1. Middle School Training: Ensuring a Strong Foundation of Supports
100% Data Meetings
Moving from Where We Are to Where We Want to Be
Middle School Training: Ensuring a Strong Foundation of Supports
October 6, 2015
Problem Solving for Improved Student Outcomes

2. Data-Based Decision Making with Decision Rules
RTI Essential Components
Standards of
Practice
Data-Based Decision Making with Decision Rules
Training Coaching
Fidelity
SLD Decision Making
Progress Monitoring
Interventions
Early Warning System/Screening
Core: Coordinated Literacy
Leadership
Culture: High expectations for all student populations, belief that all student populations can learn, belief that the measurement of how well I teach is how well they learn
Leadership:
Teaming/DBDM: Disaggregate data,
Professional Learning & Support:d
Core: Sheltered instruction, implicit, opportunities to respond,
Teaming/Data-Based Decision Making
Professional Learning & Support
Culturally Responsive Practices
Culture
High Expectations
For ALL Student
Populations

3. 100% Meetings

4. RTI Team Structures Meetings Purpose Students Data 100% Meetings
Review effectiveness of tiered systems of support and make adjustments
ALL
Screening (CBM), Attendance, ODRs, SBAC
Group Intervention Review Meetings
To make changes for students in interventions
Some students
Progress monitoring (CBM)
Individual Problem Solving Meetings
To further intensify interventions for those in need
Few Students
Progress Monitoring (CBM)

5. Target
Build awareness around the critical features and process of 100% Meetings.

6. Why Look at ALL?

7. Forest or the Trees? vs 5% 10% 25% 85% 50%
The stronger the core programming the less support students will need through interventions.
Is this a whole “grade” level need or a some students need?

8. 100% Meetings Take Team Work

9. How do you begin this work? Installation Matrix

10. Installation Matrix: 100% Meetings

11. General Features Outcomes: Who:
Identify what literacy area needs enhancement AND develop a plan (with a goal).
Who:
Principal
Associate Principal
Counselor
Reading specialist
“Grade level team”
Could include SPED, ELL, School Psychologist

12. General Features
When:
2- 3 times a year
How Long:
1 hour

13. 100% Meetings PLCs Purpose Who is discussed? Who attends Frequency
Improve the instruction for the grade level
To ensure students have learned the content taught
Who is discussed?
“Grade” level or grade bands
(no students names)
“Grade” level classes (students)
Who attends
Grade level team
Principal
Literacy Specialist/Title I/Literacy Guru
Others as determined by Building Leadership Team
“Grade” level team and others as invited
Frequency
2 to 3 times a year (following Universal Screening)
Weekly/bi-weekly
Data
Attendance, ODRs, Course Performance, CBMs, SBAC
Common Formative Assessments
Outcomes
Professional development
“Grade” level agreements around instruction to reach grade level goals
Differentiated instruction within the classroom based on data

14. Installation Matrix: 100% Meetings

15. What data are reviewed? Essential questions EWS: Risk Factors
Attendance
Attendance data
Behavior
ODRs
Course Performance
Grades
Essential Skills
CBMs and/or SBAC
Essential questions
Is there a problem?
What is the problem?

16. Fall Data Essential questions Risk Category Data Source Attendance
Current Attendance
Behavior
Current ODRs
Course Performance
Spring grades
Essential Skills
Last year’s SBAC scores
Current CBM scores
Essential questions
Is there a problem?
What is the problem?

17. Risk Factors: Is there a problem?
School A
School B

18. How do you calculate risk factors?

19. Dig Deeper: ABCE’s What is the problem?

20. Prepare for the Meeting

21. Talk Time
Who will these meetings be organized in your district (by grade level?, by regions of the school?, whole school)?
When will they be held (early release, late start, staff meeting)?
Who will be responsible for having the data ready for the meeting?

22. Installation Matrix: 100% Meetings

23. Use a Protocol

24. 100% Meeting Process

25. Step 1: Problem Identification
What is the problem?
Improved Student Achievement

26. Step 1: Problem Identification
A problem is defined as a discrepancy between:
Where we want to be
Problem Definition
Using Data/Evidence
Sarah
Where we are

27. Is the “grade” level where we want them to be?
15%
35%
50% 5%
15%
At least 80%
Is it a whole “grade” level need or a some kids need?
Not sure how to fit the questions…. How do we answer this question for 100% meetings on this slide?
Where we are
Where we want to be

28. Step 1a: Problem Identification

29. Step 1b: Problem Identification

30. 1b: Develop a goal Look at your current reality.
What is an ambitious and attainable goal? 5%
15%
At least 80%

31. The Problem Solving Process
1. Problem Identification
Improved Student Achievement
2. Problem Analysis
Why is the problem occurring?

