Utilizing Data as a Team with

Continuous ImprovementNorth Middle School

School District of Menomonee Falls

Presentation Team MembersJC Bruns, Behavior Intervention Coordinator

Mary Chetney, Educational Assistant

Tami Jaeck, Learning and Literacy Coach

Holly Patterson, Math Interventionist

Carrie Rebro, School Counselor

Talking about Today

➔ Continuous Improvement➔ Reading Intervention➔ Math Intervention➔ Behavior Intervention

★ How a collaborative partnership between building personnel and students is used to improve systems to collect and analyze data effectively when making decisions.

★ Demonstrate how continuous improvement and personal student data portfolio results has increased student achievement.

Objectives

Topics

We use data to drive our decisions to facilitate successful student learning.

Why Data-Driven Decision Making?

Think about your own district

What data do you have available within your district?

How do you use the data to make decisions?

Reading Intervention

COMPREHENSIVE INTERVENTION MODEL (CIM)

Linda Dorn, St. Louis University

Model includes:Interactive WritingGuided Reading PlusWriting AloudComprehension Focus Groups

CIM Team CollaborationWHO part of team?

★ Literacy Coach(es)★ Reading Intervention Teachers★ Special Education Teachers

WHEN meet as a team?

★ District CIM meetings K-8★ Building meetings★ Achieve3000 trainings 6-12

WHY meet as a team?

★ Review interventions★ Analyze data to determine next

steps for groups and/or individuals

★ Share resources for potential future units

VIP Reading - Varied Intervention Plans

Entrance Criteria

➔ MAP RIT below 25th percentile consistently for 2-3 data points

➔ Incoming Grade 6◆ End RR below Level R◆ AIMSweb assessment

➔ QRI assessment results show two grade levels below current grade level

Exit Criteria

➔ Achieve3000 Lexile Target◆ Gr6 700L, Gr7 780L, Gr8 880L

➔ MAP RIT is above 25th percentile➔ QRI instructional level for current

grade level

VIPE Reading - Varied Intervention Plans Extended

Entrance Criteria

➔ Historically 2 out of 3 MAP data points below 50th percentile

➔ Gr6 students used Gr5 teacher observations forms along with running record level

➔ Grades from core classes primarily CDFs

Exit Criteria

➔ MAP above 50th percentile➔ Achieve3000 growth is 50-100L

and/or maintains high approaching current grade level.

➔ Achieve3000 target for high approaching current grade: Gr6=750L, Gr7=880L.

Student Learning Portfolio - Data

Student Learning Portfolio - Reflection

DATA ANALYSIS WITH CIM TEAMShort-Cycle Assessments

DATA ANALYSIS WITH CIM TEAM

Scorecard Measurement

Tool

Closing the Gap - Universal

Math Intervention

Math Intervention RTITier II

➔ 1:6 Teacher to Student Ratio➔ 30 minutes/day➔ Grade level curriculum

support

Tier III

➔ 1:3 Teacher to Student Ratio➔ 50 minutes/day➔ Emphasis on foundational math

skills and closing the gap◆ Dreambox, Math Recovery,

etc.

Determining Student PlacementEntrance Criteria

➔ MAP RIT score trending below 25th percentile

➔ Teacher Recommendation➔ Math Recovery Assessment

score low in Structuring and Place Value

Exit Criteria

➔ MAP RIT is above 25th percentile➔ Student’s math grade is a B or

higher➔ Student’s STAR is above 25th

percentile*student must meet 2 of these criteria

Student Learning PortfolioData & Goal Setting

Weekly

Student Learning Portfolio - Data

Monthly

Student Learning Portfolio - Reflection

Quarterly

Data Analysis for Math Intervention

Short-Cycle Assessments

Data Analysis for Math Intervention

TeamScorecard

Measurement Tool

Quarterly Data Dives

➔ Collaboration with interventionists, school counselors, pupil services, and administration◆ Shared Google Sheet with data and notes

➔ Determine entrance and/or exit of students within reading and math interventions◆ Next steps determined as team for each student

House Meetings➔ Weekly collaboration between guidance

counselors, house teachers, and administration

➔ Student concerns are discussed◆ Next steps are determined as team

➔ Anecdotal data used for placement within interventions

Behavior Intervention

OptionsFlex Rep Council

➔ Monthly meeting provide voice for students

Check-In, Check-Out (CICO) academic➔ Sheet completed by teachers in each class at request of student➔ Different factors consider based on student need➔ Daily check with study hall supervisor

VIPE Behavior➔ Daily Behavior Form shared Google Sheet completed by teacher➔ 1on1 with EA for weekly check with student and teacher response➔ Weekly, Monthly, Quarterly goals set by student

Behavior Intervention - VIPE BehaviorEntrance Criteria

➔ Total # of behavior documentations (R&R forms, major and minor ODRs)◆ highest occurrences match up

with staff advocatesExit Criteria

➔ Achieving monthly goal as set by student and staff advocate

Behavior Intervention - VIPE Behavior

➔ build relationships ➔ staff advocate log for classroom observations➔ input from teachers using daily behavior survey

◆ shared Google Form➔ weekly parent communications (ie. Email

summary)➔ student & staff advocate develop a weekly goal➔ follow-up with behavior staff advocate

Advocate Log

Daily Behavior Form

Teacher Journal

Weekly Parent Email➔ Sharing answers to 3 reflective questions

◆ What is going well?◆ What needs improvement? How parents can

support at home?◆ Barriers or roadblocks to success or goals?

Individual VIPE data

and Goal

Setting Reflection

Building Behavior Trends

Questionsand

Answers

What data do you have available within your district?

How do you use the data to make decisions?