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Making Decisions…The Right Way

Making Decisions…The Right Way. Dr. Cory J. Steiner, Data Steward Jeremy Clausen, PowerSchool Manager Kulm Public Schools SEED Project Training Day #3. Motivation from the Kid President. http:// www.youtube.com/watch?v=l-gQLqv9f4o. Objectives.

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Making Decisions…The Right Way

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  1. Making Decisions…The Right Way Dr. Cory J. Steiner, Data Steward Jeremy Clausen, PowerSchool Manager Kulm 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. • Identify next steps for the 100 hour plan. • Begin development of 100 day plan (for 2014-15 school year).

  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 • Continue adding to data wall by: • Recording predictions • Graphs/Charts • Observations • Inferences • 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 • Who will be sending me pictures of your data walls? • What will be on your data walls?

  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

  27. 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’

  28. Triggers Activity

  29. Triggers Activity

  30. Spreadsheet Activity • Review spreadsheet: • 1. Determine headings for the spreadsheet. • What do you keep? • What do you add? • What do you delete? • 2. Define your headings. • Be specific • 3. Determine ‘legend’ items. • Be specific

  31. Part V

  32. At-Risk Seating

  33. Understanding MAP Student Colors • When linked with students, colors means the following: • Purple—95th percentile • Blue—High/Advance • Green—At grade level/proficient • Yellow—Below grade level/partially proficient • Red—Significantly below grade level/novice

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

  35. 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

  36. 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

  37. Power Zone Activity • 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

  38. 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

  39. Other Strategies • Flexible grouping • Differentiate a Lesson in 10 Minutes • 2 x 10 • What other strategies can you utilize for teachers?

  40. Part VI

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