Data! Data! Data! Find, Understand and Use Data to Develop Comprehensive School Counseling Programs 2013-14 Fall RESA Training for School Counselors Linda H. Brannan NCDPI Consultant K-12 Student Support Services firstname.lastname@example.org School Counseling Wikispace http://schoolcounseling.ncdpi.wikispaces.net • Click Professional Development • Click 2013-14 Professional Development Sessions • Click Regional Fall RESA Trainings Presenters • Linda Brannan, NCDPI Educational Consultant - K-12 Student Support Services • Debora Williams, NCDPI Educational Consultant for Special Projects • Amy Jablonski, NCDPI Educational Consultant for RtI • Anne Nixon, NCDPI Educational Consultant for RtI • Heather Reynolds, NCDPI Educational Consultant for PBIS • Other Presenters across NC from RtI and PBIS Training Purpose – Train the trainer 1. To understand how to develop a comprehensive school counseling program that meets the needs of all students using data-driven decisions 2. To move beyond simple collection of data to using the collected data to solve problems 3. To understand the tools within the NC Framework for School Counseling (ASCA National Model) 4. To understand the job description and the new School Counselor Evaluation Now…. 21st Century School Counselor Leadership Advocacy Collaboration “Implement a data driven, comprehensive, developmental school counseling program to promote systemic change to increase college and career readiness for all students.” New Question for School Counselors • How are students different as a result of the School Counseling Program? School Counselor Job Description • Purpose – utilize leadership, advocacy and collaboration to promote student success, provide preventive services, and respond to student needs • Role – develop and deliver a comprehensive school counseling program that addresses academic, career and personal/social development for all students Major Functions Duties & Responsibilities • Development & Management of comprehensive program to support academic success • Delivery of Comprehensive Services • NC Guidance Essential Standards/Curriculum • Individual Student Planning • Preventive & Responsive Services • System Support • Accountability/Growth School Counselor Job Description Think Time • Review the Job Description • Jot down a few “aha’s” • Share with a colleague School Counselor Job Description • New legislation reinforces job description • 80% of work time in direct support services to students • 20% in program support/management including “fair share” duties • local LEAs will develop a plan to transition test coordinator duties from school counselors New Legislation: G.S. §115C-316.1 “Duties of School Counselors” • http://www.ncleg.net/Sessions/2013/Bills/Se nate/PDF/S402v7.pdf • “SC shall implement a comprehensive developmental school counseling program in their schools. Counselors shall spend at least 80% of work time in direct student services…” New School Counselor Evaluation (based on 2008 NC Professional Standards for SC) Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration. Standard 2 – School counselors promote a respectful environment for a diverse population of students. Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program. Standard 4 – School counselors promote learning for all students Standard 5 – School counselors actively reflect on their practice. No Standard 6 or 8 Framework for NC School Counseling Continuum of Understanding Where are you with ASCA National Model? • I’ve heard or read about it (Developing) • I’ve implemented some things (Developing-toProficient) • I’ve implemented a lot and share with other counselors in my school/district (Accomplished) • I have a comprehensive, national model program that I can teach to others (Distinguished) Framework for NC School Counseling The New Book – 3rd Edition • Online tools: • www.ASCANationalModel.org/register • Input Serial Number and download zipfile of tools for FREE! What is one thing in each of the four sections that you find useful. Foundation • Beliefs, Vision, Mission • Program Focus/Goals: Academics/Behavior/Career SMART Goals Worksheet • Student Competencies: National Standards, NC Essential Standards: Skills students should know and be able to do. • Professional Competencies: NC Professional SC Standards and School Counselor Evaluation Beliefs & Vision and Mission • Use the examples! (Pages 22-24) • Align with your district and school • What is your school’s mission statement? _____________School District Mission Statement _____________Elementary/MS/HS School _____________School Counseling Program Program Focus/Goals • Start with your School Improvement Plan • Effective S.M.A.R.T. Goals: • • Promote achievement, attendance, behavior, and/or school safety • Are based on school data • Address school-wide data, policies and practices or address closing-the-gap issues • Address student competencies See “goal setting: the process” page 25 Program Goals (continued) Comprehensive School Counseling Plan & Agreement Framework for NC School Counseling Management Assessment and Tools: • • • • • • Annual Agreement Advisory Council Action Plans Lesson Plans Calendars Online Tools: Competencies Assessment, Use of Time Assessment, Program Assessment, Annual Agreement, Action Plans, etc. Annual Agreement and Advisory Council • NC Annual Agreement: • a tool to use with administrator/evaluator to develop/refine the SC Program for the current year – use D3M • Table Groups: Discuss how you may use this tool to communicate your program goals and meet criteria of SC Evaluation • Advisory Council: • Group of stakeholders to INFORM your program • This is your moment to SHINE ☺ Annual Agreement Example from a School District:Comprehensive School Counseling Plan & Agreement Data & Action Plans • School Data Profile (p.66-67) reviews all sources of data from your school – focus areas Academic, Attendance, Behavior • Three types of action plans from D3M: • Small Group – specific need(s) of a few • Curriculum – all students - Guidance Essential Standards • Closing-the Gap – aligns with SIP - a “must-have” in your plan Data, Data, Data • Three types of data collected from Action Plans: • Process (what happened – what you did for whom) • Perception (what knowledge/skill/behavior was learned) • Outcome (how were students different) Small Group • The power of setting goals for your groups. At your table groups: • Pick one type small group or that you run and talk about the three types of data. Curriculum Plan • Do you know what lessons you will be teaching at the beginning of the year? • Do you plan a scope of learning for your program? • Use the curriculum plan to answer YES! At your table groups: • Pick ONE grade level and talk about how you could collect process, perception, and outcome data over the course of the year. Closing the Gap • These plans should be D3M that supports your Program Goals in Foundation section. • At your table groups • Pick ONE CTG Goal and the types of data you could collect. Calendars • How detailed are your calendars? • Can you see how you spend your time? • Weekly vs. Monthly calendars (public vs. private) Share how you keep a calendar and how accountable it holds you. Framework for NC School Counseling Delivery • • 80% of time working with or for students Direct (with students) • • • Core Curriculum (NC Guidance Essential Standards) Individual Student Planning • Responsive Services Indirect (for students) Framework for NC School Counseling Accountability • • • Review your Action Plans and Program Goals: • • Data Analysis: Online Tools: Curriculum Results Analysis, School Data Profile Analysis, Use of Time Analysis Program Results: Action Plan and Program Goal Results Reports Evaluation and Improvement – Continuous Improvement (Growth) Where should we go from here? • Make a Plan • Set dates that each part will be completed • Coach & encourage yourself and your team • Additional Resources: • http://schoolcounseling.ncdpi.wikispaces.net/ • http://www.livebinders.com/play/play_or_edit?id=39851 4 Types of Data Assessment Tool Choice Measurement of student growth; assessment tool choice is dependent on the purpose and use of measurement results- RtI Action Network Assessment Prior achievement is a predictor of outcomes – “our job as teachers/educators is to mess this up, by planning ways in which to accelerate the growth of those that start behind….so before the lesson is planned, the teacher must know what students already know and can do” Hattie (2012). Visible Learning for Teachers Types of Data from ASCA Process Perception What happened? What you did and for whom? What was learned? Ex: Number of students you work with during the year. Ex: What did the students learn as a result of the work you did? Outcome How was a student different as a result of the work? Ex: How does this impact the larger data sets (academics, behavior, attendance)? Connecting the Data Sources Process Perception Outcome Surveyed 300 students in 8th grade about bullying in the school Survey following antibullying lessons regarding changes in bullying behavior Measure impact on Office Discipline Referrals (ODR) in the area of bullying Connecting the Data Sources Process Perception Outcome Made contact with the identified 100 students in grades 9-12 who had 7 more absences last year than the district allows. Tracked attendance data in Home Base on a monthly basis to see progress in attendance. Measure School Improvement reduction of absences Plan (SIP) at goal the end is toof reduce the semester. number of Compare absences to by last50%. year’s data. Connecting the Data Sources Process Perception Outcome Identify common reasons Identify current (ex: 90% teen of last year’s parents: dropouts 30 were students teen parents). in grades 9-12. Give Give Monitor survey survey to class 30 after teen strategies/supports parents attendance to identify and are barriers reasons