1. + Minding the Gap: Data-Based Problem Solving Summer Leadership Conference August 2016

2. + Expected Learning Outcomes Participants will: Explore protocols and tools that promote collaboration, inquiry, and problem-solving within teams.

3. This is not just about closing the achievement gap, it’s about ending the predictability.

4. + Every system is aligned for the results it gets.

6. + Essential MTSS Components  Leadership  Building the Capacity/ Infrastructures for Implementation  Communication and Collaboration  Data-Based Problem-Solving  Three-Tiered Instructional/Intervention Model  Data-Evaluation

7. + Problem Solving

9. + Grounding Activity As a Table: In round robin fashion, share:  Your Name and School/Department  In a school or department that has a culture and climate of minding the gap, what might that look like and sound like?

10. + Problem Solving It is the MOST Critical Skill a Leader can Possess K. Leithwood, 2007

11. + Problem Solving: Levels of Implementation Student Classroom Grade Level Building District

12. + What does it look like? PLTs that engage in Data-Based Problem Solving... Apply it across all content areas, grade levels, and tiers. Identify the impact of implementation efforts on patterns of student performance across diverse groups. Identify academic, behavior, and social-emotional gaps to respond with the appropriate level of instruction/intervention.

13. + What does it look like? PLTs that engage in Data-Based Problem Solving... Identify reasons why (hypotheses) students are not meeting expectations (ICE) and verify using multiples measures of data (RIOT). Develop and implement detailed instruction/intervention plans that are aligned with the validated hypotheses as to why students are not meeting expectations. Monitor student progress and fidelity, and make changes based on student responses.

14. Team Structures & Foundations

15. + TIPS Guide with Protocols

17. + What is Data Literacy? Understand how to: Locate and access data Evaluate data Use data to inform decisions

19. + Identify and Define the Problem Use data to: Identify problems and set goals Define the scope of the problem o Large scale o Small group o Individual level Determine equity issues o Intensity of the problem differs by group Define the layers of the problem

20. Example School-Wide AA Peers (34%) Two X Grade AA Students X Grade AA Peers (38%) X Grade Benchmark

21. Example Three X Grade Male Students Benchmark X Grade Male Peers X Grade

22. + Model: Sample High School

23. + Moving Past Problem Admiration It is not enough to simply identify which students are not demonstrating expected levels. Teams must work to understand the barriers that cause or contribute to the gaps between current-level and expected/goal- levels. Effective instruction and/or intervention planning is completely dependent on understanding the root causes.

24. + Developing Hypothesis: Lenses I C E L Instruction (strategies, pacing, etc.) Curriculum (order, materials, etc.) Environment (schedule, group size, culture, etc.) Learner (unique capabilities, traits, etc.)

25. + Test and Validate Hypotheses

26. + Model: Sample High School

27. + Reflecting on Root Causes and Hypotheses As you reflect on this experience, how does it compare to other experiences or your school’s current structure for identifying and prioritizing root causes? SIP? PLT? Intervention Team? How might you incorporate this to facilitate your own thinking and problem- solving? What is the value of doing this as a team?

28. R I C E L O T

29. + Table Jigsaw Your Task: 1.Each team member selects a protocol from the manila envelope on your table. 2.Read the protocol from the manila envelope and prepare to share:  Summary Overview  Reasons for Using: What’s the value?  TIPS Components: When to use? 3. Round robin, share your learning. Protocols for Problem Solving in PLTs

30. + Connect – Extend - Challenge How are the ideas and information presented CONNECTED to what you already knew? What new ideas did you get that EXTENDED or pushed your thinking in new directions? What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

31. + Two Basic Questions… Are we happy with our data for all students? Is every classroom one we would put our own flesh and blood? Shift in Thinking

32. + Launch Knowing where your school is, what might you want to focus on to move your school and teams forward in Data-Based Problem Solving? What learning(s) might you want to take with you to future problem-solving experiences?