The DataDialogue RtI2, MyData, and Problem-Solving Process
ObjectivesYou leadership teams will:Use your schools data to make decisions that inform instruction and intervention through the RtI2 problem-solving process.Learn to use strategies such as data dialogue and norms to create safe, honest discussions about data.Receive customized support to allow you to monitor specific indicators.
Data is like______because_____Complete the statement on your index card.Share your statement with the members of your group.Discuss similarities/ differences.Prepare to share with the larger group.
Theres a ton of data being collected. The trick is to know how to use it effectively.
Nancy Love (1994). Taking data to new depths. National Staff Development Council.
Data-based decision- makingA continuous process of regularly collecting, summarizing, and analyzing information to guide development, implementation, and evaluation of an action; most importantly, this process is used to answer educational or socially important questions.
Elements of Effective Data InquiryMutual trust among group membersData is not used to place blame or point fingersEveryone must acknowledge they play a roleEveryone must understand the data and how it was derivedAdapted from The Data Dialogue, Laurie Olsen
Strategies for Effective Data InquiryWhat are strategies for effective data 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
Response to Instruction and Intervention
Designing School-Wide Systems for Student Success
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 Framework
The Problem Solving Process
Types of DataDemographic Who are our students/staff; what are their characteristics e.g. ethnicity, genderOutcome What students did; what scores or grades they got, e.g, CST scores, grades, student workProcess What we/they did to get to the outcomes, e.g., perceptions, instructional time, interviews, observations
MyData in ContextHow can MyData help identify where you are, where you want to go, and whether or not you got there?
When You Return To Your SchoolHow are you going to approach the PD with your faculty and staff?Walk through the Problem-Solving Process with your own data.
Thank you!RtI, MyData, and Problem-Solving Process
Time: 5 minutesPurpose of Slide: To welcome participants, introduce yourselves, review the agenda, and give background Materials: Mini post-its, Wellman/Lipton book, penFacilitator Notes:Note: Add your email to the first slide, as appropriate.Welcome participants to the training. Introduce yourselves and explain why this training is co-presented (MyData is one tool that can be used throughout the RtI2 process. This training is NOT MyData 101, which is available on LZ at lz.lausd.net, if anyone wants to attend. Clarify no salary points for this 3 hour session and no stipend but the class will continue to be offered during the school-year.
Give a little context:Because the majority of the 88 QEIA schools in LAUSD said they planned to deliver PD on RtI and MyData to their staff this summer, this PD was created to support their PD planning. We got such good response from QEIA schools that we decided to offer the class as a 201 for myData and open it up to all school leadership teams.
Pass out the books. Have participants take 7 post-it notes and label Chapters 1-6.Chapter 1: pg. 1Chapter 2: pg. 9Chapter 3: pg. 43Chapter 4: pg. 51Chapter 5: pg. 65Chapter 6: pg. 119Appendix: pg. 155 **Time: 2-3 minutesPurpose of Slide: To share objectives of the three-hour session; Review the agenda and handout packet with participants; logisticsMaterials: agenda, handout packet Facilitator Notes: Quickly review logistics (bathroom locations, 3-hour training) and norms (cell phone etiquette).Upon planning for this three-hour session we asked ourselves, are we approaching members of the leadership team as learners or will we be training the trainers? Our response is that we are doing both. Our objective is to engage in a dialogue about data-based decision-making, the problem-solving process in RtI2, and MyData. Based on your knowledge about your school and teachers, you will begin to formulate ideas for presenting what you gain from this session to your teachers. Throughout this session, we will give you plenty of time to work in groups and share out with others in the room.
