Bell Ringer
• Review 2015-16 District Installation
Checklist within MIDATA and update
status of any incomplete items
• Create action items to address any items
that are not yet completed
1
District Fall Data Review Year 1
Fall 2016
miblsi.org
Group Expectations
Be Responsible
Attend to the “Come back together” signal
Active participation…Please ask questions
Be Respectful
Please allow others to listen
Please turn off cell phones and pagers
Please limit sidebar conversations
Share “air time”
Please refrain from email and Internet browsing
Be Safe
Take care of your own needs
3
Getting Ready for Today
Take a moment to identify the following roles for today’s
training:
• Facilitator
• Action Plan Recorder
• MTSS Implementation Plan Recorder
• Accomplishment Recorder
• Timekeeper
It will be helpful for the recorders to have access to
someone’s computer
4
Supporting Communication
5
Purpose
To determine district supports for implementing
MTSS with fidelity at the district and school level
with a focus on efficiency, effectiveness, and
durability.
6
Intended Outcomes
By the end of this session, DITs will:
• Analyze current district-wide data
• Identify and summarize accomplishments
• Refine the district MTSS Implementation Plan
7
Timeline of Data Reviews
Fall 2016------------Winter 2017--------Spring 2017---
ISD &
District
District
Check
In
School
Data
Review
Cycle
School
Data
Review
Cycle
ISD &
District
1. Coaching Support Session
=
2. School Level Data Review
8
School
Data
Review
Cycle
Agenda
1.0 Gather
2.0 Study
3.0 Plan
4.0 Do
9
1.0 Gather
10
In this module, we will…
• Review assessments utilized in data review
• Review MIDATA district dashboard
• Summarize the Context of MTSS professional
learning this year
11
Recall the Focus of Data Review
Student Outcome Data:
Meeting educational goals and objectives
Fidelity Data:
Extent that implementation occurs as intended
Capacity Data:
The ability or power to do
Reach Data:
Extend the range of contact and influence
12
Your Turn
• Individually review the MTSS Assessments at
a Glance document and highlight the
measures you are not familiar with:
• Are there measures that no one on our team is
familiar with?
• These are measures that you may need to ask
follow up questions about or seek additional
support from you trainer regarding data
interpretation
13
Planning for Data Collection
• In order to maximize the quality of the data
reviews we need to ensure accurate and timely
data collection and decision making
• Your elementary schools will be introduced to the
“Reading Assessment System” document during
Tier 1 Reading Systems training this fall
• The purpose is to ensure the timely, efficient, and
accurate collection and use of DIBELS Next data
14
Reading Assessment System Document
• There are some decisions that the district
needs to make to standardize the process
before the schools address contextualizing
the implementation
• Your DIT will need to review the document
and determine who will make the district
decisions prior to the Tier 1 Elementary
Reading Systems training coming up this fall
(decisions needed by end of September)
15
SWPBIS Assessment System Document
• There is also a SWPBIS Assessment System
document that will support the collection of
data related to Tier 1 SWPBIS
• Elementary schools and secondary schools
that participated in the SWPBIS or PSC
trainings last year will need this document at
the start of the school year
16
Activity
• Determine who will be responsible for
identifying the district decisions for the
Reading Assessment System document
and the SWPBIS Assessment System
document
• Timeline for completion:
Reading Assessment System – end of
September
• SWPBIS Assessment System – early September
•
17
Recall: MIBLSI’s Database - MIDATA
• MIBLSI’s primary system used for housing
data, training records, and personnel records
• Provides dashboards and reports that are
available to schools, districts, and ISDs for
data review
• Used for project-level problem solving and
reporting
18
Unique Features of MIDATA
•
Dashboards and reports are designed for alignment with
MIBLSI’s data review process at the school, district, and
ISD levels
•
A place to enter and analyze capacity and fidelity data
not hosted in any other system
•
A single point of data entry (school-level) that
aggregates data up to the district, ISD, and state levels
•
Based on principles for effective display of data and
information processing, combined with repeated cycles
of usability testing
19
Why a Dashboard?
