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District Data-Based Decision Making in an RTI Framework Spring Conference

District Data-Based Decision Making in an RTI Framework Spring Conference

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District Data-Based Decision Making in an RTI Framework Spring Conference

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  1. District Data-Based Decision Making in an RTI FrameworkSpring Conference 2014

  2. Expectations • Demonstrate good audience skills • Silence cell phones • Hold side conversations out of ear shot of others • Engage in active listening • Participate in discussions • Take notes to track your thinking • Handouts and slides • If you need a break, take one

  3. Targets • Determine and understand needs • Evaluate the health of your overall system at the district & school level • Identify areas needing support • Understand how to develop PL/Action Plan to address the needs • Determine how to use resources and funding to address identified areas of need

  4. Are you working on the right problem?

  5. Why!

  6. What impacts student achievement? Do we train and plan PL to impact these? John Hattie, Visible Learning, 2009

  7. You are important!

  8. How?

  9. Golden Circle: Simon Sinek

  10. How: District/School Level Data Review Interpret Data Determine Professional Learning Needs Develop Action Plan

  11. Improving Your Outcomes Action Plan Determine PL Needs Data

  12. What: District/School Level Data Review • Interpret Data • Where are we starting this year? • How did last year go? • Develop Professional Learning Plan • What did we learn from the data? • Develop Action Plan • How can we plan for this year?

  13. Partnerships • Call back routine • Pick someone near year you to be your partner. • The person with the next birthday is coffee. • The other person is cream.

  14. Interpreting Data • Where are we starting this year? • Are enough students proficient? • How did last year go? • Did it work? • Data sources to be reviewed • DIBELS Next: Summary Report • easyCBM: District School Comparison

  15. Audience Poll • Does your district review...... • your previous year’s (Fall, Winter, Spring) reading screening data to evaluate your core instructional system? • Do your schools review...... • their previous year’s (Fall, Winter, Spring) reading screening data to evaluate their core instructional system?

  16. Interpreting Data • Where are we starting this year? • Are enough students proficient? • How did last year go? • Did it work? • Data sources to be reviewed • DIBELS Next: Summary Report • easyCBM: Disrict School Comparison

  17. Interpreting Data Where are we starting this year????? 27% 15% 58%

  18. DIBELS Next: Summary Report

  19. easyCBM: District Comparison

  20. We are we starting this year (Fall)? Data source: Summary Report/District Comparison Data Source: Summary Report/District Comparison Criteria: 80% 43% No 27% No No 72% No 66% No 56% No 49%

  21. We are we starting this year (Fall)? What do you notice about the data? • What can you celebrate? What concerns you? Do you notice any trends in the data?

  22. Interpreting Data • Where are we starting this year? • Are enough students proficient? • How did last year go? • Did it work? • Data sources to be reviewed • DIBELS Next: Summary Report • easyCBM: Disrict School Comparison

  23. How did last year go? (Is what we are doing working?) 18% 25% 12% 12% 11% 15% 70% 64% 74%

  24. General Guidelines for Understanding Growth by Trimester • Increase the percentage of Benchmark students by approximately5-30% from the current benchmark. • Decrease/Increase Strategic by approximately5-15% from the current benchmark. • DecreaseIntensive percentages by approximately5-15% from the current benchmark.

  25. How did last year go?(Run of the Mill District) 42% 64% 37% Yes 58% 74% 64% Yes 55% 48% 67% No 45% No 41% 48% 43% 47% No 43% 66% Yes 60% 46%

  26. How did last year go? Did it work? (at Run of the Mill?) 37% 64% 42% Yes 64% 74% Yes 58% No 48% 55% 67% No 45% 48% 41% No 43% 43% 47% 60% Yes 46% 66% What can you celebrate? What concerns you? Do you notice any trends in the data?

  27. Develop Professional Learning Plan • What did we learn from the data? • Do we need to make any changes? • Data sources to be reviewed • Standards of Practice documents • RTI Implementation Plan • District Continuous Improvement Plan

  28. Standards of Practice

  29. OrRTI RTI Implementation Matrix

  30. Areas to examine: RTI Implementation Plan Professional Learning Plan? Fidelity Plan? Initial & On-Going Training? Fidelity Plan Implemented? Support & Resources Provided?

  31. Curriculum: Storytown (90 minutes) RTI Project: 3 years OAKS and screening data correlate Interventions outside the core Standards of practice created in reading for the district District: Run of the Mill • 4 elementary schools • Rural community • 34% free & reduced lunch • 18% ELL • 15% Special Ed

  32. District: Run of the Mill • Time: 90 minutes in place at all grade levels (not a concern) • Materials: not consistent use at all grade levels • Instructional Strategies: not consistent use at all grade levels

  33. How did last year go?(Run of the Mill District) 37% 42% 64% Yes 58% 64% 74% Yes 67% 55% 48% No No 41% 45% 48% No 47% 43% 43% Yes 46% 60% 66%

  34. Some of our questions for Run of the Mill • What is happening in grades 2-4? • Are they using the materials? • Are they teaching phonics? • Do they know how to use the materials/explicit instruction? • Is their reading time being impacted (e.g., assemblies, health screening etc.)

  35. It’s all about the plan!

  36. Develop Action Plan • How can we plan for this year? • How do we make this happen? • Data sources to be reviewed • Screening and audit info • RTI Guidance Documents • District Budget

  37. Professional Learning Guidance Document

  38. Professional Learning Implementing any change cannot be left to luck, hope, or chance. Planning professional learning to create change needs to include strategies, designs, and activities that support and refine implementation.

  39. Action Plan PL: Run of the Mill • Target audience: all teachers and additional support for 2ndgrade and 4thgrade • Focus: use of materials and instructional strategies • Materials: Phonics scope & sequence, pacing • Instructional strategies: lesson architecture and explicit instruction • When: • initial training in the end of September • On-going monthly

  40. Action Plan PL: Run of the Mill • How much: • Initial: 6 hours • On-going: 2 hours monthly • Who conducts training: Coaches, Principals, Title support • Funding source: Title 2 • Resources Needed: coaches, PLC time, materials, teacher time • Proficiency:80% of teachers implementing by January

  41. Talk Time • Coffee tell cream: • How is this similar or different to your professional learning process? • Cream tell coffee: • One question I think we need to ask is_____.

  42. Guidance Document: Monitoring

  43. Strong data analysis guides decisions “However beautiful the strategy, you should occasionally look at the results.” --Winston Churchill, British prime minister

  44. Action Plan Monitoring: Run of the Mill • What is monitored?: following phonics scope & sequence, pacing and lesson architecture/explicitness • Who monitors?: principals, coaches, teachers (self) • Monitor training?: attend initial & feedback training • Resources?: time, feedback forms • Monitoring data reviewed?: district level, principals coaches each trimester • Follow up actions?: TBA based on results of data

  45. Talk Time • Cream tell coffee: How is this similar to different to your monitoring/fidelity decision making process? • Coffee tell cream: • One question I think we • need to ask is_____

  46. Guidance Document: On-going Support:

  47. On-going Support