There are 3 chunks to this PD, about an hour each. Part 1 - Data-Driven Dialogue work with the digging into the book Part 2 Quick overview of RtI Part 3 MyData reports in the context of the Problem-Solving context
Time: 5 minutesPurpose of Slide: To give participants a chance to reflect on the meaning that data has for the. To give group members time to exchange and compare their ideas. This is a way of entering the conversation about how data is used to answer questions, identify problems, make decisions. Materials: index cards, pens
Facilitator Notes: 1. Handout index cards. 2. Give participants a minute or two to write their sentence and share them in their groups. 3. Model this activity using either your own or this example: Data is like the Grand Canyon because it is so enormous, vast, and sometimes overwhelming.4. Then spend about a minute or two calling on each group to share their responses with the larger group.5. This exercise is an ice breaker into data dialogue taken from the book Data Driven Dialogue by Bruce Wellman and Laura Lipton that you can do with your staff. Its a way of contextualizing data and understanding how people view data, but in a fun, light way. Mark that this is an exercise that they can do this activity with their faculty.Time: 2-3 minutesPurpose of Slide: To follow up on the previous brief discussion and communicate the idea that because there is so much data available, it is important to have a clear purpose for using it.Materials: None
Facilitator Notes:1. Read the quote and citation on the screen: Theres a ton of data being collected. The trick is to know how to use it effectively. Nancy Love (1994).2. In LAUSD, we collect and report a ton of data as well. For example we have:Operational SystemsAllows for data entryUpdated on a daily basisReporting SystemsHouses historical informationAllows users to study trends and patterns over years3. Call out for examples of operational systems (ISIS, Welligent, etc.) and reporting systems (DSS, MyData etc.) in LAUSD.Time: 2 minutesPurpose of Slide: To engage participants in a discussion about WHY DATA?Materials: HO 3 (BUL-4827.1), Highlighters, Pens, Sticky Post-it Notes
Facilitator Notes:Have participants read the quote. Whole Group Discussion: Ask the groupWhy is it important to use data when making decisions? Why do we look at data?2. Hand out copies of BUL-4827.1 and turn their attention to the middle of page 2. RtI is the framework under which all district practices relating to instruction and intervention are to be applied and implemented. There are five essential components of RtIdata-based decision-making is one of them.3. Why do we use data? (Turn participant attention to CHAPTER 4 (pg. 51 in the book) It is irresponsible for a school to mobilize, initiate, and act without any conscious way of determining whether such expenditure of time and energy is having a desirable effect Carl Glickman Would we go to a doctor that didnt use data to diagnose? How about an airline pilot that didnt use data from the dashboard to guide the landing?*Time: 20 minutesPurpose of Slide: To establish prerequisites and ground rules or NORMS for effective data dialogue and analysisMaterials: The Lipton/Wellman Book: Data-Driven Dialogue, highlighters
Facilitator Notes: Pass out the books, if you havent already.Do we agree that it is important to establish ground rules/norms before we engage in Data inquiry?Pair Share/Share out: What strategies have you used to establish norms for effective data inquiry? Was it successful? What would you have done anything differently? 4. Highlight Tools for establishing ground rules/norms in the book. Point participants to lower part of page 46. When dealing with data it can feel like you are poking someone with itdepersonalized data. This concept is critical.Point participants to the next page 48 seeking multiple interpretationstalks about the importance of not jumping to conclusions. ACTIVITY: Take a look at chapter 2. Well start with 5 minutes to look it over. Look at headings (skim through it) and think what can help you set that collaborative and comfortable setting to talk about data. [Participants look through the book, read quietly, and highlight.]ACTIVITY: Im looking for volunteers who could share out and tell about what you learned or re-learned or called your attention re: a collaborative and comfortable setting to talk about data OR share out what the big idea of the chapter was.
*Time: 20 minutesPurpose of Slide: To introduce various protocols for examining and analyzing data from the book Data Driven Dialogue. Highlight the Problem-Solving Process as the protocol we will use here today.
Materials: Book, highlighters, sticky tabs
Facilitator Notes: Chapter 5 is filled with these protocols. It helps you think how you are going to structure your work. Group size. More structure, less structure, whats going to work. Starting on page 76 each protocol has 2 pages. As a model, call attention to the fishbone pg. 94its a way to get folks to explore the causes of a particular circumstance.ACTIVITY: I will have you pick one protocol to take a look at. If you are here as a team, work out with your team members to make sure you do different ones so you can talk about them.
