Emphasized importance of systematic data collection and analysis<br />
  5. 5. Benefits from our EOCA Experience<br />Increased awareness and dialog among staff about reading fluency<br />Promoted collaboration among classroom teachers, reading specialist, and school psychologist<br />Provided specific data that could be used at child study meetings<br />
  6. 6. History of Data Collection<br />Mid to late1990’s Developeddistrict-wide kindergarten literacy assessment<br />Jan./April 2004 Piloted DIBELS at one elementary school<br />2005-06 EOCA initiative <br />2006-07 Brought DIBELS to other elementary buildings by school psychologists in collaboration with reading specialists<br />2008-09 Full time school psychologists in each elementary school and developed 1st grade literacy assessment<br />2009-10 Developed 2nd grade literacy assessment<br />2010-11 Developed 3rd and 4th grade literacy assessments<br />
  7. 7. Kindergarten Literacy Assessment<br />Mid 1990’s Kindergarten teachers identified need for more structured and systematic assessment<br />Targeted specific skills to assess<br />Used data initially to aid in Reading Recovery recommendations<br />1999 brought Kindergarten Literacy Assessment to other elementary buildings<br />Revised the Assessment throughout the years<br />
  8. 8.
  9. 9. Improved Kindergarten Outcomes<br />Development of focused goals at each school which lead to more informed instruction and greater student achievement<br />Development of more meaningful interventions<br />Development of higher standards<br />Collaboration as part of a true Professional Learning Community<br />
  10. 10. DIBELS<br />Organized by reading specialists and school psychologists <br />Administered by classroom teachers multiple times throughout year<br />Analyze data as a collaborative team <br />Make informed decisions regarding instruction and intervention<br />Use DIBELS’ norms and district-wide norms<br />
  11. 11. Grade Level Literacy Assessments <br />Need for assessments at all grade levels became evident to classroom teachers<br />Desired tools to track student progress both in a given grade and across school years<br />Used data to inform instruction<br />Aided in collaboration among staff<br />Implemented district-wide assessments at each grade level<br />Kindergarten Literacy Assessment<br />DIBELS<br />Dictation<br />Sight Word/Phrase Lists (Dolch, Fry, Fountas & Pinnell) <br />Rigby PM Ultra Benchmark Kit<br />
  12. 12. Assessment Wall<br />Needed a method to share and organize data efficiently, in order to: <br />Look at an entire grade level at once, while easily discriminating between classes and individual students<br />Share and analyze data with entire teams<br />Determine what we could do to service specific students<br />Monitor individual student growth<br />Adapted from Sheboygan School District<br />
  13. 13.
  14. 14. Assessment Wall Key<br />
  15. 15. Grade Level Assessment Wall<br />
  16. 16. Solution Team Meetings<br />Establish assigned roles for team members<br />Rotating Roles<br />Case Manager<br />Recorder<br />Facilitator<br />Time Keeper<br />Coordinator: School Psychologist<br />Collect baseline data<br />Develop 1-2 specific goals<br />Monitor intervention fidelity every two weeks<br />Collect data for progress monitoring<br />Reconvene to discuss student outcomes<br />
  17. 17. SLD Ruling: Making it Work in our District<br />Strong system currently in place<br />With the passing of the SLD Rule, our District will:<br />Research and evaluate universal screeners and progress monitoring tools across academic areas<br />Analyze how our current assessment tools can be integrated to be in compliance with the SLD Rule<br />Implement a district-wide, computerized, data management system<br />
  18. 18. Port Washington-Saukville Team<br />Danielle BrownSchool PsychologistWSPA President Elect<br />danielle.brown@pwssd.k12.wi.us<br />Ellen CharlierAnglimReading Specialist<br />ellen.charlier@pwssd.k12.wi.us<br />Nancy KurtenReading Specialist<br />nancy.kurten@pwssd.k12.wi.us<br />Gary MyrahDirector of Pupil Services<br />gary.myrah@pwssd.k12.wi.us<br />Shelly SchnitzerReading Specialist<br />shelly.schnitzer@pwssd.k12.wi.us<br />Casie SchulzSchool Psychologist<br />casie.schulz@pwssd.k12.wi.us<br />Danielle WhiteSchool Psychologist<br />danielle.white@pwssd.k12.wi.us<br />

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