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Progress Monitoring and Exceed

Progress Monitoring and Exceed. Jon Jagemann and Kristin Annen August 28 th , 2013. Which do you need to lose weight?. Exercise Equipment A scale Healthy food in your fridge A weight goal and incentive to reach it All of the above. Which is the INTERVENTION?.

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Progress Monitoring and Exceed

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  1. Progress Monitoring and Exceed Jon Jagemann and Kristin Annen August 28th, 2013

  2. Which do you need to lose weight? • Exercise Equipment • A scale • Healthy food in your fridge • A weight goal and incentive to reach it • All of the above

  3. Which is the INTERVENTION? • Creating an exercise schedule • Going on the scale • Eating healthier daily • Reading literature about living healthy

  4. Progress Monitoring • Used to continually monitor the effectiveness of an intervention • Gauges how a student is responding to an intervention • Used to make decisions for individual students and see effectiveness of intervention school-wide • Weekly Progress Report (WPR) is used

  5. Process • Each teacher has a WPR for students in SAIG • Students meets with teacher near end of each class period • Done while other students engaged in academics • Teacher goes over successes and corrective feedback on areas of improvement • Student receives a “score” for the day • Teacher turns in WPR weekly to SAIG facilitator • Each teacher turns in one • Student receives one weekly score • Student goes through WPRs during SAIG • Repeated every week

  6. The WPR • Schools should add school name or nickname • Each teacher receives one weekly • Columns of each class day • Student receives a total points earned out of total possible points • Rubric provided **Teachers need to meet with students daily**

  7. The WPR is not the intervention • Just like stepping on a scale doesn’t make you lose weight • The interaction with the teachers and the positive and corrective feedback received is the intervention • WPR serves as a reminder to have this interaction

  8. Teacher Role with WPR • Serves as a reminder for teacher to distribute intervention to student • Have a brief conversation with student DAILY while other students engaged in academics • Go over what student did well, focus on goals • Provide corrective feedback to areas student struggles in

  9. Corrective Feedback Not Corrective Corrective Feedback I noticed you are talking in the back of class, how about we move to the front of the room. Tomorrow let’s work on walking and talking in the halls and getting to class within 4 minutes, maybe try setting a timer so you keep moving. • You are always talking in the back of the classroom. • You were late to class again.

  10. Scoring the WPR • Students receive a 1,2, or 3 for each of the goals • No Zero (0) are given out as a means of encouragement for student • Go over score with student when completing the WPR • Discuss reasoning for score

  11. Score Goal • Weekly goal of 80% on their WPR • Can start lower and work your way up to this • Goal of receiving a 80% on 4 out of 5 days for 4 consecutive weeks

  12. Incomplete WPR • Student’s total score does not have to be the same each day/ week • If they only get a score for 5 out of 7 classes, calculate the percentage out of scores received (don’t count as zeroes) • 3 possible points on 4 goals at 7 times (84 total) • Only gets 5 times (60 total) • Only gets 2 times (24 total)

  13. Score Troubleshooting • Not Tested option- for when the student doesn’t receive a score for the entire day (is absent, on a field trip, etc) • Ignored option- for when a student receives a score but you don’t want to use it to calculate an average (when there is a sub) • Don’t give a Zero for the day if student doesn’t return the WPR • Give the baseline of 40 or “Not Tested” • Stay consistent

  14. Family Connection • Ensure families understand this is not a punishment • Ensure families understand what scores mean • Students progress should be communicated with home • Can send home WPR weekly • Can send home weekly scores (totals or averages) • Can send home a summary in words • Communication home should be positive • not punitive at school or at home

  15. Copies of WPR • One stays on file, one home, one to data coordinator, others…. • Create WPR on triplicate forms • Make copies of completed WPR at end of day • Create a WPR summary sheet

  16. Acknowledgement • Create an acknowledgement system for students bringing back completed WPR • Fade away regular acknowledgement • Create an acknowledgement system for earning an 80% on the WPR daily • High five, computer time, homework pass, phone call home, time with friends, etc • Are you more likely to lose weight if you create an incentive for yourself?

  17. Student Goals • Each week students select an individual goal • Based on topics of the week • Students monitor their weekly goals • Give themselves a score (1,2,3) • Reflect on one area of goal they were successful with and one area of the goal they struggled with • Discussions held during SAIG session

  18. How to use EXCEED in your implementation of Tier 2/ SAIG Exceed

  19. Progress Monitoring Use EXCEED • Create intervention plans, goals, and individual interventions • Input WPR data points • Creates graphs of data for progress monitoring • Can be viewed by all interested staff members • Reports run in Data Warehouse

  20. Progress Monitoring • Not just used to store data • Data should be up-to-date • Reviewed regularly • Used to make decisions • Is stored from year to year for reference

  21. Exceed Logging In: • Go to apps page • Exceed RtI • Click the Blue A • Help files under the Red H • Log in with MPS Credentials • Will see this:

  22. Creating a plan • There is a CICO, SAIG, FBA, Wraparound, and RENEW template • Select HS SAIG • A Plan has 4 tabs to be completed • Can adjust start and end date • Plans must be ended

  23. Entering Scores • There are two ways to enter scores • Individually by student • Individually for whole group on one screen • Look over each method and see what works best for you • Can calculate the percentage for you • Narrative Option

  24. Viewing Scores

  25. Viewing Students • Coordinator Page • See all students with data, and data trends • Search (coordinator page) • Can search by grade level and gender • Can also search by all students with an intervention

  26. Exceed Data in Data Warehouse • Easier to see data in number format • No graphs (only in Exceed) • DW Reporting • Folder: Response to Intervention • School Intervention Summary • Enter School Code, Year, Active or Inactive plans, Run Query

  27. Student ID and Name • Can click to get Student Profile) • Responsible Staff • Intervention Name • Start and Targeted End Date (in yellow is past due) • # of Days Lapsed (# of school days since plan started) • Actual # of Scores (how many scores have been uploaded) • Average Score • Last Score Date (red if over 10 school days) • # of scores above 80 (80 is our goal)

  28. Exceed Help • Video available online: • http://www5.milwaukee.k12.wi.us/dept/rti/exceed-help-page/ • Help Documents: • http://www5.milwaukee.k12.wi.us/dept/rti/exceed-help-documents/ • Email your External Coach or Jon Jagemann

  29. Tricks • Start plans when you have data • If behavior doesn’t appear when creating a plan, student already has a behavior plan • End plans • Monitor Plans • Scores should be updated regularly so you can progress monitor • Create a system • Directly on computer/ Exceed • WPR Summary Sheet

  30. Organizing Data (before putting on Exceed) • WPR Summary Sheet • Data sorted by date • All that is needed to enter on Exceed is total score for the day • Who is your data entry team member?

  31. Help Me!!!! • Apps page- press red H for help files • RtI Webpage/ Facilitators/ Professional Development • Speak with Coach • Email Jon Jagemann • jagemaj@ • Call- 475-8645 (office) or 339-8434 (cell) • Practice, Practice, Practice • Patience, Patience, Patience

  32. Metaphor of Losing Weight • Goal to lose weight • Progress Monitor is a scale • Structure is buying some equipment, posting a schedule, shopping healthy • The intervention is actually eating healthy and working out • Goal to improve behaviors • Progress Monitor is the WPR • Structure is finding a coordinator, finding time, meeting with the student • The intervention is the relationship/ interaction between student and teacher

  33. Any Questions?

  34. Progress Monitoring and Exceed MPS Board of School Directors Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Gregory E. Thornton, Ed.D., Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Services Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Denise Callaway,Executive Director, Community Engagement Patricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives

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