1. Fall Data Review Continuous Improvement Work Day School Leadership Teams Fall 2014

2. Acknowledgements The material for this training day was developed by Ingham ISD: John Endahl, Melanie Kahler, Matt Phillips, Laura Colligan, Kelly Trout, Nate Stevenson and Mary Jo Wegenke Content based on the work of: MiBLSi project 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

3. Learning Targets Participants will be able to:  Analyze process data and 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 Continuous Improvement Process to address the priority

4. 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 http://mtss-implementers.wiki.inghamisd.org  Building Data Review page OR Cute as they are, please don’t take home the pompoms! 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)  Log-in Information: Illuminate Ed, BAA, pbisapps.org, and SWIS  Process Data: PETR/SWEPT, PET-M, BSA, BoQ, SAS

5. Agenda 9:00-9:15Welcome 9:15-11:45Team Time to work through the School Improvement Continuous Improvement Cycle 11:45- 12:00 District Check-in: Celebrations and Areas to Grow 12:00-1:00Lunch 1:00-3:15Continue Team Time 3:15-3:30District Check-in: Celebrations and Areas to Grow Session Evaluation

7. School-wide Overview- Reading

8. School-wide Overview- Mathematics

9. Process Data Snapshots ACADEMICS

10. PET-M SNAPSHOTS

11. School-wide Overview- Behavior

12. Process Data - Behavior

13. School-wide Overview- Behavior

14. Outcome Data - Behavior

16. School-wide Overview – Behavior Worked Example

17. Process Data Snapshots Behavior

18. 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) schoolwide, (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

19. Process Data Snapshots: PBIS Benchmarks of Quality (BoQ)

20. Process Data Snapshots: PBIS Self-Assessment Survey (SAS) 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. Low Implementation Status High Staff Priority PBIS Subsystem Targeted Implementation Supports

21. Process Data Snapshots: PBIS Self-Assessment Survey (SAS)

22. BSA-Building Self Assessment Measures:  Staff Consensus  Infrastructures  Implementation  Professional Development around the essential components of a Multi-Tiered System of Support

23. Interpreting BSA Data

24. BSA: Building Self-Assessment Snapshot Scale: Not Started (N) — In Progress (I) — Achieved (A) — Maintaining (M) — What Does BSA Data Tell you?

25. Problem Solving Guide

26. Problem Solving Guide Step 1 Determine your (first) problem to be addressed based one what you’ve derived from: Previous SIP Outcome Data Process Data and Process Data Snapshots

27. Problem Solving Guide Step 2 Complete a Problem Analysis: Hypothesize what may be contributing to the problem Again, your data and the Snapshots can inform this discussion.

28. Problem Solving Guide Step 3 School Improvement Plan

29. Problem Solving Guide Action Plan

30. Problem Solving Guide Step 4

31. Don’t forget to complete the…

32. What’s new ? MDE Program Evaluation Tool

33. Program Evaluation Tool Why is MDE Requiring Program Evaluation?  To positively impact student achievement and close gaps for the subgroups  To ensure that high quality planning, implementation and evaluation are part of the Continuous Improvement Process  To ensure ongoing engagement of multiple stakeholders (students, teachers, parents/community, administrators) in the planning and evaluation process  To maximize the use of resources to impact student learning  To provide documentation of program implementation to inform future decision-making  To meet state and federal requirements.

34. Program Evaluation Tool MDE Schools are required to select one: Strategy/reform strategy Program Initiative that would have the greatest impact on student achievement and close the achievement gaps.

35. Implement the Plan Monitor the Plan Evaluate the Plan How does the MDE Program Evaluation Tool fit into the Problem Solving/Continuous Improvement Process?

39. Intentionally Plan to monitor adult actions and student outcomes How does the MDE Program Evaluation Tool fit into the Problem Solving/Continu ous Improvement Process?

42. Accessing the Program Evaluation Tool Step One: Log into Assist Step Two: Click on “Portfolio” Tab Step Three: Click on Program Evaluation Tool

43. Team Time  Review/update previous action plan.  Use the School-wide overview sheets for problem(s) Identification  Prioritize “Problems”  Identify a problem; complete Continuous Improvement Process process and create an action plan.  Move on to second (and third) problem, if able  Identify building Glows and Grows  Complete the Communication Plan You do!

44. Questions? Please email Mary Jo Wegenke at: mwegenke@inghamisd.org