slds webinar 1-17-141 the webinar will begin at approximately 3:00 pm est. information on how to...
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1SLDS Webinar 1-17-14
The webinar will begin at approximately 3:00 PM EST.
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A copy of this presentation and a link to the recording will be available at http://nces/programs/slds/webinars.asp
Training Educators to Use SLDS Data
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Panelists• Delaware: Steve Garner, Pat Bush• Georgia: Bob Swiggum• Hawaii: Christina Tydeman, Justin Katahira
Facilitator• Corey Chatis, State Support Team
Topics• Background and overall approach• Training and professional development • Differentiating support for teachers and administrators• Lessons learned and effective practices
Webinar Overview
SLDS Webinar 1-17-14
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Delaware Department of Education
Training Educators to Use SLDS Data
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Delaware’s SLDS grant provides access to data stored in the Ed Insight Data Warehouse through two methods:
Background and Overall Approach
Report Portal (Beta)
Dashboard (released)
TeacherReports
School Admin
Reports
Ad Hoc District Level
Reports
District Level Views
School AdminViews
TeacherViews
State Level Views
(future)
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2012-2013• LEAs (19 school districts and 21 charter schools) provide 90 minutes
per week of PLC time.o Focus was on data-driven instructional decisionmaking. o DDOE provided 29 data coaches to work with LEA-supplied data coaches. This
structure allowed for us to follow the train-the-trainer model.
2013-2014• 90 minute PLC time continues but DDOE data coaches reduced to 4.• SLDS Grant provides trainers who provide the professional
development for the Ed Insight Dashboard.
Background and Overall Approach
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Dashboard Professional Development Methods:• Online Training Videos – We developed 4 videos for teachers and 5 videos for
administrators. These are streaming videos that the end users can view on their own time.
• Presentations at LEAs – These exposed users to the Dashboard. These sessions usually have a variety of users in the audience so they are more generic in structure. We use face-to-face training sessions that are hands-on.
• Specialized Positional Group Workshops – We expanded hands-on sessions for specific user groups such as teachers, counselors, instructional specialists and building administrators. These are more time consuming but effective. This is our preferred delivery method.
• Internal DDOE presentations – We continue to use a multi-pronged approach trying to provide professional development to increase usage, to promote the state developed applications/tools, and to help us get more penetration at the district levels.
Training and Professional Development
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Teacher Training• Teachers only have access to their own students.• This is a very straightforward approach and can be covered in 1 hour.
Administrator Training• Before working with the Dashboard, the trainers go over such things as
metrics, thresholds, and goal definitions. • Then they are introduced to the live data for about 2.5 hours. There
are charts, graphs, exports, and drilldowns for each metric. • These sessions cover multiple user views.
Differentiating Support for Teachers and Administrators
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Train-the-Trainer versus Face-to-Face• We began with more train-the-trainer sessions through the PLC times
but now we have switched to a more face-to-face approach. o Eliminated a layer of potential interference. o Provides better feedback. o Delivers feedback to our development team for more in-depth discussions and
analysis.
Structure the Audience• Using the individual positional training allows for the professional
development to be customized exactly for each of the user groups. o Guidance Counselors-SATso Teachers-Interventionso School Administrators-Watch Listso District Administrators-School Performance Indicators
Lessons Learned and Effective Practices
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Marketing, Marketing, Marketing• When products are optional there is a feeling that everyone will want
to use them. WIIFM• We failed to adequately market our Dashboard internally within the
Delaware Department of Education (DDOE). • We are now talking about how multiple products work together to
supplement each other.
Professional Development• You can never have enough trainers.
Lessons Learned and Effective Practices
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Georgia Department of Education
Training Educators to Use SLDS Data
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Background and Overall Approach
Georgia’s Path to Personalized LearningActionable Info Resources
TRL 2.0 Provides
teachers with ability to quickly
find digital resources and professional development
that are aligned to standards.
Tools:• IIS-Digital
Resources linked to Common Core
TRL 2.5 Provides districts with the
ability to load local resources.
Tools:• IIS- Learning
Object Repository
TRL 3.0 Provides teachers with the ability to assign and monitor use of digital
resources to students. Provides student with access to personalized
learning.
Tools:• IIS-Learning
Management System• Individual Education
plans/Response to Intervention System
TRL 4.0 Provides teachers with the ability to measure
effectiveness of instruction.
