Winter Data Review Workday High School Leadership Teams February 6, 2014

Acknowledgements The material for this training day was developed by Ingham ISD: Theron Blakeslee, John Endahl, Melanie Kahler, Matt Phillips, Jeanne Tomlinson, Kelly Trout, Laura Colligan and Mary Jo Wegenke Content based on the work of… MiBLSi project Steve Goodman, Anna Harms, Melissa Nantais, Jennifer Rollenhagen, Kim St. Martin, Tennille Whitmore George Batsch, University of South Florida Robert Balfanz, Everyone Graduates Center and Johns Hopkins University Roland Good and Rob Horner, University of Oregon George Sugai, University of Connecticut Joe Torgesen, Florida Center for Reading Research Dawn Miller, Shawnee Mission School District, Kansas

Learning Targets Participants will be able to: Analyze process data and 9 th grade outcome data to identify academic and/or behavior areas in need of improvement Make connections between process and outcome data and its impact on student achievement Identify an academic and/or behavioral priority based upon the data analysis and use the problem-solving process to address the priority

Agenda

Where to access materials for today: 1. POMPOMS! The documents we are using today are on flash drives attached to ISD pompoms. 2.MTSS Implementers Website  Building Data Review page OR As cute as they are, please don’t take them home!

Materials you will need today Data Review Workbook(MTSS Wiki & hardcopy) Problem Solving Guide (MTSS Wiki & hardcopy) Worked Example Problem Solving Guide (MTSS Wiki & hardcopy) Illuminate Ed & BAA Log-in Information Process Data SWEPT, BSA, BoQ, SAS Agenda/Time-line Exit Checklist (green handout)

Who will do what? Assign roles for each team-member ✔ Facilitator Keep discussion on-topic Elicit input from all team-members ✔ Data Review Guide Recorder Complete the Problem Solving Guide on your laptop and/or a hard copy May choose to project so team can follow along throughout the day ✔ ASSIST Updater Pull up ASSIST on your laptop Add progress updates to your School Improvement Plan throughout the day ✔ Report Generator Be prepared to pull up reports on your laptop using Illuminate Ed (if applicable), PBIS Apps and the BAA Secure Site ✔ Action Plan Recorder As you go through the day, make sure any to-do’s are noted on your action plan (Step 3 in the Problem Solving Guide). ✔ Timekeeper and Monitor of Task Completion Keep your team moving efficiently Complete the Exit Checklist as you go, and turn it in to Nicole Belman at the end of the day

Data Workbook

Acts on school-wide data (Process Data and Student Outcomes) on a regular basis Sends content area specific information to the appropriate staff to address during content area 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 Following through on action plans and updating progress along the way Sends school-wide information to district level staff Role of the School Leadership Team

SWEPT

PROCESS DATA-WHAT IS IT GOOD FOR? An overview of: Benchmarks of Quality (BoQ) Self-Assessment Survey (SAS) Building Self Assessment (BSA) School-Wide Evaluation & Planning Tool for Secondary Literacy (SWEPT)

Process Data & Student Outcome Data

Participants will be able to: Recognize the ten critical elements of the tool. Discuss the purpose and the utility of the tool as it relates to School Wide Positive Behavior Intervention Supports (SWPBIS) and student outcome data. Formulate actionable steps to address areas below the benchmark on the BoQ as they relate to the identified problem. BoQ Learning Targets

Participants will be able to: Describe the four behavior systems of the tool. Describe the 8 implementation systems of the tool. Discuss the purpose and the utility of the tool as it relates to School Wide Positive Behavior Intervention Supports (SWPBIS) and student outcome data. Formulate actionable steps to address areas below the benchmark on the SAS as they relate to the identified problem. SAS Learning Targets

Process Data Benchmarks of Quality (BoQ) Tier 1 SWPBIS implementation fidelity check 53 benchmarks across 10 critical elements: Identifies areas of strength and need to inform action plans Completed annually by school leadership teams Self-Assessment Survey (SAS) Completed annually by building staff Fidelity check of PBIS implementation across (a) school wide, (b) non-classroom, (c) classroom, and (d) individual students Seven key elements of the Implementation Subsystems Informs of areas of strength and need, including communication pbisapps.or g