given to to for determine completing absences (ex: reduction child school. care of barriers issues). . School Improvement Plan (SIP) goal is to reduce number Number of teen students dropping out parents dropping out. (ex: 40 students). Attendance data Types of Data Number of students you are working with throughout the year in various groups and settings – Classroom Guidance/Small Groups/Closing the Gap Goals Individual Think Time • How do you track this? • What method do you utilize to identify students to work with? • Write this on a sticky note. Types of Data Data collected to measure how student learning or behavior has changed as a result of the implemented strategies Individual Think Time • How do you determine this? • What tools do you utilize to capture what was learned? • Write this on a sticky note. Types of Data Data collected to show the impact of your work with the students in connection to the SIP such as with the Closing the Gap Goals (ex: academic, attendance, behavior – reflects at end of year in your Outcome/Results Reports) Individual Think Time • What tools do you utilize to capture what was learned? • How do you link it back to the School Improvement Plan? • Write this on a sticky note. Networking • • Find someone in the room from another school district • Introduce yourselves and discuss process, perception, and outcome sticky notes and the connections between the three types of data Accountability - Data Sources & UsageWhat do you do now? Activity • Utilize the blank data worksheet to list the data sources you utilize. • Think about additional data sources you can use Types of Data Graduation Rate = 82.5% http://www.newsobserver.com/2013/08/08/3092325/nc-graduation-rate-rises-above.html DROPOUT PREVENTION EARLY WARNING REPORTS School Counseling/Guidance Fall Regional RESA Trainings Presenters: Debora Williams and Betsy Baugess Do You Know? Annual Number of Dropouts in U.S. High School Dropout Statistics Annual number of high school dropouts in U.S. 3,000,000+ Do You Know? Number of dropouts in North Carolina (2012) High School Dropout Statistics Number of students dropping out of school in North Carolina (2012) 13,488 Grades 9-12 http://www.ncpublicschools.org/docs/research/discipline/re ports/consolidated/2011-12/consolidated-report.pdf Do You Know? Number of NC students rd retained in 3 Grade (2012) Do You Know? 32,000 (2012) PURPOSE To facilitate an early warning system with research-based risk factors for identifying students who may be at risk of dropping out of school. RESEARCH ONEARLY WARNING INDICATORS On-track Credits An on-track student has accumulated the requisite number of credits to move to the next grade level and no more than one semester “F” in a core subject. (Allensworth, 2009) Attendance Eight times more predictive of failure than prior test scores. A student who has more than 5 absences in one semester of the 9th grade year has a 63% chance of graduating in four years. (Allensworth, 2009) In North Carolina, attendance issues were the most often noted for a reported dropout, accounting for 41.5% of all dropouts. GPA Students with a “B” (3.0) average or higher in the first year have better than a 93% chance of graduating; students with a D+/C- (1.0-2.5 GPA) average have a 53-92% chance of graduating; students with less than a “D” average (1.0) have less than a 6% chance of graduating. (Allensworth, 2009) RELEVANT SIS DATA • • Attendance data, both current and historical • State assessment achievement level data • Final marks for all middle school/high school courses • Most recently calculated GPA (calculated at year-end for grades 9-12) PowerSchool At Risk Report The At Risk Report provides a listing of courses, sections, and grades associated with students who are currently a risk of failing for the current term. PowerSchool At Risk Report Allows administrators and teachers to take a proactive approach to address potential issues and ensure student accountability. At Risk Report Fields • • Attendance Mode • Daily • Meeting • Time • Students to Include • Selected students only • All students At Risk Report FieldsAttendance Codes • ALL CODES • Local School Bd Policy • Illness or Injury • Child Care • Medical/Dental Appt • Excused Tardy • Death in Family • Medically Fragile • Quarantine • Deployment Activity • Court/Admin Proc • Unexcused Absence • Religious Observance • Unex No Immunization • Educational Opportunity • Unexcused Tardy • Teacher-in-Treatment • Suspensions Attendance Codes At Risk Report Fields • Reporting Segment or Begin Date and Ending Date • Reporting Segment • Chose from reporting segment from the pop-up menu • Begin Date and Ending Date • Specify a date range in using mm/dd/yyyy OR mm-dd-yyy • Failure to use this format issues an alert • Date must fall within the selected school year At Risk Report – Data to be Filled ? Use Attendance Report Query • Enter minimum number of occurrences of selected attendance codes ? Use Grades