Los Angeles Unified School District“MyData 201- Data-Based Decision Making, RtI2 and MyData”

Co-hosted by your RtI and MyData Teamsgrecya.lopez@lausd.net & lourdes.puyol@lausd.net

August 2010

The Data

DialogueRtI2, MyData, and

Problem-Solving Process

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ObjectivesObjectives

You leadership teams will:You leadership teams will:

Use your school’s data to make Use your school’s data to make decisions that inform instruction and decisions that inform instruction and intervention through the RtIintervention through the RtI22 problem- problem-solving process.solving process.

Learn to use strategies such as data Learn to use strategies such as data dialogue and norms to create safe, dialogue and norms to create safe, honest discussions about data.honest discussions about data.

Receive customized support to allow Receive customized support to allow you to monitor specific indicators.you to monitor specific indicators.

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“Data is like______because_____”

1. Complete the statement on your index card.

2. Share your statement with the members of your group.

3. Discuss similarities/ differences.

4. Prepare to share with the larger group.

There’s a ton of There’s a ton of data being data being collected. collected.

The trick is to The trick is to know how to know how to

use it use it effectively.effectively.

-Nancy Love (1994). Taking data to new depths. National Staff Development

Council.

Data-based decision- making

A continuous A continuous process of regularly process of regularly collecting, collecting, summarizing, and summarizing, and analyzing analyzing information to guide information to guide development, development, implementation, implementation, and evaluation of an and evaluation of an action; most action; most importantly, this importantly, this process is used to process is used to answer educational answer educational or socially or socially important important questions.questions.

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Elements of Effective Data Elements of Effective Data InquiryInquiry

Mutual trust among group membersMutual trust among group members

Data is not used to place blame or point fingers

Everyone must acknowledge they play a role

Everyone must understand the data and how it was derived

Adapted from “The Data Dialogue”, Laurie Olsen

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Strategies for Effective Data Strategies for Effective Data InquiryInquiry

What are strategies for effective data What are strategies for effective data inquiry?inquiry?

Use a structured protocol for examining and analyzing data (e.g., the Problem-Solving Process)

Identify and focus on factors that the school can control

Consider the physical environment and opportunities for engagement

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Response to Instruction and

Intervention

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Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Attendance Systems

Adapted from:

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Tier 1GOAL: 100% of students pass benchmark assessments

Tier 1 effective if approx. 80% are meeting benchmark assessments with only access to Core.

Tier 2For approx. 20% of students

Tier 1 Core + Supplemental

…to pass benchmark assessments.

Tier 2 Effective if approx. 70-80% of students in group improve performance (i.e., gap is closing)

Tier 3For Approx 5% of Students

Tier 2 + Intensive Individual Instruction

…to pass benchmark assessments.

Tier 3 Effective if there is progress (i.e., gap closing).

Multi-Tiered FrameworkMulti-Tiered Framework

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The Problem Solving The Problem Solving ProcessProcess

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Types of DataTypes of Data Demographic – Who are our

students/staff; what are their characteristics e.g. ethnicity, gender

Outcome – What students did; what scores or grades they got, e.g, CST scores, grades, student work

Process – What we/they did to get to the outcomes, e.g., perceptions, instructional time, interviews, observations

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MyData in Context

How can MyData help identify where you are, where you want to go, and whether or not

you got there?

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When You Return To When You Return To Your SchoolYour School

•How are you going to How are you going to approach the PD with your approach the PD with your faculty and staff?faculty and staff?

•Walk through the Problem-Walk through the Problem-Solving Process with your own Solving Process with your own data.data.

Los Angeles Unified School District“MyData 201- Data-Based Decision Making, RtI2 and MyData”

Co-hosted by your RtI and MyData Teamsgrecya.lopez@lausd.net & chris.granado@lausd.net

August 2010

Thank you!

RtI, MyData, and Problem-Solving Process