1. Onalaska Data Driven Leadership
Roger Fruit - Director of Instructional Services
Todd Antony - Principal

2. The School District of Onalaska
About us…
Onalaska is a community of 18,000 people in western Wisconsin - just north of La Crosse and right on the Mississippi River
District - 3,165 students in PK % F/R % Special Ed % EL - one high school, one middle school, three elementary schools
Irving Pertzsch students - 36% F/R % Special Ed % EL

3. At the Board of Education Level
Data is used to:
Monitor progress from a strategic perspective - (30,000 foot)
District Report Card
Strategic Plan Goals - District Dashboard
Growth as a Professional Learning Community

4. District Report Card At the Board level:
Celebrations - Our Board wants to celebrate with the schools and the community about evidence of achievement and improvement.
Greatest Area(s) of Concern: Our Board wants to see us address needs strategically through our school improvement processes.

5. School Report Cards At the Board level:
How individual school achievement factors contribute to the celebrations and the areas of greatest concern at the district level.

6. District Report Card The District Dashboard:
Monitoring what is most important!
For our Board…
College and Career Readiness
Ensuring that students are proficient and growing toward proficiency and beyond in ELA

7. Professional Learning Community Growth
At the Board level:
Celebrations and greatest areas of concern in building and maintaining an effective PLC culture.
Signaling professional development and capacity building in areas of greatest concern.

8. At the District Level Data is used to: Monitoring progress…
Monitoring progress toward strategic plan goals
Building and maintaining systems…
Strategic Assessment
Rtl Steering Committee – Academic and Behavior
Professional Learning Community Collaboration

9. At the District Level – Monitoring Progress
Reducing # of students Below Basic
Increasing # of students in Advanced Range

10. School District of Onalaska District Assessment Matrix 2016-17
At the District Level – Strategic Assessment
Our Assessment Matrix outlines all of the assessments that are given throughout the school year.
Fidelity checks are done annually to make sure assessments are giving us valid and reliable results.
We are constantly looking to see that the strategic assessments are giving us the information we need to start the conversations.
Classroom assessment results let us know if we are on the right track.
School District of Onalaska District Assessment Matrix

11. At the District Level – Data Decision-Making
RtI Steering – Setting System Parameters
When to…
Exit an intervention
Keep current intervention
Change to another Type 2 intervention OR layer current intervention with another Type 2 intervention
Refer student for special education evaluation
Special Factors Checklist for PLC Teams
Intervention Fidelity
Student Attendance
Student Engagement and Behavior
Universal Instruction
Language Differences
Cultural Factors
Parent Involvement

12. At the District Level – Rtl for Academic and Behavior
This document guides all users through our multi-level system of support.
Our Rtl Steering Team uses data to monitor student progress and fidelity to system decisions.
District ELA Interventions

13. PBIS Self Assessment Survey

14. Knowing Your Guiding Principles
Vision Driven: Every Student, Every Teacher, Every Day
Philosophy of Children:  Children do well if they can, not if they want to
Data starts the conversation but does not dictate the decisions
Honor the Art of Teaching
Honor the Whole Child
Honor your Allied Arts Programs
Champion an inclusion model

15. At the School Level Data is used for: School Learning Objective
PBIS Tier 2 Problem Solving Team Meetings
Individual Student Data from SWIS
Attendance
PBIS Implementation Data (SAS, BoQ, etc.)

16. School Learning Objective

17. PBIS Tier 2 Problem Solving Meetings - Attendance

18. PBIS Tier 2 Problem Solving Meetings – Individual PBIS

19. PBIS Self Assessment Survey Summary Results Fall 2016
PBIS Implementation Data
PBIS Self Assessment Survey Summary Results Fall 2016
Irving Pertzsch
School-wide System Subscale Report
School-wide System Implementation Average:  81% (Down 4 pts from fall 2015)
Area of Strength:  Expectations Defined
Greatest Area of Need:  Violations Systems
Total Score
Area of Strength:  Non-Classroom
Greatest Area of Need: Individual
Action Plan:  Looking further at the Individual scores, two questions rated equally high for not in place/need for improvement.  They are:
3. A behavior support team responds promptly (within 2 working days) to students who present chronic problem behaviors.
7. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies.
The second question has consistently been rated high for needing improvement.  The school will look at opportunities to share information on behavior initiatives such as Zones and look to partner with Chris Peterson on providing parenting information and resources through Love and Logic.

20. Grade Level/Department
Student Learning Objectives
Grade PBIS
Universal Screening
Scheduling Summit
WIN Time

21. PBIS Discussion Guide for Monthly Grade Level Meetings
Grade PBIS
PBIS Discussion Guide for Monthly Grade Level Meetings
Using the SWIS data report, discuss the following questions
How many referrals does our grade level have this month?
How does this compare to the previous month's data?
Are 80% or more of our students without a referral for the prior month?
If No, move to further analysis of the data
What are the most frequently referred problem behaviors this month?
What time of day are most referrals occurring?
What location(s) are most referrals coming from?
What is the most prevalent motivation identified on the referrals?
Prevention
How can we avoid the problem context
†Teaching
How can we define, teach, and monitor what we want?
Recognition
How can we build in systematic reward for desired behavior?
Extinction
How can we prevent problem behavior from being rewarded?
Consequences
What are efficient, consistent consequences for problem behavior?

22. Universal Screening

23. Every Student, Every Teacher, Every Day
Scheduling Summit
Every Student, Every Teacher, Every Day
IP Scheduling Summit Norms
We will all…
Celebrate our successes
Data starts the conversation but does not dictate the decisions
Stay positive and solution oriented
Express our thoughts/Take risks by sharing
Honor the decisions of the group (Use the Request for Problem Solving Team Meeting before any changes are made for students scoring below benchmark)
Objective:  To match resources of time, personnel and materials to identified student needs.  To move students from prescribed interventions to curricular specific skill deficits/enrichment.

24. Scheduling Summit (Continued)
Process:  
Analysis of Universal Assessment Data
Discuss students in current intervention groups using progress monitoring data, making decisions using the district RtI Decision Making Document
Discuss needs of students newly identified and place into appropriate intervention groups.
Identify and discuss how best to support students in the 90% and above.
Discuss how best to support students on grade level.

25. WIN Time

26. Student/Parent
Student Goal Setting
Progress Monitoring
Parent Teacher Conferences

27. Hopes and Dreams

28. Progress Monitoring

29. Parent Teacher Conferences

30. Next Steps PLC Guiding Coalition Consolidated Data Warehousing
Intervention Analysis
Curriculum/Core Instruction Audit