fall data review october 2, 2014 moodle site-drop box 1 warmup: review as a team one celebration you...
TRANSCRIPT
Fall Data Review
October 2, 2014
Moodle Site-Drop Box
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WARMUP: Review as a team one celebration you would be willing to share out. If you have a challenge to problem-solve, also be ready to share out if willing.
2 Leadership team Purpose: DATA REVIEW will have an opportunity to review the
status of literacy, mathematics and behavior/social emotional systems
will note celebrations, create a communication plan and make Action Plans to continue to improve student achievement
Todays presentation has been adapted from the following resources. Thank You!
MiBLSi Huron ISD Ingham ISD Florida RtI Project Il Spire
IES Practice Guides (Math/Reading)
RtI Innovation Conferences & Kansas MTSS
3 Materials you will need today
Data (Fall/Winter/Spring) Review Problem Solving Guide (electronic or handout)
Worked Example of Data Fall Review Problem Solving Guide (electronic or handout)
SIP Information, SWIS, SRSS, DIBELS, Aimsweb Reports & Tier 2-3 Tracking Forms, Process surveys from last year (available on pbisapps or electronic PET-Rs)
Last/This years Assessment Binder if team uses these
SAS
PET-R/SWEPT
Action Plans & Communication Plan
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Learning TargetsWe can articulate…
the purpose and value in a Building/District Data Review.
how student outcomes data can inform the building/district about student performance.
how process data can inform the building/district about student performance.
how student outcome data and process data can be used together to inform building/district goals.
The purpose and steps in a problem solving process (gather data, identify and analyze problem(s), develop an action plan, evaluate the plan).
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Agenda
Welcome
Data Overview
School Improvement Connections
Team Time
Lunch (Working Lunch: Sharing)
Team Time
Rejoin at 2:45 p.m.
Data days 2014-15 May 20 changed to May 21: Register ahead.
MTSS News
Exit Slip & Evaluation
6
Team RolesFacilitator
Guide the discussion
Keep the team focused
Ensure the tasks on the “Complete the Exit Slip” are Completed
Time Keeper
Make sure the team is moving through the process efficiently
Have team gather at 2:45 p.m.
ASSIST Manager
Make any modifications to SIP/DIP
Action Plan Recorder
Fill out Problem Solving Guide, At a Glance Overviews
Record any “To Do’s” generated by the team
Send completed Action Plan to team members
7Review Outcome Data• Reading/Math/Writing• SWIS• SRSS• Did the school meet the benchmark?
Review Process Data• Reading/Math: SWEPT/PET-R M-TIC/PET-M• Behavior: BOQ, BAT, SAS• Social Emotional: SRSS-TBD• Did the school meet the criterion for each measure?
Connect Outcome Data to Process Data• Reading/Math: Could the areas on the process measure that did
not meet criterion explain scores below benchmark?• Behavior: Could the areas on the process measure that did not
meet criterion explain high behavioral incidents?• Social Emotional: Process Measure TBD
Generate Action Plan• Identify the items on the process measures for reading/math and
behavior to improve• Set an action plan for each item
Dr. Sara Lewandowski
8Data Sets & Purpose: SRESD
Trend Outcome Process
Grade Level (DN, AW) (IE) Or District
Sub-group (DN, AW) (IE) Explore (IE) or (ACT)
MEAP (IE or MISchoolData.org)
Aimsweb/DIBELSNext Benchmark
Aimsweb ROI by Measure for Reading & Math (P, IE) at Building Level (P, IE)
Summary of Effectiveness (DN, P) SWIS/Behavior, SRSS,
Suspensions/Expulsions/Attendance(SWIS or PowerSchool: P) Local Assessments (P, IE)
PET-R (P)/ SWEPT-R (P)
SAS
BAT
BoQ
PET-M * (P)
PET-M * Middle School (P) MTSS-SA * (P)
PBIS/Reading/Math TICs
SET
ASSIST AW = AIMsweb; DN = DIBELSNext, IE = Illuminate Ed; P = Team Provided
9 Schoolwide Overview- Academics
Where to find the academic data!
