Making Decisions…The Right Way

PowerPoint Presentation

Dr. Cory J. Steiner, Data StewardAmanda Rosaaen, PowerSchool SpecialistUnderwood Public SchoolsSEED Project Training Day #3Making DecisionsThe Right WayMotivation from the Kid Presidenthttp://www.youtube.com/watch?v=l-gQLqv9f4o

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.

Agenda Part IReviewing Survey DataReviewing from Day #2Part IIReinforcing Day #2Part IIISLDS Exploration ActivityPart IVIdentifying Green, Yellow, and Red Students (triangulation)Part VRubber Meets the RoadPart VIConclusion

Establishing NormsMeeting Norms for Underwood Public Schools1. Maintain a positive attitude 2. Put ideas on the table and pull them off (prioritize) 3. Fully support each other's efforts to improve student learning 4. Experience discomfortLaunching a Data TeamWhat will the data team do?Data Team Goals/Objectives1. Identify your data sources2. Build an assessment calendar which includes EVERYTHING3. The what and how to use the data we have and get4. Solicit input from stakeholders5. Create a process Launching a Data TeamWhat roles must the data team utilize to accomplish goals?Data Team Roles & Responsibilities1. Person who is going to manipulate the data2. Task manager (organizer)3. Communicator (between team and staff)4. Liaison between stakeholders5. ResearcherPart ISurvey DataReviewing survey dataThink in terms ofStart doingStop doing Continue doing

How will you (or did you) share this data with your staff?

Reviewing from Day #2CultureCollaborationSLDS NavigationContinuous Improvement Model

Culture Break into groups of fourDivide the article into equal sectionsRead your section of the article Positive or NegativeShare your section with the groupDiscuss article

GET TWOHow could you utilize this with teachers and peers? GET TWOHow does it relate to the data team?11Collaboration ResourcesTeam Analysis of Common Assessment Data Team Process SheetPLC Cycle Notes

Utilize the 3R StrategyReviewRipRevise Reviewing the Websitewww.ndseed.k12.nd.us Assignment Resources

Sticky Note ActivityExamples worth keepingWrite down the school and the title of the document Be prepared to share one idea

Part IIData Walls ActivityGET FOURWhy utilize data walls?

Data WallsSteps to building data walls:Write predictions on a sheet of chart paperPost predictionsPost a large graph or chart of data the organization is processingRecord observations from the graph or chart and record on chart paper

What will you commit to in your 100 Hour and 100 Day Plan?

Data Walls ActivityFor examples, go to www.ndseed.k12.nd.usGeneral Resources Jigsaw Collaboration ActivitySetting the Stage Break into groups of fourDivide the article into equal sectionsRead your section of the article Moving Every Child: Building A Data Culture to Promote Academic GrowthShare your section with the groupDiscuss articleShare out themes with group

How could you apply the ideas in the article to your organization?

18Jigsaw Collaboration ActivitySetting the Stage Break into groups of fourDivide the article into equal sectionsRead your section of the article Racine Unified School DistrictShare your section with the groupDiscuss articleShare out themes with group

How could you apply the ideas in the article to your organization?

19Part IIISLDS Exploration ActivityUtilize the SEED Day #3 Exploration Activity handoutAnswer the questions WITH a partnerAfter 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 Part IVIdentifying Green, Yellow, and Red Light Students (Triangulation)Student Directory ReportPurpose: Displays student proficiency details selectable by school year, grade, school, proficiency level, and student demographics

Student Directory: Triggers and/or Conversation StartersThe report contains:Class schedule GradesAssessment scoresProgram informationAttendanceCollege and career readinessTranscripts

25The Student Dashboard

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Triggers Activity Triggers and/or Conversation StartersClass ScheduleGradesAssessment ScoresCollege & Career Readiness

Triggers Activity Triggers and/or Conversation StartersProgram InformationAttendanceTranscriptsOtherSpreadsheet ActivityReview spreadsheet:1. Determine headings for the spreadsheet.What do you keep?What do you add?2. Define your headings. Be specific3. Determine legend items.4. Assign ranking Low numberless at risk; high numberat riskExample for NDSA:Advanced-0Advanced-4Proficient-1Proficient-3Partially Proficient-2Partially Proficient-2Novice-3Novice-1

