Embed Size (px)
Citation preview
WelcomeOregon Scaling-up EBISS
The District Data Team Meeting
Blending Behavioral and Academic Multi-tiered Systems of Support
Scaling-UpOregon
Kathleen Ryan Jackson, D. [email protected]
Erin A. Chaparro, [email protected]
Oregon Scaling-Up EBISS Bloghttp://blogs.uoregon.edu/oregonscalingupebissblog/Please contact Erin Chaparro if you encounter problems assessing the Blog
Knowledge Check
What are some of the key activities teams engage in when applying the PIP PEP improvement cycle?
What implementation drivers will a district data team integrate?
The District Data Team
Purpose: To provide the rationale and structure for effective data team meetings at the district level.
Learning Objective:• Understand the roles and responsibilities of the district
data teams• Understand the roles and responsibilities of school
leaders in the district data team process
Outcome• Walk away with tools and strategies that you can
immediately put into practice
The Relationship: Behavior & LiteracyMcIntosh, Chard, Boland & Horner (2006)
Difference in mean ODRs per year for students scoring above (n = 152) and below (n = 68) the DIBELS Phoneme Segmentation Fluency (PSF) benchmark
in spring of kindergarten.
District Implementation Team (DIT)
EBISS Teaming Framework
Identifying the Right Data
Do we have an achievement gap?
What does our district-wide
multi-year data tell us?
Discipline and ELA by Sub-GroupSuspensions and or Percent of Office Discipline Referrals (ODR)
Early Warning System: A-B-C
Attendance
Behavior
Course proficiency
OAKS Reading
OAKS Math
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
180
124
90
187
264
On Track for SuccessEarly Warning System
http://new.every1graduates.org/wp-content/uploads/2012/03/on_track_for_success.pdf
Problem and Desired Outcome
Problem Statement: Fewer than 80% of all our students are meeting the new state standards in reading at the elementary level: Only 60% of economically disadvantaged, 40% of students with disabilities, and 24% of students who are ELLs.
Desired Outcome: The DIT will support each school to engage the organization drivers (Systems Interventions and Decision Support Data Systems) to identify gaps in each schools achievement and gaps and overlaps in practices. With this information each school will develop a strategic plan for improvement. Policy will be developed to enable practice (PEP) and schools practice will inform policy (PIP).
Building Implementation Team
Elementary School ComparisonBehavior and Literacy Benchmark Data
Aggregate of all 4 schools
What does the disaggregate data from our 4 schools tell us?
16
How are we doing? Are students making adequate growth?
Adequate Progress Goals: Which students in each grade, by demographic group are making adequate progress (e.g., fall to winter or winter to spring)?
MiddleBeginning End
How many students started at Benchmark in the fall and were Benchmark in the winter?
How many students started at Strategic in the fall and were Benchmark in the winter?
How many students started at Intensive in the fall and were at Strategic or Benchmark in the winter?
Is Every School Making Adequate Progress?
Fall Low
Winter Low
SpringLow
Fall Some
Winter Some
Spring Some
Fall At
Winter At
SpringAt
0 10 20 30 40 50 60 70 80 90
School 3School 2School 1
Asking the Right Questions
School-Wide Data Questions
1. Is our core (reading and behavior) program sufficient for most students?a) Review and analyze benchmark screening data (DIBELS or
ESYCBM and ODRs) and ask• Percentage of students at low risk, some risk and at-risk levels• Percentages compared to previous years, earlier in the year• Percentages of student movement between levels
2. What instructional adjustments are needed to improve the health of the core?• If the percentage of students in tier 1 is below 80%, what are the
common instructional needs of the students in this grade level?• Establish an end of the year goal of percentages in each tier (i.e. Tier 1
to 80%, Tier 2 to 15%, maintain Tier 3 at 5%).
District Data Team Toolkit
Clarifying Questions• What are the characteristics and performance
levels of students with high absence rates?– What is the relationship between absenteeism
and performance on state assessment?– Which subgroups and grade levels have the
highest absence rates? The lowest?http://www.doe.mass.edu/apa/ucd/ddtt/toolkit.pdf
Existing Resources Needed Support
Evidence Based Core Reading Program
DIBELS: screening and progress monitoring system
Training to implement core in all classrooms with fidelity, and a coaching system to support effective practice
Training for administration to model effective use of data for problem solving and action planning at all data team meetings
1. Identify desired outcome2. Brainstorm solutions3. Develop a A Fidelity of Implementation Plan
Who What When & EvidenceKey Leadership identified to develop a DLIT exploration team• Board member• Superintendent• Principals• Coaches or teacher
leaders
1. School visits to gain knowledge of school practices and challenges• Is core used in all
classrooms• Is core used with fidelity• Do all students have
access to core2. Disseminate staff survey to identify the skills they have/need3. Assemble data and enter into problem solving and solution development for the 2014/2015 school year
1. Begin: April 30, 2014End: May 1, 2014Evidence: Walkthrough data
2. Begin May 1, 2014End May 15, 2014Evidence: Survey data3. Complete by June 30, 2014Evidence: Easy to read report
PIP PEP Cycle (Fixsen & Blaze, 2008)
1. Practice Informs Policy• BLT(s) in place• Decision Support Data Systems
– Valid and reliable data and asking the right questions
• Systems Interventions– Walkthrough & Performance Assessment System in Place
• Facilitative Administration– Develops Competency through training, coaching, and selection
2. Policy Enables Practice• DLT in place• Policy responds to the needs in schools
– Resources and support for continuous development of staff skill to meet district and school goals
24© Fixsen & Blase, 2009
Integrated & Compensatory
Performance Assessment (Fidelity)
Coaching
Training
Selection
Competency Systems Intervention
Facilitative Administration
Decision Support Data Systems
Organization
Leadership
Implementation Drivers
The Data Informed District(Wayman, Cho, & Johnson, 2007)
TransparencySchools are not completely comfortable with district dissemination of data or with their own ability to draw meaning from the data.• Vigilant attention to the implementation and
maintenance of a healthy data initiative that reaches every corner of the district.
Knowledge Check
1.PIP PEP Activities• PIP: Practice Informs Policy: BLT in place• Valid and reliable data to answer the right questions• Walkthrough & Performance Assessment System in Place
• PEP: Policy Enables Practice: DLT in place• Resources and support focus on the continuous
development of staff skill
2. District data team meetings will integrate…• All implementation drivers
References
District Data Team Toolkit (2014). Massachusetts Department of Education. http://www.doe.mass.edu/apa/ucd/ddtt/toolkit.pdf
Wayman, J. C., Cho, V., & Johnston, M. T. (2007). The data-informed district: A district-wide evaluation of data use in the Natrona County School District. Austin: The University of Texas.