ACTIVITY: Share the strategy they read about with others in their group.The objective was to get a jump-start for getting into this book. It was one reason why we didnt make photocopies of the book we wanted you to highlight it and tab it and you can even get copies of it for your staffone thing I forgot to mention was for each protocol youll see a circle in the upper left hand corner and this is a cycle of inquiry very similar to the model we use in RtI2 that we follow in the book. They have similar components its just different language. I dont want us to get confused by the two processes because they have similarities.Time: 1 minutePurpose of Slide: To introduce the concept of the multi-tiered framework.Materials: None
Facilitator Notes: Note that were moving into the 2nd part of the day RtI2Remember, this transitions are critical to help participants see the flow or the thread of the training.*Time: 5 minutesPurpose of Slide: To introduce the concept of the multi-tiered framework.Materials: Participants have the powerpoint slide handout.Facilitator Notes: 1. How many of participants have heard about RtI?2. Discuss a few major misconceptions:RtI2its not a program.Its a framework that shifts the way we support students.RtI2is only about intervention.rather than instruction.Rti2is only for certain students or teachers.Everybody on your staff falls into even non-certificated staff.RtI2is special educationits about prevention in general education first!3. Quickly hit key points.I hope you dont see it as something new because it is not; however, there are aspects of RtI that make it stand apart from we have done it the past.The three As (Academics, Attitude (Behavior/Social Emotional), Attendance = the whole childFor ALL Eds (General Ed, Special Ed, Gifted Ed, Ed for Els, SELs, and All students)The importance of data-based decision-making to determine the level of supports students receive.
*Time: 5 minutesPurpose of Slide: To introduce various protocols for examining and analyzing data from the book Data Driven Dialogue. Highlight the Problem-Solving Process as the protocol we will use here today.Materials: Participants have the powerpoint slide handout
Facilitators Notes:1. Set Up (Before first Click): This slide is a new way of presenting the pyramid that folks have seen before but with emphasis on the Tiers as a description of our schools resources. We add or stack services increasingly as student data warrants. The philosophy is that ALL students receive Tier 1 services and support. Our goal always is that 100% of students will pass the benchmark assessments. The amount of support students need to pass the assessments however, will be different.
2. Impress that because data is used to match instruction and support to student need, building consensus amongst stakeholders is a key factor in RtI2. We cannot mandate RtI2its about support and leadership that over the course of time, shifts belief systems about how kids learn, whether all kids can learn, and also about the efficacy of your staff to teach all kids to high levels of proficiency.**Time: 20minutesPurpose of Slide: Introduce the participants to the problem solving process and to describe Nancy Loves Phases of Collaborative Inquiry as it fits in the problem solving process described here.Materials: HO 4
Facilitator Notes:Introduce the 4 stepsIntroduce it as a continuous cycle of improvement so that step 4 is not THE END but rather a place to refine the problem and start the process over Introduce this as a collaborative process not meant to be done in isolation Step 1 involves framing the question, collecting data. Step 2 involves organizing data-driven dialogue among members of your staff. Step 3 is Drawing conclusions and everyone taking actions by developing and implementing an intervention. Step 4 involves everyone monitoring their own results to see if the intervention design is working.
This is similar to the diagram in the book, on the first page of Chapter 3. Quickly walk through the problem solving processexample of her child always being sick. Analysisis it allergies, is it? Is it? The why is important. The analysis is something we need to spend more time on and here we use multiple data points, quantitative and qualitative, to validate whether or not were on the track.
*Time: 5 minutesPurpose of Slide: To summarize the LAUSD world of data and distinguish between three types.Materials:Facilitator Notes:Demographic and outcome data exist within our LAUSD data systems. Process data is housed in every school and in every school administrator or teacher that is familiar with their school. Process data explains the WHY and the HOW of outcome data. Process data is something we at district headquarters do not have. We have your demographic and outcome data but we do not have process data. It is where you are the expert. *See Attachment Notes for MyData in Context SlideTime: 5 minutesPurpose of Slide: Set our expectations of what they should do with this PD when they return to their school sites.Materials: None
Facilitator Notes:Read the first question and allow participants to share out.Expectations:Our expectation is that you return to school and walk through the problemsolving process with you own data either school wide or even as a teacher with your students data. That you engage in data-dialogue using some techniques in this book. *Time: 1 minutePurpose of Slide: ClosingMaterials: HO 9 (Reflection)
Thank participants for joining you. Remind them that they can email for assistance in their PD planning and to encourage colleagues to attend future PD opportunities with us.
Have participants put all downloaded files into trash and empty.Collect materials/reflections.