“A dashboard is a visual display of the most
important information needed to achieve one or
more objectives consolidated on a single screen
so it can be monitored and understood at a
glance”
Stephen Few
20
Components of the District Dashboard
•
•
•
•
•
Reach Tab
•
Percentage of schools at each stage of
implementation
Outcomes Tabs
•
Student Outcome Data for Reading/Engagement and
Behavior
Fidelity Tabs
•
Reading and Behavior Fidelity Data
Capacity Data Tab
•
District Capacity Assessment (DCA)
Context Tab
•
Upcoming trainings
•
Implementation Team Members
21
Introducing Your District Dashboard!!!
Your Dashboard will always
open to the Reach Tab
There are
multiple
tabs on
your
District
Dashboard
23
District Dashboard
• When we put it all on one screen it can be
really exciting and maybe a little much all at
once
• The good news… we have a wealth of data to
inform our problem solving and action
planning and you won’t see it all at once
• And we will walk you through each tab as it
relates to the data review questions!
24
Setting the Stage for the Work That’s
Already Happening: Context Tab
25
Activity
With an elbow partner:
• Review the Context Tab of your Dashboard
As a team:
• Review the list of District Implementation Team
members and determine if any updates are needed to
reflect your team membership
• Create a brief summary of the plan for professional
learning for the current school year that could be shared
in a communication update
26
2.0 Study
27
In This Module We Will Answer Two Key
Questions For District Data Review
1. Where are we heading with our MTSS work?
2. How close are we to getting there?
3. Will our current work get us there in the
designated timeframes and address any
barriers related to MTSS?
28
Recall…
Sustainability and Durability are the goal
•
Sustainability: MTSS is embedded into standard
practice and is a part of the fabric of the district
•
Durability: MTSS is sustainable and it withstands
the test of time
29
Recall: MTSS Implementation Plan
• Reach objective
• Capacity objective
• Fidelity and outcome
objectives for PBIS
30
Student Outcome Data
• Measured Through:
•
DIBELS Next
•
Early Warning Indicators (EWI)
•
Discipline Referrals
•
Student Risk Screening Scale (SRSS)
31
Fidelity Data
• Measured Through:
•
School-wide PBIS Tiered Fidelity Inventory
•
Reading Tiered Fidelity Inventory
(Elementary and Secondary-Level Editions)
32
Where are We Heading with our MTSS work?
Your Objectives tell you what you are aiming
for with this work
Example Reading Outcome & Fidelity Objective:
75% of schools will implement Tier 1 of Schoolwide Reading Model with fidelity, as measured by
a score of 80% or higher on the Reading TFI, by
Spring of 2018. This implementation will result in
at least 80% of students at or above benchmark
on DIBELS Next measures.
33
Where’s The Data?
• Some of your schools worked on installing
SWPBIS last winter/spring with a kick-off this fall
• At this point we have not collected sufficient
fidelity or outcome data for data review and
action planning
• In the winter your school teams will be entering
into the data review cycle and when you come to
the District Mid-Year Data Review there will be
fidelity and outcome data from your schools
34
Activity
• Review the fidelity and student outcome
objective for behavior developed lasy year
during DIT trainings and determine if it
needs to be updated
• Develop a fidelity and outcome objective
for reading (elementary)
• Develop a fidelity and outcome objective
for engagement (secondary)
35
Pause for Communication
• Up to this point, your team has:
•
Created a summary of the professional learning
occurring in your district this year
• Reviewed (and possibly revised) the objective for
fidelity & outcomes related to SWPBIS
• Developed the objectives for fidelity & outcomes
related to reading & engagement
• Your next step is to organize your
communication around these topics in your
MTSS Communication Update
36
Your Turn
Record the following information on your
MTSS communication update:
•
Summary of the professional learning occurring
in your district this year
• Objective for fidelity & outcomes related to
SWPBIS
• Objectives for fidelity & outcomes related to
reading & engagement
37
Capacity Data
• Capacity is related to the systems, activities,
and resources that are necessary for
successful adoption and durable and
sustainable use of MTSS
• It is measured through the District Capacity
Assessment (DCA)
38
Structure for Examining Your Dashboard
• Start with your Capacity objective
• Review where you were last Winter compared
to where you are now on the DCA
• Update your MTSS Implementation Plan to
include today’s date and the progress towards
your Capacity objective
• Review and update status of your activities in
your plan related to capacity
• Make note of your accomplishments
39
Your Turn
•
Review the Capacity Tab on your dashboard and the
Capacity objective in your MTSS Implementation
Plan
•
Make note of your progress towards the Capacity
objective (be sure to record today’s date with your
update)
•
Review the existing activities in your plan related to
capacity and update their status
•
Make note of your Accomplishments related to
Capacity
40
Generating DCA Items Report
• Click on Data Entry
• Type in your District Name and select the
District from the dropdown menu
• Click Select
• Click on District Capacity Assessment
• Click on Print next to the most recent DCA
administration date
• At the top of the screen select PDF as the
format and click on Export
41
Take a Closer Look at DCA Results
•
•
We’ve created a listing of
the DCA items in order of
priority
District Capacity Assessment (DCA)
Items Priority List
· Note: Items 7 and 20 are items that should be routinely reviewed and
considered as they impact the other DCA items.