Process Data Snapshots - Behavior On-Track / Off-Track BoQ > 70% SAS > 70% 10 Critical Elements >70% 4 Behavioral Systems > 70% PBS Team School wide Faculty Commitment Nonclassroom Effective Discipline Classroom Data Entry & Analysis Individual Expectations & Rules 8 Imp. Subscales > 70% Rewards/Recogniti on Expectation Defined Teaching Expectations Expectations Taught Implementation Plan Reward System Classroom Systems Violations System Monitoring Management District Support Implementation Average Process Data Snapshots BOQ: Data Entry & Analysis Plan Established (Items 13-16) Actionable Steps 1.Data system is used to collect and analyze ODR data School utilizes behavior warehouse such as SWIS 1.Additional data are collected (attendance, grades, faculty attendance, surveys) and used by SWPBS team Additional data may include attendance, grades, surveys, universal screeners, etc. 1.Data analyzed by team at least monthly Structured data sharing materials are developed and shared with 1.Data shared with team and faculty monthly (minimum) staff at least once per month In Place Partial in Place Not in Place Individual student systems are defined as specific supports for students who engage in chronic problem behaviors (1%-7% of enrollment) High Staff Priority √ Actionable Steps 1. Assessments are conducted regularly to identify students with chronic problem behaviors. A flowchart is developed and disseminated, delineating the prerequisite step for accessing Tier 2 behavior support 2. A simple process exists for teachers to request assistance. Entry criteria are established (e.g., number of referrals, absences, etc.).

Low Implementation Status High Staff Priority PBIS Subsystem Targeted Implementation Supports While summary data from the SAS provides a general sense of a building’s PBIS systems, more focused analysis can inform a team of the most vital and influential next steps. Process Data Snapshot - PBIS Self-Assessment Survey (SAS) Current Status PBIS System: SchoolwideActionable Steps In Place Partially in Place Not in Place School-wide is defined as involving all students, all staff, & all settings. High Staff Priority √ 1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined. Schoolwide behavioral expectations, developed with staff input, are posted around the school building with behavioral matrices describing rules according to setting. 2. Expected student behaviors are taught directly. A behavioral curriculum, lesson plans, and a calendar for initial trainings and booster training in SWPBIS are established, posted, and applied.

BSA Learning Targets Participants will be able to: Describe the four sub-scales of the tool. Discuss the purpose and the utility of the tool as it relates to their implementation of a Multi-Tiered System of Support and student outcome data. Formulate actionable steps as they relate to the identified problem to address areas which have been identified as not maintained or achieved.

MTSS/RtI Building Self Assessment The purpose is to assess the extent to which the reading, math and behavior components of MTSS/RtI are in place in each building. The BSA measures progress in consensus, infrastructure and implementation of an MTSS/RtI framework. Helps to monitor ongoing efforts to establish permanent problem solving procedures, tools, and products and thereby implement research based MTSS/RtI at the school level. Ratings include: Not Started (0); In Progress (1); Achieved (2), and Maintaining (3).

What should we do with the BSA? Discuss the effectiveness of academic content area of instruction for school level, grade and classroom Use data in determining the effectiveness of core instruction in meeting the needs of all students. Discuss if core instructional practices are evidence-based in academic and behavioral content areas. Schedule meetings in which data are used to evaluate the impact of core (Tier 1), supplemental (Tier 2) and intensive (Tier 3) instructional practices. Use data to inform effectiveness and decisions.

