district data workday

District Data

WorkdayFall 2013

Welcome to the District Data Workday

To access the Power Point

1. Log into the MTSS Implementers Wiki @ www.wiki.inghamisd.org

2. Click on District Data Review Page on the left side of the screen

3. Click on Fall 2013 4. Click on the link for the Power Point5. Or download from your district flash drive!

http://www.wiki.inghamisd.org/

District Data Workday

Data-based

Problem Solving

Purpose

Leadership teams… 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

Learning TargetsI can articulate…

the purpose and value in a District Data Review. how student outcomes data can inform the district

about student performance. how process data can inform the district about

student performance. how student outcome data and process data can be

used together to inform 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 Meet back in ABC at 3:00 p.m.

Team Roles

FacilitatorGuide the discussionKeep the team focusedEnsure the tasks on the Complete the Exit Slip are

completedTime Keeper Make sure the team is moving through the process efficiently

Have team in Room ABC at 3:00 p.m.ASSIST Manager

Make any modifications to DIPAction Plan Recorder

Record any “To Dos” generated by the teamSend completed Action Plan to team members

Materials Provided Problem Solving Guide (PSG) PSG Worked Example Data Folder

Appendix E (from Building Data Review) PET-R/SWEPT PET-R Administration Guide Summary of Effectiveness PET-M PET-Middle School PET-M Administration Guide BSA Glossary of Terms

Data Sets & PurposeTrend Outcome Process

Grade Level (AW) (IE) Sub-group (AW) (IE) Cohort Explore (IE) or (ACT)

MEAP (IE or MISchoolData.org)

AIMsweb ROI by Measure for Reading & Math (IE) at Building Level (IE)

Summary of Effectiveness (P) Above & Beyond

Mathematics (AW) Suspensions/Expulsions

(SWIS or PowerSchool, Skyward)

Local Assessments (IE)

PET-R (P) SWEPT-R (P)

PET-M (P)

PET-M Middle School (P) BSA (P) Building Data Day –

Appendix E (P)

AW = AIMsweb; IE = Illuminate Ed; P = Provided

Illuminate Ed Trend DataAnd now a word from John and Kelly…

www.wiki.inghamisd.orgwww.inghamisd.org

ACT EXPLORE

College Readiness Graph

It’s a Continuum…

Are our students on track to be college ready when they graduate?

EXPLORE, PLAN, and ACT

Think of these tests as one big yardstick.

EXPLORE 8th and 9th grade (score range 1 to 25)PLAN 10th grade (score range 1 to 32)ACT 11th and 12th grade (score range 1 to 36)

This data is a snapshot…

Explore in Illuminate Ed

College Readiness Standards for Readingbegin on page 18 of this document.

http://www.act.org/standard/

Data Sets & Purpose

Trend Outcome Process Grade Level (AW) (IE) Sub-group (AW) (IE) Cohort Explore (IE) or (ACT)








PET-M (P)


Appendix E (P)


Illuminate Ed Outcome DataAnd now a word from John and Kelly…

www.wiki.inghamisd.orgwww.inghamisd.org

Summary of Effectiveness TablesWhat are they good for?

Summary of Effectiveness tables are used to check on the health of a school wide system of support at the building level and a district system of support when used by a district leadership team.

They are used to track the movement of groups of students between Tier 1, Tier 2 and Tier 3.

We can use them to answer the following questions—

Are we keeping at least 95% of our students in Tier 1 that began the school year in Tier 1? This helps to determine the effectiveness of our core instruction.

Are we moving at least 80% of the students that began the year in Tier 2 into Tier 1? This measures the effectiveness of our instruction for the students that are at-risk.

Are we moving at least 80% of the students that began the year in Tier 3 into Tier 1 or Tier 2? This measures how effectively we are meeting the needs of our students that need to make a great deal of progress in a short time.

