1. Fall Data Review Workday Elementary and Middle School Leadership Teams October 2013

2. Acknowledgements The material for this training day was developed by Ingham ISD: Tamara Bashore-Berg, Theron Blakeslee, John Endahl, Melanie Kahler, Matt Phillips, Emily Sportsman, Nancy Theis, Jeanne Tomlinson, Kelly Trout, 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

3. Purpose Participants will: Apply the problem-solving process, utilizing outcome and process data Update School Improvement Plan in ASSIST – Insert progress updates Arrive at 3 critical outcomes 1.Action Plan 2.Communication Plan 3.Building Summary Report for District Review

4. To make this day the best possible, we need your assistance and participation Be Responsible Attend to the “Come back together” signal Active participation Help you team stay on task Use the Colored Cards Be Respectful Please silence cell phones and pagers, take calls in the hall Please limit sidebar conversations Please refrain from email and Internet browsing Be Safe Take care of your own needs Working Agreements

5. Agenda and Timeline (purple handout) Times are approximate. Use your team-time and take breaks as needed. 9:00am Welcome, overview of the day, use of Illuminate Ed, and integration with S.I./ASSIST 9:30 Problem Identification: Literacy and Math outcome data 10:30 Problem Analysis: Literacy and Math process data 11:45 Lunch 12:30pm Problem Analysis: Behavior Data and MTSS Process Data Analyze Early Warning Indicator: Attendance Data 1:30 Action Planning 2:30 Communication Plan 3:00-3:30 Building Summary Report for District Review

6. We’re Going GREEN!

7. Where to access materials for today: 1. POMPOMS! The documents we are using today are on flashdrives 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 them home!

8. Materials you will need today Data Review Problem Solving Guide (electronic) Worked Example of Data Review Problem Solving Guide (electronic) Illuminate Ed Report Information PET-R/SWEPT, PET-A/SWEPT-A, PET-M/PET-M Middle School Agenda/Time-line (purple handout) Exit Checklist (green handout)

9. 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 Data Review Guide on your laptop –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) and PBIS Apps ✔ Action Plan Recorder –As you go through the day, make sure any to-do’s are noted on your action plan (Appendix C) –As you go through the day, note any barriers that need busting at the district-level (Appendix E) ✔ Timekeeper and Monitor of Task Completion –Keep your team moving efficiently –Complete the Exit Checklist as you go, and turn it in to Amy Baldwin at the end of the day ✔ Color-card manager

10. Exit Checklist (green handout) Check when Complete Problem Statement: Literacy Problem Statement: Mathematics Cause for the Gap Statement: Literacy Cause for the Gap Statement: Mathematics Action Plan (Appendix C) Communication Plan (Appendix D) Building Summary Report for District Data Review (Appendix E) This item is critical because it will inform District-level Data Review Completed Data Review Guide e-mailed to Amy Baldwin: abaldwin@inghamisd.org

11. Blue cards on the tables If you have not logged in to Illuminate Ed yet this year, please write your name and e-mail on the blue card. We will collect them, and get you set-up. Illuminate Ed

12. Illuminate Ed Reports AIMSweb Three-Year Trend Report AIMSweb Tier Transition Report Using the favorites widget to easily access reports

13. Data Review Problem Solving Guide

14. School Improvement/ASSIST Review your 2013/14 School Improvement Plan: Goals, Objectives, Strategies and Activities Add progress-updates in ASSIST as you go through the data review process today.

15. Continuous School Improvement Process Do Implement Plan Monitor Plan Evaluate Plan Plan Develop School Improvement Plan Gather Get Ready Collect School Data Build School Profile Student Achievement Study Analyze Data Set Goals Set Measurable Objectives Research Best Practice School Data Analysis: Outcome (MEAP/MME, Benchmarking, etc), Process (SPR 90/40, MTSS Systems, Process & fidelity data), Demographic data, Perception Data Use Action Plan & PD Plan from Spring Problem Solving Guide to help with measurable objectives, strategies & activities in SIP

16. SIP Goals What STUDENTS will do Broad -“All students will be proficient in (content area).” Academic or Organizational – Academic: in one of 5 content areas – Organizational: school culture/climate, student behavior, school structure - “All students will demonstrate appropriate behavior to ensure a safe learning environment.”

17. Measureable Objective Must be a “SMART” objective - identifies what students will do, by when, as measured by what. – Can be an objective for ALL students or a subgroup – Must include a Measureable Objective using MEAP/MME “Annual Measurable Objectives” – for example: “55% of students will demonstrate a proficiency (AMO Target 4%) in critical reading skills in ELA by June 13, 2014 as measured by MEAP.” – Should include an objective related to MTSS measures – must create separate objective: “80% of All Students will Demonstrate a proficiency In critical reading skills in English Language Arts by 06/13/2014 as measured by AIMSweb MAZE and RCBM.”

18. Strategies Strategy: What staff members will do to help students achieve the measureable objective. Examples: All teachers will implement graphic and semantic organizers to help students better comprehend what they read. All staff will work to increase the implementation percentages of PET -R section III- instructional programs and materials. (Description of Section III: Instructional Programs & materials have documented efficacy, are drawn from research-based findings and practices, align with state standards and benchmarks, and support the full range of learners. by increasing the fidelity of instructional program implementation.) This section also requires citation of supporting research for the strategy to be implemented. `

19. Activities Activities: Details of what it will take to implement the strategy, including staff responsible, timeline, and funding source. Typically in one of the categories below – Getting Ready to Implement – e.g., professional learning, employing staff, purchasing materials, developing an implementation guide – Implementation – implementation of strategy with fidelity – Monitoring and Evaluation of adult implementation and student achievement – e.g., professional learning community meetings about strategy implementation, learning walks or walkthroughs, formative and summative assessments Pull from today’s Action Plan! Pull from today’s Action Plan!

