Onalaska Data Driven Leadership

Slides:



Advertisements
Similar presentations
The Principals Role in Systemic Change for Reading Commitment.
Advertisements

Consensus Building Infrastructure Developing Implementation Doing & Refining Guiding Principles of RtI Provide working knowledge & understanding of: -
Responsiveness to Instruction North Carolina Problem Solving Model Problem Solving Model Session 1/4.
Understanding Response to Intervention
Instructional Decision Making
Parents as Partners in Education
Self Assessment and Implementation Tool for Multi- Tiered Systems of Support (RtI)
1 Visions of Community 2011 March 12, 2011 The Massachusetts Tiered System of Support Madeline Levine - Shawn Connelly.
C.O.R.E Creating Opportunities that Result in Excellence.
MI draft of IDEIA 2004 (Nov 2009) WHAT HAS CHANGED? How LD is identified:  Discrepancy model strongly discouraged  Response To Instruction/Intervention.
Timberlane Regional School District
Effective Grade Level Teams Minnesota RtI Center Conference March 26, 2009 Kerry Bollman St Croix River Education District.
Making DATA Actionable… School Improvement and Student Success Timberlane Regional School District Christi Michaud Director of Data, Assessment, and Accountability.
NASDSE November 14, 2006 Margaret McGlinchey Kim St. Martin.
RTI Response To Intervention. What is RTI ? Response to intervention is a multi – tier approach to the early identification and support of students with.
A Mission of Restoration
Victoria White, PhD Ann George, EdD Associate Professor Assistant Professor Director of KC Metro Center SSLS.
What is Title I and How Can I be Involved? Annual Parent Meeting Pierce Elementary
District Leadership Team Process. Leadership Team Active Coordination FUNCTIONS Implementation support Data-based action plan Coordination Capacity building.
The Leadership Challenge in Graduating Students with Disabilities Guiding Questions Joy Eichelberger, Ed.D. Pennsylvania Training and Technical Assistance.
Updated Section 31a Information LITERACY, CAREER/COLLEGE READINESS, MTSS.
“. BEAR VALLEY ELEMENTARY API: OVERALL AYP : ELA % of students scoring prof or adv on CST.
Sparta High School Continuous School Improvement Plan.
RTI Response to Intervention Connecting the Pieces.
Response to Intervention for PST Dr. Kenneth P. Oliver Macon County Schools’ Fall Leadership Retreat November 15, 2013.
The Continuum of Interventions in a 3 Tier Model Oakland Schools 3 Tier Literacy Leadership Team Training November
SAM (Self-Assessment of MTSS Implementation) ADMINISTRATION TRAINING
Morgan County Schools Response to Instruction
Supporting the Whole Child
Division of Student Support Services
What We’ve Learned About PBIS
Overview: Evaluation Tools, On-Line Systems and Action Planning
Group Intervention Review (20% Meetings)
Response to Intervention
Data-based Decision Making and Problem Solving in PBIS Schools
The Continuum of Interventions in a 3 Tier Model
Documented District Support Needs
What’s ahead? PBIS Year 2 Chris Borgmeier, PhD
Data Review Team Time Winter 2014.
What is the role of a school psychologist?
Florida’s MTSS Project: Self-Assessment of MTSS (SAM)
Worlds Best Workforce Annual Report
Data Review Team Time Spring 2014.
What is Positive Behavior Intervetions and Supports (PBIS)?
School Improvement Team Winter Retreat February 26,2018
Extending RTI to School-wide Behavior Support
Differentiated Supports in Special Education
Using Data for On-going Problem Solving
Owingsville Elementary School September 9, 2012
Roswell North Elementary School
Lawrence-Lawson Elementary
Response to Instruction and Intervention
Implementation of Data-Based Decision-Making in an Urban Elementary School Doug Marston Jane Thompson Minneapolis Public Schools March 26, 2009.
Data-Based Decision Making
Strategic Plan: Tri-Cities High School
Mountain Park Elementary School
Seaford School District
Mountain Park Elementary School
DRAFT Cascade School Strategic Plan (Mays Cluster) DRAFT
SWPB Action Planning for District Leadership
New Prospect Elementary School
DRAFT Cascade School Strategic Plan (Mays Cluster) DRAFT
Strategic Plan: Heards Ferry Elementary
Liberty Elementary staff training
Summit Hill Elementary School
Central Middle School August 20, 2019
S.T.E.A.M. Focused Instruction:
Roswell North Elementary School
Tomlinson Middle School August 27, 2019
Mountain Park Elementary School
Presentation transcript:

Onalaska Data Driven Leadership Roger Fruit - Director of Instructional Services Todd Antony - Principal

The School District of Onalaska About us… Onalaska is a community of 18,000 people in western Wisconsin - just north of La Crosse and right on the Mississippi River District - 3,165 students in PK-12 - 30% F/R - 11.7% Special Ed - 4.9% EL - one high school, one middle school, three elementary schools Irving Pertzsch - 428 students - 36% F/R - 14.5% Special Ed - 5.4% EL

At the Board of Education Level Data is used to: Monitor progress from a strategic perspective - (30,000 foot) District Report Card Strategic Plan Goals - District Dashboard Growth as a Professional Learning Community

District Report Card At the Board level: Celebrations - Our Board wants to celebrate with the schools and the community about evidence of achievement and improvement. Greatest Area(s) of Concern: Our Board wants to see us address needs strategically through our school improvement processes.

