Elementary Level District Data Review: easycbm date: Team Members Present: Purpose of District Data Review



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When a system looks to accountability on the back end to support implementation, there likely was not enough done around capacity building on the front end. (Fullan, 2014)


Elementary Level District Data Review: easyCBM

Date:
Team Members Present:

Purpose of District Data Review: What can the district do to support implementation and have a stronger impact on student data?
Prerequisite:

  • DON’T FORGET TO DISAGGREGATE


Step 1: What are the needs?


Are we improving outcomes for our students?

Questions

Main Data Sources

Are all grade levels district wide making progress over time (what are the district data trends)?

Academic

  • Is the percentage of students at benchmark/low risk increasing?

  • Is the percentage of well below benchmark/high risk students decreasing?

Behavior

  • Is the percentage of students with referrals decreasing over time?




  • If good progress is occurring, maintain supports

  • If progress is insufficient, intensify supports

Academic

Universal Screeners

  • easyCBM: District tab: Grade/Measure Comparison

SBAC

Core program common assessments
Behavior

SWIS

  • Average referrals per day per month

Year End Report

Is there a need across the district or only in a few individual schools?

  • What is the percentage of schools meeting proficiency standards within the district?



Academic

Universal Screeners

  • easyCBM: District/School Comparison

SBAC

Core program common assessments

Behavior

SWIS

  • Average referrals per day per month

Year End Report

Is there a common instructional need (PA, Phonics, Fluency, Vocabulary, Comprehension) within a grade level across the district or only in a few schools?

Universal Screeners

Has there been improvement in the common instructional need(s) over time?


  • If good progress is occurring, maintain supports

  • If progress is insufficient, intensify supports

Universal Screeners

  • easyCBM: District Grade Measure Comparison

Is there a common environmental need across schools (school-wide, non-classroom settings, classroom, individual student) or across PBIS components (expectations define, taught, reinforced, and consequences, and decision making)?

PBIS

  • Self Assessment Survey (SAS)

School-wide Evaluation Tool

Reflection and Summary:



Step 2: Why is the problem happening? (Why aren’t more kids at benchmark?)


Curriculum

Questions

Things to Consider

How well does the district-adopted curriculum/curricula address the common instructional need(s)?


Examine scope & sequence

  • Sufficient skill coverage

  • Pace of skill introduction (too slow or too fast)

  • Number of skill introduction (too many or too few)

Have you established clear standards of practice for your core materials?

Examine standards of practice documents

  • Materials of the core program that should be used for each of the big 5

  • Weekly planner

Time spent in small group versus whole group

Instruction

Questions

Things to Consider

How well does the district-adopted curriculum/curricula prompt teachers to use evidence based instructional practices?


Ample guided practice

Clear corrective feedback routine

Ample Opportunities to Respond (OTRs)

Clear instructional routines for components of the big 5



Have you established clear standards of practice for staff to use evidence based instructional strategies?

Examine standards of practice documents

  • Instructional routines

  • I do, we do, you do format

Active engagement

Environment

Questions

Things to Consider

How well is the district-adopted PBIS system being implemented?


Clear expectations (Matrix)

Lesson plans taught

Reinforcement system

Consequence system

Data-based decision making


Reflection and Summary:




Capacity

Questions

Things to Consider

Have you communicated your standards of practice for core materials, instructional and environmental strategies to staff?

Review ORSIS data

How frequently do you review the standards of practice with staff?



Is staff following the standards of practice for core materials, instructional and environmental strategies?

Review ORSIS data

Curricula audit

Observations (walkthroughs)


Have you provided appropriate on-going training & coaching about how to use the adopted core program, instructional and environmental strategies (standards of practice)?

Review ORSIS data

Examine professional development calendar

Observations (Walkthrough)


Is there a system established to monitor teachers’ use of the adopted core program, instructional and environmental strategies (standards of practice)?

Review ORSIS data

Observations (walkthrough)

DIET DB-2


Have we provided necessary resources (staff, money, time)?

DIET DB-2

Materials audit

Continuous Improvement Plan

Budget


Feedback from staff

Are staff beliefs aligned with the district vision?

Vision statement

ORSIS


Reflection and Summary:


Step 3: Now what do you need to do?

Action Planning: What will the district do to improve implementation fidelity and student outcomes?

Goal Setting

  • Implementation/Process Goal

  • Impact/Outcome Goal

Focused on Leadership, Organization, Competency

Identify and Schedule for Progress Monitoring the District Action Plan with both Implementation and Outcome Information


Step 4: Put your plan in place. Did it work?

Based on our data review, what do we need to do address our needs are we focused on the right activities, initiatives and practices as a district?



District Progress Monitoring Meeting





Questions

Main Data Sources

Digging Deeper Data Sources

Have we been doing what we agreed to do?

Action Plan Update

Fidelity measures that align with the actions that were set

What percentage of schools are meeting predetermined goals?

Universal Screeners

SWIS






What percentage of grade levels within the district are meeting predetermined goals?

Universal Screeners




What celebrations are there across the district and school level work?

Communication from the School Implementation Teams




What barriers are there across the district and school level work?

Communication from the School Implementation Teams




Reflection and Summary:



Action Planning: What will the district do to improve implementation fidelity and student outcomes?

Update Action Plan to:

  • Address district and school level implementation barriers

  • Communicate celebrations to stakeholders, school board and community

Focused on Leadership, Organization, Competency

  • Using statements such as, “The district will….”


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