20. Begin Problem Solving: Use Guide

21. LUNCH

22. 22 Review of SWIS 5.0

23. 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

24. 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/Restraint 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

25. 25 Making Sense of Student Outcomes and Program Quality / Fidelity Program Quality / Fidelity Student Outcomes Stay the course and work to do it better (elaboration and continuous regeneration) Program Quality / Fidelity Student Outcomes Explore accuracy of program quality/ fidelity data. Determine if enough time has passed to expect changes in student outcomes (keep initial implementation on track and move into full implementation) Program Quality / Fidelity Student Outcomes Explore accuracy of data. Examine what else is happening / present that could be contributing to strong student outcomes (keep working to do it right through initial and full implementation) Program Quality / Fidelity Student Outcomes Consider intensive implementation supports (revisit exploration / adoption and installation)

26. Early Warning System Attendance

27. The promise of EWS: use readily available data to identify students who are likely to drop out without intervention enable teachers and administrators to cut through the massive amounts of data they receive to focus on the most important indicators that can be incorporated into real time data systems to permit monitoring of student progress help schools and districts identify and examine the most effective ways to help students stay “on-track” to graduation

28. Early Warning Indicators: ABC’s of Disengagement A ttendance B ehavior C ourse Failure

29.  A nalyze existing policies/practices related to attendance, behavior, and course grading and to credit recovery opportunities  B uild consensus on goals and strategies for dropout prevention (reducing absences, suspensions, and course failures) and dropout recovery  C reate integrated school structures to assure appropriate/timely interventions to keep all students on track to on- time graduation The ABCs of building a Dropout Prevention System

30. Chronic Absence is a Hidden National Crisis  Nationwide, as many as 7.5 million students miss nearly a month of school every year.  In some cities, as many as one in four students are missing that much school.  Chronic absenteeism is a red alert that students are headed for academic trouble and eventually for dropping out of high school.  Poor attendance isn’t just a problem in high school. It can start as early as kindergarten.

31. 31 Unpacking Attendance Terms Average Daily Attendance Definition: The % of enrolled students who attend school each day Answers: What resources are needed to serve typical number of students who show up to school? Truancy Definition: Typically refers only to unexcused absences and is defined by each state. Answers: How many/which students are skipping school and breaking the law? Chronic Absence Definition: Missing 10% or more of school for any reason – excuse, unexcused, etc. Answers: How many and which students are missing so much school they are academically at risk? Do we need to improve attendance in order to raise achievement?

32. 32 Students Who Miss More Than 10% Of School Are At Grave Academic Risk When 90% Doesn’t Earn an “A” Chronic Absence (=>10% absence) Warning Signs ( 5% absence) Satisfactory Attendance (=<5% absence) 0-90% 91-94% 95 %+ Emergency: =>20% absence

33. 33 Moving into Action Requires Knowing If Chronic Absence is a Problem Most Schools Only Track Average Daily Attendance and Truancy. Both Can Mask Chronic Absence.

34. Schools + Communities CAN Make a Difference Characteristics of Successful Attendance Initiatives  Partner with community agencies to help families carry out their responsibility to get children to school.  Make attendance a priority, set targets and monitor progress over time.  Engage parents and students in identifying and addressing school, family, and community issues that contribute to chronic absence.  Clearly communicate expectations for attendance to students and families.  Begin early, ideally in Pre-K.  Combine targeted interventions with universal strategies that nurture an engaged learning environment, build a culture of attendance and ensure physical health and safety at school.  Offer positive supports before punitive action.

35. 35 Solutions Only Work If Grounded in Understanding Of What Leads to Chronic Absence Discretion Parents don’t know attendance matters School lacks a strong culture of attendance Aversion Child is struggling academically Child is being bullied Barriers Lack of access to health care No safe path to school Poor transportation Special thanks to Dr. Robert Balfanz, Everyone Graduates Center, Johns Hopkins University, Baltimore, MD for providing this framework.

36. 36 Recognize Good & Improved Attendance Parent and Student Engagement Personalized Early Outreach School Team Monitoring Attendance Data & Practice Proposed Universal Strategies For Influencing Discretion and Identifying Causes of Absence

37. 37 Case management and wrap-around services Referral as last resort for court-based intervention Early outreach, support, mentoring for students with poor attendance Identify and remove barriers Attendance contracts Safe and supportive school environment Engaging classroom environments Parent education about why attendance matters and how to help each other get students to school On-going attention to attendance data Recognition for good and improved attendance Collaboration with afterschool and early childhood School-based health support Recovery Programs Strategies for 3 Tiered Approach Intervention Programs Intervention Programs Universal/Preventive Programs Intervention Programs Universal/Preventiv e Programs Recovery Programs Universal strategies are part of tiered interventions

38. Looking at Your Attendance Data

39. THANK YOU! Please remember to submit your completed Guide to Amy Baldwin: abaldwin@inghamisd.org abaldwin@inghamisd.org Turn in your Exit Checklist on your way out