Report Query • Uses three Grade fields to query students for the report • Select final grade type (Stored or Current) • Minimum number of classes with failing grades ? Use Discipline Report Query • Discipline/incident check inn PowerSchool does NOT consider the PowerSchool discipline/incident functionality that NC will be using. This section should not be used at this time. \ At Risk Report NCWISE REPORTS • Reporting Hub Accessible to NC WISE School Data Managers, the LEA Coordinators, Principals, and Others • Four reports available on NCWISE Reporting Hub • 9th Grade Dropout Early Warning Report • 10th Grade Dropout Early Warning Report • 11th Grade Dropout Early Warning Report • 12th Grade Dropout Early Warning Report • Most data is collected once after Year-End-Transition NCWISE REPORTS(continued) • Reports are designed for availability just prior to the start of school allowing counselors to identify the “at risk” students. • Reports analyze the student’s historical data. GR Risk Indicators • Attendance through middle/high school • Final course marks in key elementary/middle school courses • Successful completion of high school courses essential to graduation within an appropriate timeframe, as indicated by state assessments • Cumulative credits earned in each high school year • Continuous cumulative grade point average Report Organization Four available reports • A ninth grade report, to be run at the start of ninth grade, analyzes the previous 3 years • A tenth grade report, to be run at the start of tenth grade, considering ninth grade data • An eleventh grade report, to be run at the start of eleventh grade, considering tenth grade data • An twelfth grade report, to be run at the start of twelfth grade, considering eleventh grade data Risk Criteria Ninth grade report • Final grade for standard required Math course (grades 6,7,8) < C • Final grade for standard required English course (grades 6,7,8) < C All reports • Total daily absences, in any one school year, exceed 5 daily absences Tenth/Eleventh/Twelfth Grade Risk Criteria • •GPA < 2.0 • Achievement Level of I or II for EOCs • English I • Algebra I • Failure to achieve an expected level of course credits after each year in high school • At beginning of grade 10, less than 5 earned credits • At beginning of grade 11, less than 10 earned credits • At beginning of grade 12, less than 15 earned credits Report Details • • All reports are school level reports • Each report only contains students “at risk” for dropout • Each student has only one record in the report • Each column of the report represents a potential dropout risk factor Report Details (continued) • • If there is no data for a particular risk factor, the column for that factor indicates “no data” • Risk factor is calculated using only the available data points • There is no variable weighting factor. All risk factors carry the same weight. • Risk factor must be .25% or above for the student to be included in the report Ninth Grade Sample Report SCHOOL NAME PUPIL 9th # Grade Entry Date BIRTH_ DATE STUDENT Name SIXth _Grd ABS SEVN Grd ABS EIGHT Grd ABS SIXth Grd ENGL SEVN Grd ENGL EIGHT Grd ENGL SIXth Grd MATH SEVN Grd MATH EIGHT Grd MATH RISK NC WISE HS 1 7/1/2010 6/30/1995 Student1 2 8 5 C+ D F D- F D 0.67 NC WISE HS 2 7/1/2011 7/12/1996 Student2 14 3 28 no data C F 80 C D- 0.5 NC WISE HS 3 7/1/2011 9/20/1996 Student3 16 6 0 no data B A- no data B- A- 0.29 NC WISE HS 4 7/1/2010 8/29/1993 Student4 no data 6 18 no data no data F no data P F 0.8 NC WISE HS 5 7/1/2010 4/10/1995 Student5 9 24 no data D NC WISE HS 6 7/1/2010 8/18/1995 Student6 3 5 5 C+ D F C F D 0.44 NC WISE HS 7 7/1/2011 3/20/1996 Student7 1 4 13 A C- B- A C- C 0.33 NC WISE HS 8 7/1/2010 2/20/1995 Student8 5 9 13 C- B- F C+ B- D 0.56 NC WISE HS 9 7/1/2011 8/23/1996 Student9 7 6 6 A C D C C C 0.44 NC WISE HS 10 7/1/2011 2/18/1996 Student10 no data 9 7 no data 94 92 no data 94 92 0.33 no data no data F no data no data 1 Example: Student #1 • Rising ninth grader • • • • • • • • • 2 absences in sixth grade 8 absences in seventh grade - risk factor 5 absences in eighth grade Sixth grade English final mark is “C+” Seventh grade English final mark is “D” - risk factor Eighth grade English final mark is “F” - risk factor Sixth grade math final mark is “D-” – risk factor Seventh grade math final mark is “F” – risk factor Eighth grade math final mark is “D” – risk factor • RISK FACTOR is 67% (6 of 9 factors qualify as risks) Twelfth Grade Sample Report http://dpi.state.nc.us/docs/graduate/resi liency/sample-report.pdf Contacts • Debora Williams, Special Assistant Graduation Initiatives (919) 807-3912 email@example.com • Betsy Baugess, Manager Data/Software & Reporting (919) 807-3276 firstname.lastname@example.org Data-Based Decision Making Using the TIPS model Desired Outcomes The goal of this training is to help schools move beyond simple collection of data to using the collected data to solve problems. Rationale Data