Parkview Elementary School Jaime Harris Karen Strandt-Conroy USE OF INTEGRATED DATA TO MAKE DECISIONS WI PBIS LEADERSHIP CONFERENCE 2015 Parkview Elementary.
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Parkview Elementary School
Ja ime Harr isKaren Strandt-Conroy
USE OF INTEGRATED
DATA TO MAKE DECISIONS
WI PBIS LEADERSHIP CONFERENCE 2015
LEARNING OBJECTIVES
● Increase understanding of use of data in RtI and Multi-Level System of Supports● Data Analysis Teaming (DAT)● Organized data leads to efficiency in making
decisions ● Data, Problem Analysis, Interventions
● Shared experiences● Our journey● Your take-aways
DAT ASSUMPTIONS
● Teams work together to access and analyze student data and set measurable goals
● The make-up of your team is critical● Be prepared
o Tie the DAT to your school/district goals/initiatives
o Use same framework and take notes on form
WHERE WE STARTED...
● Researched best practices with DAT (2008)-Joseph Kovaleski & SIRFhttp://www.rtinetwork.org/essential/assessment/data-based/teamprocess
● Grade-level meetings (2011-12)o 3 times a yearo grade-level teachers, principal, specialist, psycho Came to meetings without discussing data as a
leadership team o Data in excel and in AIMSweb
WE STARTED TO LEARN...
● Began designating current teaching staff to become specialists in various areas (math, reading, behavior)
● Formed a School Improvement PLC● Making the DAT and outcomes part of
action plan● Met before DAT● Began showing videos to help us
reflect http://rtc.umn.edu/rtcmedia/responsetointervention/
HOW WE GOT BETTER...
● Create agendas● Use of eduCLIMBER● Integrate academics and behavior ● Whole day meeting twice a year;
half day in winter● Create a visual representation of
how state requirements, district mission and building goals are all tied together
UNIVERSAL DATA (SLOS)
1. Start your DAT looking at grade charts following the closing of screening window
2. Create/Review Principal SLO (Fall)o This helps model the process and what they will do to
help the school
3. Create Coaching/Interventionist SLO4. Go to Reading/Math Classes and
have teachers make their SLOs
INTENSIVE INTERVENTIONS (TIER 3)
● Start by identifying students based on the data with names covered up.
● Then ensure that most intense students have an intervention plano Sometimes staff have a hard time moving on until
you address the most challenging students● Determine who needs what and with who?
o Create intervention plano Intensive students receive small
group/individualized intervention daily with specialist
o Interventions must match the student need
TARGETED INTERVENTION (TIER 2)
● This should stay as a small group● Determine who needs what and with
who? o Create intervention plano Targeted students receive small
group/individualized intervention three times a week with classroom teacher
REVIEW SLOS, STRATEGIES & LOGISTICS
● Review all SLOs-including special education and interventionist (reminding how SLOs will address the needs of all students
● Review the Strategies (what they’re going to do) and Logistics (what they need so they can do it)
IDENTIFYING STUDENTS FOR BEHAVIORAL INTERVENTION
● Consider administering behavioral screeners
● Identify students based on agreed upon thresholdso We use minors and problem-solving incidents● Determine appropriate interventions
using Student Intervention Matching checklist
INTERVENTION DAT MEETINGS
● Eliminates problem-solving meetings
● Discuss progress on each student systematically and take notes
● Spend no more than 20 minutes per studento Usually from 2-10 minutes especially
when progress is evidento Is the student making progress?o If not, why? (treatment integrity/fidelity)o Should we continue intervention or make changes?
WALK-AWAY TIPS FOR DAT
● Administrator must lead!● Admin, specialists, psych sometimes
assume responsibility if progress isn’t evident● This shows that we’re working together and we make plans to
support the teacher based on the data
● Know your staff and how to address potential conflicts
● Some must-have resources● RTI Applications by Matt Burns-Volume 2 for Decision-Based
Making and Volume 1 for Interventions● PRESS intervention and assessment guides out Minnesota for
Reading Research
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