Use this document along
with your DCA Items
Report and the notes
from your most recent
DCA administration to
assist your team in
prioritizing where your
activities will target
42
1.
There is a District Implementation Team (DIT) to support implementation of
Effective Innovations (EI)
2.
DIT includes someone with executive leadership authority
3.
DIT includes an identified coordinator (or coordinators)
4.
DIT uses an effective team meeting process
21.
Staff members selected to implement or support the EI have a plan to
continuously strengthen skills
24.
DIT uses a coaching service delivery plan
10.
District utilizes a communication plan
11.
District uses a process for addressing internal barriers
12.
District uses a process to report policy relevant information to outside
entities
6.
District documents how current EIs link together
5.
District outlines a formal procedure for selecting EIs through the use of
guidance documents
8.
District has an implementation plan for the EI
17.
Building Implementation Teams (BITs) are developed and functioning to
support implementation of EIs
13.
DIT supports the use of a fidelity measure for implementation of the EI
14.
DIT has access to data for the EI
15.
DIT has a process for using data for decision making
18.
BIT implementation plans are linked to district improvement plan
19.
BITs have a process for using data for decision making
26.
Staff performance feedback is on-going
9.
DIT actively monitors the implementation of the plan
22.
DIT secures training on the EI for all district/school personnel and
stakeholders
23.
DIT uses training effectiveness data
25.
DIT uses coaching effectiveness data
16.
District provides a status report on the EI to the school board
43
State-wide DCA Data
Item #24: DIT uses a coaching service delivery
plan
• During the District Check-In in December we
will focus on the Coaching System needed to
support coaches and the development of
coaching service delivery plans
• Hold off on planning around this item until
then
44
DCA Items 14 & 15
• Good News!
• The school-level and district-level data reviews
that are beginning this year will explicitly address
these items
• Item 14: Your District Dashboard in MIDATA will
provide you with access to the data for the EI of
integrated reading and behavior MTSS
• Item 15: We provide you with a process for
reviewing and acting upon the data through the
data review
45
Your Turn
•
Generate the DCA Items Report and examine it and the
priorities list provided in your workbook along with any
notes taken during the DCA Administration
•
Start at the top of the priorities list and identify the top
two to three items that your team should focus on for
planning
•
Consider what’s currently in your plan to address these
items
•
Identify any additional activities that might enhance your
progress related to the priority items and record these on
your chart paper under the heading Capacity
46
Reach Data
• Knowing which Stage of Implementation each
school is in will allow the district to focus on
sustainability and durability by:
•
Matching supports and resources to the stage
•
Planning for how to continue to expand the reach
of MTSS across your district
47
Considerations When Studying Reach Data
• Scope of the work related to Reach goes beyond
schools already in Installation and Initial
Implementation
• Your work needs to also take into consideration the
schools in Pre-Exploration and Exploration/Adoption
Stages of Implementation
• While MIDATA is set up to measure Reach in a
linear fashion, actual implementation is recursive
and a school in one stage may actually need
supports typically provided in an earlier stage
48
Your Turn
•
Navigate to your Reach Tab
•
Review your Reach Objective in your MTSS
Implementation Plan
•
Make note of your progress towards the objective in
your MTSS Implementation Plan
•
Make note of any accomplishments that can be
shared in your MTSS Update
•
Spend 5 minutes generating possible modifications
or additions to your current activities related to
Reach and record these on the chart paper
49
Readiness Activities
•
Recall: role of the DIT is to prepare school staff for the
upcoming work related to behavior and reading
•
Last Year:
•
•
Schools that entered into SWPBIS or PSC were to
complete the SWPBIS Readiness activity prior to trainings
This year:
•
•
Schools will need to complete the Reading Readiness
activity this fall (if they have not already done so):
•
Elementary: SBRR Readiness activity
•
Secondary: SCAR Readiness activity
Schools entering into SWPBIS or PSC need to complete
the SWPBIS Readiness activity by December
50
Readiness Activities Continued
• Some schools will need to determine who will
attend the Tier 2 Behavior Supports training
that will occur this coming Winter
•
There is a resource in your workbook that outlines
the information that needs to be communicated to
the School Leadership Teams
