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