Using Data to Develop and Assess RTI and IEP Goals

Transcription

1 Using Data to Develop and Assess RTI and IEP Goals By Meg Palisoc CA Charter Schools Association Performance Institute September 2011

2 Nov./Dec October 2011 Professional Development Opportunities Extensive trainings and supports are available to ZOOM! Data Source schools. Check out the ZOOM! Master Calendar to register for trainings below, and learn more about others scheduled. It s all FREE to ZOOM! schools! ZOOM! Data Institutes Professional Development sessions designed to enhance your school s data culture ZOOM! Booster Shots Quick refreshers on technology features of ZOOM!/DataDirector TM CCSA Performance Institutes Promising practices that help schools improve their performance. Professional Learning Communities (PLCs): Creating a Data-Driven School Community 10/25/2011, 3:30-5:00 PM ZOOM! and the Primary Grades 12/7/2011, 3:00-4:40 PM Programs & Custom Reporting 10/11/2011, 3:30-4:30 PM Creating & Uploading Supplemental Demographics 10/13/2011, 3:30-4:30 PM Troubleshooting Your Core Files 10/18/2011, 3:30-4:30 PM Online Testing 10/20/2011, 3:30-4:30 PM What s New in DataDirector /27/2011, 3:30-4:30 PM Creating an Exam Basic 11/1/2011, 3:30-4:30 PM Creating an Exam Intermediate 11/8/2011, 3:30-4:30 PM Assessments & Rubrics 11/15/2011, 3:30-4:30 PM Achievement Monitoring Using Benchmark Assessments 10/5/2011, 3:00-4:30 PM Using Data for Vertical Teaming 10/12/2011, 3:00-4:30 PM Tracking Academic Success for Accountability Using CCSA s Web- Based Tools 10/26/2011, 3:00-4:30 PM Using Data to Differentiate Instruction 11/9/2011, 3:00-4:30 PM 2

3 Presenter Meg Palisoc Teacher, Co-Founder, and Chief Executive Officer Synergy Academies One of the original participants in the ZOOM! Data Source pilot project. Helped start two public charter schools in South Los Angeles: Synergy Charter Academy (grades K-5) and Synergy Kinetic Academy (grades 6-8). Plans to open a high school, Synergy Quantum Academy, in fall Synergy Charter Academy opened in 2004 and obtained an Academic Performance Index (API) score of 709 during its first year of operation. Six years later, it catapulted its API to 897, and in 2010, Synergy Charter Academy became the first elementary school in the history of South Los Angeles to be named a National Blue Ribbon School. 3

4 Presentation Goals: Presentation Goals To share how ZOOM! Data Source DataDirector reports & other sources of data may be used to: Determine which students need additional Response To Intervention programs and which students need to be assessed for Special Education services Assist staff in creating Response To Intervention program goals as well as IEP team members in creating Individualized Education Program (IEP) present levels of academic achievement and functional performance as well as IEP goals Track students progress in meeting their Response To Intervention goals and their IEP goals Provide individual student-level data for Student Success Team meetings, IEP meetings, and parent conferences

5 Background Knowledge What is IDEA? According to the U.S. Department of Education s website ( The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities. 5

6 Background Knowledge What does IDEA have to do with charter schools? Since charter schools are public schools, they must also adhere to IDEA by: Providing Early Intervening Services (EIS) to students in grades K-12 who need additional academic and behavioral support, and Providing services to students who have been identified as needing special education or related services 6

7 EIS & RTI How can my school provide Early Intervening Services (EIS)? A popular way for schools to provide Early Intervening Services (EIS) is via the Response To Intervention (RTI) approach. RTI is a multi-tiered progress monitoring approach to providing intervention services to all students who are struggling academically and/or behaviorally. 7

8 Response To Intervention What are the main RTI components? The most popular RTI model is the three-tier approach: Tier 1: Universal School-wide Intervention Tier 2: Strategic Targeted Intervention Tier 3: More Intensive Intervention 8

9 Response To Intervention How can I implement RTI at my school? The first step in implementing RTI is to determine what school-wide benchmarks you want to measure 9

10 Response To Intervention How can I implement RTI at my school? Ask the following questions: Which subjects do you want to monitor? Language arts and math? Science and history? What tools will you use to monitor student progress? For example, will you administer school-wide monthly or quarterly assessments? What specific and measurable benchmarks must students meet in order to be considered proficient versus at risk? For instance, if a student scores an average of 60%, will she/he need RTI services? 10

11 Response To Intervention How can I implement RTI at my school? Once you ve determined what you will measure and how it will be measured, use ZOOM! Data Source or other data systems to: Monitor this information school-wide Determine which students need RTI services Monitor students progress with RTI services Evaluate your school s RTI program and make changes as needed 11