Be Kind to Yourself

The Summary of Effectiveness tables that reflect the movement between tiers in Ingham County are typically falling at or below 50%. Celebrate the grade levels that show more than 50% of the students are progressing from Tier 2 to Tier 1, or from Tier 3 to Tier 2 or Tier 1 but don’t be satisfied. The pursuit of excellence must be relentless!

The following is an example of what you will see on

your SOE table.

If you need these directions please

ask Mary Jo or Melanie. They will be provided on a

flashdrive.

Data Connections Activity Pick a piece of candy from the bowl on your table. Take one Candy Gram 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… 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?

AIMSweb report: Above and Below Target

Quick glance across all grades, all screening periods.

Behavior: EWS and Learning Outcomes

SWIS: www.pbisapps.org Suspensions and Expulsions Office Discipline Referrals Relevance across K-12

WHERE?


Suspensions/Expulsions: 6 hours of academic instruction lost per day Assess against outcome data (literacy & math) Assess disproportionality (ethnicity, grade, etc.) Early Warning Systems: One or more suspensions…

* Other PowerSchool EWS: Absent > 3/marking period

WHY?

Grade Level

Increased Risk of High School Drop-Out

1st Grade Up to FIVE times more likely3rd Grade Up to NINE times more likely6th Grade Up to THREE times more likely9th Grade TWICE as likely

Office Discipline Referrals: 45 minutes of administrator time lost

500 ODRs/year = 375 hours or 62.5 school days ($25, 800)

20 minutes of instructional time lost500 ODRs/year = 167 hours or 28 school days

Assess against outcome data (literacy & math) Assess disproportionality > 2 ODRs by October predicts > 6 per year Relevance for

Policy: 3 ODRs -> suspensionTier I and II interventions for behavior

WHY?


Data Sets & Purpose

Trend Outcome Process Grade Level (AW) (IE) Sub-group (AW) (IE) Cohort Explore (IE) or (ACT)








PET-M (P)


Appendix E (P)


PET/SWEPT

What are they good for?

The PET and SWEPT are used to check on the health of a school wide system of support at the building level.

The PET and SWEPT items indicate the research-validated actions that should be in place to pave the way for a healthy MTSS system for reading and math.

We can use them 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?

The following is an example of what you will see

on your district graph of PET / SWEPT data

Barriers?

The PET/SWEPT is a good guide for designing and improving a building MTSS system. However, it also can also present many perceived barriers to work around.

Remember, think outside of the box! What can we do differently?

Finding the PET and SWEPT

Step 1—Click on Wiki Spaces on the IISD Home Page. It is at the bottom of the list that says FIND OUT MORE ABOUT…

Go to MTSS Implementers Go to Building Data Review Go to Fall 2013 It is close to the bottom of the list,

under Additional Resources

Building Self-Assessment (BSA)

The Building Self-Assessment (BSA) monitors the extent to which schools are making progress toward full implementation of MTSS components. The BSA measures progress in consensus, infrastructure and implementation of an MTSS system.

Establish Current Stateof

Strength/Resources

Establish Current Stateof

Weaknesses/Barriers/Obstacles

Expected/Desired Level of Performance

(Review DI Goal)

BSA

Building-Self Assessment Consensus, Infrastructure, Implementation and Professional Development

Guiding Questions – Appendix B

Focus areas/components

Using the item graphs review the responses for the identified focus area(s). Record your findings.

What other data sources could you look at regarding the identified MTSS components?

Put the Data to Work—

Based on the review of your data, record any areas that you would prioritize as critical to investigate further on your district action plan (pg. 8).

How might this data be used in your District/Building School Improvement Plan or 40 performance indicators?

Appendix E

What?• Summary of each building’s findings at

the Building Data Day (Fall 2013)

Why? To help inform and guide District Action

Plan

Data Connections Activity #2

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

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

Monitor and evaluate SI strategies & activities

District 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

• 75% of 2nd, 3rd and 4th grade students will demonstrate a proficiency in oral reading fluency in Reading by 06/06/2014 as measured by AIMSWeb RCBM.