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Process Data Student Outcome Data
Reading Math Behavior Systems Reading (≥80%) Math (≥80%)
PET-R
PET-M
BAT
MTSS-SA
K: Composite PA (ISF) (PSF) AP (LNF) AP (NWF)
K: OCM NIM QDM
(≥80%)
(≥80%) (≥70%) SOE W(1, 2, 3) S(1, 2, 3)
MNM
1: Composite PA (PSF) AP (NWF) FL (R-CBM WC) FL (R-CBM Accuracy)
SOE W(1, 2, 3) S(1, 2, 3) 1: OCM NIM QDM
MNM 2: Composite FL (R-CBM WC) FL (R-CBM Accuracy)
SOE W(1, 2, 3) S(1, 2, 3)
2: M-CAP M-COMPCOMP 3: Composite FL (R-CBM WC) FL (R-CBM Accuracy)
SAS (DAZE/MAZE) MEAP-Trending up last 3 years in a row SOE W(1, 2, 3) S(1, 2, 3)
3: M-CAP M-COMP
(≥70%) 4: Composite FL (R-CBM WC) FL (R-CBM Accuracy) 4: M-CAP M-COMP (DAZE/MAZE) MEAP- Trending up
SOE W(1, 2, 3) S(1, 2, 3)
5: M-CAP M-COMP 5: Composite FL (R-CBM WC) FL (R-CBM Accuracy)
Bo Q (DAZE/MAZE) MEAP-Trending up
(>70%) SRSS
SOE W(1, 2, 3) S(1, 2, 3)
6: Composite FL (R-CBM WC) FL (R-CBM Accuracy) (DAZE/MAZE) MEAP-Trending up
SOE W(1, 2, 3) S(1, 2, 3) Subgroup Performance
Subgroup Performance
Schoolwide Overview-Behavior/Social Emotional
Adapted from MiBLSi materials, KRESA, Huron ISD, Ingham ISD, and BetterHighSchools.org BoQ-PBIS Benchmarks of Quality; SAS-PBIS Self-Assessment Survey; SWIS-School-wide Information Systems found at pbisapps.org
BoQ > 70% SAS > 70%
10 Critical Elements >70% 4 Behavioral Systems > 70%
PBS Team School wide
Faculty Commitment Non classroom
Effective Discipline Classroom
Data Entry & Analysis Individual
Expectations & Rules 8 Imp. Subscales > 70%
Rewards/Recognition Expectation Defined
Teaching Expectations Expectations Taught
Implementation Plan Reward System
Classroom Systems Violations System
Monitoring
Management
District Support
Implementation Average
Important Behavior Outcomes:
Office Referrals per Day per Month < SWIS-provided national median
SWIS Dashboard Data
Time Location Day of Week Behavior Grade Student
Subgroup Performance
Ethnicity Gender IEP ELL SES
Early Warning Signs: Suspensions
>80% of student population has received 0 (zero) suspensions
Absences >90% of student population in attendance >90% of instructional time
SRSS (0-3): Low Risk (4-8): Moderate Risk (9-21): High Risk
Schoolwide Overview- Behavior
Process Data - Behavior
Benchmarks of Quality (BoQ)
• Completed annually by school leadership teams
• Tier 1 SWPBIS implementation fidelity check
• 53 benchmarks across 10 critical elements of implementation.
• Identifies areas of strength and need; informs problem analysis and action planning.
