Look Beyond the RTI Process
Look Beyond the RTI Process
Data Rich, Insight Poor
RTI requires using data to make decisions in a process of continuous improvement, establishing systems for gathering, analyzing, and disseminating data. In the quest for success, we too often focus on the RTI process rather than the result. The emphasis on the technical aspects of data—collecting it, storing it, securing it—overshadow the creation of a meaningful methodology for analyzing it.
So we end up with reams of data and very little information on what that data is telling us. Or we over-rely on a single assessment rather than a balanced assessment system that includes multiple sources of data. Or those responsible for making instructional decisions based on data need additional professional development to analyze the available data. In effect, we are data rich and information poor.
Using Assessment Data to Inform Personalized Instruction (56:53)
Using assessment data as part of instruction enables personalized learning for all students. But how do we do this in a time of new, more rigorous standards and concern over covering content?
For years special educators have been using student data to build differentiated instruction around what students already know and can do. In this recorded webinar, Dr. Shari Butler shares ways to integrate assessment more fully into instruction and incorporate data into actions that personalize learning.
An Insight-Driven Culture
By spending more time upfront examining current assessments, systems, structures, and staff supports, schools can increase the likelihood of achieving meaningful change. Data and assessment literacy is critical to creating and sustaining an insight-driven culture. You can make this transition in a three-step process:
1. In-depth assessment of data analysis practices.
Do teachers and administrators adhere to a regular schedule for reviewing data to identify areas of need and make informed planning decisions? Are teachers able to confidently analyze, interpret, and use the data to make instructional decisions?
2. Review of existing sources of assessment data management system(s).
Are you currently using multiple sources of data and assessment types to make instructional decisions or do you typically rely on a single high-stakes assessment?
3. Evaluation of data management and sharing processes.
Is it easy for stakeholders to compile the necessary academic and behavioral data? Are reports easy to customize, run, interpret, and share with stakeholders, including parents? Must stakeholders deal with multiple, disparate systems or difficult-to-use interfaces?
Keys to Data and Assessment Literacy
Multiple Data Sources to Inform Instruction
Easy-to-Use Data Management System
In-Depth Data Analysis Training for Teachers and School Leaders
Frequent Data Sharing with Stakeholders
New Vision, New Plan: Changing Instructional Practices (39:22)
The Central Academy of Excellence in Kansas City, MO, was facing the challenges of being a low-performing school. 98 percent of its student body received free and reduced lunch and 20 percent had disabilities. But its leaders developed a new vision and a new plan to change the culture of the school.
In this recorded webinar, learn how Central Academy has focused on instructional practices—including 30-day plans, setting measurable learning targets, monitoring progress using artifacts and data-cycle meetings, and implementing math and literacy interventions—to raise student achievement.
Ready to invest in teacher training?
You’re one click away from learning what kind of professional development supports systemic change.
