Winter Data Review Workday School Leadership Teams

1. Winter Data Review WorkdaySchool Leadership Teams February 11-13, 2014

2. Acknowledgements The 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

3. 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

4. Working Agreements • 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

5. Agenda

6. Where to access materials for today: 1. POMPOMS! The documents we are using today are on flash drives attached to ISD pompoms. MTSS Implementers Website http://mtss-implementers.wiki.inghamisd.org  Building Data Review page OR Cute as they are, please don’t take them home!

7. 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)

8. 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

10. 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

11. Schoolwide Overview- Academics

12. Interpreting BSA Data

13. Schoolwide Overview- Academics Where to find the academic data!

14. Schoolwide Overview- Behavior

15. Schoolwide Overview- Behavior

16. Process Data - Behavior pbisapps.org 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

17. Process Data - Behavior

18. Schoolwide Overview- Behavior

19. Outcome Data - Behavior

20. Outcome Data - Behavior

21. Early Warning Signs

22. Early Warning Signs (EWS) • Routinely available data; available early in the school year • Better predictor than background characteristics • Cut points selected to balance yieldand accuracy. • Helps target interventions • Informs of patterns and trends

23. 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%

24. 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%

25. Schoolwide Overview – Behavior Worked Example

26. 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 process You do!

27. Process Data SnapshotsACADEMICS & BEHAVIOR

28. PET-M SNAPSHOTS

29. BSA: Building Self-Assessment What Does BSA Data Tell you? Scale: Not Started (N) — In Progress (I) — Achieved (A) — Maintaining (M) —

30. 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 Process Data SnapshotsBEHAVIOR 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

31. 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 Process Data SnapshotsBEHAVIOR 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

32. Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)

33. Process Data Snapshots: PBIS Self-Assessment Survey (SAS) Targeted Implementation Supports 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 High Staff Priority PBIS Subsystem

34. Process Data Snapshots: PBIS Self-Assessment Survey (SAS)

35. Problem Solving Guide

36. 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

37. 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.

38. Problem Solving Guide: Worked Example

39. Problem Solving Guide: Worked Example

40. Problem Solving Guide: Worked Example

41. Problem Solving Guide: Worked Example

42. Problem Solving Guide

43. Problem Solving Guide

44. Remember… The Building Leadership Teamdoes 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)

45. 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 3:15 You do!

46. Lunch

48. Exit Slip

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