Making Decisions…The Right Way: Part II

1. Making Decisions…The Right Way:Part II Dr. Cory J. Steiner, Data Steward Hettinger Public Schools January 27th, 2014

2. A Little Inspiration… • A pep talk for teachers and students from the Kid President • http://www.youtube.com/watch?v=RwlhUcSGqgs

3. Agenda • Part I • Review & Introductory Activities • Part II • SLDS Navigation Activity • Part III • Developing ‘At-Risk’ Seating Charts • Part IV • Identifying Green, Yellow, and Red Students • Part V • Conclusion

4. Objectives • Review key themes from previous training. • Understand the guiding principles as they relate to conversations within your organization. • Understand triggers and/or conversation starters as they relate gathering, understanding, and analyzing key student achievement data. • Increase proficiency in navigating the SLDS. • Develop a ‘start’ plan for utilizing ‘information’ from training within 100 hours of presentation. • Collaborate with peers on current and best practices for utilizing data.

5. Purpose • The focus must be on moving from good to great • Get a little better every day • It is about correction…and then…continuous improvement Good to Great: Why Some Companies Make the Leap and Others Don't (Collins, 2001)

6. The ‘Data’ Movement • Data is not new…the focus on data is new • We have been using data to inform practice throughout educational history • This is simply an additional input • WIN (What’s Important Now) • What is the ‘WIN’ in your organization? • The answer has to be… • STUDENTS

7. Norms • Listen • Learn • Share • Stay Engaged

8. What Great Educators Do • What do great educators do differently (and daily)?

9. Guiding Principles -What educators are saying… • Utilize common formative assessments • Value a careful and ethical approach to using and sharing data • Create a culture that values self-reflection • Never assign lazy as a diagnosis • Don’t rush to judgment • Collaboration time built into the existing schedule • Value quality data

10. Guiding Principles Activity: In Your Words

11. State Longitudinal Data System (SLDS)

12. What is a Data Warehouse? • Logical and strategic ordering and storage of data in central area • System consists of a statewide data warehouse that allows program evaluation over single or multiple years • Integrates data from several state agencies • In other words: • Cumulative file made electronic • School improvement binder made electronic

13. Analyzing Data • How are we doing? • Compared to SelfGrade Level, Sub Groups, Trends • 2. Compared to Others • National, State, Similar Schools • Compared to Absolutes • Standards, Cut Scores, Scale Scores, Readiness • Michael Fullan

14. Analyzing Data • -Creating Information and Avoiding DRIP • (Data Rich Information Poor) • -So What, Now What Syndrome • Drill Down • Go Visual • Export

15. Roles in the Data Movement: Administration

16. Roles in the Data Movement: Teachers

17. Part II

18. Jigsaw Collaboration Activity • 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

19. Debriefing the Article

20. Debriefing the Article

21. Ideas for Using Data

22. Tips and Tricks • Use Internet Explorer or Firefox • Avoid Chrome and Safari • DON’T click on main ‘browser’ arrows • Click on small blue arrows ‘within’ page • Small blue arrow takes you back one page • If parameters don’t show up, click on arrow to close section and then reopen (iPads) • To get back to main page, double click on PK-12 • To export a file, click on ‘actions’ (left side of screen) • Exporting to Excel allows visual ‘manipulation’

23. Let’s Roll • https://slds.ndcloud.gov • Enter log and password (right side of screen) as K-12 user • DISREGARD ‘user’ settings message (in yellow) • Double click on PK-12 • STOP and wait for further directions!!

24. Key Reports (refer to handout) • Public Reporting (if time) • Teacher Roster Report • Guiding Question • How could you utilize these reports with your peers? With your students?

25. Part III

26. At-Risk Seating: One Quick Strategy

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

28. 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

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

30. 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

31. Rubber Meets the Road • When in the ‘Teacher Report’ • Select a teacher • Select the assessment • Select a class • Export to excel • ‘Actions’ (top left hand corner) • Highlight row as necessary • Create the seating chart • Attach a number for each ‘level’ • Surround at-risk students with higher level

32. Part IV

33. Identifying Green, Yellow, and Red Light Students

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

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

36. Triggers Activity

37. Triggers Activity

38. Spreadsheet Activity • Go to http://www.ndseed.k12.nd.us • Go to ‘General Resources’ page • Continuous Improvement Model Simulation Data Spreadsheet(2nd on the page) and click on link • Open to Excel • Save to desktop • Review spreadsheet: • 1. What do the ‘headings’ mean? • 2. What data is in the spreadsheet? • 3. What other data needs to be added? • Think in terms of triggers.

39. 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. • Be specific NOTE: You can build the spreadsheet for individual students OR full class skill sets.

40. Final Thoughts • Have a genuine appreciation for the effort and commitment that everyone makes because together, we shall succeed. • Casey Bradley, Jacksonville Jaguars Head Coach

41. Questions?? Dr. Cory J Steiner E-mail: Cory.Steiner@k12.nd.us Twitter: @nddatasteward Blog: http://blogs.edutech.nodak.edu/corysteiner/ Phone: 701-893-5087