BSA Next Steps What is your team’s Problem Statement(s)? In order to problem solve your data, use the BSA to-- Review the graphs for each subset Check to see which areas show strengths and weaknesses for your building Celebrate the areas in which your building is maintaining (3.00) or achieved (2.00) (we need to celebrate whenever we can) Identify areas needing improvement: In progress (1.00) or Not started (0.00) Look at individual items in your areas of need that relate to your Problem Statement(s) and use them to plan changes in your MTSS system Record next steps on your Action Plan

Item Discussion and Planning – BSA Example Problem Statement for Ingham County HS—Explore and MEAP data indicate that the math skills of incoming freshmen are low enough that many of them will probably have difficulty with Math 9 Low areas on BSA include Infrastructure, Implementation and Professional Development

Ingham County HS Plan Steps-Using the Infrastructure section of the BSA as our guide we will-- 1. Form a committee to look at evidence-based practices in math for Tier 1, 2 and 3 instruction (Items 18-20) 2. Schedule monthly meetings for Math SBLT to meet and discuss concerns (21) 3. Form grade level/content area teams to meet monthly to review the progress of individual students and problem solve for them (22) 4. Put above recommendations on the Action Plan Although Infrastructure wasn’t as low as Implementation and Professional Development this HS team decided that it made the most sense to have Infrastructure in place before moving forward to the other areas.

SWEPT-Learning Targets Participants will be able to: Describe the seven sub-scales of the tool. Discuss the purpose and the utility of the tool as it relates to their school wide reading structures/supports and student outcome data. Formulate actionable steps to address areas below benchmark on the SWEPT as they relate to the identified problem.

SWEPT-Literacy The SWEPT is a tool that is designed to measure the status and health of MS and HS school-wide literacy structures, based on the most recent research into literacy instruction. The areas evaluated are: Goals, Objectives, Priorities Assessment Instructional Programs and Materials Instructional Time Differentiated Instruction/Grouping/Scheduling Administration/Organization/Communication Professional Development If your school as not yet completed the SWEPT there will be time to do that today. Kame’enui and Simmons, 2007

SWEPT This is an example of what you will see when given your graph. For today, use the last page to figure out your percentag e in each area.

SWEPT-Next Steps What is your team’s Problem Statement(s)? In order to problem solve your data, use the SWEPT to-- Review the graphs for each subset Check to see which areas show strengths and weaknesses for your building Celebrate the areas where your building percentages are highest (we need to celebrate whenever we can) Determine which areas need further discussion and planning Look at individual items in those areas and use them to plan changes in literacy curriculum and/or intervention support as they relate to your Problem Statement Record next steps on your Action Plan

SWEPT-Item Discussion and Planning Example Anywhere HS determined that their problem solving discussion was going to focus on the literacy curriculum, as many of their students were failing English 9. There was a large difference in the number of failures among the teachers Scores on the SWEPT were low on Goals, Objectives, Priorities Hypothesis--there are significant differences in curriculum and expectations for ninth grade English.

Anywhere HS Plan Using Goals, Objective, Priorities items from the SWEPT we will: Clearly define goals for English 9, using the Common Core State Standards as our guide (Item 1) Prioritize the goals in relation to the essential elements of literacy (3) at the secondary level and use the high priority goals to guide instructional and curricular decisions (4) Make the goals specific and measureable so that all teachers have the same understanding (5) Provide professional development to English 9 teachers to help all of them to approach curriculum, instruction and assessment in a consistent manner (5)

Data Workbook

Team Time Completion of the SWEPT-HS As a team, use the directions provided in the SWEPT-A complete the SWEPT. Record any celebrations (Glows) and any areas of improvement (Grows) on page 31 in the Data Workbook. the Summary Score sheet to Nicole Belman, and she will create the graph which represents the totals for each subscale as well as the overall Materials Needed: SWEPT-A paper copy or implementers.wiki.inghamisd.org/file/view/SWEPT- A.pdf/ /SWEPT-A.pdfhttp://mtss- implementers.wiki.inghamisd.org/file/view/SWEPT- A.pdf/ /SWEPT-A.pdf SWEPT paper copy or implementers.wiki.inghamisd.org/MTSS+Measurement+Process+Toolshttp://mtss- implementers.wiki.inghamisd.org/MTSS+Measurement+Process+Tools