32. Step 2: Problem Analysis

33. What do we analyze?
Instruction-C
Behavior-B
Attendance-A

34. Why Focus on Instruction?
Teacher as an Activator
Teacher as a Facilitator

35. Problem Analysis Why is the problem happening?
Which area of instruction needs enhancement?
Explicit Vocabulary Instruction
Direct and explicit comprehension strategy instruction
Opportunities for extended discussion of text meaning and interpretation
Student motivation and engagement in literacy learning.

36. Step 2a: Problem Analysis

37. Resources
Walkthroughs
Proficiency assessments
CBMs
SBAC

38. Step 2b: Problem Analysis

39. Attendance/Behavior Adjustments
Are kids getting sick a lot?
IS PBIS being consistently implemented?
Are students connected to school?

40. Problem Analysis
How might your team go about selecting an area of instructional need? (e.g., processes, data, buy-in)
Explicit Vocabulary Instruction
Direct and explicit comprehension strategy instruction
Opportunities for extended discussion of text meaning and interpretation
Student motivation and engagement in literacy learning

41. Step 3: Plan Development
1. Problem Identification
Improved Student Achievement
2. Problem Analysis
What are we going to do about the problem?
3. Plan Development

42. Literacy Actions Steps and Goals

43. We need a system!

44. Step 3: Plan Identification
Make common agreements

45. Step 3a: Plan Identification
Make common agreements

46. I do
We do
Corrective Feedback
Active Participation
You do

47. Step 3a: Plan Identification
Make common agreements

49. Step 3a: Plan Identification
Make common agreements

50. Common Active Engagement Strategies
How we keep students involved
Oral Responses
Written Responses
Action Responses
How should we increase our active engagement of the priority skill need?

51. Importance of Active Engagement
How many times it takes to learn something new
Above Average Learner
Average Learner
Truly disabled student
Jo Robinson (2008)
4-14 times
times
times
Need 4 to 6 per minute. Study shows average in elementary is one every minute and a half.

52. Active Engagement Rates
Materials
Accuracy Rate
Opportunities to Respond (OTRs)
New Material
80%
4 to 6 per minute
Previously Learned Material
90%
8 to 12 per minute

54. Explicit Instruction with Active Participation

55. Guided Practice (We do) Corrective Feedback
Which Explicit Instruction and Active Participation Strategies Do You Notice?
Modeling (I do)
Guided Practice (We do)
Corrective Feedback
Independent Practice (You do)
Active Participation

56. Let’s Watch Anita!

57. What did you notice? Modeling (I do) Guided Practice (We do)
Corrective Feedback
Independent Practice (You do)
Active Participation

58. Step 3b: Plan Identification
Make common agreements

59. Do teachers have the skills to implement the changes?
Observe model lessons by Anita Archer videos and/or coach or peer
Conduct peer lesson observations
Visit high performing schools within the area
Discuss instructional highlights at staff meetings
Provide instructional coaching
Anita resources?

60. How do we ensure that we implement our plan?
Make it public
Revisit the agreements at regular PLC/PLT/SAT times
Principal Walkthroughs

61. Talk Time How do you support staff…
As they learn and increase the use of effective instruction and engagement strategies
What can you build on and what are your challenges?

62. Step 4: Plan Implementation & Evaluation
1. Problem Identification
How is it working?
Improved Student Achievement
4. Plan Implementation & Evaluation
2. Problem Analysis
3. Plan Development

63. 4: Plan Implementation & Evaluation
Did we improve?

64. Coordinated Literacy

65. 65% 50% Plan Evaluation 35% 25% 15% 10% Where we were Where we are now
Not sure how to fit the questions…. How do we answer this question for 100% meetings on this slide?
Where we were
Where we are now

66. Change is Messy

67. Even with experience

68. Common Instructional Strategies Environmental Strategies
Improving Your Core
Active Engagement
Common Instructional Strategies
Fidelity
Environmental Strategies

69. How do you begin this work? Installation Matrix