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Making Decisions…The Right Way

Making Decisions…The Right Way. Dr. Cory J. Steiner, Data Steward David Zwingel, PowerSchool Specialist Dunseith Public Schools SEED Project Training Day #2. A Little Inspiration…. A pep talk for teachers and students from the Kid President http://www.youtube.com/watch?v=RwlhUcSGqgs.

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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 David Zwingel, PowerSchool Specialist Dunseith Public Schools SEED Project Training Day #2

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

  3. Objectives • By the end of Day #2 training, participants will: • Identify key themes from previous training and how they relate to current/future training. • Begin development of 100 hour plan. • Increase proficiency in navigating the SLDS. • Identify key practices for formative assessment. • Utilize continuous improvement model to gather, interpret, and analyze data. • Collaborate with peers on current and best practices for utilizing data. • Begin development of 100 day plan (for 2014-15 school year).

  4. Establishing Norms

  5. Agenda • Part I • Norms • Key Themes • Assignment & Conversation Updates • Part II • SLDS Navigation • Part III • Formative v Summative Assessment • Part IV • Continuous Improvement Model • Part V • Conclusion

  6. Part I

  7. Primer Activity: Implementation Rubric—Data-Driven Instruction & Assessment • Complete the ‘assessment’ rubric individually • Share and discuss results with group • What are the areas of strength? • What are the potential areas for growth? • What results were surprising? • Think in terms of… • Start doing • Stop doing • Continue doing

  8. Reviewing Key Themes • Culture • Four frames • Collaboration • Key Collaboration Skills • Leadership • Data Team Roles & Responsibilities

  9. Collaboration • Review the handout • For each bulleted item, how do you encourage/promote each within your organization and/or school? • Be prepared to report out to the group

  10. Culture • Four frames of reference in decision-making: • Human resources (people within organization) • Symbolic (culture) • Structural (procedures & policies) • Political (public) • Review the handout • For each bulleted item, what does each ‘look like’ in your organization and/or school? • Be prepared to report out to the group Reframing Organizations: Artistry, Choice, and Leadership (Bolman & Deal, 2003)

  11. Status Report • What have you been doing so far? • Tell a Story Document • Common Language Document • Vision Document • Assessment Calendar • In other words… • What has changed since the first training? • http://www.ndseed.k12.nd.us

  12. Part II

  13. SLDS Sections • District • School • Teacher • Student • Postsecondary Feedback

  14. Tips and Tricks • Use Internet Explorer or Firefox; avoid Chrome • DON’T click on main ‘browser’ arrows • Click small blue arrows ‘within’ page (takes back one page) • If parameters don’t show up, click on arrow to close section and then reopen • To get back to main page, double click on PK-12 • To export a file, click on ‘actions’ (left side of screen) • Help videos are available (student directory—click on student—click academic dashboard—click on video camera)

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

  16. Key Reports (refer to handout) • School Snapshot (AdvancED) • School Profile (AdvancED) • ACT Summary (AdvancED) • District School Roster • NDUS Developmental Courses (also Public Reporting) • Student Directory (AdvancED) • What does each report ‘show’? • What errors did you find? • How could you utilize this report with the entire staff? • Be prepared to report out to group

  17. Part III

  18. Formative v Summative Assessment

  19. Formative v Summative • Formative • Planned practice • Occurs when content is being taught • Inform teachers what students do and do not know • GET TWO (How is this being used?) • Inform teachers about what student are ready to learn next • Allow for teachers to inform instruction • Summative • Measure grade level and/or proficiency • End of course (EOC) exams • Interim • Different intervals throughout the year • Measure growth • Inform instruction • Inform decision-making

  20. 3 Strategies for Formative Assessment • 1. Clarifying, sharing, and understanding learning intentions and criteria for success (great objectives, starters, and closers) • Getting the students to really understand what their classroom experience will be and how their success will be measured. • 2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning (lesson design) • Developing effective classroom instructional strategies that allow for the measurement of success. • 3. Providing feedback that moves learning forward • Working with students to provide them the information they need to better understand problems and solutions. Embedded Formative Assessment (William, 2011)

  21. Formative Assessment Feedback • Comment Only Marking • Reduces level of concern • Makes ‘work’ about learning • Plus, Minus, Equals • Allows students to ‘compare’ • Focuses on growth

  22. Formative Assessment Techniques • Popsicle Sticks • Exit Tickets • White Board • Corners • Think-Pair Share-Write

  23. Formative Assessment Techniques • Two Stars and a Wish • Carousel Brainstorming • ABCD Cards • Basketball Discussions

  24. Part IV

  25. Continuous Improvement Model—Big Goals

  26. Practicing with Student Data • Review the spreadsheet (handout) • Utilize the continuous improvement model • Focus on: • Prediction • Exploration • Key Ideas to Start: • Hide the names • Label (understand) the headings • Use pencil • Use a prediction to ‘make a deeper’ prediction • Start with only two headings • Stay away from the ‘tangent’

  27. Part V

  28. The SEED Project: Day #3 • May 5th • Reviewing assignments and key conversations • Reviewing end of year data • Triangulating data • Developing 2014-15 SMART goals • ‘Finalizing’ 100 Day Plan (start of the 2014-15 school year) • Identifying data process • ‘Write it down’

  29. The SEED Project: To Do • Review ND SEED Website • http://www.ndseed.k12.nd.us/ • Reviewing assignments and key conversations; continue work on: • Tell a Story Document • Common Language Document • Vision Document • Assessment Calendar • ‘Writing’ the 100 Day Plan (start of the 2014-15 school year) • Review survey data—MUST DO!!

  30. Survey Data • Review survey data • What are the areas of strength? • What are the potential areas for growth? • What results were surprising? • Think in terms of… • Start doing • Stop doing • Continue doing • How will you share this data with your staff?

  31. 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

  32. Exit Slip • What worked well? • What would you change?

  33. 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

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