MODULE 2 A Year in the Life of a Data Driven School

1. MODULE 2A Year in the Life of a Data Driven School

2. Welcome Back!

3. Training Modules

4. Agreements • Stay focused • You are the trainers, so think with the end in mind • Keep sense of humor • Silence cell phones • Honor time limits

5. Outcomes • Participants will understand… • Using data to improve Tier 1 and plan for Tier 2 • Examining Assessment Period 1 data and planning for Tier 1 instruction using B.E.S.T • Problem Analysis • Problem Solving at Tier 2 Level • Utilizing A3 to document RtI • Facilitating effective data meetings

6. WHY ARE YOU HERE?

7. Florida Change Model Infrastructure Implementation Consensus

8. Consensus Building Continues…

9. You can lead the horse to water… • Innovators/adopters: welcome change • Susceptibles: resent current practices; feelings of dissonance • Nonsusceptibles: do not believe change is needed • Resisters: sabotage change efforts (Powell, 1988)

10. Problem Solving – STEP Zero • “Step 0” in problem-solving model = building foundation for collaboration. • Steps: • Establish and maintain rapport among members. • Formulate sense of trust and respect (How?) • Clarify expectations for participation including roles and responsibilities, shared accountability, legal and ethical guidelines, preferred communication lines and so forth. • Establish understanding for problem-solving process.

11. Professional Learning Communities B.E.S.T R t I How do we tie all of these initiatives together?

12. Brevard Effective Strategies for Teaching Professional Learning Communities Response to Intervention Student Achievement

13. Problem Solving Process –Florida’s Model Problem Identification What is the problem? What does your DATA say about student achievement? Evaluate Did the plan work? Problem Analysis Why is it occurring? Develop and Implement Plan What can we do about it?

14. In order to implement RtI, you need a few pieces of infrastructure: • Capacity to Problem-Solve • Capacity to Collect Data, and Make Sense of it • Capacity to Display Data Over Time • Capacity to deliver instruction at different intensities (Tiered-levels of services)

15. Problem Solving Step 1

16. What Data Are We Looking At?

17. Using Data to… • Analyze the past – How did we do? What can we do better? • Plan for today, drive our instruction- What should we do differently? • Diagnose-What specifically is the issue? • Progress Monitor-Is what we are doing working? • Predict the future

18. Goals of RtI in FloridaT i R – Thinking is Required • Identify students early. • Ensure that students’ difficulties are not due to a lack of alignment between the instruction, curriculum, environment, and learner (I.C.E.L.). • Modify instruction and implement evidenced-based interventions based on individual needs. • Make informed decisions about what resources are needed to ensure student success.

19. I.C.E.L.

20. Looking Back… • Summative Data • Historical Data

21. Building Level Challenges:DATA • Collection • What is collected and who collects it? • How frequently is it collected? • Organization • Disaggregated by grade, gender, race, language, SES? • Designed to answer specific questions (Tier 1/2 effectiveness? • Display-necessary to evaluate RtI • Goals/Benchmarks • Aimline • Trendline • Rate

22. Analyze the past – • How did we do? • What problems can we identify? • What can we do better?

25. CORE REPORTS

27. Example: Turning Historical Data Into Action • Problem ID • Several years of declining writing scores • Why is problem occurring? • Lack of consistency with curriculum and instruction in each class • Lack of clear expectations for student behaviors and performance • What will we do about it?

28. Problem Solving 4th gradeCurriculum Issues

29. Components/Implementation of Writing Workshop

31. That doesn’t just happen…It’s the result of Problem Solving through Multiple Tiers of Instructionand monitoring Response to Instruction/Intervention.

32. The Power of Great Assessment:Using Rather Than Reporting Data Use Data to: inform instructional strategies measure growth over time identify misunderstandings & measure mastery Report Data to: update parents, principals, school track student’s progress Reward or consequence students

33. Focus on Today… • Universal Screeners • Diagnostics • Ongoing Progress Monitoring • (OPM)

34. Activity 1Assessment Sort

35. Universal Screeners • District Assessments • FAIR • SRI • Running Records

36. Essential Questions • Are 75-80% of the students meeting proficiency based on the screening data or the common assessment data? • Is the core curriculum meeting the needs of most (75-80%) of my class? The grade level? • Is the classroom environment effective so that 75-80% of students respond to the classroom rules, procedures, and routines?

37. Student Performance ReportIs the Core Healthy?

38. FAIR Data • Use PMRN. • What reports are important? • How can the reports drive instruction? • What problems are identified? • Why is the problem occurring? • What are we going to do about it?

39. Problem Solving Process –Florida’s Model Problem Identification What is the problem? What does your DATA say about student achievement? Evaluate Did the plan work? Problem Analysis Why is it occurring? Develop and Implement Plan What can we do about it?

42. RtI and K-2Florida Assessments for Instruction in Reading (FAIR)

43. FAIR Breakdown • Phonemic Awareness • Phonics • Fluency • Vocabulary • Text Comprehension • Orthographic Skills (Spelling) * embedded in text comprehension

44. Purpose of Each 3-12Assessment RC Screen Helps us identify students who may not be able to meet the grade level literacy standards at the end of the year as assessed by the FCAT without additional targeted literacy instruction.  Mazes Helps us determine whether a student has more fundamental problems in the area of text reading efficiency and low level reading comprehension.  Word Analysis Helps us learn more about a student's fundamental literacy skills--particularly those required to decode unfamiliar words and read accurately. 

45. Guiding Questionsfor Looking at FAIR Data • How well is core instruction matching the needs of our students in the areas of: • Phonemic awareness? • Phonics/Word Analysis? • Word Reading? • Reading connected text accurately? • Vocabulary? • Comprehension?

46. Diagnostic Assessments • PSI • PASI • Running Records • TDI • Maze/Word Analysis

47. Purpose of Diagnostic Assessments • The major purpose for administering diagnostic tests is to provide information that is useful in planning more effective instruction.

48. Screening and Progress Monitoring -Not Always Enough • Screening assessments sometimes do not go far enough in answering the question: • We will need to “DIG DEEPER!” • Quick phonics screener, Error Analysis, Curriculum-based evaluation procedures, etc. Digging Deeper!

49. Digging Deeper • How deep you dig depends on the intensity of the problem. OR

50. Digging Deeper • In order to be “diagnostic” • Teachers need to know the sequence of skill development • Content knowledge may need further development