51
Activity
• Review the summary of professional
learning occurring in your district this year
to determine which schools need to focus
on which readiness activities
• Use your linking communication protocol
from the DIT to the School Leadership
Team to plan your communication
regarding the readiness activities
52
Pause for Communication
• Since you last worked on your communication
update, your team has:
•
Reviewed progress towards Capacity and Reach
objectives
•
Identified accomplishments related to Capacity
and Reach
• Your next step is to organize your
communication around these topics in your
MTSS Communication Update
53
Your Turn
• Record the following information on your
MTSS communication update:
•
Progress towards Capacity and Reach
objectives
•
Accomplishments related to Capacity and
Reach
54
3.0 Plan
55
In this module we will…
• Review existing activities within the MTSS
Implementation Plan
• Determine what needs to be updated or
added to the MTSS Implementation Plan
• Prioritize your work for the first half of the
current school year
56
Key Questions for District Data Review
1. Where are we heading with our MTSS work?
2. How close are we to getting there?
3. Will our current work get us there in the
designated timeframes and address any
barriers related to MTSS?
57
Next Steps with Your Plan
At this point you should have:
•
Understanding of the trainings scheduled for the
current school year
•
Existing activities previously written into your
MTSS Implementation Plan
•
Multiple potential activities generated on chart
paper from earlier today when you studied your
data
58
Now’s the Time to Get to Planning!
• For everything listed on our chart papers, we
will engage in the “list, cross-out, connect and
number” activity
• The end result will be identifying activities that
your team is committed to completing during
the current school year to move your district
closer to achieving the objectives in your plan
59
List, Cross-Out, Connect & Number
List:
• You have existing activities in your plan
• You have a list of potential activities on chart paper
Cross Out:
• Cross out any existing or potential activities that no longer fit
your context or are not realistic, manageable and doable
Connect:
• Logically group any ideas that go together (from existing
activities and the chart papers)
Number:
• Prioritize the remaining activities
60
Activity
•
Review the existing activities related to Capacity in your
plan along with the ideas listed under reach on the chart
paper
• Cross out any existing or potential activities that no
longer fit your context or are not realistic, manageable,
and doable
• Record any barriers that come up and need to be
communicated to the ISD
• Connect any remaining activities that go together
• Repeat for Reach – connecting activities across sheets
as needed
61
Time to Prioritize
• You’ll need to come to consensus regarding
which items will become the first priorities
within your MTSS Implementation Plan
• Consider activities that can be rapidly
accomplished (e.g., quick wins) or activities
that, with disciplined attention and focus, will
result in significant gains in the long term
62
Your Turn
• Use the “Hot Dot” voting process described in
your participant workbook
• Identify the top 2 or 3 priorities to focus on
during the first half of the current school year
• Set the timelines for completing these activities
during the first half of the school year
• Be sure these show up in your District MTSS
Implementation Plan
63
4.0 Do
64
In this module we will…
• Plan for communication around MTSS
• Review data coordination capacity within your
district and add to your plan as necessary
• Review next steps for your team
65
MTSS Communication Update
• Throughout today’s session you’ve been
working on an MTSS Update as a way to
communicate the work of MTSS across your
district
• In a moment you will have time to further
refine your MTSS Update
• As you are finishing up your MTSS Update,
consider how you might use it to gather
feedback from others within your district
66
Your Turn
•
Develop a clear shared understanding as a team of how
you are going to use the “MTSS Update” you’ve worked
on today
•
Ensure all communication items that were captured
throughout the day have been discussed and everyone is
clear about the next steps and that those next steps are
recording on an action plan
•
Use your Linking Communication Protocols to determine
if there are additional topics to add to your update and
determine when and how the information will be
disseminated
67
Data Coordination Functions
• Individuals with deep knowledge of the measure(s)
in order to:
•
•
•
•
•
Provide initial training to staff on accurate administration,
scoring, data entry, report generation, and data
interpretation
Provide ongoing refresher trainings to staff
Support account/system set up and maintenance
Conduct data accuracy checks
