Middle School Training: Ensuring a Strong Foundation of Supports 100% Data Meetings Moving from Where We Are to Where We Want to Be Middle School Training: Ensuring a Strong Foundation of Supports October 6, 2015 Problem Solving for Improved Student Outcomes

Data-Based Decision Making with Decision Rules RTI Essential Components Standards of Practice Data-Based Decision Making with Decision Rules Training Coaching Fidelity SLD Decision Making Progress Monitoring Interventions Early Warning System/Screening Core: Coordinated Literacy Leadership Culture: High expectations for all student populations, belief that all student populations can learn, belief that the measurement of how well I teach is how well they learn Leadership: Teaming/DBDM: Disaggregate data, Professional Learning & Support:d Core: Sheltered instruction, implicit, opportunities to respond, Teaming/Data-Based Decision Making Professional Learning & Support Culturally Responsive Practices Culture High Expectations For ALL Student Populations

100% Meetings  

RTI Team Structures Meetings Purpose Students Data 100% Meetings Review effectiveness of tiered systems of support and make adjustments ALL Screening (CBM), Attendance, ODRs, SBAC Group Intervention Review Meetings To make changes for students in interventions Some students Progress monitoring (CBM) Individual Problem Solving Meetings To further intensify interventions for those in need Few Students Progress Monitoring (CBM)

Target Build awareness around the critical features and process of 100% Meetings.

Why Look at ALL?

Forest or the Trees? vs 5% 10% 25% 85% 50% The stronger the core programming the less support students will need through interventions. Is this a whole “grade” level need or a some students need?

100% Meetings Take Team Work

How do you begin this work? Installation Matrix

Installation Matrix: 100% Meetings

General Features Outcomes: Who: Identify what literacy area needs enhancement AND develop a plan (with a goal). Who: Principal Associate Principal Counselor Reading specialist “Grade level team” Could include SPED, ELL, School Psychologist

General Features When: 2- 3 times a year How Long: 1 hour

100% Meetings PLCs Purpose Who is discussed? Who attends Frequency Improve the instruction for the grade level To ensure students have learned the content taught Who is discussed? “Grade” level or grade bands (no students names) “Grade” level classes (students) Who attends Grade level team Principal Literacy Specialist/Title I/Literacy Guru Others as determined by Building Leadership Team “Grade” level team and others as invited Frequency 2 to 3 times a year (following Universal Screening) Weekly/bi-weekly Data Attendance, ODRs, Course Performance, CBMs, SBAC Common Formative Assessments Outcomes Professional development “Grade” level agreements around instruction to reach grade level goals Differentiated instruction within the classroom based on data

Installation Matrix: 100% Meetings

What data are reviewed? Essential questions EWS: Risk Factors Attendance Attendance data Behavior ODRs Course Performance Grades Essential Skills CBMs and/or SBAC Essential questions Is there a problem? What is the problem?

Fall Data Essential questions Risk Category Data Source Attendance Current Attendance Behavior Current ODRs Course Performance Spring grades Essential Skills Last year’s SBAC scores Current CBM scores Essential questions Is there a problem? What is the problem?

Risk Factors: Is there a problem? School A School B

How do you calculate risk factors?

Dig Deeper: ABCE’s What is the problem?

Prepare for the Meeting

Talk Time Who will these meetings be organized in your district (by grade level?, by regions of the school?, whole school)? When will they be held (early release, late start, staff meeting)? Who will be responsible for having the data ready for the meeting?

Installation Matrix: 100% Meetings

Use a Protocol

100% Meeting Process

Step 1: Problem Identification What is the problem? Improved Student Achievement

Step 1: Problem Identification A problem is defined as a discrepancy between: Where we want to be Problem Definition Using Data/Evidence Sarah Where we are

Is the “grade” level where we want them to be? 15% 35% 50% 5% 15% At least 80% Is it a whole “grade” level need or a some kids need? Not sure how to fit the questions…. How do we answer this question for 100% meetings on this slide? Where we are Where we want to be

Step 1a: Problem Identification

Step 1b: Problem Identification

1b: Develop a goal Look at your current reality. What is an ambitious and attainable goal? 5% 15% At least 80%

The Problem Solving Process 1. Problem Identification Improved Student Achievement 2. Problem Analysis Why is the problem occurring?

