As a member of the Student Services team, I help maintain the data collected regarding students receiving services through an IEP, 504, or the MTSS process. I monitor Learning Behavior Specialist minutes and caseloads. I also monitor the number students that have been brought to the problem-solving team. I fill out the paperwork, interviewing teachers, when the student first enters the process. I schedule all meetings, ensure all team members have updated information, and monitor a student's progress through the process. This data is important as there are many legal deadlines that must be adhered to. In addition, the data collected is important as the team considers next steps for student support. I follow up with team members to ensure students are prioritized based on individual needs. 

Data collection and staff understanding of the MTSS process is essential to ensure students are getting the appropriate interventions. This data was gathered and presented to the staff at a faculty meeting as part of an MTSS series of professional development. The purpose was to outline differences between Tier 1, Tier 2, and Tier 3 interventions. The data and information helped clear up many misconceptions and clarified the importance of data collected during each tier. 

Data was also presented explaining IEP and 504 qualifications. As a result of the data presented, teachers gained a better understanding of the differences between an MTSS plan, 504 plan, and IEP plan. I  also share this data with Student Services at the district level. This information is critical when making staffing decisions and determining curricular and intervention needs. 

I began to track numeracy math data when I initiated the use of numeracy as an intervention. The numeracy intervention process is started based on math MAP results. I created data sheets for each classroom teacher so they are able to see the trends in scores. Teachers make decisions based on whether numeracy is needed or not. If a teacher determines that a student is missing basic foundational skills, we begin the screening process. An instructional assistant or I administer the screener, and results are shared with the classroom teacher. Together, we decide if numeracy is an appropriate intervention for a student. Re-assessment is done as a form of progress monitoring. That data is illustrated in the document above. A student can exit the intervention when proficiency is reached on the assessment or the teacher is observing success on grade-level work. If a student is not making adequate progress with this intervention in place, the student services team suggests that the teacher begin the problem-solving team process. 

 This data was collected from staff for the Building Culture Committee to analyze. Parents and students were also surveyed. The purpose of the data collection was to determine the social-emotional learning priorities for our students. When comparing data from all three groups, it was determined that focus and attention were the first priority. In response, I led a group of students on our Student Leadership Team to create posters, announcements, and videos to promote maintaining focus and attention. The videos were shared with each teacher in addition to being part of our monthly news show. Announcements outlined ways students can improve their focus and attention in the classroom. Teachers were surveyed two months later, and they had seen improvements in focus and attention. While there was an improvement, it has continued to be a priority for staff and students. 

This data led us to focus on emotional regulation next. This is something we are currently working on through our Second Step curriculum and Colonies events. 

The data above is collected based on math and reading MAP scores. The principal and I review this data together as part of our evaluation procedures. MAP RIT scores are noted and compared for all students from second grade through fifth. Kindergarten students do not participate in MAP testing, and the baseline is collected in first grade. Positive growth is recorded as a yes or a no. Results are recorded indicating growth or no growth, the total number of students, and percentages. For example, the second-grade data indicated 62 students made growth and one did not. 98% of the grade level made growth while 2% did not. We use this data to guide our discussions with grade-level PLC, student services, and reading teams. This helps us determine building goals, and future professional development. 

The data above was gathered by the Building Culture Committee. Patriot Pats is a new initiative that started this year. These are small slips of paper issued to students to acknowledge their display of the most recent Second Step skill. For example, when a student demonstrates empathy and kindness, a staff member issues a Patriot Pat. The student places the slip in a container, and a raffle is held each week. Winners are acknowledged and several pats are read to encourage students to continue to show empathy and kindness. Our goal is to build staff awareness and encourage them to look for the Second Step skills applied by students. The data was shared with staff as a baseline since this is a new initiative. Our goal is to have staff increase their acknowledgment of these important social-emotional skills, thus encouraging students to establish positive social-emotional habits.