Spring Data Review WorkdayHigh School Leadership Teams

May 22, 2014

AcknowledgementsThe material for this training day was developed by Ingham ISD:• Theron Blakeslee, John Endahl, Melanie Kahler, Matt Phillips, Jeanne

Tomlinson, Kelly Trout, Laura Colligan and Mary Jo Wegenke

Content based on the work of…• MiBLSi project

• Steve Goodman, Anna Harms, Melissa Nantais, Jennifer Rollenhagen, Kim St. Martin, Tennille Whitmore

•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 9th grade 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 problem-solving 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 Website

http://mtss-implementers.wiki.inghamisd.org Building Data Review page

OR

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, BAA, pbisapps.org, and SWIS• Process Data: PETR/SWEPT, PET-M, BSA, BoQ, SAS

Cute as they are, please don’t take them home!

Agenda9:00-9:05 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

implementedIngham ISD Provide tools to assist with data analysis

Provide guided facilitation for problem solving using the Continuous Improvement Cycle

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/grade level 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

Evaluating Previous Plan New

Page 4 in Data Tool Kit

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

Criteria for 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

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 GrowsYou do!

PROCESS DATA-WHAT IS IT GOOD FOR?

An overview of:Benchmarks of Quality (BoQ)Self-Assessment Survey (SAS) Building Self Assessment (BSA) School-Wide Evaluation & Planning Tool for Secondary Literacy (SWEPT)

Process Data & Student Outcome Data

Process Data

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) 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

pbisapps.org

Process Data SnapshotsOn-Track / Off-Track

BoQ > 70%   SAS > 70%  10 Critical Elements

>70%  4 Behavioral

Systems > 70%  

  PBS Team   School wide  

  Faculty Commitment   Nonclassroom  

  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

 

Process Data Snapshots

BOQ: Data Entry & Analysis Plan Established (Items 13-16)

 Actionable Steps

1. Data system is used to collect and analyze ODR data

School utilizes behavior warehouse such as SWIS

1. Additional data are collected (attendance, grades, faculty attendance, surveys) and used by SWPBS team

Additional data may include attendance, grades, surveys, universal screeners, etc.

1. Data analyzed by team at least monthly

Structured data sharing materials are developed and shared with

1. Data shared with team and faculty monthly (minimum)

staff at least once per month

 In

Place

 Partial inPlace

 Not in

Place

 Individual student systems are defined as specific supports for students who engage in chronic problem behaviors (1%-7% of enrollment)

High

Staff Priority √

 

Actionable Steps

  

  

  

 1. Assessments are conducted regularly to identify students with chronic problem behaviors.

  A flowchart is developed and disseminated, delineating the prerequisite step for accessing Tier 2 behavior support

  

  

  

 2. A simple process exists for teachers to request assistance.

   Entry criteria are established (e.g., number of referrals, absences, etc.).

MTSS/RtI Building Self Assessment• The purpose is to assess the extent to which the reading, math and behavior components of MTSS/RtI are in place in each building.

• The BSA measures progress in consensus, infrastructure and implementation of an MTSS/RtI framework.

• Helps to monitor ongoing efforts to establish permanent problem solving procedures, tools, and products and thereby implement research based MTSS/RtI at the  school level. 

• Ratings include: Not Started (0); In Progress (1); Achieved (2), and Maintaining (3).

What should we do with the BSA?• Discuss the effectiveness of academic content area of

instruction for school level, grade and classroom• Use data in determining the effectiveness of core

instruction in meeting the needs of all students.• Discuss if core instructional practices are evidence-based

in academic and behavioral content areas.• Schedule meetings in which data are used to evaluate the

impact of core (Tier 1), supplemental (Tier 2) and intensive (Tier 3) instructional practices.

• Use data to inform effectiveness and decisions.