Step 2: Problem Analysis

What do we analyze? Instruction-C Behavior-B Attendance-A

Why Focus on Instruction? Teacher as an Activator Teacher as a Facilitator

Problem Analysis Why is the problem happening? Which area of instruction needs enhancement? Explicit Vocabulary Instruction Direct and explicit comprehension strategy instruction Opportunities for extended discussion of text meaning and interpretation Student motivation and engagement in literacy learning.

Step 2a: Problem Analysis

Resources Walkthroughs Proficiency assessments CBMs SBAC

Step 2b: Problem Analysis

Attendance/Behavior Adjustments Are kids getting sick a lot? IS PBIS being consistently implemented? Are students connected to school?

Problem Analysis How might your team go about selecting an area of instructional need? (e.g., processes, data, buy-in) Explicit Vocabulary Instruction Direct and explicit comprehension strategy instruction Opportunities for extended discussion of text meaning and interpretation Student motivation and engagement in literacy learning

Step 3: Plan Development 1. Problem Identification Improved Student Achievement 2. Problem Analysis What are we going to do about the problem? 3. Plan Development

Literacy Actions Steps and Goals  

We need a system!

Step 3: Plan Identification Make common agreements

Step 3a: Plan Identification Make common agreements

I do We do Corrective Feedback Active Participation You do

Step 3a: Plan Identification Make common agreements

Step 3a: Plan Identification Make common agreements

Common Active Engagement Strategies How we keep students involved Oral Responses Written Responses Action Responses How should we increase our active engagement of the priority skill need?

Importance of Active Engagement How many times it takes to learn something new Above Average Learner Average Learner Truly disabled student Jo Robinson (2008) 4-14 times 14-250 times 250-350 times Need 4 to 6 per minute. Study shows average in elementary is one every minute and a half.

Active Engagement Rates Materials Accuracy Rate Opportunities to Respond (OTRs) New Material 80% 4 to 6 per minute Previously Learned Material 90% 8 to 12 per minute

Explicit Instruction with Active Participation

Guided Practice (We do) Corrective Feedback Which Explicit Instruction and Active Participation Strategies Do You Notice? Modeling (I do) Guided Practice (We do) Corrective Feedback Independent Practice (You do) Active Participation

Let’s Watch Anita! http://explicitinstruction.org/video-secondary-main/secondary-video-5/

What did you notice? Modeling (I do) Guided Practice (We do) Corrective Feedback Independent Practice (You do) Active Participation

Step 3b: Plan Identification Make common agreements

Do teachers have the skills to implement the changes? Observe model lessons by Anita Archer videos and/or coach or peer Conduct peer lesson observations Visit high performing schools within the area Discuss instructional highlights at staff meetings Provide instructional coaching Anita resources?

How do we ensure that we implement our plan? Make it public Revisit the agreements at regular PLC/PLT/SAT times Principal Walkthroughs

Talk Time How do you support staff… As they learn and increase the use of effective instruction and engagement strategies What can you build on and what are your challenges?

Step 4: Plan Implementation & Evaluation 1. Problem Identification How is it working? Improved Student Achievement 4. Plan Implementation & Evaluation 2. Problem Analysis 3. Plan Development

4: Plan Implementation & Evaluation Did we improve?

Coordinated Literacy  

65% 50% Plan Evaluation 35% 25% 15% 10% Where we were Where we are now Not sure how to fit the questions…. How do we answer this question for 100% meetings on this slide? Where we were Where we are now

Change is Messy

Even with experience

Common Instructional Strategies Environmental Strategies Improving Your Core Active Engagement Common Instructional Strategies Fidelity Environmental Strategies

How do you begin this work? Installation Matrix