Making Decisions…The Right Way

1. Making Decisions…The Right Way Dr. Cory J. Steiner, Data Steward Amanda Rosaaen, PowerSchool Specialist Underwood Public Schools SEED Project Training Day #3

2. Motivation from the Kid President • http://www.youtube.com/watch?v=l-gQLqv9f4o

3. Objectives • Identify key themes from previous training and how they relate to current/future training. • Identify key trigger events for identifying green, yellow, and red students via triangulation. • Engage and utilize practical strategies for developing at-risk seating charts. • Increase proficiency in navigating the SLDS(District School Roster & Student Directory). • Collaborate with peers on current and best practices for utilizing data. • Identify steps for data process.

4. Agenda • Part I • Reviewing Survey Data • Reviewing from Day #2 • Part II • Reinforcing Day #2 • Part III • SLDS Exploration Activity • Part IV • Identifying Green, Yellow, and Red Students (triangulation) • Part V • Rubber Meets the Road • Part VI • Conclusion

5. Establishing Norms

6. Launching a Data Team • What will the data team do?

7. Launching a Data Team • What roles must the data team utilize to accomplish goals?

8. Part I

9. Survey Data • Reviewing survey data • Think in terms of… • Start doing • Stop doing • Continue doing • How will you (or did you) share this data with your staff?

10. Reviewing from Day #2 • Culture • Collaboration • SLDS Navigation • Continuous Improvement Model

11. Culture • Break into groups of four • Divide the article into equal sections • Read your section of the article ‘Positive or Negative’ • Share your section with the group • Discuss article • GET TWO • How could you utilize this with teachers and peers? • GET TWO • How does it relate to the data team?

12. Collaboration • Resources • Team Analysis of Common Assessment • Data Team Process Sheet • PLC Cycle Notes • Utilize the 3R Strategy • Review • Rip • Revise

13. Reviewing the Website • www.ndseed.k12.nd.us • Assignment Resources • Sticky Note Activity • Examples ‘worth keeping’ • Write down the school and the title of the document • Be prepared to share one idea

14. Part II

15. Data Walls Activity • GET FOUR • Why utilize data walls?

16. Data Walls • Steps to building data walls: • Write predictions on a sheet of chart paper • Post predictions • Post a large graph or chart of data the organization is processing • Record observations from the graph or chart and record on chart paper • What will you commit to in your 100 Hour and 100 Day Plan?

17. Data Walls Activity • For examples, go to www.ndseed.k12.nd.us • General Resources

18. Jigsaw Collaboration Activity—Setting the Stage • Break into groups of four • Divide the article into equal sections • Read your section of the article ‘Moving Every Child: Building A Data Culture to Promote Academic Growth’ • Share your section with the group • Discuss article • Share out themes with group • How could you apply the ideas in the article to your organization?

19. Jigsaw Collaboration Activity—Setting the Stage • Break into groups of four • Divide the article into equal sections • Read your section of the article ‘Racine Unified School District’ • Share your section with the group • Discuss article • Share out themes with group • How could you apply the ideas in the article to your organization?

20. Part III

21. SLDS Exploration Activity • Utilize the SEED Day #3 Exploration Activity handout • Answer the questions WITH a partner • After answering the questions, collaborate as a team to decide actions steps: • How would you use these reports with peers? • How would you use these reports with students? • What are your next steps to make this reality (100 Hour and 100 Day Plan)? • https://slds.ndcloud.gov

22. Part IV

23. Identifying Green, Yellow, and Red Light Students (Triangulation)

24. Student Directory Report • Purpose: Displays student proficiency details selectable by school year, grade, school, proficiency level, and student demographics

25. Student Directory: Triggers and/or Conversation Starters • The report contains: • Class schedule • Grades • Assessment scores • Program information • Attendance • College and career readiness • Transcripts

26. The Student Dashboard

32. Triggers Activity

33. Triggers Activity

34. Spreadsheet Activity • Review spreadsheet: • 1. Determine headings for the spreadsheet. • What do you keep? • What do you add? • 2. Define your headings. • Be specific • 3. Determine ‘legend’ items. • 4. Assign ranking • Low number—less at risk; high number—at risk • Example for NDSA: • Advanced-0 Advanced-4 • Proficient-1 Proficient-3 • Partially Proficient-2 Partially Proficient-2 • Novice-3 Novice-1

35. Practicing with Student Data • Review the spreadsheet (handout) • Key Ideas to Start: • Label (understand) the headings • Keep student names ‘hidden’ • Use pencil • Use a prediction to ‘make a deeper’ prediction • Predict on only the headings (two at a time) • Cover the ‘data’ • Avoid the ‘tangent’

36. Part V

37. At-Risk Seating

40. The Fundamental Five • Frame the lesson • Teach in the power zone • Praise and encouragement • Critical writing • Small group purposeful talk

41. What is the Power Zone? • Teach or monitor in close proximity to: • One student • Small group of students • Entire classroom full of students • Increases effectiveness of other teaching practices • Classroom space is about learning and not about teaching Cain, S. & Laird, M. (2011). The Fundamental Five: The Formula for Quality Instruction

42. Why the Power Zone? • Improve Teaching and Maximize Student Learning • Monitor understanding • Answer questions • Differentiate as needed • Immediate feedback • Manage transitions • Two Minute Problem Cain, S. & Laird, M. (2011). The Fundamental Five: The Formula for Quality Instruction

43. Power Zone Activity • Draw what a classroom set up might look like when it is design • Things to Consider: • Can you get anywhere at any time without interrupting teaching and learning? • Get ‘there’ without verbal interaction • Stand next to any student (front, side, and behind) • Engage in non-teaching tasks without interruptingstudent learning

47. Differentiation…in 10 Minutes or Less

48. Activity: Breaking Down the Numbers • Divide the student list into three equal parts based on RIT score (achievement) • Categorize (color code the categories) • Top group—Above (blue) • Middle Group—At (yellow) • Below Group—Below (pink)

49. Activity: Designing the Lesson • Objective: Students will read through chapter five and complete a summary sheet detailing key concepts from the reading. • Should assignments be the same for all students? • Is having the same assignment fair and/or equal? • What do students in each category know? Need to know?

50. Activity: Designing the Lesson • Objective: Students will read through chapter five and complete a summary sheet detailing key concepts from the reading. • Above—Read Chapter Five and complete the ‘summary’ sheet. • Summary sheet simply identifies: • Number of key concepts required • Accompanying pages • Required number of details for each concept