Fall Data Review WorkdayElementary and Middle School Leadership Teams

October 2013

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

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 Plan2. Communication Plan3. Building Summary Report for District Review

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

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 data10:30 Problem Analysis: Literacy and Math process data11:45 Lunch12:30pm Problem Analysis: Behavior Data and MTSS Process Data

Analyze Early Warning Indicator: Attendance Data1:30 Action Planning2:30 Communication Plan3:00-3:30 Building Summary Report for District Review

We’re Going GREEN!

Where to access materials for today:

1. POMPOMS!The documents we are using today are on flashdrives attached to ISD pompoms.

2. MTSS Implementers Websitehttp://mtss-implementers.wiki.inghamisd.org Building Data Review page

OR

Cute as they are, please don’t take them home!

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)

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

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

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

Illuminate Ed Reports

• AIMSweb Three-Year Trend Report• AIMSweb Tier Transition Report• Using the favorites widget to easily access

reports

Data Review Problem Solving Guide

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.

Begin Problem Solving: Use Guide

LUNCH

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Review of SWIS 5.0

SWIS 4.4 SWIS 5.0

Navigation Main Menu SWIS Dashboard and Icons

ReportsSelect 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 Behavioro Harassment/Bullyingo 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-complianceo Disrespect—now separated!

• Perceived Motivation• Action Taken—can select more than one!

o NEW—Action Pendingo NEW—Additional Attendance/Saturdayo NEW—Alternative Placement

SWIS 5.0 Overview

SWIS 4.4 SWIS 5.0Data Drill-Down • Custom Report

• Custom GraphNEW—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 placeNEW—Person status is displayed and merging and revising is enhanced and easier

Seclusion/RestraintNot 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 typeNEW—Selecting Harassment prompts for harassment type

SWIS 5.0 Overview

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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)

Early Warning System

Attendance

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

Early Warning Indicators:

ABC’s of Disengagement

Attendance

Behavior

Course Failure

Analyze existing policies/practices related to attendance, behavior, and course grading and to credit recovery opportunities

Build consensus on goals and strategies for dropout prevention (reducing absences, suspensions, and course failures) and dropout recovery

Create 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

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.

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Unpacking Attendance Terms

Average

Daily Attendanc

e

• 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?

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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(<10% but >5% absence)Satisfactory Attendance(=<5% absence)

0-90%

91-94%

95 %+

Emergency: =>20% absence

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Moving into Action Requires KnowingIf Chronic Absence is a Problem

Most Schools Only Track Average Daily Attendance and Truancy. Both Can Mask Chronic Absence.

A B C D E F0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

7%12% 13% 13% 15% 16%

Chronic Absence For 7 Elementary Schools in Oakland, CA with @ 95% ADA in 2012

% Chronic Absence

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.

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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.

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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

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• 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/Preventive Programs

Recovery Programs

Universal strategies are part of tiered interventions

Looking at Your Attendance Data

THANK YOU!

• Please remember to submit your completed Guide to Amy Baldwin: abaldwin@inghamisd.org

• Turn in your Exit Checklist on your way out