BSA Next StepsWhat is your team’s Problem Statement(s)? In order to problem solve your data, use the BSA to--• Review the graphs for each subset• Check to see which areas show strengths and weaknesses for

your building• Celebrate the areas in which your building is maintaining (3.00) or

achieved (2.00) (we need to celebrate whenever we can)

• Identify areas needing improvement: In progress (1.00) or Not started (0.00)

• Look at individual items in your areas of need that relate to your Problem Statement(s) and use them to plan changes in your MTSS system

• Record next steps on your Action Plan

Item Discussion and Planning – BSA Example

Problem Statement for Ingham County HS—Explore and MEAP data indicate that the math skills of incoming freshmen are low enough that many of them will probably have difficulty with Math 9

Low areas on BSA include Infrastructure, Implementation and Professional Development

Ingham County HS Plan

Steps-Using the Infrastructure section of the BSA as our guide we will--1. Form a committee to look at evidence-based practices in math for

Tier 1, 2 and 3 instruction (Items 18-20)2. Schedule monthly meetings for Math SBLT to meet and discuss

concerns (21)3. Form grade level/content area teams to meet monthly to review

the progress of individual students and problem solve for them (22)

4. Put above recommendations on the Action Plan

Although Infrastructure wasn’t as low as Implementation and Professional Development this HS team decided that it made the most sense to have Infrastructure in place before moving forward to the other areas.

SWEPT-LiteracyThe SWEPT is a tool that is designed to measure the status and health of MS and HS school-wide literacy structures, based on the most recent research into literacy instruction. The areas evaluated are:• Goals, Objectives, Priorities• Assessment• Instructional Programs and Materials• Instructional Time• Differentiated Instruction/Grouping/Scheduling• Administration/Organization/Communication• Professional Development

If your school as not yet completed the SWEPT there will be time to do that today.

Kame’enui and Simmons, 2007

SWEPTThis is an example of what you will see when given your graph. For today, use the last page to figure out your percentage in each area.

SWEPT-Next StepsWhat is your team’s Problem Statement(s)? In order to problem solve your data, use the SWEPT to--• Review the graphs for each subset• Check to see which areas show strengths and weaknesses

for your building• Celebrate the areas where your building percentages are

highest (we need to celebrate whenever we can)• Determine which areas need further discussion and planning• Look at individual items in those areas and use them to plan

changes in literacy curriculum and/or intervention support as they relate to your Problem Statement

• Record next steps on your Action Plan

SWEPT-Item Discussion and Planning Example

Anywhere HS determined that their problem solving discussion was going to focus on the literacy curriculum, as many of their students were failing English 9. • There was a large difference in the number of failures among the teachers

• Scores on the SWEPT were low on Goals, Objectives, Priorities

Hypothesis--there are significant differences in curriculum and expectations for ninth grade English.

Anywhere HS PlanUsing Goals, Objective, Priorities items from the SWEPT we will:

• Clearly define goals for English 9, using the Common Core State Standards as our guide (Item 1)

• Prioritize the goals in relation to the essential elements of literacy (3) at the secondary level and use the high priority goals to guide instructional and curricular decisions (4)

• Make the goals specific and measureable so that all teachers have the same understanding (5)

• Provide professional development to English 9 teachers to help all of them to approach curriculum, instruction and assessment in a consistent manner (5)

Data Workbook

Team TimeCompletion of the SWEPT-HSAs a team, use the directions provided in the SWEPT-A complete the SWEPT. Record any celebrations (Glows) and any areas of improvement (Grows) on page 31 in the Data Workbook. Email the Summary Score sheet to Nicole Belman, nbelman@inghamisd.org and she will create the graph which represents the totals for each subscale as well as the overall score. Materials Needed:SWEPT-A paper copy or http://mtss-implementers.wiki.inghamisd.org/file/view/SWEPT-A.pdf/453713974/SWEPT-A.pdfSWEPT paper copy or http://mtss-implementers.wiki.inghamisd.org/MTSS+Measurement+Process+Tools

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

• First 30 Days of School: biggest risk factor for failing 9th grade• Failing 9th grade is one of most important factors influencing drop-out

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%

  Attendance Behavior CourseworkGrade 1

 Overall attendance < 90% Absent 9 or more days from school per marking period.

2 or more minor or major ODRs  1 or more suspensions(ISS or OSS) 

Below grade level in reading or math  

Grade 3 

Overall attendance < 90% Absent 3 or more times from school in first marking period.  