Tools:• IIS-Learning
Progression Maps• IIS-Data Analysis
Tool• Formative
Assessment Load• Online Assessment
System• Financial Systems
Improve Teacher Skills
Tools:• IIS-Professional
Development System• Tool kit for teacher prep
program
Measure Teacher Skills
Tools:• Performance Index• Growth Model• Observations• Surveys• IIS-High School Feedback
Report• IIS-Data Analysis Tool
Longitudinal Data Metrics
Teachers &
Students/Parents
Teachers, School &
District Personnel
Audience
High Quality 21st Century Classroom
Instruction
LDSProvides
longitudinal data and
analysis to assist in differentiation of
their students.
Tools:• Dashboards• Reports• LEXILE Reading
Scores• Growth Model• District Data
Exchange
Personalized Learning
Environment for Every K12
Student
LDS – Longitudinal Data System
TRL – Teacher Resource Link
IIS – Instructional Improvement System
Electronic Backpack
School Districts • 192
Target Audiences• Administrators - 40,000• Teachers - 120,000• Students - 1,700,000• Parents - 3,000,000
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Background and Overall Approach
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Training and Professional Development
Variety of Training Options • Face-to-Face• Online• Manuals• Summits• Train-the-Trainer
Secondary Training for New Functions• Governance team composed of district staff set priorities• Deliver new functions in 6 week sprints• Incorporate teachers’ innovational use of tools into training
Training Differentiation• Tools used vary greatly between administrators and teachers
o Teachers use the tools for classroom instructiono Administrators use the tools for analysis
Training Preferences• Teachers prefer face-to-face training in small groups • Administrators prefer large group summits• Manuals and online courses act as secondary reference materials• Train-the-trainer is primarily only done in larger school districts • All groups like to be trained using their real data, not training data• A dedicated training group is essential
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Differentiating Support for Teachers and Administrators
Governance• The districts need to take ownership of the tools; the state’s role is to support the
tools• A governance body composed of district staff needs to set priorities
Development and Release of Functionality• The more integrated functionality you have the more the data will be used• Release functions in smaller pieces more frequently• A dedicated training group is essential
Motivation to Use the System• Steer clear of mandates• Provide functionality that eases the administrative burden on teachers and
administrators• Provide positive incentives (your new NCLB waiver)• Get the principals as champions
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Lessons Learned and Effective Practices
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Hawaii Department of Education
Training Educators to Use SLDS Data
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Background and Approach• K12 LDS (statewide) launched in SY 2010–2011• Student > School > Complex Area > State• SY 2010–2011: Principals and SEA leadership• SY 2011–2012: Support Staff• SY 2012–2013: Teachers and teacher prep programs
Reasoning• Principals and SEA leadership: Needed their buy-in and support.• Support Staff: Best means of wide-spread adoption
o Practitionerso Data Users
• Teachers: Need for historical information on students• Teacher prep programs: Encourage even more data use
Background and Overall Approach
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Training and Professional Development• Why are we here today, and what’s this thing I’ve been hearing
about?o Tool navigationo Available datao Privacy
• What does this mean? How can I use these data?o Definitionso Common uses of the available data
• Why is this number this way?o Data qualityo Business rules
• Additional Q&A
Training and Professional Development
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Administrators’ Concerns• Reliability of data for planning purposes• Timeliness of data• Data quality• Privacy• Using teachers’ PD time to learn the tool
Teachers’ Concerns• How to use data as a part of everyday practice• Quantity of data• Identifying important data elements and trends
Differentiating Support for Teachers and Administrators
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Battle Scars• Understand need of the user group prior to training• Encourage questions• Keep school staffs together
o If not familiar with data use, at least familiar with school’s context and narrative
• Use session as a means of gathering feedbacko Improve the toolo Improve processeso Improve training
• Piggyback on, or consolidate existing effortso Use existing efforts to spread the wordo Create new efforts to consolidate like-efforts
• Create a sandbox environment for teacher prep programs
Lessons Learned and Effective Practices
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Questions?
Training Educators to Use SLDS Data
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Panelists • Steve Garner, (302) 735-4140 or [email protected] • Pat Bush, (302) 735-4140 or [email protected] • Bob Swiggum, (404) 657-0810 or [email protected] • Christina Tydeman, (808) 218-6790 or
[email protected] • Justin Katahira, (808) 218-6792 or [email protected]
SST• Corey Chatis, (206) 799-8768 or [email protected]
SLDS Webinar 1-17-14
Contact Information