should be used regularly to solve problems, because it… • provides a more objective viewpoint of the current state. • increases efficiency by making needed action items clear. • provides information about effectiveness of practices so modifications can be made in a timely manner. • ensures that strategies and interventions are based on precise problem statements. Data-Based Decision Making Problem-Solving Process Problem-Solving Process: Definitions Problem: Difference exists between expected/desired student behavior and current student behavior. Problem identification: Difference is discovered and significance is determined. Problem-solving: A plan is created to reduce or eliminate difference. Data-Based Decision Making Meeting Foundations Meeting Foundations: Elements • Team purpose • Defined agreements about processes • Established roles and responsibilities • Electronic meeting minutes Meeting Foundations: Overview 1. Meeting starts and ends on time 2. Consistent attendance by team members 3. Agenda is used to guide meeting topics 4. Process is in place to monitor progress of implemented solutions (review previous meeting minutes) 5. System is used for documenting decisions 6. Next Meeting is scheduled Meeting Foundations: Overview 7. Team members prepare for and meet responsibilities during meeting 8. All team members (absent or present) are given minutes within 24 hours of the meeting 9. Decision makers are present when needed 10.Protocol is established for when administrator is unable to attend 11.Efforts are making a difference in the lives of children/students Meeting Foundations: Team Purpose District District implementation District-wide problem-solving Provide support to schools School School implementation School-wide problem-solving Provide support to staff Grade/ Department Grade/Department (PLC?) problem-solving Individual Student Individual student problem-solving Meeting Foundations: Defined Processes • Meeting dates/times • Storage of information • Contact information • Ground rules/agreements/norms 1. Inform facilitator of attendance issues before meeting 2. Avoid side talk 3. Remind each other to stay focused 4. Start and end on time 5. Be an active participant Meeting Foundations: Roles • • Core roles • Facilitator • Backup for each role • Minutes taker • RtI Coach • Data analyst • PBIS team member • Time keeper • Administrator • Active team members Can one person serve multiple roles? Are team members culturally responsive? Are there other roles needed? EX: communication coordinator, timekeeper Are all skill sets for problem solving present or easily accessible? Meeting Foundations: Minutes (Documentation) Logistics • date • time • location • roles Agenda •today’s items •next week’s items •Discussion items, decisions made, tasks and timelines assigned •Problem statements, solutions/decisions/tasks, responsible people, timelines assigned, and an evaluation plan Meeting Foundations: Minutes (Review) Meeting minutes • An effective process check • Baseline for current meeting Visual tracking of focus topics during and after meetings • Prevents side conversations • Prevents repetition • Encourages completion of tasks Meeting Foundations: Environment Problemsolving is to A key to collective problem provide a visual context that allows everyone to follow and contribute. Use Data Consider using one form to guide the activities of the meeting and using a projector so that all team members view the content and Out participate. of Time Solution Meeting Foundations: Structure/Flow 1. Attendance, roles for meeting 2. Next meeting date 3. Review agenda for meeting 4. Review/status update of previous meeting minutes 5. Review data and use problem solving model to prompt the development of a comprehension action plan 6. Reports needed for next meeting 7. Team assessment of meeting 8. Dissemination of meeting minutes Data-Based Decision Making Identify Problems Identify Problem(s) • Behavioral/academic definition • Concrete, observable and measurable • Stranger test? • Typically begins broad Data-Based Decision Baking Develop Hypothesis Develop and Test Hypothesis: Determine Cause of Problem • Determining the cause, or uncovering why a problem is occurring, is essential to developing interventions. • The goal is to help students be successful. • When collecting data, it is important for staff to make their best, most informed guesses about why students are struggling. Develop and Test Hypothesis: ICEL • We must ask questions to form a hypothesis regarding “What is the problem? Why is it occurring?” • We ask questions across four domains. Instruction Curriculum Environment Domains within our control Learner Develop and Test Hypothesis Instruction Curriculum Environment Learner Review Review Review Review Intervie w Intervie w Intervie w Intervie w Observe Observe Observe Observe Test Test Test Test Develop and Test Hypothesis Review Interview Observe Test Curricular materials Previous