School Report Cards At the Board level: How individual school achievement factors contribute to the celebrations and the areas of greatest concern at the district level.

District Report Card The District Dashboard: Monitoring what is most important! For our Board… College and Career Readiness Ensuring that students are proficient and growing toward proficiency and beyond in ELA

Professional Learning Community Growth At the Board level: Celebrations and greatest areas of concern in building and maintaining an effective PLC culture. Signaling professional development and capacity building in areas of greatest concern.

At the District Level Data is used to: Monitoring progress… Monitoring progress toward strategic plan goals Building and maintaining systems… Strategic Assessment Rtl Steering Committee – Academic and Behavior Professional Learning Community Collaboration

At the District Level – Monitoring Progress Reducing # of students Below Basic Increasing # of students in Advanced Range

School District of Onalaska District Assessment Matrix 2016-17 At the District Level – Strategic Assessment Our Assessment Matrix outlines all of the assessments that are given throughout the school year. Fidelity checks are done annually to make sure assessments are giving us valid and reliable results. We are constantly looking to see that the strategic assessments are giving us the information we need to start the conversations. Classroom assessment results let us know if we are on the right track. School District of Onalaska District Assessment Matrix 2016-17

At the District Level – Data Decision-Making RtI Steering – Setting System Parameters When to… Exit an intervention Keep current intervention Change to another Type 2 intervention OR layer current intervention with another Type 2 intervention Refer student for special education evaluation Special Factors Checklist for PLC Teams Intervention Fidelity Student Attendance Student Engagement and Behavior Universal Instruction Language Differences Cultural Factors Parent Involvement

At the District Level – Rtl for Academic and Behavior This document guides all users through our multi-level system of support. Our Rtl Steering Team uses data to monitor student progress and fidelity to system decisions. District ELA Interventions

PBIS Self Assessment Survey

Knowing Your Guiding Principles Vision Driven: Every Student, Every Teacher, Every Day Philosophy of Children:  Children do well if they can, not if they want to Data starts the conversation but does not dictate the decisions Honor the Art of Teaching Honor the Whole Child Honor your Allied Arts Programs Champion an inclusion model

At the School Level Data is used for: School Learning Objective PBIS Tier 2 Problem Solving Team Meetings Individual Student Data from SWIS Attendance PBIS Implementation Data (SAS, BoQ, etc.)

School Learning Objective

PBIS Tier 2 Problem Solving Meetings - Attendance

PBIS Tier 2 Problem Solving Meetings – Individual PBIS

PBIS Self Assessment Survey Summary Results Fall 2016 PBIS Implementation Data PBIS Self Assessment Survey Summary Results Fall 2016 Irving Pertzsch School-wide System Subscale Report School-wide System Implementation Average:  81% (Down 4 pts from fall 2015) Area of Strength:  Expectations Defined Greatest Area of Need:  Violations Systems Total Score Area of Strength:  Non-Classroom Greatest Area of Need: Individual Action Plan:  Looking further at the Individual scores, two questions rated equally high for not in place/need for improvement.  They are: 3. A behavior support team responds promptly (within 2 working days) to students who present chronic problem behaviors. 7. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies. The second question has consistently been rated high for needing improvement.  The school will look at opportunities to share information on behavior initiatives such as Zones and look to partner with Chris Peterson on providing parenting information and resources through Love and Logic.

Grade Level/Department Student Learning Objectives Grade PBIS Universal Screening Scheduling Summit WIN Time

PBIS Discussion Guide for Monthly Grade Level Meetings Grade PBIS PBIS Discussion Guide for Monthly Grade Level Meetings Using the SWIS data report, discuss the following questions How many referrals does our grade level have this month? How does this compare to the previous month's data? Are 80% or more of our students without a referral for the prior month? If No, move to further analysis of the data What are the most frequently referred problem behaviors this month? What time of day are most referrals occurring? What location(s) are most referrals coming from? What is the most prevalent motivation identified on the referrals? Prevention How can we avoid the problem context †Teaching How can we define, teach, and monitor what we want? Recognition How can we build in systematic reward for desired behavior? Extinction How can we prevent problem behavior from being rewarded? Consequences What are efficient, consistent consequences for problem behavior?

Universal Screening

Every Student, Every Teacher, Every Day Scheduling Summit Every Student, Every Teacher, Every Day IP Scheduling Summit Norms We will all… Celebrate our successes Data starts the conversation but does not dictate the decisions Stay positive and solution oriented Express our thoughts/Take risks by sharing Honor the decisions of the group (Use the Request for Problem Solving Team Meeting before any changes are made for students scoring below benchmark) Objective:  To match resources of time, personnel and materials to identified student needs.  To move students from prescribed interventions to curricular specific skill deficits/enrichment.

Scheduling Summit (Continued) Process:   Analysis of Universal Assessment Data Discuss students in current intervention groups using progress monitoring data, making decisions using the district RtI Decision Making Document Discuss needs of students newly identified and place into appropriate intervention groups. Identify and discuss how best to support students in the 90% and above. Discuss how best to support students on grade level.

WIN Time

Student/Parent Student Goal Setting Progress Monitoring Parent Teacher Conferences

Hopes and Dreams

Progress Monitoring

Parent Teacher Conferences

Next Steps PLC Guiding Coalition Consolidated Data Warehousing Intervention Analysis Curriculum/Core Instruction Audit