1. Welcome Oregon Scaling-up EBISS The District Data Team Meeting Blending Behavioral and Academic Multi-tiered Systems of Support Oregon

2. Kathleen Ryan Jackson, D. Ed. kmj@uoregon.edu Erin A. Chaparro, Ph.D. echaparr@uoregon.edu Oregon Scaling-Up EBISS Blog http://blogs.uoregon.edu/oregonscalingupebissblog/ Please contact Erin Chaparro if you encounter problems assessing the Blog

3. Knowledge Check What are some of the key activities teams engage in when applying the PIP PEP improvement cycle? What implementation drivers will a district data team integrate?

4. The District Data Team Purpose: To provide the rationale and structure for effective data team meetings at the district level. Learning Objective: Understand the roles and responsibilities of the district data teams Understand the roles and responsibilities of school leaders in the district data team process Outcome Walk away with tools and strategies that you can immediately put into practice

5. The Relationship: Behavior & Literacy McIntosh, Chard, Boland & Horner (2006) Difference in mean ODRs per year for students scoring above (n = 152) and below (n = 68) the DIBELS Phoneme Segmentation Fluency (PSF) benchmark in spring of kindergarten.

6. District Implementation Team (DIT) EBISS Teaming Framework

7. Identifying the Right Data

8. Do we have an achievement gap? What does our district-wide multi-year data tell us?

9. Discipline and ELA by Sub-Group Suspensions and or Percent of Office Discipline Referrals (ODR)

10. Early Warning System: A-B-C

11. On Track for Success Early Warning System http://new.every1graduates.org/wp- content/uploads/2012/03/on_track_for_succe ss.pdf

12. Problem and Desired Outcome Problem Statement: Fewer than 80% of all our students are meeting the new state standards in reading at the elementary level: Only 60% of economically disadvantaged, 40% of students with disabilities, and 24% of students who are ELLs. Desired Outcome: The DIT will support each school to engage the organization drivers (Systems Interventions and Decision Support Data Systems) to identify gaps in each schools achievement and gaps and overlaps in practices. With this information each school will develop a strategic plan for improvement. Policy will be developed to enable practice (PEP) and schools practice will inform policy (PIP).

14. Building Implementation Team

15. Elementary School Comparison Behavior and Literacy Benchmark Data Aggregate of all 4 schools What does the disaggregate data from our 4 schools tell us?

16. How are we doing? Are students making adequate growth? Adequate Progress Goals: Which students in each grade, by demographic group are making adequate progress (e.g., fall to winter or winter to spring)? MiddleBeginning End How many students started at Benchmark in the fall and were Benchmark in the winter? How many students started at Strategic in the fall and were Benchmark in the winter? How many students started at Intensive in the fall and were at Strategic or Benchmark in the winter? 16

17. Is Every School Making Adequate Progress?

18. Asking the Right Questions

19. School-Wide Data Questions 1.Is our core (reading and behavior) program sufficient for most students? a)Review and analyze benchmark screening data (DIBELS or ESYCBM and ODRs) and ask Percentage of students at low risk, some risk and at-risk levels Percentages compared to previous years, earlier in the year Percentages of student movement between levels 2. What instructional adjustments are needed to improve the health of the core? If the percentage of students in tier 1 is below 80%, what are the common instructional needs of the students in this grade level? Establish an end of the year goal of percentages in each tier (i.e. Tier 1 to 80%, Tier 2 to 15%, maintain Tier 3 at 5%).

20. District Data Team Toolkit Clarifying Questions What are the characteristics and performance levels of students with high absence rates? – What is the relationship between absenteeism and performance on state assessment? – Which subgroups and grade levels have the highest absence rates? The lowest? http://www.doe.mass.edu/apa/ucd/ddtt/toolkit.pdf

21. Existing ResourcesNeeded Support Evidence Based Core Reading Program DIBELS: screening and progress monitoring system Training to implement core in all classrooms with fidelity, and a coaching system to support effective practice Training for administration to model effective use of data for problem solving and action planning at all data team meetings

22. 1.Identify desired outcome 2.Brainstorm solutions 3.Develop a A Fidelity of Implementation Plan WhoWhatWhen & Evidence Key Leadership identified to develop a DLIT exploration team Board member Superintendent Principals Coaches or teacher leaders 1. School visits to gain knowledge of school practices and challenges Is core used in all classrooms Is core used with fidelity Do all students have access to core 2. Disseminate staff survey to identify the skills they have/need 3. Assemble data and enter into problem solving and solution development for the 2014/2015 school year 1. Begin: April 30, 2014 End: May 1, 2014 Evidence: Walkthrough data 2. Begin May 1, 2014 End May 15, 2014 Evidence: Survey data 3. Complete by June 30, 2014 Evidence: Easy to read report

23. PIP PEP Cycle (Fixsen & Blaze, 2008) 1. Practice Informs Policy BLT(s) in place Decision Support Data Systems – Valid and reliable data and asking the right questions Systems Interventions – Walkthrough & Performance Assessment System in Place Facilitative Administration – Develops Competency through training, coaching, and selection 2.Policy Enables Practice DLT in place Policy responds to the needs in schools – Resources and support for continuous development of staff skill to meet district and school goals

24. © Fixsen & Blase, 2009 Performance Assessment (Fidelity) Coaching Training Selection Competency Systems Intervention Facilitative Administration Decision Support Data Systems Organization Leadership Implementation Drivers 24

25. The Data Informed District (Wayman, Cho, & Johnson, 2007) Transparency Schools are not completely comfortable with district dissemination of data or with their own ability to draw meaning from the data. Vigilant attention to the implementation and maintenance of a healthy data initiative that reaches every corner of the district.

27. Knowledge Check 1.PIP PEP Activities PIP: Practice Informs Policy: BLT in place Valid and reliable data to answer the right questions Walkthrough & Performance Assessment System in Place PEP: Policy Enables Practice: DLT in place Resources and support focus on the continuous development of staff skill 2. District data team meetings will integrate… All implementation drivers

28. References District Data Team Toolkit (2014). Massachusetts Department of Education. http://www.doe.mass.edu/apa/ucd/ddtt/toolkit.pdf http://www.doe.mass.edu/apa/ucd/ddtt/toolkit.pdf Wayman, J. C., Cho, V., & Johnston, M. T. (2007). The data- informed district: A district-wide evaluation of data use in the Natrona County School District. Austin: The University of Texas.

29. Thank You Kathleen Ryan Jackson, D. Ed. kmj@uoregon.edu Erin A. Chaparro, Ph.D. echaparr@uoregon.edu