Formative Assessments and the Challenges of a Small District McKenzie School District Sally Storm Lane Tompkins Kevin Moore

McKenzie Excellence “ Inspiring students to achieve their academic and individual potential”  Located 50 miles east of Eugene  65% free and reduced  230 students (Elementary, Middle, High)

First Step: Formed Data Team  Had ESD and School Psychologist Train on Data-Based Decision Making and RTI Cognitive Model  D’s and F’s  Attendance  Behavior  Test Scores  SES  Honor Roll  Homeless report

Formed CARE Team for Tier 2 and 3 Students  Academics  Behavior  Attendance  Home Context

Strategies Implemented Strategies Implemented  Coaching on Effective Instructional Practices  New Reading and Math Curriculum  Professional Development (Literacy, Math, EasyCBM, Data-Based Decision Making, EBISS, Access Training, Reading Templates)  90 Minute Reading Periods  minute Math Periods  EBISS Grant  Universal Screening Tool EasyCBM

Literacy Instruction  Three Tiers  Junior Eagle College  Eagle College  Literacy Classes Middle/High School

Board Involved and Provided Training Board Involved and Provided Training  Classroom visitations by board members  Presentations at board meeting  Nine Characteristics  RTI  Curriculum Overviews  Data presentations

A Teacher’s Perspective  What is it like to start looking at data?  Teachers’ reactions  Challenges

Teacher Perspective Teacher Perspective  Turning point  Becomes part of the culture  Still working on it

Teaming Frameworks  Look at the teams already in your district, PBIS, RTI, EBISS, Site Councils, CIP planning teams, student support teams.  Can they be combined? YES  McKenzie Excellence  Blend your initiatives into your overall goals  District level support is key

Special Educator Role  Identify current education model(s) being used.  Assess efficacy of educational support model(s).  Determine next steps based on student data.  Oaks, Easy CBM, curriculum based tests, SWIS

Data Driven Support Year One  Initially started at the elementary level via small group intensive intervention.  Using leveled gen. ed. curriculum and Direct Instruction materials.  Double and triple dose exposure to material.  3 week progress monitoring cycle along with built in curriculum progress checks.

Data Driven Support Year Two  Continued with elementary support as developed.  Started middle/high school support based on data. Bottom 20-30%.  Corrective Reading and Rewards/ Rewards Plus  3 week progress monitoring cycle along with built in curriculum progress checks

When Problems Arise When Problems Arise  Assume system problems first  Be slow and very mindful if dealing with suspected person problem—be willing to look for system problem again—  Example: Our original interest and analysis of special education students with D’s and F’s in the middle and high school—surface structure was person(s) problem—a more useful and functional analysis suggested system problem

Data Systems  Important to find and develop low response cost data systems  School Psychologist Very Helpful in the Identification of Data Monitoring Systems -kept focus on low response cost  Our project was not logistically possible (to do well) until easy data monitoring systems were developed (e.g., SWIS, EasyCBM, and OAKS data online)  School Psychologist initially helped staff understand and use data—with a very user friendly approach to data analysis  EA’s often under utilized and can be backbone of Data Monitoring Systems

Backbone of Data Collection and Organization  Data Input, Data Organizer, Data Output  Trained on PBIS, SWIS, EBISS, TIPS  SWIS and EasyCBM Coach, Implementer, and ongoing Fidelity Monitor

Tools McKenzie Excellence is Finding Helpful  Team Initiated Problem Solving (TIPS) format  Google Calendars  EasyCBM  SWIS  Fidelity Tools (e.g., SET, DSSP)

Guru’s in the Backyard  ESD and the ESD’s Effective Schools Network has helped to:  Provide larger (but refined) systemic focus,  Provide exposure to expertise and specific resources,  Provide professional training and coaching staff. For example, literacy experts, data monitoring tool demonstrations and training, curriculum experts and trainers, data analysis experts (school psychologists, literacy specialists) and so on.  Provide multiple layer grant support.  State EBISS Regional Coordinator

Next Phases for Us Next Phases for Us  Development of data monitoring procedures including communication and decision rules  More training on how to use EasyCBM data  Continued refinement and development of evidence based intervention practices  Transition Data Team to Leadership Team

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