continuous improvement data review workday high school leadership teams
TRANSCRIPT
Continuous ImprovementData Review WorkdayHigh School Leadership Teams
Acknowledgements
The material for this training day was developed by Ingham ISD:• John Endahl, Melanie Kahler, Matt Phillips, Laura Colligan, Kelly Trout,
Nate Stevenson 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 home the pompoms!
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 SWISProcess Data: PETR/SWEPT, PET-M, BSA, BoQ, SAS
Agenda
9:00-9:15 Welcome
9:15-11:45 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 Lunch1:00-3:15 Continue Team Time3:15-3:30 District Check-in: Celebrations and Areas to Grow
Session Evaluation
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)
Show me the Data…
Illuminate Education Report On-Track Student List Report
•Attendance
•Explore - Mathematics & Reading
•Suspension Information
•8th Grade AIMSweb Universal Screening Data - Mathematics and Reading
•PBIS APPS
•District Assessments
•Process Data – BoQ, SAS, BSA, SWEPT, PET-M
Early Warning Signs
Early Warning Signs (EWS)o Routinely available data; available early in the school year
o Better predictor than background characteristics
o Cut points selected to balance yield and accuracy.
o Helps target interventions
o Informs of patterns and trends
Early Warning Signs (EWS)ATTENDANCE: Missing more than 10% of instructional time
◦ First 20 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 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%
Illuminate EducationOn-Track Student List Report
Off Track in Literacy if:Below Cut Score for AIMSweb, MEAP or the Plan/Explore
Any of the EWS
Illuminate EducationOn-Track Student List Report
• On Track Absent fewer than 10% of course periods• WarningAbsent 5%-10% of class periods• Off TrackAbsent 10% or more class periods
Using ACT Explore data to improve student performance
EXPLORE Summative, achievement assessments
(not aptitude)
Predictive (Explore -> Plan-> ACT-> College Ready)
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 ACT
English English Composition 18
Math College Algebra 22
Reading Social Studies 21
Science Biology 24
College Course or Course Area ACT Subject Area Test 2005 2013
English Composition English 13 13
Social Sciences Reading 15 16
College Algebra Mathematics 17 17
Biology Science 20 18
AIMSweb Screening Data
Use students’ 8th Grade Screening Data Tier Transition Report Group Tier Student List
AIMSweb within Illuminate Education
◦ AIMSweb Tier Transition Report and AIMSweb Grouped Tier Student List
AIMSweb Tier Transition Report Switch the filters to 2013-14 to view your current 9th graders 8th grade screening data.
AIMSweb Tier Transition Report
AIMSweb Grouped Tier Student List
Switch the filters to 2013-14 to view your current 9th graders 8th grade screening data.
AIMSweb Grouped Tier Student List
Data Toolkit
Fall 2014
Data Workbook
9th Grade Student Outcome Data
Process Data(May 2014)
Systems(January 2014) Academic Trend
BSA
(Maintaining or Achieved)
Consensus
Infrastructure
Implementation
Professional Development
SWEPT (≥80%)
Goals, Objective, Priorities
Assessment
Instructional Programs & Materials
Instructional Time
Differentiated Instruction/Grouping/Scheduling
Administration/Organization/Communities
Professional Development
Course Failures (90% passing)
Math English / Language Arts Trend/percentage increasing or decreasing
(Student Information System)
Number of students passing is
increasing
Yes No
Credit Accrual
Common Assessments (80% passing)
Math English/Language Arts
(Student Information System)
Number of students passing is
increasing
Yes No
Explore –College and Career Readiness Benchmark
Math Reading
Subgroup Performance
(Student Information System)
Number of students at or above the benchmark scores is
increasing
Yes No
AIMSweb-8th Grade Screening Data (Illuminate Education)
9th Grade StatusOverview
Data Workbook
Process Data SnapshotsACADEMICS
PET-M SNAPSHOTS
School-wide Overview- Behavior
School-wide Overview – BehaviorWorked Example
Process Data SnapshotsBehavior
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)
BSA-Building Self Assessment Measures:Staff ConsensusInfrastructuresImplementationProfessional Development around the essential components of a Multi-Tiered System of Support
Interpreting BSA Data
BSA: Building Self-Assessment Snapshot
Scale: Not Started (N) — In Progress (I) — Achieved (A) — Maintaining (M) —
What Does
BSA Data Tell you?
Continuous Improvement Problem Solving Process
Problem Solving Guide Step 1
Determine your (first) problem to be addressed based one what you’ve derived from:• Previous SIP• Outcome Data• Process Data and Process
Data Snapshots
Problem Solving Guide Step 2Complete a Problem Analysis: Hypothesize what may be contributing to the problem
Again, your data and the Snapshots can inform this discussion.
Problem Solving Guide Step 3
School Improvement Plan
Q. What’s new ?
A. MDE Program Evaluation Tool
Program Evaluation Tool Why is MDE Requiring Program Evaluation?To positively impact student achievement and close gaps for the subgroupsTo ensure that high quality planning, implementation and evaluation are part of the Continuous Improvement ProcessTo ensure ongoing engagement of multiple stakeholders (students, teachers, parents/community, administrators) in the planning and evaluation processTo maximize the use of resources to impact student learningTo provide documentation of program implementation to inform future decision-makingTo meet state and federal requirements.
Program Evaluation Tool MDE Schools are required to select one:
• strategy/reform strategy
• program
• initiative
that would have the greatest impact on student achievement and close the achievement gaps.
Implement the PlanMonitor the PlanEvaluate the Plan
How does the MDE ProgramEvaluation Tool fit into the Problem Solving/Continuous Improvement Process?
Intentionally Plan to monitor adult actions and student outcomes
How does the MDE ProgramEvaluation Tool fit into the Problem Solving/Continuous Improvement Process?
Accessing the Program Evaluation Tool
Step One: Log into AssistStep Two: Click on “Portfolio” TabStep Three: Click on Program Evaluation Tool
Problem Solving Guide Action Plan
Problem Solving Guide Step 4
Don’t forget to complete the…
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
Team TimeReview/update previous action plan.Use the School-wide overview sheets for problem(s) IdentificationPrioritize “Problems” Identify a problem; complete Continuous Improvement Process process and create an action plan.Move on to second (and third) problem, if ableIdentify building Glows and Grows Complete the Communication Plan
You do!
