8/6/2020 Building the Parachute After the Jump: Using Remote - - PDF document

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Building the Parachute After the Jump: Using Remote Learning Data to Inform Decision Making for Continuity of Learning

Michelle Ring‐Hanson

Assessment & Data Specialist Learning Services Cooperative Educational Service Agency #7 mringhanson@cesa7.org @RingHanson07

Heidi Laabs

Coaching Technical Assistance Coordinator Wisconsin RtI Center laabsh@wisconsinrticenter.org @HeidiLaabs

Dan Seaman

Regional Technical Assistance Coordinator Wisconsin RtI Center seamand@wisconsinrticenter.org

An Equitable, Multi-Level System

• f Supports

This session connects to Strategic Use of Data.

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Equity Connection

If you see this icon on a slide, there is a specific connection to the key system feature of equity.

Five Factors Resource

If you see this icon on a slide, there is a specific connection to “Five Factors that Facilitate Sustained Implementation of a Culturally Responsive, Multi‐level System of Support in Wisconsin.” This resource can also be viewed on our website.

Session Outcomes

• Participants will consider the implications of data

use in the current learning environment.

• Participants will identify available data sources

from the remote learning environment that can be used to inform decision making.

• Participants will identify additional data sources

necessary to support student learning needs going forward. Specific assessment line items connected to this session’s content:

TFI: 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 2.3, 2.6, 2.11, 2.12, 2.13, 3.3, 3.14, 3.15, 3.17 SIR: 9, 10, 17, 18, 19, 21, 22, 23, 24, 25, 26, 27, 28, 29, 31, 32, 33, 34, 35, 36, 37, 39, 47, 58, 61

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Strategic Use of Data in an Equitable Multi-Level System of Supports

“Ongoing, reflective, and collaborative analysis of implementation and outcomes data in a problem‐solving process to inform improvement and achieve equity.”

• Teams use IMPLEMENTATION DATA
• to gauge the extent practices are in place and used as intended
• to guide action planning
• Teams use multiple forms of aggregated and

disaggregated STUDENT OUTCOME DATA to identify the effectiveness of system of supports for learners and families AND who is benefiting from and whose needs are underserved by the system.

National Guidance

(PBIS, SISEP, I-MTSS, NCIL, LLC)

“Use data to inform decisions about (a) which students, families, and educators need which supports (screening); (b) continuing, adjusting, or fading supports for students, families, and educators (progress monitoring); (c) ensuring all students, families, and educators experience benefit (equitable outcomes); and (d) supports are being implemented with fidelity.”

What are the Implications of Data Use in the Current Learning Environment?

• 1. We can’t rely on the traditional data

sources we have previously used to drive continuous improvement and planning.

• 2. Local district screening data will be more

important than ever to assess current levels

• f student learning and identify

instructional starting points.

• 3. Obtain current data on student social and

emotional learning to help students manage their emotions and navigate a changing educational environment.

Three considerations:

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How do We Plan for Continuous Improvement?

With districts shifting to remote learning and the pause in state testing, educators don’t have access to the same data they typically did when planning for a new school year! However, there are other sources of data to help inform improvement efforts.

Data Then and Now

What we HAD:

• State assessments
• Local spring assessments
• System assessments (SIR,TFI)
• Discipline data for the year
• Attendance data for the year
• Informal observations of students

while learning What we HAVE:

• Evidence of learning from student

work

• Student participation and

engagement data

• Curriculum and instruction data
• Student/Teacher/Family surveys
• Attendance and discipline data up

until mid‐March

Universal Screening Process

• Use assessments that are closely

connected to the curriculum and provide information to help students access priority grade‐level work.

• Identify what experiences will be

necessary for a student to be ready to learn on grade level with their peers.

• Do not use these assessments to

hold a student back from grade‐level learning.

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Make Family Connections to Gauge Social and Emotional Learning

• 1. Establish partnerships with families and students as soon as possible.
• 2. Utilize a conversation protocol to gather information about their

students’ academic, social, and emotional learning.

• 3. As Karen Mapp states, “Three glows before a grow!”
• 4. Focus on equity with regard to family connections

(who has been contacted and who hasn’t responded).

For More Information on Social-Emotional Learning Skills

Check out CASEL’s An Initial Guide to Leveraging the Power

• f Social and Emotional Learning

What Data Sources Are Available From the Remote Learning Environment that Can Be Used to Inform Decision Making?

Data to learn from:

• 1. Remote learning surveys
• 2. Remote learning curriculum

gap analysis

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Utilize Family, Student, and Staff Surveys

The University of Wisconsin‐Milwaukee has free anonymous surveys to document the experiences of students, caregivers, and educators regarding distance‐learning. https://uwm.edu/sreed/distance‐learning/ Steps in the process

• 1. Identify standards not taught and assessed

during remote learning.

• 2. For each standard not taught and assessed,

describe any learning experiences the students received.

• 3. For each standard not taught and assessed,

determine if it is essential knowledge.

• 4. For each essential standard, identify

lessons or units to integrate within the current grade level work.

Remote Learning Curriculum Gap Analysis

Example of remote learning curriculum gap analysis template for elementary grades

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Focus on Essential Knowledge

• Don’t teach everything from 4th quarter

at the beginning of a new school year!

• Prioritize highest‐leverage learning
• Develop interdisciplinary connections
• Strategic instructional choices

As challenging as the coming school year may be, students deserve a full year of new learning.

(Council of Chief State School Officers, 2020)

Final Thoughts