SPRING DATA REVIEW

MAY 20, 2014

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

LEADERSHIP TEAMS… PURPOSE: SPRING DATA REVIEW WILL HAVE AN OPPORTUNITY TO REVIEW THE STATUS OF

LITERACY, MATHEMATICS AND/OR BEHAVIOR SYSTEMS

WILL MAKE ACTION PLANS TO CONTINUE TO IMPROVE STUDENT ACHIEVEMENT

MATERIALS YOU WILL NEED TODAY

• DATA (FALL/WINTER) REVIEW PROBLEM SOLVING GUIDE (ELECTRONIC OR HANDOUT)

• WORKED EXAMPLE OF DATA FALL REVIEW PROBLEM SOLVING GUIDE (ELECTRONIC OR HANDOUT)

• SIP INFORMATION, SWIS, DIBELS, AIMSWEB REPORTS & TIER 2-3 TRACKING FORMS

• LAST/THIS YEARS ASSESSMENT BINDER

• BOQ/SAS

• PET-R/SWEPT

• ACTION PLANS & COMMUNICATION PLAN

LEARNING TARGETS

WE 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).

AGENDA

WELCOME

DATA OVERVIEW

SCHOOL IMPROVEMENT CONNECTIONS

TEAM TIME

LUNCH

TEAM TIME

REJOIN AT 2:45 P.M.

EXIT SLIP & EVALUATION

TEAM ROLES

FACILITATOR

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

  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:

buxton@sresd.org

 

Exit ChecklistSpring 2014 Building 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: buxton@sresd.org . Date:________________ Building:_______________________ District:____________________________

DATA 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

SCHOOLWIDE OVERVIEW- ACADEMICS

Where to find the academic data!

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%) 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 BEHAVIOR

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

Process Data - Behavior

SCHOOLWIDE OVERVIEW- BEHAVIOR

Outcome Data - Behavior

Outcome Data - Behavior

EARLY WARNING SIGNS

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

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%

EWS OUTCOME DATA - BUILDING LEVELATTENDANCE: > 90% MISSING MORE THAN 10% OF

INSTRUCTIONAL TIME• STATE OF OHIO RETROSPECTIVE ANALYSIS OF TOP/BOTTOM 10% ACADEMIC

OUTCOMES

• BALANCES YIELD VS. ACCURACY

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%

Schoolwide Overview – BehaviorWorked Example

EXAMPLE PROCESS DATA SNAPSHOTSACADEMICS & BEHAVIOR

WHAT ARE THEY GOOD FOR?

WE CAN USE PET/SWEPT TO ANSWER THE FOLLOWING QUESTIONS—

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?

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?

DATA CONNECTIONS ACTIVITY

PICK A PIECE OF CANDY FROM THE BOWL ON YOUR TABLE.

TAKE ONE CANDY WRAPPER ACTIVITY SHEET 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 IS USED IN YOUR DISTRICT?

WHAT SUB-GROUPS DOES YOUR DISTRICT LOOK AT?

HOW OFTEN DOES YOUR LEADERSHIP TEAM REVIEW DATA?

PET-M SNAPSHOTS

MTSS: BUILDING SELF-ASSESSMENT

 

SCALE: NOT STARTED (N) — IN PROGRESS (I) —

ACHIEVED (A) — MAINTAINING (M) —

What Does BSA Data Tell you?

PROCESS DATA SNAPSHOTSBEHAVIOR

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

PROCESS DATA SNAPSHOTS: PBIS BENCHMARKS OF QUALITY (BOQ)

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

PROCESS DATA SNAPSHOTS: PBIS SELF-ASSESSMENT SURVEY (SAS)

PROBLEM SOLVING GUIDE

PROBLEM 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

PROBLEM 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.

PROBLEM SOLVING GUIDE: WORKED EXAMPLE

PROBLEM SOLVING GUIDE: WORKED EXAMPLE

PROBLEM SOLVING GUIDE: WORKED EXAMPLE

PROBLEM SOLVING GUIDE: WORKED EXAMPLE

PROBLEM SOLVING GUIDE

PROBLEM SOLVING GUIDE-STEP 3

PROBLEM SOLVING GUIDE STEPS 3 & 4

Summary information from Spring/Winter/Fall Data Reviews (Math, Reading, Behavior, EWS) should be used to:

Inform (create/revise) plan’s measureable objectives, strategies & activities

Monitor and evaluate SI strategies & activities

District/School Improvement Plans

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…

TEAM 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!

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

• EXIT SLIP

You do!

SESSION EVALUATION

RATE YOUR KNOWLEDGE/SKILLS/

COMPETENCE FOR THE FOLLOWING ITEMS UPON THE COMPLETION OF TODAYS’

SPRING DATA REVIEW.