Illuminate Ed Reports High School Attendance Explore Math & Reading Suspension Information

Early Warning Signs

Early Warning Signs (EWS) Routinely available data; available early in the school year Better predictor than background characteristics Cut points selected to balance yield and accuracy. Helps target interventions Informs of patterns and trends

Early Warning Signs (EWS) ATTENDANCE: Missing more than 10% of instructional time First 30 Days of School: biggest risk factor for failing 9 th grade Failing 9 th grade is one of most important factors influencing drop-out BEHAVIOR: Suspensions (ISS or OSS); Minor or Major ODRs ISS or OSS: 6 hours of academic instruction lost per day ODR: 20 minutes of academic instruction lost for student per referral COURSE PERFORMANCE: Course failures, grade point average; credit accrual Combinations of academic indicators can reduce graduation likelihood to 55%

AttendanceBehaviorCoursework Grade 1 Overall attendance < 90% Absent 9 or more days from school per marking period. 2 or more minor or major ODRs 1 or more suspensions (ISS or OSS) Below grade level in reading or math Grade 3 Overall attendance < 90% Absent 3 or more times from school in first marking period. 2 or more minor or major ODRs 1 or more suspensions (ISS or OSS) Homework completion Needs Improvement Below grade level in reading or math Grade 6* Overall attendance < 90% Absent 3 or more times from a class in a marking period 2 or more minor or major ODRs 1 or more suspensions (ISS or OSS) Course failure in English and/or math GPA < 2.0 Grade 9** Overall attendance < 90% Missed 10% or more of instructional time 3 or more absences from a class per marking period 1 or more minor or major ODRs 1 or more suspensions (ISS or OSS) 1 or more core course failures Failure to earn on-time promotion (i.e. course credits) GPA < 2.0 *6 th grade students with one of the high yield indicators have half the graduation rate. ** 9 th graders who have not shown risk factors in earlier grades may show signs at this pivotal transition year.

EWS Outcome Data - Building Level ATTENDANCE: > 90% missing more than 10% of instructional time State of Ohio retrospective analysis of top/bottom 10% academic outcomes Balances yield vs. accuracy BEHAVIOR: > 80% with 0 Suspensions (ISS or OSS) “High Quality Instruction” research MTSS Targeted Intervention COURSE PERFORMANCE: ACT-Explore Data Course Failures (MTSS Model of 80% corrected for accuracy to 85-90%) Credit Accrual is building-specific Combinations of academic indicators can reduce graduation likelihood to 55%

USING ACT EXPLORE DATA TO IMPROVE STUDENT PERFORMANCE

EXPLORE Summative, achievement assessments (not aptitude) Predictive (Explore -> Plan-> ACT-> College Ready) Normed (Explore-8F, 8S, 9F Plan- 10F, 10S ACT 11F, 11S) Based on College Readiness Standards

ACT College Readiness Benchmarks TestCollege CourseACT EnglishEnglish Composition18 MathCollege Algebra22 ReadingSocial Studies21 ScienceBiology24 In 2013, the ACT Reading benchmark increased to 22 and the Science benchmark decreased to 23

Understanding the ACT Explore School Reports Profile Summary Report and Presentation Packet Early Intervention Roster Item Response Summary

Profile Summary Report Summarizes the performance of your students who took the EXPLORE or PLAN. Organized to assist you in addressing certain issues that are common among schools.

What does it answer? How do our scores compare students nationally? Are our students “ On Track ” ? We want teams to decide if they are satisfied with the % of students at the benchmark for rdng and math Do scores differ by ethnic or gender groups? If time teams can work on this How do scores relate to courses taken? How did our students respond to local items?

