friday september 6, 2013 welcome to the 2013/2014 coach kickoff!
TRANSCRIPT
Friday September 6, 2013
WELCOME TO THE 2013/2014
COACH KICKOFF!
Welcome and Introductions MTSS Implementer Wiki District Share-outs Preview of the Year
PD Calendar Coach Meetings, MTSS Implementer Days Literacy, Math and Behavior Trainings New On-line Modules TLT Common Core Data Review: Building and District Leadership Academy
WisdomWhere I l luminate Education Grade-level Meetings Building Data Review and Integration
with School Improvement Coaches Survey
AGENDA
IntroductionsNew ISD staff
Nate Stevenson, System and Data Support Coach [email protected]
Matt Phillips, PBIS Coordinator [email protected]
Erin Rappuhn, School Psychology/MTSS Intern [email protected]
New local district staff
WELCOME BACK!
http://mtss-implementers.wiki.inghamisd.org/homeHow to find it through the Ingham website: look for “Find out more about… Wiki Spaces” on the left hand column, then click on “MTSS Implementers.”
See handout: write down your Username and Password to log-in to the wiki site.
If your name is not on the list, contact Dustin Detzler:[email protected]
Tour the wiki
MTSS IMPLEMENTERS WIKI
Emphasis this year on cross-district networking and site-visits.Facilitated by district share-outs and MTSS
Implementers wiki
ACTIVITY: District Share-outsOn the MTSS Implementers Wiki, go to District
Updates and select your district.Create a new post: share celebrations and areas you
are focusing on for improvement (work together with your district-group)
Large group share-outTime to network with colleagues
COACHES LEARNING TOGETHER!
Review PD CalendarOn the MTSS Implementers wiki
Coach MeetingsThree mornings scheduled across the year, one before each wave of Data Days
PREVIEW THE YEAR
Participants: coaches, school psychologists, academic/behavioral interventionists, principals, and more
Purpose: Bring staff together to develop/refi ne infrastructures that support MTSS implementation, promote eff ective intervention management, address barriers as a team
Day One: Managing Tier II/III Interventions November 14, 2013 9:00am – 3:30pm Hannah Community Center, East Lansing
Day Two: Determining the Success of Interventions and Next Steps March 7, 2014 9:00am – 3:30pm Hannah Community Center, East Lansing
MTSS IMPLEMENTER DAYS
PD Descriptions on MTSS Implementers wiki
LITERACY, MATH, AND BEHAVIOR TRAININGS
Teachers Learning Together (TLT)Common Core
PREVIEW THE YEAR…
I do it!We do it!You do it!
BREAK
Update on current functionality from John Endahl and Kelly Trout
Reports that will be available this year to support data review
Screening data will be uploaded for youGoal: Data days will require less time
gathering data, and more time analyzing and planning.
On-track Module A tool for Early Warning Systems
ILLUMINATE EDUCATION
Focus on increasing principals' capacity to provide eff ective leadership around the variables proven to have the greatest impact on improving student achievement. Building on the work we did last year around John Hattie’s
research (Visible Learning and Visible Learning for Teachers)Deepen knowledge and skills around leading and
supporting implementation of the essential components of MTSS.
How to promote the use of eff ective research-based instructional strategies, utilizing a leadership-approach that is informed by implementation science (revisit Keeping RtI On-Track by VanDerHeyden).
Learn from colleagues about local implementation models. Mike Moreno from Waverly Middle School will present at the
first meeting.Who should attend?
Administrators and other staff who take a shared-leadership role in promoting implementation of MTSS
LEADERSHIP ACADEMY
New registration systemEveryone needs to create a new
account
WISDOMWHERE
Not to be confused with Wizard Wear!
LEA DISTRICT REGISTRARS 2013-14
* Indicates “high volume” user. These registrars are communicating with IISD that they are registering new users, groups, etc.
inghamisd.org Professional Development
Four new on-line courses:RtI/MTSS Overview ModuleRtI/MTSS Universal ScreeningOverview of Progress MonitoringWriting Measureable Behavior Goals
SCECH availableFoundational MTSS information to on-
ramp new staff
NEW ON-LINE COURSES
No scale-up meetings this year, rather 3 District Data Days.
Note: District teams are assigned to come on specific days.
Strong district commitment underscores importance of building data review. The two processes will be aligned.