Teachers Teacher’s instructional strategies Group Diagnostic Test Curriculum Maps Current Teachers Instructional Time Individual Testing data Etc. . . Skill specific test on sample of students Etc… Etc. . . Etc. . . Examples to Consider Develop and Test Hypothesis: Things to Consider • A hypothesis is an explanation for what the data and your experience tell you. • Use multiple sources of data. • Staff with the most direct experience with the problem need to add their insight to accurately define cause. • An accurate hypothesis is crucial to designing solutions that will be effective. Develop and Test Hypothesis ACCURATEL Y DEFINED PROBLEM ACCURATE HYPOTHESIS PRECISE PROBLEM STATEMENT Activity: Identifying Precise Problem Statement Which partial statement is more precise? Which statement is a complete Precise Problem Statement? Too many ODRs 15 instances of disrespect Too many ODRs in the afternoon 24 ODRs between 1:00 and 1:30 Too many ODRs outside the classroom 6 ODRs on the playground 25% of students have at least 2 ODRs Too many ODRs on the playground Many students have ODRs Total of 12 ODRs for aggression on the playground in the last month; this number is more than last year and shows an increasing trend for this year; these incidents are occurring during the first recess, and there are different students involved each time. The curriculum and instruction used to teach playground expectations do not address alternatives to aggression. Data-Based Decision Making Discuss and Select Solutions Discuss and Select Solutions • Solution should be based on the precise problem statement which is developed around instruction, curriculum, environment and/or learner. • Precise, clear goal must be set before plan implementation. • Goal should be a specific description of desired change in student behavior. • Goal should be a SMART goal. Discuss and Select Solutions S- Specific M- Measurable A- Attainable R- Relevant T- Time-Bound Activity: SMART Practice • List 5 items on your “Bucket List.” • Write a SMART goal for one of your items. Is it Specific? Is it Measureable? Is it Attainable? Is it Relevant? Is it Time-bound? Ex: After training for twelve weeks, I will complete the Outer Banks Half-Marathon on November 10, 2013. Data-Based Decision Making Develop Action Plan Develop and Implement Action Plan: Design • The most effective plans utilize multiple strategies that affect all causes of the problem. • To ensure fidelity of implementation, specific tasks need to be assigned to individuals with a timeline for checking back. • Change takes time, so implement the plan for a set amount of time (dependent on complexity and intensity of problem) before evaluating. Develop and Implement Action Plan: Design Data Decision Guidelines • Intensity of plan • Frequency of monitoring • Tool(s) being utilized How will we determine success along the way? Develop and Implement Action Plan: After Creation • Once strategies are selected, specific tasks need to be delegated and tracked using an action plan. • Action plans should drive the creation of future meeting agendas as well as generate clear action steps at the end of each meeting. • Effective action plans are: • • • • Used regularly Frequently reviewed and updated Accessible to all staff involved in implementing plan Made of specific, manageable action steps with clear timelines Develop and Implement Action Plan: Ensuring Fidelity Use weekly 1-5 survey from teachers to assess implementation of plan. Are we doing the plan? 1 ….. 2 …..3 ….. 4 ….. 5 No Yes Fidelity Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010 Data-Based Decision Making Evaluate and Revise Action Plan Evaluate and Revise Action Plan Review data to answer the following question: Has the goal been met? • If yes, explore the following options: 1. Increase goal for the same problem. 2. Choose another problem to address. 3. Gradually fade plan. Evaluate and Revise Action Plan Review data to answer the following question: Has the goal been met? •If no, explore the following options: 1. Evaluate fidelity of implementation. 2. Assess problem identification. 3. Consider the accuracy of the hypothesis. 4. Alter the timeline. 5. Find ways to adjust the solutions. 