Help school and district staff connect data analysis to
instructional decisions at the following levels: classroom,
grade, school, district
68
Data Coordination Roles
Ideal Number of
Coordinators
Coordinator
School-wide Information System
(SWIS) Facilitator
Required
Endorsement
One per District
Endorsed by
PBISApps
PBIS Assessment Coordinator
At Least One per
District
Endorsed by
PBISApps
Early Warning System (EWS)
Coordinator
One per District
Endorsed by
MIBLSI
At Least One District
Endorsed by
MIBLSI
One – Two per District
Endorsed by
MIBLSI
Student Risk Screening Scale (SRSS)
Coordinator
Reading Tiered Fidelity Inventory
Facilitator
DIBELS Next Mentor
DMG Recommends
One per School
69
Endorsed by DMG
Training Topic
SWPBIS
PSC
DIBELS Next Data
Interpretation
Data Coordination Needs
SWIS Facilitator
PBIS Assessment Coordinator
SWIS Facilitator
PBIS Assessment Coordinator
EWS Coordinator
DIBELS Next Mentor
Tier 1 Elementary Reading
Systems
Reading Tiered Fidelity Inventory
Facilitator
Tier 1 Secondary Content
Area Reading
Tier 2 Behavior Supports
Reading Tiered Fidelity Inventory
Facilitator
Student Risk Screening Scale
Coordinator
Context Tab
71
Activity
• Review your district’s existing capacity for
various data coordination functions on the
Context Tab
• Consider what trainings will be taking place this
year (Context Tab)
• Identify what additional data coordination
capacity your district will need to support
upcoming and future trainings
• Plan for redundancy in case of job turn over
72
Next Steps for Your DIT
• Continue to meet monthly
• Monitor progress of your activities in your
District MTSS Implementation Plan
• Distribute your MTSS Update
• Communicate any identified
accomplishments and barriers to your
executive leadership team
73
Next Steps for Your DIT Continued
• Determine what supports you will need
from your ISD to help with your MTSS
efforts (e.g., address barriers)
• Ensure your linking communication
protocols are being used to facilitate twoway communication around MTSS efforts
74
Lunch Activity
• Use the directions at the back of your
participant workbook to update MIDATA
records to reflect any changes in your DIT
membership
75
End of Day Evaluation
miblsi.org
2-Part Evaluation
• Retrospective Self Assessment
• Feedback on the Session
. . . both using the responders
77
Rate your knowledge / skills / competence
for the following items at the end of this
training.
78
Scale for the Retrospective Self
Assessment Questions
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
79
1. I can articulate the four types of data
that are a part of the district data review.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
80
2. I can summarize our district’s progress
towards our Capacity and Reach
objectives.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
81
Rate your knowledge / skills / competence
for the following items at the start of this
training.
82
1. I could articulate the four types of data
that are a part of the district data review.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
83
2. I could summarize our district’s
progress towards our Capacity and
Reach objectives.
4: I am confident that I know it and I can apply it
to my context.
3: I am confident that I know it, but am unclear
on how to apply it to my context.
2: I need more information and examples to
know it better.
1: I have more questions than answers.
84
Feedback on the
Session
85
1. Today’s learning was a valuable
use of my time.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
86
2. I am leaving with tools and strategies to
successfully complete the next steps
(assignments, communication, activities)
that were identified in today’s session.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
87
3. The content included clearly defined
outcomes for the day.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
88
4. The content and activities are well
aligned with the goals and priorities of
my District.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
89
5. The trainer(s) presented the content in
such a way that promoted active
engagement, opportunities for
processing, and time for participants to
work together.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
90
6. The pacing and amount of material
presented were appropriate for the time
allocated.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
91
7. The materials for the day facilitated my
learning.
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
92
8. The training space was acceptable for
learning (comfortable temperature, good
working space, functional technology).
4: Strongly Agree
3: Agree
2: Disagree
1: Strongly Disagree
93
Please also take a moment to provide
written feedback. Forms are provided at
the back of your workbook.
• The most valuable part of this planning
session was. . .
• This planning session could be improved if. .
.
94
95