12 Response To Intervention Elementary School Example Determine what to measure and how it will be measured. This table lists 5th grade students literacy skills based on the popular California Reading Lions assessment. 12

13 Response To Intervention Monitor School-Wide Data Many schools assess students and look at school-wide data, but they often stop here. Instead, drill down further 13

14 Response To Intervention Determine what level of intervention is needed Below is a Classroom Exam Report (Response Matrix) * Please note that real students names and data are not used in this presentation. 14

15 Response To Intervention Determine what level of intervention is needed Below is a School Exam Report 15

16 Response To Intervention Determine which students need more help * Please note that real students names and data are not used in this presentation. 16

17 Response To Intervention Focus on one area at a time * Please note that real students names and data are not used in this presentation. 17

18 Response To Intervention Determine how and when to provide RTI Some suggestions include: Teach skills in small groups to students during Independent Work Time (IWT) Have select students participate in before school, after school, Saturday school, and/or summer school programs Provide an additional period of intervention such as during an elective class time 18

19 Response To Intervention Monitor students progress with RTI services * Please note that real students names and data are not used in this presentation. 19

20 Response To Intervention Involve Parents as Partners * Please note that real students names and data are not used in this presentation. 20

21 Response To Intervention Evaluate your school s RTI program and make changes as needed Are the majority of students improving? Are students improving more during your after school program, Saturday school, or with differentiated instruction time during the regular school day? Are some teachers more successful than others in implementing RTI, and if so, what are they doing differently that they can share with your other teachers? 21

22 Response To Intervention Celebrate Student Progress Give incentives to students who meet certain benchmarks Recognize students who have improved even if they did not meet the benchmarks yet 22

23 Any Questions or Comments? 23

24 Student Success Teams What if RTI is not working for a student? If RTI is not working for a student, schools should do the following: Administrators and teachers should meet to review whether the interventions they are using are working. Involve students parents in the process by holding a Student Success Team meeting. 24

25 Student Success Teams What are Student Success Teams? Student Success Teams usually consist of at least the following members: An administrator A teacher The student s parent(s) The student (if old enough to understand and participate in the meeting) 25

26 Student Success Teams What are Student Success Team meetings? Student Success Team (SST) meetings can be requested by any member of the SST. SST meetings are usually held to address concerns the team members have regarding a student s academic and/or behavioral progress at school after multiple interventions have been implemented. SST meetings are usually required to be held at school sites prior to recommending that a student be assessed for special education services. 26

27 Student Success Teams When should I hold a Student Success Team (SST) meeting? Student Success Team (SST) meetings should be proactive instead of reactive. As soon as the school has objective data that a student is continuing to struggle academically or behaviorally after multiple interventions have been utilized, an SST meeting should be held to immediately involve the parents. Consult with your school district, central office, or whoever is in charge of student intervention programs at your school to determine when is the best time to hold an SST meeting. 27

28 Student Success Teams What should I review in a Student Success Team (SST) meeting? ZOOM! Data Source and other data management systems are great sources of providing objective measurable data of how a student is doing in school. Share the student s strengths Share areas in need of improvement Share what the school is doing or is going to do to address the areas of need Share how the parent(s) can help their child at home 28

29 Student Success Teams Sample SST Meeting Notes 29

30 Student Success Teams Sample SST Meeting Notes 30

31 Student Success Teams Sample SST Meeting Notes 31

32 Student Success Teams Sample SST Meeting Notes 32

33 Student Success Teams Overall Student Report 33

34 Student Success Teams Overall Student Report 34

35 Student Success Teams Overall Student Report 35

36 Student Success Teams Overall Student Report 36

37 Student Success Teams Overall Student Report 37

38 Student Success Teams Overall Student Report 38

39 Break for Questions & Comments? 39

40 Next Steps What if the student is still struggling? After you have implemented several different RTI approaches After you have held SST meetings After you have discussed what next steps to take such as whether to retain the student You may want to consider assessing the student for special education services 40

41 Next Steps Special Education Assessment Before assessing a student for special needs, it is important that you determine whether the student s needs are a result of: Lack of appropriate instruction in reading or math Lack of attendance at school Due to English Learner (limited English proficiency) challenges Due to environmental, cultural, or economic disadvantages 41

42 Next Steps Special Education Assessment If you believe the student s challenges are a result of any one or more of the items listed on the previous slide, then the student might not qualify for special education services.** ** Consult with your school s Special Education Local Plan Area (SELPA) and/or the person in charge of special education at your school regarding this and other special education-related questions since each SELPA and each school district or charter authorizer has its own special education policies and procedures.** 42

43 Next Steps Special Education Assessment Instead, you must address these challenges by: Ensuring that you provide adequate instruction both during the regular school day and during additional intervention programs such as after school, Saturday school, and summer school programs Helping the parents understand the importance of bringing the child to school every day Providing professional development and support to help your teachers use ELD and SDAIE strategies for English Learners, and Reviewing your school-wide discipline, character education, and academic support programs to ensure they are addressing the student s needs 43