6. Review “like peer” data. Making Connections Connecting Types of Data within TIPS • Evaluate and Revise Action Plan Where do do you you see see utilizing utilizing Where PERCEPTION data this model PROCESS data OUTCOME inin this model Data-Based Decision Making School-Wide Case Study The following activities work best when sitting in small groups based on building level (ex: elementary, middle, high school) Case Study: Context • Mid year school improvement team (SIP) meeting • Academic and behavior outcome data is presented School-Wide Case Study Data As a team choose a grade level and academic area to apply to this data set. Academic Data Discipline Data Activity: Identify Problems in School-Wide Case Study • Note discrepancies between what is desired and what exists. • Identify any patterns or trends. • Is there a problem? • As a team, agree on the problem statement School-Wide Case Study: Develop Hypothesis Instruction Curriculum Review Review Review Review Interview Interview Interview Interview Observe Observe Observe Observe Test Test Test Test Environment Learner Activity: Develop the Hypothesis for School-Wide Case Study • As a team, develop the hypothesis(es) by considering Instruction, Curriculum, Environment and (ICE). • Plan how to Review, Interview, Observe and/or Test (RIOT) in order to test your hypothesis(es). • Be prepared to share with the group. School-Wide Case Study: Digging Deeper Handout What questions do you have about instruction, curriculum and environment for this grade level? Instruction Curriculum Environment Activity: Discuss and Select Solutions for School-Wide Case Study • Discuss and select solutions connected to your precise problem statement. • Create a goal for possible solutions. • Ensure the creation of a SMART goal by asking these questions: Is it Specific? Is it Measureable? Is it Attainable? Is it Relevant? Is it Time-bound? Activity: Develop and Implement Action Plan for School-Wide Case Study • Create some action items for this sample team. • Do your action items include a time/date for completion? • Do your action items name the person(s) responsible? • Is there a way to measure fidelity of implementation? • Determine procedure for progress monitoring (tools and frequency). Evaluate and Revise Action Plan of the School-Wide Case Study Use the data to answer: Has the goal been met? If no, explore the following options: If yes, explore the following 1.Evaluate fidelity of implementation. options: 1. Increase goal for the same problem. 2.Assess problem identification. 3.Consider the accuracy of the hypothesis. 2. Choose another problem 4.Alter the timeline. to address. 3. Gradually fade use of 5.Find ways to adjust the solutions. the plan or convert 6.Review “like peer” data. successful plans into policy/procedure/practice . Data-Based Decision Making Individual Student Case Study Individual Student Data - Jessica • Attendance issues: has missed 12/40 school days • At risk to fail math: has failed first 2 tests and turned in 5 assignments late, initial benchmark scores were 30% below the target score (as established in HomeBase) • Has been tardy to class 8 times • 1 out-of-school suspension for unexcused absences Individual Student Data - Johnnie K - Spring 1st - Fall PSF 37 (40) 30 (40) NWF 25 (28) 25 (27) 1st - Winter 29 (43) ORF TRC 17 (23) C (D) C (D) D (G-H) Black = Johnnie’s scores Red = Benchmark scores Attendance Office Referrals Kindergarten 173/180 0 First Grade 80/92 3 (disruptive behaviors) Activity: Identify Problems in Individual Student Case Study • Note discrepancies between what is desired and what exists. • Identify any patterns or trends. • Is there a problem? • As a team, agree on the problems to be addressed first. Activity: Individual Student Case Study Data: Digging Deeper Handout What questions do you have about instruction, curriculum, environment and the learner based on this data? Instruction Curriculum Environment Learner Individual Student Case Study: Develop Hypothesis Instruction Curriculum Review Review Review Review Interview Interview Interview Interview Observe Observe Observe Observe Test Test Test Test Environment Learner Activity: Develop the Hypothesis for Individual Student Case Study • As a team, develop the hypothesis(es) by considering Instruction, Curriculum, Environment and Learner (ICEL). • Plan how to Review, Interview, Observe and/or Test (RIOT) in order to test your hypothesis(es). • Be prepared to share with the group. Activity: Discuss and Select Solutions for Individual Case Study • Discuss and select solutions connected to your precise problem statement. • Create a goal for possible solutions. • Ensure the creation of a SMART goal by asking these questions: Is it Specific? Is it Measureable? Is it Attainable? Is it Relevant? Is it Time-bound? Activity: Develop and Implement Action Plan for Individual Student Case Study • Create some action items for this sample team. • Do your action items include a time/date for completion? • Do your action items name the person(s) responsible? • Is there a way to measure fidelity of implementation? • Determine procedure for progress monitoring (tools and frequency). Evaluate and Revise Action Plan of the Individual Case Study Use the data to answer: Has the goal been met? If no, explore the following options: If yes, explore the following options: 1. Increase goal for the same problem. 2. Choose another problem to address. 3. Gradually fade use of the plan. 1.Evaluate fidelity of implementation. 2.Assess problem identification. 3.Consider the accuracy of the hypothesis. 4.Alter the timeline. 5.Find ways to adjust the solutions. 6.Review “like peer” data. Data-Based Decision Making Questions?