BUILDING AND DISTRICT DATA REVIEW
Process will be similar to last year, with emphasis on team-time
Bring laptops and consider bringing a projectorAssign roles to team-members
Facilitator Data Review Guide (complete on computer) ASSIST (update SI on computer) Illuminate Ed (generate reports on computer) Time-keeper
Process will be aligned to District Data Review You will complete a short summary that will go to the district team
When guide is fi nalized it will be available on MTSS Implementers wiki (you will receive an e-mail when it is ready)
Integration with School Improvement Upcoming virtual meeting with Tamara Bashore-Berg Ensure appropriate team-members can access ASSIST (log-ins)
BUILDING DATA REVIEW
Purpose is to collect information about your role as an MTSS Coach, the goals and activities within your district, and provide a self-assessment of your coaching skills.
Please use this link to complete the Coaches Survey:https://www.surveymonkey.com/s/Z8X7VXY
COACHES SURVEY
Adapted from MiBLSi materials
BENCHMARK DATA MEETINGS
WHAT SHOULD WE DO AT BENCHMARK DATA
MEETINGS?Look at building/grade level data; discuss
changes to core instruction and/or tier support
Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or within years
Look at individual student data; plan interventions
WHAT IS THE PLAN AND WHO WILL DO IT?
ROLES AND RESPONSIBILITIES
EVALUATION OF CORE/ STRATEGIC/ INTENSIVE ACADEMIC AND BEHAVIOR
PROGRAMS
Assuming we share a common goal of teaching all students to read…
Are we developing support systems for all students?
Are we improving outcomes at each grade level and across time?
EFFECTIVENESS REPORTS:HOW ARE WE DOING AS A BUILDING?
How effective is our core (benchmark) support?
Low Risk
How effective is our supplemental (strategic) support?
Some Risk
How effective is our intervention (intensive) support?
At Risk
GRADE LEVEL MEETINGS-GETTING STARTED
Review most recent Action Plans
Review reports/graphs that tell you about the percentage of students who are meeting standards, at some risk, and at the highest level of risk
Complete Grade Level Action Data report
Refer to MEAP data and other sources of information about student performance.
GRADE LEVEL ANALYSIS DATA REPORT (GLAD)
GRADE LEVEL SKILLS
INVENTORY
TEAM TIME
Try out all of the new forms---
Step 1Get the most appropriate data table for your student population
Step 2Fill out the GLAD Form for Fall Benchmark
Step 3Move to Grade Level Skills Inventory (School at a Glance) and put the information there to take to District Data Meeting
SET GRADE LEVEL GOALS FOR THE END OF THE YEAR THAT ARE AMBITIOUS, ATTAINABLE AND
MEASUREABLEGuidelines for Setting Goals for our Core Curriculum/Tier 1When a system-wide modification in
support is made and implemented effectively, gains in proportion of students at/above benchmark can range anywhere from 20 to 70% in a single year
Gains are greater in earlier grades so the goal can be more ambitious
Gains are greater when larger proportions of students have scores below the benchmark
SETTING MIDDLE OF YEAR GOALS EXAMPLE -HAPPY VALLEY SCHOOL
32
Grade Level: 1 Benchmark Period: ___ BOY ___ MOY ___ EOY
Measure Basic Early Literacy/Reading Skill
% At/above Benchmark
Goals:
MOY EOY
DIBELS Composite Score 56%
Phoneme Segmentation Fluency
Phonemic Awareness 61%
Nonsense Word Fluency
CLS Basic Phonics: letter sounds 58%
WWR Basic Phonics: blending/decoding 65%
DIBELS Oral Reading Fluency
WC Advanced Phonics and Word Attack SkillsAccurate and Fluent Reading of Connected TextReading Comprehension
Accuracy
Retell
√
%
%%
%
%
From: DIBELS Next Data Interpretation Workshop; Kaminski & Good
TIER 1 SUPPORT
Look at the percent of students that are at benchmark as we begin this school year compared to the last few years. Do we need to increase the number of students that are achieving at a benchmark level?
If we are satisfied with the data discuss how to maintain what we have done in the past.
If we are not satisfied discuss how to increase the number of students at benchmark from September to January. Does what we have done in the past produce the results that we want?
SUMMARY OF EFFECTIVENESS REPORT SHOWS:
97% of students stayed at benchmark between Fall and Winter?
Do we celebrate this?
It depends. . .
How many students are represented?
If >80% were at benchmark, then we are on the right track and should celebrate this.
If a low percentage of students were at benchmark to begin with, it’s good that we kept them there, but we need to recognize that work still needs to be done at Tier 1 by focusing on the core.
