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January/February 2012

High School Mini-Data Retreat #2: Using Curriculum and Universal Screener Data to Plan Differentiated Tier 1 Instruction. January/February 2012. Introductions, Welcome and Norms.

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January/February 2012

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  1. High School Mini-Data Retreat #2: Using Curriculum and Universal Screener Data to Plan Differentiated Tier 1 Instruction January/February 2012

  2. Introductions, Welcome and Norms • Please boot up a computer, but sit next to a partner who teaches the same subject you teach or someone you will support • Keep conversation positive and focused on things within our control • Silence cell phones • Participate and honor time

  3. Know, Understand, and Do • Know • curriculum guides, pacing guides, common course plans, and content standards drive instruction • how to access and use MAP and SAIL universal screener data to inform instruction in Tier 1 of the RtI framework • Understand How to appropriately use universal screening data (protocols), observations, classroom work (formative assessments), curricular materials, and content/practice standards to plan better instruction for students • Do Analyze data from the winter universal screeners to develop a differentiated lesson using the instructional design template in an upcoming unit

  4. Using ClasStat with the SIP in Mind • Implement Action plans • Improve the Process • Collect/review additional data • Continue/keep strategies or use different strategies • Develop SIP with specific action plans • Articulate Plan to Improve Student Learning • Monitor Implementation • Evaluate Effectiveness • On-going Data Reviews of universal screener data • Identify questions and data • Describe hunches/hypotheses • Analyze Multiple Measures • Analyze root causes

  5. Materials Needed • Curriculum Materials (pacing guides, curriculum guides, common course plans, etc.) • Highlighter (optional) • Formative assessment data (classroom assessments, student work, etc.) • Computer for each teacher to access NWEA for MAP data and Data Warehouse Dashboard for SAIL data • Step-by-Step Instructions for accessing MAP & SAIL data • Data Inquiry Tool • MAP Norm Charts • Instructional Design Template

  6. 5 steps to analyze and study data: • Collect data – Curricular materials, MAP and SAIL reports • Display data – View data with other grade-level/content area teachers • Observe data – What you notice (not the why yet) • Hypothesis of practice – Why the data are the way they are (root causes) • Instructional decision making – Decide how you will act on data (data-informed decisions) for an upcoming lesson

  7. Overview of RtI Definition: The Response to Intervention (RtI) Framework is a scaffolded approach to instruction which uses data analysis to meet the academic, behavioral and social emotional needs of students using high-quality differentiated, culturally-responsive instruction.

  8. Response to Intervention Tier 3: Individualized Strategies 1-5% 5-15% Tier 2: Effective, Strategic Interventions and Progress Monitoring Tier I: Research Based Core Programs, Universal Screening, Differentiated Instruction 80-90%

  9. MPS Definition of Differentiation Differentiated Instruction is a concept that makes it possible to maximize learning for all students. It is a collection of instructionally intelligent strategies based on student-centered best practices that make it possible for teachers to meaningfully respond to the needs of diverse learners. It is made possible by modifying the content, process, and/or product of instruction of a particular student or small group of students (typically to scaffold and extend learning), rather than the more typical pattern of teaching the class as though all individuals in it were basically the same. Differentiated instruction is an approach to ensuring all children achieve to the same high standards; instructional approaches are varied, not the expectations or the standards

  10. Think-Pair-Share • Recall a familiar learning task, lesson, or unit related to a big idea. • Identify the ways that students differed during the course of this task, lesson, or unit. • Which student difference was most powerful? • How did you differentiate to accommodate the difference? • How did this accommodation impact their learning?

  11. Begin with Curriculum • Take out curriculum materials (pacing guide, curriculum guide, common course plan, CCSS, etc.) for one class. Focus today on that class. • Look at what you are expected to begin teaching at the start of your new semester • Planning and Preparation for what is to come • With a highlighter, identify and jot down the big content ideas that students are expected to learn and be able to do • Turn and Talk to your neighbor about how those big ideas would look in your classroom • What activities would students engage in and what assignments would be completed?

