Spring Data Review

1. Spring Data Review Cohort 7 Spring 2013 Elementary Schools

2. The materials for this training day were developed with the efforts of… Melissa Nantais Kim St. Martin Anna Harms Jennifer Rollenhagen Tennille Whitmore Content was based on the work of… • Roland Good, University of Oregon • Stephanie Stollar, Dynamic Measurement Group (DMG) • Rob Horner, University of Oregon • George Sugai, University of Connecticut • Joe Torgesen, Florida Center for Reading Research • Dawn Miller, Shawnee Mission School District • Michigan’s RtI State Framework and Guidance Committee Acknowledgements

3. To make this day the best possible, we need your assistance and participation Be Responsible • Attend to the “Come back together” signal • Active participation…Please ask questions Be Respectful • Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations • Share “air time” • Please refrain from email and Internet browsing Be Safe • Take care of your own needs Group Expectations

4. Review the role of the school leadership team in sustaining the work of MTSS implementation Make the work of MTSS visible within the school improvement plan Provide teams with time and a structure to review school-wide data for the purposes of developing a plan that will improve student outcomes Provide teams with time and a structure to identify and summarize celebrations and areas of need to share with stakeholders Purpose of Spring Data Review Activities

5. Introduction Gather: Ensuring continued accurate and efficient collection and use of data Study: Understanding the data, strengths, areas of need, gap and cause for gap Plan: Integrate improvement priorities into the school improvement plan Do: Monitoring the plan and next steps Today’s Agenda

6. 1.0 Introduction

7. Getting Ready for Today Take a moment to identify the following roles: Facilitator Recorder Timekeeper It will be helpful for the recorders to have access to someone’s computer!

8. Pink Assessment Binder • Paper or electronic copies of your data • Follow-up activities worksheets/action plans from Fall and Winter Data Reviews School Improvement Plan Do You Have What You Need?

9. Completed three times per year Problem-solving focus tied to School Improvement Plan Focused on both Program Quality/Fidelity data & Student Outcome data Results in an action plan that specifies what needs to be done, by whom & by when, and the resources needed Building-Level Data Review: Big Ideas

10. To understand the status of MTSS implementation and impact on student outcomes To identify small and large successes, communicate those successes and capitalize on them To identify where support is needed and begin communicating and organizing resources so that support is provided where needed Purpose of a Building-Level Data Review

11. At the Winter Data Review we asked each team to share one aspect of their implementation plan that the group could hold them accountable for in May Briefly review your progress with your team Identify at least one aspect of this year’s implementation efforts related to what your team was being held accountable for that has gone well – Be prepared to share Team Share

12. 2.0 Gather

13. MiBLSi does not have direct access to pull data from your AIMSweb accounts. Cohort 7 schools need to submit summaries of their AIMSweb screening data to MiBLSi by using a spreadsheet. AIMSweb Data Sheet for 2012_13 (send to nmatthews@miblsimtss.org or your TAP) 8 teams sent their spreadsheets after Winter screening. We use this data for problem solving to provide the best supports possible. We also use summaries of the data for grant reporting. AIMSweb Data Collection

14. The letter provides information about how MiBLSi uses data collected from schools. NEED TO ACT: Please have either the UO DIBELS Data System or DIBELSnet form signed by your district’s superintendent or assistant superintendent (someone who can provide permission for the entire district). • We need the DIBELSnet form to access data from schools that have switched to this data system for DIBELS Next. • We need the UO DIBELS Data System form as part of an update process to comply with recent changes to FERPA requirements. Even though the form is being signed by the district, we will not access data from schools in C1-7 that have not participated with us. Cohort 1-7 District Data Sharing Agreements

15. MIBLSI ASKS SCHOOLS AND DISTRICTS TO USE DATA FOR: • Data-based decision making as part of a continuous school improvement process to improve student outcomes through effective/efficient implementation of research-based practices. MIBLSI COLLECTS DATA FROM SCHOOLS AND USES IT FOR: • Project-level data-based decision making to inform allocation of resources and effective programming support • Accountability to our grant funding sources

16. Rates of Data Submission: Cohort 7

17. We want to gather information that tells us: How well we are implementing/doing something: Program Quality/Fidelity Data AND Whether what we’re doing is working: Student Outcome Data Gather

