Spring Data Review Workday High School Leadership Teams

1. Spring Data Review WorkdayHighSchool Leadership Teams May 22, 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 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

4. Where to access materials for today: MTSS Implementers Website http://mtss-implementers.wiki.inghamisd.org  Building Data Review page 1. POMPOMS! The documents we are using today are on flash drives attached to ISD pompoms. 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, BAA, pbisapps.org, and SWIS • Process Data: PETR/SWEPT, PET-M, BSA, BoQ, SAS

5. Agenda

8. 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

9. New Page 4 in Data Tool Kit Evaluating Previous Plan

10. I. GATHER Collect Data Problem Solving Guide Data-based Problem Solving IV. DO Implement, Monitor & Evaluate II. STUDY Analyze & Problem Identification/ Analysis III. PLAN Develop Improvement Plan

11. Connection to School Improvement

12. Scheduling of Action Items First Few Days of School

13. Schoolwide Overview- Academics Where to find the academic data! Record information on the Illuminate note taking form.

14. 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

15. 5 Reasons Why Problem Exists • got data? Now What?, Solution Tree Press, 2012

16. 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

17. 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 Grows You do!

18. 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)

19. Process Data & Student Outcome Data

20. 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

21. Process Data Snapshots On-Track / Off-Track Process Data Snapshots

23. 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/RtIat the  school level.  • Ratings include: Not Started (0); In Progress (1); Achieved (2), and Maintaining (3).

25. 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.

26. BSA Next Steps What 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

27. 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

28. Ingham County HS Plan Steps-Using the Infrastructure section of the BSA as our guide we will-- • Form a committee to look at evidence-based practices in math for Tier 1, 2 and 3 instruction (Items 18-20) • Schedule monthly meetings for Math SBLT to meet and discuss concerns (21) • Form grade level/content area teams to meet monthly to review the progress of individual students and problem solve for them (22) • 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.

29. SWEPT-Literacy The 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

30. SWEPT This 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.

31. SWEPT-Next Steps What 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

32. 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.

33. Anywhere HS Plan Using 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)

34. Data Workbook

35. Team TimeCompletion of the SWEPT-HS As 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.pdf SWEPT paper copy or http://mtss-implementers.wiki.inghamisd.org/MTSS+Measurement+Process+Tools

36. Early Warning Signs

37. 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

38. 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%

39. *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.

40. 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%

41. Illuminate Ed Reports • High School • Attendance • Explore Math & Reading • Suspension Information

42. Using ACT Explore data to improve student performance

43. 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

44. 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.

45. ACT College Readiness Benchmarks In 2013, the ACT Reading benchmark increased to 22 and the Science benchmark decreased to 23

46. Understanding the ACT Explore School Reports • Profile Summary Report and Presentation Packet • Early Intervention Roster • Item Response Summary

47. 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.

48. 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?

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

50. Remember… The Building Leadership Teamdoes not have to solve every problem but does need to study building data to determine school-wideneedsthey 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)