PowerPoint Presentation

North Dakota Council of Educational Leaders (NDCEL) Dr. Cory J. SteinerThursday, October 17th, 2013

Making DecisionsThe Right WayObjectivesEngage in collaboration with peers around key concepts and themes in education.Self-ReflectionGuiding PrinciplesUnderstand triggers and/or conversation starters as they relate to gathering, understanding, and analyzing key data. Understand how to utilize student data for purposeful planning.Identify yellow and red light students.Develop seating charts for at-risk students.Differentiate a lesson in 10 minutes. Understand the State Longitudinal Data System (SLDS) in terms of what it can do to help an organization continuously improve.

NormsListen

Learn

Share3The SEED Project19 schools participatingMaddock, Underwood, Carrington, Fessenden-Bowdon, Watford City, Ray, Dunseith, Mohall, Kulm, Devils Lake, Grafton, Park River, Leeds, Billings County, South Heart, Mott-Regent, Richardton-Taylor, New Town, Northern Cass,

Training districts on:Building data teamsUtilizing the SLDS to make decisionsPractical strategies for teachers to utilize dataBest-practices from schools for studentsCollaborate across district lines

Looking for our second phase of schools for the 2014-15 school yearMust partner with another district in their regionNo charge to participating schoolsThe Data MovementData is not newthe focus on data is newWe have been using data to inform practice throughout educational history:Student disciplineGrades

Why the Data Movement Can FailChange is not comingit is hereand it is continuous

Failing to create short-term winsWIN (Whats Important Now)

6PurposeThe focus must be on moving from good to greatGet a little better every dayIt is about correctionand thencontinuous improvement

Stockdale ParadoxRetain faith that you will prevail in the end, regardless of the difficulties and at the same time confront the most brutal facts of your current reality whatever they might be

Good to Great: Why Some Companies Make the Leap and Others Don't (Collins, 2001)7Guiding 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

Dont rush to judgment

Collaboration time built into the existing schedule

Value quality dataAccess to the SLDShttps://slds.ndcloud.govEnter log and password (right side of screen) as K-12 user.To gain access, your Superintendent of Schools must e-mail EduTech to grant permission.E-mail me to facilitate this process.costeiner@nd.gov

9Strategy #1: Identifying Green, Yellow, and Red Light StudentsStudent 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

12

13The Student Dashboard

14

Triggers and/or Conversation Starters ActivityTriggers and/or Conversation StartersClass ScheduleGradesAssessment ScoresTriggers and/or Conversation Starters ActivityTriggers and/or Conversation StartersProgram InformationAttendanceCollege & Career ReadinessTranscriptsStrategy #2: At-Risk SeatingTeacher Roster Report

The Fundamental FiveFrame the lessonTeach in the power zonePraise and encouragementCritical writingSmall group purposeful talk5 behaviors that all teachers should display in the classroom.29What 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 Instruction30Why the Power Zone?Improve Teaching and Maximize Student LearningMonitor understandingAnswer questionsDifferentiate as neededImmediate feedbackCain, 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

31Why the Power Zone (continued)?Classroom ManagementIncrease proximityAddress problem behavior immediatelyManage transitions Two Minute ProblemReasons 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

32Why the Power Zone (continued)?Build RelationshipsBuild rapport fasterCommunicate with all studentsShow genuine interest in studentsPersonal connection with studentCain, 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

33

Strategy #3: Differentiationin 10 Minutes or LessPower 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

38

Northwest Evaluation Association (NWEA)NWEA Measures of Academic Progress (MAP) tests present students with engaging, age-appropriate content. As a student responds to questions, the test responds to the student, adjusting up or down in difficulty.

What Does a Number Mean?Look at the data for end of year mean (right side of each individual table)What does a 223 RIT mean (in terms of grade level) for reading, math, & language usage?Reading10th gradeMath5th/6th gradeLanguage Usage11th grade

Activity: 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 conceptsAccompanying 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 conceptsAccompanying 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 conceptsSpecific pages (linked to each concept)Required number of details for each concept Multiple exemplars providedA sentence starter for each concept

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

Casey Bradley, Jacksonville Jaguars Head Coach49Questions?? Dr. Cory J SteinerE-mail: costeiner@nd.gov Twitter: @nddatastewardBlog: http://blogs.edutech.nodak.edu/corysteiner/Phone: 701-893-5087