2 or more minor or major ODRs 1 or more suspensions(ISS or OSS) Homework completion Needs Improvement

Below grade level in reading or math   

Grade 6*  

Overall attendance < 90% Absent 3 or more times from a class in a marking period 

2 or more minor or major ODRs  1 or more suspensions(ISS or OSS) 

Course failure in English and/or math GPA < 2.0

Grade 9** Overall attendance < 90% Missed 10% or more of instructional time  3 or more absences from a class per marking period

1 or more minor or major ODRs 1 or more suspensions(ISS or OSS)

1 or more core course failures Failure to earn on-time promotion (i.e. course credits) GPA < 2.0

*6th grade students with one of the high yield indicators have half the graduation rate.** 9th graders who have not shown risk factors in earlier grades may show signs at this pivotal transition year.

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%

Illuminate Ed Reports• High School

• Attendance

• Explore Math & Reading

• Suspension Information

USING ACT EXPLORE DATA TO IMPROVE STUDENT PERFORMANCE

EXPLORE• Summative, achievement assessments (not aptitude)

• Predictive (Explore -> Plan-> ACT-> College Ready)

• Normed (Explore-8F, 8S, 9F Plan- 10F, 10S ACT 11F, 11S)

• Based on College Readiness Standards

College Readiness Standards• What students should

know and be able to do in freshman college courses.

• Developed based on input from colleges and high schools nationwide.

ACT College Readiness Benchmarks

Test College Course ACTEnglish English Composition 18

Math College Algebra 22

Reading Social Studies 21

Science Biology 24

In 2013, the ACT Reading benchmark increased to 22 and the Science benchmark decreased to 23

Understanding the ACT Explore School Reports

•Profile Summary Report and Presentation Packet

•Early Intervention Roster•Item Response Summary

Profile Summary Report

• Summarizes the performance of your students who took the EXPLORE.

• Organized to assist you in addressing certain issues that are common among schools.

What does it answer? • How do our scores compare students

nationally?

• Do scores differ by ethnic or gender groups?

• How do scores relate to courses taken? • How did our students respond to local items?

Are our students On Track to be college ready when they graduate from high school?

Remember…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 content area needs and ensuring the appropriate individual(s) who

will address these needs are identified (e.g., which staff members are involved in implementing the action items to address

the identified need(s)

Data Workbook

Data Workbook

Data Workbook

Team TimeCompletion of the School-wide Overview Forms1. As a team, use the directions on page 6 in the Data

Workbook complete the Academic School-wide Overview form and the Behavior School-wide Overview Forms. Record any celebrations (Glows) and areas of improvement (Grows) on page 31 in the Data Workbook.

2. Complete Celebration and Plan task.

Materials Needed:Data Workbook (Academic & Behavior School-wide Overview Forms and Grow/Glows Form)

Illuminate Ed Reports (Attendance, Explore, Math, Reading, Suspension)

Power School, Skyward or CIMSPBIS Apps

Celebrate and PlanPost-It Note #1 Celebrate

What’s working well? What are your successes?Include the name of your district

Post-It Note #2 Plan

List areas that you need assistance with or have additional questions.

Include the name of your district

LUNCH

Problem Solving Guide

Anywhere HS School-Wide Overview

EWS On-Track, Off-Track Overview

Problem Solving Guide - Step 1

Use the Academic and/or Behavior School-wide Form to Complete this step

Use the Academic and/or Behavior School-wide Form to Complete this step.

Problem Solving Guide - Step 2

Use the School-wide

Overview Forms and the Process Data

Snapshots related to the

identified problem

Problem Solving Guide - Step 3

Problem Solving Guide - Step 4

Action Plan

What is your plan to monitor the status of supports being provided?Record on the Action Plan.

Team TimeCompletion of the Problem Solving Guide• Use the problem solving guide to address the identified

problem. Complete steps 1-3 and make a plan to monitor progress of supports provided. Record any celebrations (Glows) and areas of improvement (Grows) on page 31 in the Data Workbook.

Materials Needed:Academic and Behavior School-wide Overview FormsData Workbook (Process Data Snapshots, Guiding Questions and the Grows/Glows Form)

Illuminate Ed Reports (Attendance, Explore, Math, Reading, Suspension)

Power School, Skyward or CIMSPBIS Apps

Please take a moment to fill out the online feedback:

• https://www.surveymonkey.com/s/springdatareview

EXIT SLIP

The session evaluation link has been emailed to you

THANK YOU!• Turn in your Exit Checklist on your way out