RTI Data Board Rationale and Yearly Process

RATIONALE Why?
Collaborative Process of celebrating successes, identifying student needs, and engaging in action research.
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Include support staff: Title, LAP, psychologist, guidance counselor, instructional coaches, building principal, district representatives,
SPED staff, teachers, and ESAs
Determine building-wide interventions, enrichment plans, and the progress monitoring plan

Create a visual to monitor Kid by kid, grade by grade, or subject by subject

Triangulate screening and other agreed upon common data points
Celebrate group and individual growth
Evaluate and monitor effectiveness of interventions and systems

PROCESS
Benchmark 1 (Approximately 1 hour)
1.
2.
3.
4.

5.
6.
7.
8.

Preceding the process:

Determining benchmark screening data and targets
Decide on additional data to triangulate strengths and needs for each grade
Labels and pictures for each kid note. One note per kid.
Notes are color coded by tiers of instruction (i.e. blue, green, yellow, and red).
During the process:
Teachers and team members add data to the labeled notes.
Team adds additional information to the notes: ELL, SPED, Highly Capable, SLP, New Students, etc.
Arrange the notes on a visual display board according to need.
Review the data by student and keep notes on any issues that arise like attendance, social/emotional needs, already meeting end of the
year targets etc. Add to notes throughout the year and assign tasks as needed.

Wilkeson Elementary - White River School District 2014

9. Brainstorm group and individual needs and plans.

10. Add intervention group notes to the data board and group the students according to needs.
Proceeding the process:
11. Facilitator reviews the notes and communicates the steps to the team. Examples may include, review of records, parent conferencing,
behavior plans, setting up the computer lab with instructional software, etc.
12. Support team prioritizes the support across the school and then emails Janel all their additional needs they cannot meet.
Every 4-6 weeks
As a team or with individual teachers, review the display board. Use progress monitoring tools to review group and individual progress.
Make adjustments in time, materials, and supports. Take notes.

Benchmark 2
Preceding the process:
1. Determine benchmark screening data and targets.
2. Decide on how to add data in a systematic way to the notes on the display board (i.e. colored dots, highlighting, stamps, etc.)
3. Prepare to add new student screening data.
4.
5.
6.
7.
8.

During the process:

Teachers and teams add data to the individual notes.
Teachers rearrange the notes on the data board using new benchmark data.
Teams celebrate the group and individual successes.
Team triangulates needs. For example, a 4th grade student demonstrates low fluency but shows they are target with comprehension is
grouped with other students who need additional fluency practice.
If questions arise as to the effect of certain interventions, refer to progress monitoring data. Team may decide that a group or an
individual needs to maintain the intervention, increase support, change the materials, or consider additional diagnostics or evaluations
to help better identify the need.

Proceeding the Process

9. Facilitator reviews the notes and communicates the steps to the team.
10. Support team prioritizes the support across the school.
Wilkeson Elementary - White River School District 2014

On-Going 4-6 week review and make adjustments.

Benchmark 3
Preceding the process:
1. Determine benchmark screening data and targets.
2. Decide on how to add data in a systematic way to the notes on the display board (i.e. colored dots, highlighting, stamps, etc.)
3. Prepare to add new student screening data.
4.
5.
6.
7.

During the process:

Teachers and teams add data to the individual notes.
Teachers rearrange the notes on the data board using new benchmark data.
Teams celebrate the group and individual successes.
Team makes final notes for next year and identifies students who will need summer support.

Proceeding the Process

8. Facilitator reviews the notes and communicates the steps to the team.
9. Support team prioritizes the support across the school.

Wilkeson Elementary - White River School District 2014

Progress Monitoring Plan Sample

Grade

CBM
Who
Administers?

CBM
Who enters
data?

EK
K
1
2

Title
Title
Title
Building
Served Only
Building
Served Only
Building
Served Only
Building
Served Only

Title
Title
Title
Building
Served Only
Building
Served Only
Building
Served Only
Building
Served Only

3
4
5

MAZE
Who
Administers?

MAZE
Who Scores?

MAZE
Who enters?

Math
Screener
Who
Administers?

Math
Screener
Who Scores?

Math
Screener
Who enters?

Class

Class

Building

Class
Class

Class
Class

Building
Building

Class

Class

Building

Class

Class

Building

Class

Class

Building

Class

Class

Building

Class

Class

Building

Class

Class

Building

Notes:
1) SPED will progress monitor CBM for students who qualify for Reading Resource Support.
2) Grades EK 5 students who are below target will be monitored by the Building or Title Team either weekly or bi-weekly depending on
Tiers.
3) Grades 2 5 must at the minimum progress monitor MAZE and MCAP for those below target bi-weekly.
4) Building Data Entry needs to be turned into Kathy L.
5) Options for students exceeding Spring Targets:
a. CBM Higher reading level or just STOP monitoring
b. MAZE Higher reading level
c. MATH Higher math level
Wilkeson Elementary - White River School District 2014