  12. The Goal is For All Students to Move Ahead Red = Fall Green = Spring

  13. Accessing the Essential Reports Go to http://www.nwea.org/ 1. Click on Reports Login 2. Log in on the next page using your username and password 3. Then, click on Class by RIT in green on left margin of screen

  14. Using the MAP Reports • Take notes on Data Inquiry Tool • Class by RIT • Review overall class • Grouping Suggestions • Need to drill down deeper • Class Breakdown by Goal—Click on Subject within Class by RIT Report • Connect textbooks, standards and skills sets to student data and NWEA norm charts

  15. MAP Reading Norm Chart

  16. MAP Math Norm Chart

  17. Using DesCartes Statements Drill to a group of kids based on a strand area connected to the big idea/focus area of skills they will need to depend (develop) on to be successful in your upcoming lesson RIT Range /RIT Band Review • Left column—Skills to Enhance=students know these types of concepts 75% of the time • Middle Column—Skills to Develop=students know these types of concepts 50% of the time • Right Column—Skills to Introduce=students know these types of concepts 25%

  18. Readiness is a student’s entry point relative to a particular understanding or skill. To help a student grow, we must begin where the child is

  19. What is SAIL? • “Student Academic Indicators for Learning” is an early warning system to identify at-risk students • Does not require data collection by school staff; rather, SAIL reports existing data from eSIS through the Data Warehouse • Focus: On-Time Graduation

  20. What is SAIL? • SAIL metrics include attendance, suspension, overage, total credits, and core GPA • Dashboard metrics report the following risk levels in each of the five measures: Low Moderate High

  21. Accessing SAIL From the Apps page, Click on Dashboard

  22. Click anywhere on the SAIL graph to get the SAIL data for your school.

  23. Teachers, click on “Teachers, Courses, or Teams” and drill to individual teacher classes. Counselors and other school leaders can either click on “SAIL Student Detail – Risk Values” for all students or on any of the bars in the graphs for those specific students.

  24. Click on teacher name. Click on arrow next to page number to go to another course. The SAIL Student Detail report includes all of the risk factors for each student in your class.

  25. Risk Thresholds Suspension Risk Thresholds Core GPA Risk Thresholds

  26. Attendance Risk Thresholds

  27. Total Credits Risk Thresholds

  28. Combining Curriculum & Data Design a lesson for your chosen class using the Instructional Design Template that will include differentiation in core Tier 1 instruction. Be sure to: • Plan the lesson based on district curriculum materials and common course plans • Include differentiated learning activities for students based on MAP and SAIL data • Include differentiated assessments for students based on what you learned from MAP and SAIL data

  29. Next Steps for Teachers and Counselors • Teachers—Implement differentiated lesson • Counselors and Department Chairs—Analyze whether courses offered are meeting the needs of students and make any necessary scheduling/advising changes • Report back at future professional development time about how using universal screening data has helped to inform teacher and counselor practice • Use SAIL and/or MAP reports for data chats and parent conferences

  30. Next Steps for theLearning Team • Collect and analyze grade-level and school-level data using Data Inquiry Tools provided for Oct. 28 PD on portal in Research & Evaluation section or Principal TLC • Complete the SIP/SIG Monitoring Section Data Review 3 by February 24 • Provide support and leadership for entire staff • Provide more PD around the needs of teachers and data

  31. SIP Monitoring of Data—February 24, 2012 • Collect Instructional Design Templates from teachers and • Summarize today’s data observations and hypotheses made by teacher teams in the Literacy and Math by grade bands • Compile the Inquiry Tools and record this review session here • Whole school summary • Grade level/grade bands summary • Strands/Objective Areas summary • Subgroups summary • Strategies that will be used to impact results between now and next MAP • Follow up plans recorded here, include who will assist teachers with implementing

  32. Mini-Data Retreat #2 Survey Please go to http://www2.milwaukee.k12.wi.us/survey/mini2.htm to complete the survey on today’s Mini-Data Retreat. Thank you for your feedback!

  33. Enter the Mini Data Retreat into PDA by February 29, 2012

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