18. Why Do We Want Both Types of Data?

19. Behavior Data You’ve Collected…

20. Literacy Data You’ve Collected…

21. Considerations in Building Sustainable Systems of Data-Based Decision Making Data Collection Training (Initial and Re-Training) Accuracy Checks for Administration & Scoring Scheduling of Assessments Data Entry Time for Data Entry Accuracy of Data Entry Training for Data Entry (Initial and Re-Training) Data Sharing Training in Interpretation of Data (Initial and Re-Training) Ensuring Timely Access to Data Formal and Informal Data Sharing

22. Supports from MiBLSi: Measurement Schedule Measurement page on the MiBLSi website Reading Data Coordinator listserv PBIS Assessment listserv SWIS Facilitator listserv Training materials on the MiBLSi website for data review DIBELS Mentor training (August) SWIS Facilitator trainings (Fall 2013) Sustaining Data Collection & Review

23. Sustaining Data Collection & Review

24. Example Planning Sheet

25. Review the 2013-14 Measurement Schedule and determine how to best ensure that data are collected during the 2013-14 school year Complete the Planning Sheet by identifying any potential barriers to continued data collection and data reviews for the 2013-14 school year Brain storm strategies to prevent or overcome the potential barriers Identify who can help address any remaining barriers Team Time

26. 3.0 Study

27. Using Data for Decision Making

28. Some times, reviewing data can be awkward…

29. Understanding the Parts of a School Improvement Plan Program Quality / Fidelity Data Student Outcome Data

30. Partner 1: Review the definition of goals and objectives and share with Partner 2 Partner 2: Review the definition of strategies and activities and share with Partner 1 Partner Activity

31. Questions & Data Source for Building-Level Data Analysis

32. Independently: Review the document “Questions and Data Sources for Building-Level Analysis” As a Team: Identify any questions or data sources that your team needs additional clarification around Activity

33. Acts on school-wide data (Program Quality/Fidelity and Student Outcomes) on a regular basis Sends grade level specific information to the grade level staff to address during 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 Sends school-wide information to district level staff Role of the School Leadership Team

34. Cascading Model of Support MiBLSi ISD Leadership LEA District Building Identifies school-wide concerns and grade level specific concerns; Develops action plan based on building level data and concerns and in alignment with the district goals for MTSS implementation; “Turfs” grade level specific concerns to grade level teams; Responsible for implementing plans and communicating successes/challenges on a regular basis using data anchor information Building Staff Learns the strategies and practices necessary to effectively teach critical skills; Analyzes data at the classroom and grade level to identify areas of success and need; Communicates needs to building team so the needs can be addressed Students Improved academics and behavior

35. 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)

36. Making Sense of Student Outcomes and Program Quality / Fidelity

37. Be specific by describing the: Big Idea Time of Year Tier 1, 2, 3 Performance Gaps Possible Program Quality / Fidelity Links Data Accuracy Translating the Analysis into Celebrations and Gap Statements

38. Example School-wide Reading Student Outcome Data

39. Translating the Analysis into Celebrations

40. Celebrate Successes!!!

41. Recall Our Example School-wide Reading Student Outcome Data

42. Translating the Analysis into Gap Statement Data come from the Summary of Effectiveness Table Data come from the Reading Data Summary Sheet Data come from the Subgroup Performance Sheet

43. Example Program Quality/Fidelity Data for Reading & Behavior

44. Example Behavior Student Outcome Data

45. Translating Analysis into Cause for Gap Data come from the Behavior Program Quality/Fidelity Measure Data come from the Reading Program Quality/Fidelity Measure Comes from the Behavior Student Outcome Data

46. Use the Questions and Data Sources for Building-Level Data Analysis with the Data Review Workbook to study your data The intended outcome of this team time is to clearly and specifically identify celebrations, gap statement, and cause for gap on your analysis of both the student outcome data and program quality/fidelity data Team Time

47. 4.0 Plan

48. What We Want to Avoid… School Improvement Plan MTSS

49. References to the Program Quality/Fidelity Data and Student Outcome Data collected this year • Through strategies and activities related to the core principles of Multi-Tiered System of Supports, a School-wide Reading Model and School-wide Positive Behavioral Interventions & Supports • Should reflect the integrated work you are doing in reading and behavior Making MTSS Visible in Your School Improvement Plan

50. Discuss why the following statements are considered non-examples of making MTSS visible in a School Improvement Plan “We will implement MTSS.” “We will get trained in MTSS.” Group Discussion