• All 7th and 8th grade students will demonstrate a proficiency of 68% in math computation by 06/06/2014 as measured by MComp.

• Staff will collaborate to develop organizational capacity, staff competency, and leadership (implementation drivers) to effectively support implementation of an integrated model of MTSS by 06/10/2016 as measured by PET/SWEPT, Benchmarks of Quality (BoQ), Early Warning Signs data and Special Education Referral data.

• All students will demonstrate a behavior of increased positive (safe, cooperative, respectful) interactions in the school setting by 06/06/2014 as measured by SWIS data and reductions in discipline referrals.

• Staff will collaborate to ensure Instructional learning time lost due to absences, tardies, and discipline referrals will be reduced at all levels to 10%.

Sample Measureable Objectives

Housekeeping If you need to print materials, email them to

Rae at [email protected] Lunch will be ready at 11:45 a.m. in the front

hallway. You are welcome to eat in Room ABC, your breakout room or the lounge.

Ingham ISD staff are available to answer questions.

If you need immediate assistance, contact Rae (x1282) or Nicole (x1251).

mailto:[email protected]

District Breakout RoomsStaying in our current room… Room A – Leslie (Liaison – Michelle Urbanek) Room B – Williamston (Liaison – Brian Lloyd) Room C – Holt (Liaison – Jeanne Tomlinson)

Moving to a cooler room… Room 302 – Waverly (Liaison – Nate Stevenson) Room 411 – Webberville (Liaison – Mary Jo)

Session Evaluation

Rate your knowledge/skills/ competence for the following items upon the completion of todays’ District Data review.

1. Choose the title below that best

describes your role:

1. Superintendent2. Curriculum Director3. Special Education Director4. Business Official5. Principal6. Teacher7. Coach8. Other

2. I can articulate the purpose and the value in a District Data Review.

4. Mastery3. Competence2. Developing Competence1. Need More Training/Practice

3. I can articulate how universal screening data can inform the district about student performance.


4. I can articulate how the ACT/PLAN/EXPLORE data can inform the district about student performance.


5. I can articulate how process data can inform the district about student performance.


6. I can articulate how universal screening data, ACT PLAN/EXPLORE and process data can help inform district’s resource allocation decisions.


7. I can articulate the purpose and steps in a problem solving process (gather data, identify and analysis problem, develop action plan, evaluate).


8. I can articulate the purpose of the District Resource Deployment Plan.


Session Evaluation (continued)

Rate your knowledge/skills/ competence for the following items prior to experiencing today’s guided District Data review.

2. I can articulate the purpose and the value in a District Data Review.


3. I can articulate how universal screening data can inform the district about student performance.


4. I can articulate how the ACT/PLAN/EXPLORE data can inform the district about student performance.


5. I can articulate how process data can inform the district about student performance.


6. I can articulate how universal screening data, ACT PLAN/EXPLORE and process data can help inform district’s resource allocation decisions.


7. I can articulate the purpose and steps in a problem solving process (gather data, identify and analysis problem, develop action plan, evaluate).


8. I can articulate the purpose of the District Resource Deployment Plan.


Please answer the following questions to help us obtain feedback regarding the structure for today’s District Data Review Day.

4. Yes3. No2. Mostly1. Not sure

1: Did you have the right people at the table?

4. Yes3. No…too much2. No…too little1. Not sure

2: Did you have the right amount of data?

4. Yes3. No…too much guidance2. No…too little guidance1. Not sure

3: Did you find the guided facilitation successful?

4. Yes3. Yes, with modifications2. No1. Not sure

4: Will you use the District Data Review Problem Solving process you were exposed to today back in your district?

4. Yes3. Yes, with modifications2. No1. Not sure

5. Will you use the materials and data process tools you were exposed to today back in your district?

Thank you for your participation!

district data workday

Documents

process data

district data workdayi

student outcome data

student outcomes data

district data review

illuminate ed p

district goals

summary of effectiveness