44 Individualized Education Program What is an IEP? An Individualized Education Program (IEP): Is a written document created in collaboration among IEP team members during an IEP meeting Includes information about a student s present level of academic achievement and functional performance (this data can be obtained from DataDirector) Indicates whether a student qualifies for special education services, and if so, what services, accommodations, and/or modifications the student will receive, what goals the student will achieve, and how the student s progress will be evaluated ** Please consult with your SELPA or the person in charge of special education at your school for more information about what should be included in your IEPs.** 44

45 Individualized Education Program Who should attend the IEP meeting? An IEP meeting usually includes the following individuals: The parent(s) The student, when needed A school administrator or administrative designee At least one general education teacher A special education teacher If assessments were given, then someone who can interpret the results of the assessments must also attend (i.e., school psychologist, etc.) ** Please consult with your SELPA or the person in charge of special education at your school for more information about who should attend your IEP meetings.** 45

46 Individualized Education Program How can ZOOM! Data Source help with my IEPs? ZOOM! Data Source s DataDirector is a useful tool, especially when creating a student s Present Level of Academic Achievement and Functional Performance (PLAAFP), formerly known as Present Level of Performance (PLOP). PLAAFPs include a student s specific strengths and areas of need in different academic and behavioral areas, including the student s functional abilities and needs, as well as the impact of the student s disability (if applicable) on the student s ability to access the general education curriculum. Some items that can be included in a PLAAFP include an individual student s standardized test results in addition to teacher-created, school-created, or publisher-created weekly, monthly, and/or quarterly assessment results. ** Please consult with your SELPA or the person in charge of special education at your school for more information about what should be included in your PLAAFPs.** 46

47 Individualized Education Program How can ZOOM! Data Source help with my IEPs? * Please note that real students names and data are not used in this presentation. 47

48 Individualized Education Program How can ZOOM! Data Source help with my IEPs? Data can be uploaded into an Excel spreadsheet or saved as a PDF document. * Please note that real students names and data are not used in this presentation. 48

49 Individualized Education Program Secondary School Example Include DataDirector data in your PLAAFPs For the following fictitious scenario, the sample PLAAFP is for a 9th grade student in Algebra I. The student qualifies for special education services under Specific Learning Disability. Items in RED can be recorded into DataDirector and then obtained from DataDirector when needed. 49

50 Individualized Education Program Secondary School Example PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE * Please note that real students names and data are not used in this presentation. 50

51 Individualized Education Program IEP Goals Use ZOOM! Data Source s DataDirector to help create IEP goals. Sample secondary math goal: When given a variety of 12 math calculation problems involving integers, fractions, decimals, and variables, Luis will determine how to solve the problems with 80% accuracy in 3 out of 4 trials as measured by student work samples. * Please note that real students names and data are not used in this presentation. 51

52 Individualized Education Program IEP Goals Use ZOOM! Data Source s DataDirector to help create IEP goals Sample elementary reading goal: When given a fifth grade expository reading passage, Stefany will read the passage at a rate of 135 words per minute with 75% accuracy in 2 out of 3 trials as measured by student work samples and teacher-charted records. * Please note that real students names and data are not used in this presentation. 52

53 Individualized Education Program IEP Goals Use ZOOM! Data Source s DataDirector to track how students are meeting certain IEP goals. * Please note that real students names and data are not used in this presentation. 53

54 Conclusion ZOOM! Data Source DataDirector reports are useful tools as part of your school s Response To Intervention programs, Student Success Team meetings, and IEPs. Be proactive instead of reactive. Become a data-driven school by monitoring students progress and immediately providing interventions when needed. The overall goal is to help all students succeed at your school, including students with special needs. Consult with your SELPA or the person in charge of special education at your school for guidance regarding your authorizer s and SELPA s special education requirements. 54

55 Resources Additional Online Resources The Individuals with Disabilities Education Act (IDEA) National Center for Learning Disabilities LD.org RTI Action Network California Department of Education Special Education Resources Student Success Team Training Materials National Center on Response to Intervention Sample PLAAFPs and Goals for Students with Moderate to Severe Disabilities 55

56 Any Questions or Comments? 56

57 For more information on ZOOM!, contact any of our team members. We are always ready and willing to help you! Taryn Carter-Jones, Director - TCarter@calcharters.org, (m) Tracey Katz, Deputy Director tkatz@calcharters.org; x 222 Tristan Clerihew, Data Technology Specialist tclerihew@calcharters.org; x 214 ZOOM! website: We look forward to your feedback on today s session via our PD survey, which you ll receive soon. Please take time to respond your input helps us improve the program. THANK YOU!