Practicing with Student DataReview the spreadsheet (handout)Key Ideas to Start:Label (understand) the headingsKeep student names hiddenUse pencilUse a prediction to make a deeper predictionPredict on only the headings (two at a time)Cover the dataAvoid the tangentPart VAt-Risk Seating

The Fundamental FiveFrame the lessonTeach in the power zonePraise and encouragementCritical writingSmall group purposeful talk5 behaviors that all teachers should display in the classroom.40What is the Power Zone?Teach or monitor in close proximity to:One studentSmall group of studentsEntire classroom full of studentsIncreases effectiveness of other teaching practicesClassroom space is about learning and not about teachingCain, S. & Laird, M. (2011). The Fundamental Five: The Formula for Quality Instruction41Why the Power Zone?Improve Teaching and Maximize Student LearningMonitor understandingAnswer questionsDifferentiate as neededImmediate feedbackManage transitions Two Minute Problem

Cain, S. & Laird, M. (2011). The Fundamental Five: The Formula for Quality InstructionReasons to teach in the power zoneMonitor understandingAddress problem behavior directly and immediatelyAnswer questionsCommunicate with all studentsManage transitionsMaximize student learningShow a genuine interest in your studentsMake a personal connection with the studentPromote equitable learning for all students

42Power Zone ActivityDraw what a classroom set up might look like when it is designThings to Consider:Can you get anywhere at any time without interrupting teaching and learning?Get there without verbal interactionStand next to any student (front, side, and behind)Engage in non-teaching tasks without interrupting student learningReasons to teach in the power zoneMonitor understandingAddress problem behavior directly and immediatelyAnswer questionsCommunicate with all studentsManage transitionsMaximize student learningShow a genuine interest in your studentsMake a personal connection with the studentPromote equitable learning for all students

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Differentiationin 10 Minutes or LessActivity: Breaking Down the NumbersDivide the student list into three equal parts based on RIT score (achievement)Categorize (color code the categories)Top groupAbove (blue)Middle GroupAt (yellow)Below GroupBelow (pink)

Activity: Designing the LessonObjective: 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?Activity: Designing the LessonObjective: Students will read through chapter five and complete a summary sheet detailing key concepts from the reading.

AboveRead Chapter Five and complete the summary sheet.Summary sheet simply identifies: Number of key concepts requiredAccompanying pagesRequired number of details for each conceptActivity: Designing the LessonObjective: Students will read through chapter five and complete a summary sheet detailing key concepts from the reading.

AtRead Chapter Five and complete the summary sheet.Summary sheet specifically identifies:Five of the key concepts identified for studentsAccompanying pagesRequired number of details for each concept One exemplar provided

Activity: Designing the LessonObjective: Students will read through chapter five and complete a summary sheet detailing key concepts from the reading.

BelowRead Chapter Five and complete the summary sheet.Summary sheet specifically identifies:All key concepts identified for studentsSpecific pages (linked to each concept)Required number of details for each concept Multiple exemplars providedA sentence starter for each concept

Other StrategiesFlexible groupingReading ProgramsSystem 44 (Phonemic focus)Success for All (SFAat their level)Read 180Daily 52 x 10Best Three Minutes

What other strategies can you utilize for teachers?Part VINext StepsReview examples of assignments (website)Post-survey (May)Submit final drafts of assignments to [email protected] Due final week of MayComplete feedback survey on Day #3Complete feedback survey on SEED training Exit SlipWhat worked well?What would you change?

Final ThoughtsHave a genuine appreciation for the effort and commitment that everyone makes because together, we shall succeed.

Casey Bradley, Jacksonville Jaguars Head Coach57Questions? Dr. Cory J SteinerE-mail: [email protected] Twitter: @nddatastewardBlog: http://blogs.edutech.nodak.edu/corysteiner/