Remember… The Building Leadership Team does not have to solve every problem but does need to study building data to determine school-wide needs they will address along with identifying content area needs and ensuring the appropriate individual(s) who will address these needs are identified (e.g., which staff members are involved in implementing the action items to address the identified need(s)

Data Workbook

Team Time Completion of the School-wide Overview Forms As a team, use the directions on page 6 in the Data Workbook complete the Academic School-wide Overview form and the Behavior School-wide Overview Forms. Record any celebrations (Glows) and areas of improvement (Grows) on page 31 in the Data Workbook. Materials Needed: Data Workbook (Academic & Behavior School-wide Overview Forms and Grow/Glows Form) Illuminate Ed Reports (Attendance, Explore, Math, Reading, Suspension) Power School, Skyward or CIMS PBIS Apps

The evolution of ACT ACT Aspire EXPLORE – Grade 8 and 9 PLAN – Grade 10 ACT – Grade 11 One test – English, Math, Reading, Science ( writing on ACT) Career Interest Inventory Summative assessments for grades 3-10, ACT at grade 11 Schools can order individual content tests per grade. Computer version English, math, reading, science and writing Scores will be 3 digit with scaling to ACT ACT EPAS

Celebrate and Plan Post-It Note #1 Celebrate What’s working well? What are your successes? Include the name of your district Post-It Note #2 Plan List areas that you need assistance with or have additional questions. Include the name of your district

LUNCH

Problem Solving Learning Targets 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

Problem Solving Guide

Anywhere HS School-Wide Overview

EWS On-Track, Off-Track Overview

Problem Solving Guide - Step 1 Use the Academic and/or Behavior School-wide Form to Complete this step Use the Academic and/or Behavior School-wide Form to Complete this step.

Problem Solving Guide - Step 2 Use the School-wide Overview Forms and the Process Data Snapshots related t o the identified problem

Problem Solving Guide - Step 3

Problem Solving Guide - Step 4 Action Plan What is your plan to monitor the status of supports being provided? Record on the Action Plan.

Team Time Completion of the Problem Solving Guide Use the problem solving guide to address the identified problem. Complete steps 1-3 and make a plan to monitor progress of supports provided. Record any celebrations (Glows) and areas of improvement (Grows) on page 31 in the Data Workbook. Materials Needed: Academic and Behavior School-wide Overview Forms Data Workbook (Process Data Snapshots, Guiding Questions and the Grows/Glows Form) Illuminate Ed Reports (Attendance, Explore, Math, Reading, Suspension) Power School, Skyward or CIMS PBIS Apps

Review of SWIS 5.0

SWIS 4.4SWIS 5.0 NavigationMain MenuSWIS Dashboard and Icons Reports Select one specific report and enter specific data parameters School Summary reports displayed on the SWIS Dashboard Multiple report tabs open at the same time NEW—Day of Week Report NEW—Grade Report NEW—Motivation Report in the Student Dashboard Referral Labels Problem Behavior o Harassment/Bullying o Defiance/Disrespect/ Insubordination/ Non-compliance Motivation Administrative Decision Problem Behavior—can select more than one! o Harassment—enhanced ability to track! o Bullying—now separated! o Defiance/Insubordination/Non-compliance o Disrespect—now separated! Perceived Motivation Action Taken—can select more than one! o NEW—Action Pending o NEW—Additional Attendance/Saturday o NEW—Alternative Placement SWIS 5.0 Overview

SWIS 4.4SWIS 5.0 Data Drill-Down Custom Report Custom Graph NEW—Data Drill-Down feature with savable reports Person Management Add/Revise Staff Display Staff Status Merge Staff Add/Revise Student Display Student Status Merge Student NEW—Person Management feature which allows for managing all students, staff, & non-staff in one place NEW—Person status is displayed and merging and revising is enhanced and easier Seclusion/Restrai nt Not possible to identify the use of seclusion/restraint and not possible to track the use NEW—Seclusion/Restraint can be identified and tracked Ethnicity Report NEW—Risk Indices added for better data- based decision making around disproportionality Weapons & Harassment Create Extra Info fields to track harassment and/or weapons use NEW—Selecting Use/Possession of Weapons prompts for weapon type NEW—Selecting Harassment prompts for harassment type SWIS 5.0 Overview

EXIT SLIP

THANK YOU! Turn in your Exit Checklist on your way out