Winter Data Review WorkdaySchool Leadership Teams

February 11-13, 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 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

To make this day the best possible, we need your assistance and participation

• Be Responsible • Attend to the “Come back together” signal

• Active participation

• Help your team stay on task

• Be Respectful • Please silence cell phones and pagers, take calls in the hall

• Please limit sidebar conversations

• Please refrain from email and Internet browsing

• Be Safe• Take care of your own needs

Working Agreements

Agenda

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!

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: SWEPT, BSA, BoQ, SAS• Exit Checklist (green handout)

Who will do what? Assign roles for each team-member

✔ Facilitator • Keep discussion on-topic

• Elicit input from all team-members

✔ Data Review Guide Recorder• Complete the Problem Solving Guide on your laptop and/or a hard copy

• May choose to project so team can follow along throughout the day

✔ ASSIST Updater• Pull up ASSIST on your laptop

• Add progress updates to your School Improvement Plan throughout the day

✔ Report Generator• Be prepared to pull up reports on your laptop using Illuminate Ed (if applicable), PBIS Apps and the

BAA Secure Site

✔ Action Plan Recorder• As you go through the day, make sure any to-do’s are noted on your action plan (Step 3 in the Problem

Solving Guide) .

✔ Timekeeper and Monitor of Task Completion • Keep your team moving efficiently

• Complete the Exit Checklist as you go, and turn it in to Nicole Belman at the end of the day

• 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

Role of the School Leadership Team

Schoolwide Overview- Academics

Interpreting BSA Data

Schoolwide Overview- Academics

Where to find the academic data!

Schoolwide Overview- Behavior

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

Process Data - Behavior

Schoolwide Overview- Behavior

Outcome Data - 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

Team Time: Complete School-wide Overview Sheets

• Complete overview sheets• Review/update previous action plan

• Identify building Glows and Grows

• Share a glow and post• Prioritize “Problems” for today’s processYou do!

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

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

Problem Solving Guide

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 grade-level needs and ensuring the appropriate individual(s) who will address these needs are identified (e.g., which grade-level teams need to address the identified needs)

Team Time: Complete Problem Solving Process

• Choose a problem; complete the problem solving process and create an action plan.

• Move on to second (and third) problem, if able.

• LUNCH at 12:00• Exit Slip• Reconvene at 3:15You do!

LUNCH

EXIT SLIP

THANK YOU!

• Turn in your Exit Checklist on your way out