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Utilizing Data as a Team with
Continuous ImprovementNorth Middle School
School District of Menomonee Falls
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
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
We use data to drive our decisions to facilitate successful student learning.
Why Data-Driven Decision Making?
Think about your own district
What data do you have available within your district?
How do you use the data to make decisions?
Reading Intervention
COMPREHENSIVE INTERVENTION MODEL (CIM)
Linda Dorn, St. Louis University
Model includes:Interactive WritingGuided Reading PlusWriting AloudComprehension Focus Groups
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
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
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.
Student Learning Portfolio - Data
Student Learning Portfolio - Reflection
DATA ANALYSIS WITH CIM TEAMShort-Cycle Assessments
DATA ANALYSIS WITH CIM TEAM
Scorecard Measurement
Tool
Closing the Gap - Universal
Math Intervention
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.
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
Student Learning PortfolioData & Goal Setting
Weekly
Student Learning Portfolio - Data
Monthly
Student Learning Portfolio - Reflection
Quarterly
Data Analysis for Math Intervention
Short-Cycle Assessments
Data Analysis for Math Intervention
TeamScorecard
Measurement Tool
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
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
Behavior Intervention
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
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
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
Advocate Log
Daily Behavior Form
Teacher Journal
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?
Individual VIPE data
and Goal
Setting Reflection
Building Behavior Trends
Questionsand
Answers
What data do you have available within your district?
How do you use the data to make decisions?