TIER 2 SUPPORT
Look at trends from the last few years of data. Have we been successful at moving most students from Tier 2 to Tier 1 level of support?
• If yes, how can we continue to increase the percentage of students moving to Tier 1?
• If no, what do we need to do to increase the percentage of students moving to Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?
TIER 3 SUPPORT
Look at trends from the last few years of data. Have we been successful at moving most students from Tier 3 to Tier 2 or Tier 1 level of support?
If yes, how can we continue to increase the percentage of students moving to Tier 2 or Tier 1?
If no, what do we need to do to increase the percentage of students moving to Tier 2 or Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?
Sample DIBELS Next Summary Report: First Grade
Summary Report: Provides information about average performance, and percentages of students who scored at each performance level (benchmark, below benchmark, well below benchmark).
BASIC EARLY LITERACY SKILLS TIMELINE
IF YOU ARE USING AIMSWEB USE:
Tier Transition Report to fill in GLAD report
Box Plot to look at trends over time and how your group of students compared to the target score
Scores and Percentiles (Rainbow) Report to look at individual student needs
IF YOU ARE USING DIBELSNET USE:
School Overview Report to fill in GLAD report
Multi-Year Percent at Benchmark Report to look at trends for the past few years
Classroom Report to look at individual student needs
IF YOU ARE USING UO DIBELS DATA SYSTEM USE:
DIBELS Next Summary Report to fill in GLAD report
Cross-Year Box Plots for individual subtests to look at trends for the past few years
Class List Report to look at individual student needs
ALL SYSTEMS SHOULD USE…
QUADRANT SORTS
A Core Program is effective if it:
Meets the needs of 80% of all students in the school.
Supports 95-100% of Low Risk students in maintaining a Low Risk status.
HOW EFFECTIVE IS OUR CORE (BENCHMARK) PROGRAM?
A Supplemental Program is effective if it:Meets the needs of 15% of the students in the school who will need more support than the core curriculum and instruction can provide
Supports 80% - 100% of strategic students in achieving a Low Risk status.
HOW EFFECTIVE IS OUR SUPPLEMENTAL (STRATEGIC)
SUPPORT?
HOW EFFECTIVE IS OUR INTERVENTION (INTENSIVE)
SUPPORT?
An Intervention Program is effective if it:
•Meets the needs of 5% of the students in the school who will need very intensive intervention to achieve literacy goals.
•Supports 80% - 100% of intensive students in achieving either Low Risk or Some Risk status.
BOX PLOT EXAMPLE
Tells us how students in our school scored compared to the national aggregate.
We want our scores and Rate of Improvement to be equal to or greater than the national aggregate
We can look at diff erent performance levels (10 th, 25 th, 50 th, 75 th, 90 th percentiles)
NORM TABLE
Percentile Rank/ Performance Level
Grade
Students in our School
Students included in the national aggregate
50th %ile score from our students
50th %ile score from the national aggregate
Rate of Improvement for our students at the 10th percentile
Rate of Improvement for national aggregate at the 10th percentile
R-CBM Example of the Norm Table
HOW ARE YOU KEEPING TRACK OF YOUR GROUPS?
CELEBRATE SUCCESS!
Celebrations from our Winter Benchmarking Assessments: Our percent of students for the school scoring at
benchmark in September was 68%. According to our data from the winter benchmarking assessment, 75% of our students in the school scored at benchmark in January.
Our goal is to have 80% of our students achieving benchmark school wide.
We are documenting our interventions using the Tier 2/3 Intervention Tracking Tool, which we adapted to better meet our needs.
We have had a reduction in behavior referrals for In-School Suspensions by 58% and Out of School Suspensions by 52% when comparing data from September 2010-December 2010 to September 2011-December 2011.
AS WE FINISH OUR BENCHMARK DATA MEETING WE COULD ASK OURSELVES…DID
WE:
Look at building/grade level data; discuss changes to core instruction and/or tier support
Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or within years
Look at individual student data; plan interventions
AS WE FINISH OUR BENCHMARK DATA MEETING WE COULD ASK OURSELVES…DID
WE:
Plan to change or maintain present practice for Tier 1 supports; do we have an Action Plan and review dates to check progress
Plan to change or maintain present practice for Tier 2 supports; do we have an Action Plan and review dates to check progress
Plan to change or maintain present practice for Tier 3 supports; do we have an Action Plan and review dates to check progress
Thank you for attending the Coach Kickoff
and for all of the outstanding work that
you do within your districts and schools!
Have a great year!
THANK YOU!