• 70% Implementation Goal
Self-Assessment Survey (SAS)
• Completed annually by building staff • Fidelity check of PBIS implementation
across (a) school wide, (b) non-classroom, (c) classroom, and (d) individual students
• Seven key elements of the Implementation Subsystems
• Informs of areas of strength and need, including communication between leadership team and staff
• 70% Implementation Goal
pbisapps.org
Schoolwide Overview- Behavior/Social Emotional
Adapted from MiBLSi materials, KRESA, Huron ISD, Ingham ISD, and BetterHighSchools.org BoQ-PBIS Benchmarks of Quality; SAS-PBIS Self-Assessment Survey; SWIS-School-wide Information Systems found at pbisapps.org
BoQ > 70% SAS > 70%
10 Critical Elements >70% 4 Behavioral Systems > 70%
PBS Team School wide
Faculty Commitment Non classroom
Effective Discipline Classroom
Data Entry & Analysis Individual
Expectations & Rules 8 Imp. Subscales > 70%
Rewards/Recognition Expectation Defined
Teaching Expectations Expectations Taught
Implementation Plan Reward System
Classroom Systems Violations System
Monitoring
Management
District Support
Implementation Average
Important Behavior Outcomes:
Office Referrals per Day per Month < SWIS-provided national median
SWIS Dashboard Data
Time Location Day of Week Behavior Grade Student
Subgroup Performance
Ethnicity Gender IEP ELL SES
Early Warning Signs: Suspensions
>80% of student population has received 0 (zero) suspensions
Absences >90% of student population in attendance >90% of instructional time
SRSS (0-3): Low Risk (4-8): Moderate Risk (9-21): High Risk
16Outcome Data - Behavior
18 OUT COME DATA: SRSS
19 Early Warning Signs
20 Early Warning Signs (EWS)
Routinely available data; available early in the school year
Better predictor than background characteristics
Cut points selected to balance yield and accuracy.
Helps target interventions Informs of patterns and trends
21 Early Warning Signs (EWS)
ATTENDANCE: Missing more than 10% of instructional time
BEHAVIOR: Suspensions (ISS or OSS); Minor or Major ODRs
ISS or OSS: 6 hours of academic instruction lost per day
ODR: 20 minutes of academic instruction lost for student per referral
COURSE PERFORMANCE: Course failures, grade point average; credit accrual
Combinations of academic indicators can reduce graduation likelihood to 55%
22 EWS Outcome Data - Building Level
ATTENDANCE: > 90% missing less than 10% of instructional time
State of Ohio retrospective analysis of top/bottom 10% academic outcomes
1st Semester 9th grade better predictor than grades or failures
BEHAVIOR: > 80% with 0 Suspensions (ISS or OSS)
“High Quality Instruction” research
MTSS Targeted Intervention
COURSE PERFORMANCE: ACT-Explore Data
Course Failures (MTSS Model of 80% corrected for accuracy to 85-90%)
Credit Accrual is building-specific
Combinations of academic indicators can reduce graduation likelihood to 55%
23 Schoolwide Overview – BehaviorWorked Example
24 Process Data Snapshots
ACADEMICS & BEHAVIORWhat are they good for?
25
We can use PET/SWEPT to answer the following questions—
If we have less than 80% of our students at benchmark: What might be happening in our core instruction that might be contributing to that? What can we do to improve?
Research indicates specific areas that will improve outcomes. These include Goals/Objectives/Priorities, Assessment, Instructional Practices and Materials, Instructional Time, Differentiated Instruction/Grouping, Administration/Organization/Communication, Professional Development.
Does our MTSS system have the most effective steps in place?
26 PET-M SNAPSHOTS
MTSS: Building Self-Assessment
Scale: Not Started (N) — In Progress (I) — Achieved (A) — Maintaining (M) —
What Does BSA
Data Tell you?
27
28Process Data Snapshots
BEHAVIOR
Benchmarks of Quality (BoQ)
Tier 1 SWPBIS implementation fidelity check
53 benchmarks across 10 critical elements:
Identifies areas of strength and need to inform action plans
Completed annually by school leadership teams
Self-Assessment Survey (SAS)
• Completed annually by building staff • Fidelity check of PBIS implementation
across (a) schoolwide, (b) non-classroom, (c) classroom, and (d) individual students
• Seven key elements of the Implementation Subsystems
• Informs of areas of strength and need, including communication
29Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)
30 Process Data Snapshots: PBIS Self-Assessment Survey (SAS)
While summary data from the SAS provides a general sense of a building’s PBIS systems, more focused analysis can inform a team of the most vital and influential next steps.
Low Implementation
Status
HighStaff
Priority
PBIS Subsystem
TargetedImplementation
Supports
31 Process Data Snapshots: PBIS Self-Assessment Survey (SAS)
32 Barriers?
The PET/SWEPT/BoQ/SAS are good guides for designing and improving a building MTSS system. However, they also can also present many perceived barriers to work around.
