Utilizing Data as a Team with Continuous Improvement · Presentation Team Members JC Bruns,...
Transcript of Utilizing Data as a Team with Continuous Improvement · Presentation Team Members JC Bruns,...
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Utilizing Data as a Team with
Continuous ImprovementNorth Middle School
School District of Menomonee Falls
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Presentation Team MembersJC Bruns, Behavior Intervention Coordinator
Mary Chetney, Educational Assistant
Tami Jaeck, Learning and Literacy Coach
Holly Patterson, Math Interventionist
Carrie Rebro, School Counselor
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Talking about Today
➔ Continuous Improvement➔ Reading Intervention➔ Math Intervention➔ Behavior Intervention
★ How a collaborative partnership between building personnel and students is used to improve systems to collect and analyze data effectively when making decisions.
★ Demonstrate how continuous improvement and personal student data portfolio results has increased student achievement.
Objectives
Topics
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We use data to drive our decisions to facilitate successful student learning.
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Why Data-Driven Decision Making?
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Think about your own district
What data do you have available within your district?
How do you use the data to make decisions?
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Reading Intervention
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COMPREHENSIVE INTERVENTION MODEL (CIM)
Linda Dorn, St. Louis University
Model includes:Interactive WritingGuided Reading PlusWriting AloudComprehension Focus Groups
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CIM Team CollaborationWHO part of team?
★ Literacy Coach(es)★ Reading Intervention Teachers★ Special Education Teachers
WHEN meet as a team?
★ District CIM meetings K-8★ Building meetings★ Achieve3000 trainings 6-12
WHY meet as a team?
★ Review interventions★ Analyze data to determine next
steps for groups and/or individuals
★ Share resources for potential future units
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VIP Reading - Varied Intervention Plans
Entrance Criteria
➔ MAP RIT below 25th percentile consistently for 2-3 data points
➔ Incoming Grade 6◆ End RR below Level R◆ AIMSweb assessment
➔ QRI assessment results show two grade levels below current grade level
Exit Criteria
➔ Achieve3000 Lexile Target◆ Gr6 700L, Gr7 780L, Gr8 880L
➔ MAP RIT is above 25th percentile➔ QRI instructional level for current
grade level
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VIPE Reading - Varied Intervention Plans Extended
Entrance Criteria
➔ Historically 2 out of 3 MAP data points below 50th percentile
➔ Gr6 students used Gr5 teacher observations forms along with running record level
➔ Grades from core classes primarily CDFs
Exit Criteria
➔ MAP above 50th percentile➔ Achieve3000 growth is 50-100L
and/or maintains high approaching current grade level.
➔ Achieve3000 target for high approaching current grade: Gr6=750L, Gr7=880L.
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Student Learning Portfolio - Data
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Student Learning Portfolio - Reflection
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DATA ANALYSIS WITH CIM TEAMShort-Cycle Assessments
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DATA ANALYSIS WITH CIM TEAM
Scorecard Measurement
Tool
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Closing the Gap - Universal
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Math Intervention
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Math Intervention RTITier II
➔ 1:6 Teacher to Student Ratio➔ 30 minutes/day➔ Grade level curriculum
support
Tier III
➔ 1:3 Teacher to Student Ratio➔ 50 minutes/day➔ Emphasis on foundational math
skills and closing the gap◆ Dreambox, Math Recovery,
etc.
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Determining Student PlacementEntrance Criteria
➔ MAP RIT score trending below 25th percentile
➔ Teacher Recommendation➔ Math Recovery Assessment
score low in Structuring and Place Value
Exit Criteria
➔ MAP RIT is above 25th percentile➔ Student’s math grade is a B or
higher➔ Student’s STAR is above 25th
percentile*student must meet 2 of these criteria
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Student Learning PortfolioData & Goal Setting
Weekly
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Student Learning Portfolio - Data
Monthly
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Student Learning Portfolio - Reflection
Quarterly
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Data Analysis for Math Intervention
Short-Cycle Assessments
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Data Analysis for Math Intervention
TeamScorecard
Measurement Tool
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Quarterly Data Dives
➔ Collaboration with interventionists, school counselors, pupil services, and administration◆ Shared Google Sheet with data and notes
➔ Determine entrance and/or exit of students within reading and math interventions◆ Next steps determined as team for each student
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House Meetings➔ Weekly collaboration between guidance
counselors, house teachers, and administration
➔ Student concerns are discussed◆ Next steps are determined as team
➔ Anecdotal data used for placement within interventions
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Behavior Intervention
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OptionsFlex Rep Council
➔ Monthly meeting provide voice for students
Check-In, Check-Out (CICO) academic➔ Sheet completed by teachers in each class at request of student➔ Different factors consider based on student need➔ Daily check with study hall supervisor
VIPE Behavior➔ Daily Behavior Form shared Google Sheet completed by teacher➔ 1on1 with EA for weekly check with student and teacher response➔ Weekly, Monthly, Quarterly goals set by student
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Behavior Intervention - VIPE BehaviorEntrance Criteria
➔ Total # of behavior documentations (R&R forms, major and minor ODRs)◆ highest occurrences match up
with staff advocatesExit Criteria
➔ Achieving monthly goal as set by student and staff advocate
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Behavior Intervention - VIPE Behavior
➔ build relationships ➔ staff advocate log for classroom observations➔ input from teachers using daily behavior survey
◆ shared Google Form➔ weekly parent communications (ie. Email
summary)➔ student & staff advocate develop a weekly goal➔ follow-up with behavior staff advocate
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Advocate Log
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Daily Behavior Form
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Teacher Journal
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Weekly Parent Email➔ Sharing answers to 3 reflective questions
◆ What is going well?◆ What needs improvement? How parents can
support at home?◆ Barriers or roadblocks to success or goals?
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Individual VIPE data
and Goal
Setting Reflection
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Building Behavior Trends
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Questionsand
Answers
What data do you have available within your district?
How do you use the data to make decisions?