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Spring Data Review Workday School Leadership Teams. May 20 & 21, 2014. Acknowledgements. The material for this training day was developed by Ingham ISD: - PowerPoint PPT Presentation
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Spring Data Review WorkdaySchool Leadership Teams
May 20 & 21, 2014
AcknowledgementsThe material for this training day was developed by Ingham ISD:• Theron Blakeslee, John Endahl, Melanie Kahler, Matt Phillips, Jeanne
Tomlinson, Kelly Trout, Nate Stevenson Laura Colligan and Mary Jo Wegenke
Content based on the work of…• MiBLSi project•George Batsch, University of South Florida•Robert Balfanz, Everyone Graduates Center and
Johns Hopkins University•Roland Good and Rob Horner, University of Oregon•George Sugai, University of Connecticut•Joe Torgesen, Florida Center for Reading Research•Dawn Miller, Shawnee Mission School District, Kansas
Learning Targets
Participants will be able to: • Analyze process data and outcome data to identify
academic and/or behavior areas in need of improvement
• Make connections between process and outcome data and its impact on student achievement
• Identify an academic and/or behavioral priority based upon the data analysis and use the Continuous Improvement Process to address the priority
Where to access materials for today:
1. POMPOMS!The documents we are using today are on flash drives attached to ISD pompoms.
2. MTSS Implementers Websitehttp://mtss-implementers.wiki.inghamisd.org Building Data Review page
OR
Cute as they are, please don’t take them home!
Agenda
9:00-9:05 Welcome
9:05-9:30 Review modifications to Data Toolkit and Problem Solving GuideIlluminateData Analysis
9:30-11:45 Team Time to work through the School Improvement Continuous Improvement Cycle
11:45-12:00 District Check-in: Celebrations and Areas to Grow
12:00-1:00 Lunch
1:00-3:15 Continue Team Time
3:15-3:30 District Check-in: Celebrations and Areas to GrowSession Evaluation
Data Review Workday Working Agreements
Participants Work through the Continuous Improvement Process using current data to identify school-wide and grade level needs and create an action plan to address area(s) of concern.
Administrator Assist staff to make instructional decisions based on data Assist with resource allocation so action items can be
implemented
Ingham ISD Provide tools to assist with data analysis Provide guided facilitation for problem solving using the
Continuous Improvement Cycle
Materials you will need today• Data Review Workbook(MTSS Wiki & hardcopy)• Problem Solving Guide (MTSS Wiki & hardcopy)• Worked Example Problem Solving Guide (MTSS Wiki &
hardcopy)• Log-in Information: Illuminate Ed, BAA, pbisapps.org, and
SWIS• Process Data: PETR/SWEPT, PET-M, BSA, BoQ, SAS
Role of The School Leadership Team• Acts on school-wide data (Process Data and Student
Outcomes) on a regular basis
• Sends content area specific information to the appropriate staff to address during content area meetings
• Provides all stakeholders with an overview of the data and areas for celebration and areas targeted for growth. This includes teachers, support staff, volunteers and parents.
• Utilizes work groups to address relevant needs
• Following through on action plans and updating progress along the way
• Sends school-wide information to district level staff
New and Improved Materials
• Page 4 in the Data Toolkit• Trend Data Columns on the School-wide Literacy and
Mathematics Overview Forms• Vocabulary in the Problem Solving Guide aligned with
School Improvement Process• Spring to Fall Transition Action Plan
Evaluating Previous Plan New
Page 4 in Data Tool Kit
Schoolwide Overview- Reading
Schoolwide Overview-Mathematics
Problem Solving Guide
Data-based Problem Solving
Connection to School Improvement
Scheduling of Action Items
First Few Days of School
Schoolwide Overview- Academics
Where to find the academic data! Record information on the Illuminate note taking form.
Data Analysis…Something to think about
What …
Assumptions do we bring to this discussion?
Important points seem to pop out?
Patterns, categories, or trends are emerging?
Seems to be surprising or unexpected?
Additional data sources do we need to explore?
Inferences, explanations, or conclusions might we draw?
Solutions might we explore as a result of our conclusions?
got data? Now What?, Solution Tree Press, 2012
5 Reasons Why Problem Exists
• got data? Now What?, Solution Tree Press, 2012
Pursuing Worthy Problems
• An issue recurs with frequency, year after year.• An issue is pervasive across multiple grade
levels, student groups or school settings.• An issue consumes high levels of energy, time
and resources.• Even after an improvement bump, performance
plateaus and subsequent data flatline.
• got data? Now What?, Solution Tree Press, 2012
Remember…
The Building Leadership Team…• Does not have to solve every problem• Needs to study building data to
determine school-wide and grade-level priorities
• Will identify the appropriate individual(s) who will address these needs (e.g., which grade-level teams need to address the identified needs)
Team Time• Review/update previous action plan. Page 4 in Data Toolkit
• Use the School-wide overview sheets for problem(s) Identification
• Prioritize “Problems” • Identify a problem; complete Continuous Improvement Process process and create an action plan.
• Move on to second (and third) problem, if able
• Identify building Glows and Grows
You do!
Interpreting BSA Data
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
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 Level
ATTENDANCE: > 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
Process Data SnapshotsACADEMICS & BEHAVIOR
PET-M SNAPSHOTS
BSA: 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 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: Step 1
Determine your (first) problem to be addressed today based one what you’ve derived from:• Previous SIP• 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
Data-based Problem Solving
Problem Solving Guide
Please take a moment to complete the Evaluation Survey:
https://www.surveymonkey.com/s/elementarydays
THANK YOU!