Remember, think outside of the box! What can we do differently?
33 Data Connections Activity
Pick a piece of candy from the bowl on your table.
Take one Candy Wrapper activity sheet (or a sticky note) from your table and find another individual (not from your district)that has the same piece of candy.
Ideas to share with one another…and make notes
How data sets reviewed so far are used in each district?
What other types of trend or outcome data are used in your district?
What sub-groups do your district look at?
How often does your leadership team review data?
34Problem Solving Guide
35Problem Solving Guide: Step 1
Determine your (first) problem to be addressed today based one what you’ve derived from:• Previous SIP• Overviews of
Academics and Behavior (At a Glances)
• Outcome Data• Process Data and
Process Data Snapshots
36Problem Solving Guide: Step 2
Complete a Problem Analysis: Hypothesize what may be contributing to the problem
Again, your data and the Snapshots can inform this discussion.
37Problem Solving Guide: Worked Example
38Problem Solving Guide: Worked Example
39Problem Solving Guide: Worked Example
40 Problem Solving Guide: Worked Example
41Problem Solving Guide
42
Problem Solving Guide-Step 3
43
Problem Solving Guide Steps 3 & 4
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Summary information from Data Reviews (Math, Reading, Behavior, SSRS, EWS) should be used to:
Inform (create/revise) plan’s measureable objectives, strategies & activities
Monitor and evaluate SI strategies & activities
District/School Improvement Plans
45
Goals Objectives Strategies Activities
Student Goal Statement:
“All students will increase proficiency in mathematics/reading/writing, etc.”
Resources
Measurable Objective Statement(s):
What will happen, with which students, by when
• At least 1 must address state assessment
• At least 1 should address critical objectives across one or more tiers of support
Strategies:What staff will do to attain goal & objectives
• What teachers will implement
• Research-based Practices
• Clear connection to Consolidated Application/ Title I budget
Activities:
• Activity Description
• Activity Type• Planned/Actual
Staff• Planned/Actual
Timeline• Include actions
to Monitor & Evaluate strategy implementation
• Clear connection to Consolidated Application/Title I budget
Resources
• Funding Source
• Planned/ Actual Amount
Improvement Plans + Problem Solving Guide = Student Achievement
Problem Solving - Guide Action Plan
Problem Solving Guide -
Study/ Problem Analysis
Problem Statement &
Cause of Problem
Statement
The Building Leadership Team does not have to solve every problem but does need to study building data to determine school-wide needs they will address along with identifying grade-level needs and ensuring the appropriate individual(s) who will address these needs are identified (e.g., which grade-level teams need to address the identified needs)
Remember…
47Team Time: Complete School-wide Overview Sheets (Behavior/Academic) and/or Problem Solving Guide
Complete overview sheets Review/update previous
action plan Identify building
Celebrations and Opportunities: Share out
Prioritize “Problems” for today’s process
You do!
48 Team Time: Complete Problem Solving Process
Choose a problem; complete the problem solving process and create an action plan.
Move on to second (and third) problem, if able.
Communication Plan LUNCH at 12:00 Reconvene at 2:45 Updates: Next Year Exit Slip
You do!
Check when
complete
Problem Solving Guide: Literacy
Problem Solving Guide: Mathematics
Data Review Problem Solving Guide (Large Packet)
Special Education Tracking Form (Coaches)
Action Plan (Appendix C)
Communication Plan (Appendix D)
Building Summary Report for District Data Review
(Appendix E)
This item is critical because it will inform future
District-level Data Reviews.
Completed Data Review Guide e-mailed to
Rebecca Buxton:
Exit ChecklistBuilding Data ReviewPlease have your time-keeper check-off each task when completed using the table below. Turn this form in to MTSS Facilitator at the end of the day, verifying that your completed Data Review Guide was sent to: [email protected] . Date:________________ Building:_______________________ District:____________________________
Session Evaluation
Rate your knowledge/skills/ competence for the following items upon the completion of todays’ Data review.
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