Dr. Cory J. Steiner, Data Steward Hettinger Public Schools January 27 th, 2014 Making Decisions…The Right Way: Part II

A Little Inspiration… A pep talk for teachers and students from the Kid President

Agenda Part I Review & Introductory Activities Part II SLDS Navigation Activity Part III Developing ‘At-Risk’ Seating Charts Part IV Identifying Green, Yellow, and Red Students Part V Conclusion

Objectives Review key themes from previous training. Understand the guiding principles as they relate to conversations within your organization. Understand triggers and/or conversation starters as they relate gathering, understanding, and analyzing key student achievement data. Increase proficiency in navigating the SLDS. Develop a ‘start’ plan for utilizing ‘information’ from training within 100 hours of presentation. Collaborate with peers on current and best practices for utilizing data.

Purpose The focus must be on moving from good to great Get a little better every day It is about correction…and then…continuous improvement Good to Great: Why Some Companies Make the Leap and Others Don't (Collins, 2001)

The ‘Data’ Movement Data is not new…the focus on data is new We have been using data to inform practice throughout educational history This is simply an additional input WIN (What’s Important Now) What is the ‘WIN’ in your organization? The answer has to be… oSTUDENTS

Norms Listen Learn Share Stay Engaged

What Great Educators Do What do great educators do differently (and daily)? Hettinger Public Schools Listen Care (relationships) Communicate Differentiate instruction Know their material; prepared and organized Teach to an objective, goal, or standard Adapt (flexible) Learn Collaborate

Guiding Principles -What educators are saying… 1. Utilize common formative assessments 2. Value a careful and ethical approach to using and sharing data 3. Create a culture that values self-reflection 4. Never assign lazy as a diagnosis 5. Don’t rush to judgment 6. Collaboration time built into the existing schedule 7. Value quality data

Guiding Principles Activity: In Your Words In Your Words: Hettinger Public Schools Utilize common formative assessments In your words: Value a careful and ethical approach to using and sharing data In your words: Create a culture that values self-reflection In your words: Never assign lazy as a diagnosis In your words: Don’t rush to judgment In your words: Collaboration time built into the existing schedule In your words: Value quality data In your words:

State Longitudinal Data System (SLDS)

What is a Data Warehouse?  Logical and strategic ordering and storage of data in central area  System consists of a statewide data warehouse that allows program evaluation over single or multiple years  Integrates data from several state agencies  In other words:  Cumulative file made electronic  School improvement binder made electronic

Analyzing Data How are we doing? 1.Compared to Self Grade Level, Sub Groups, Trends 2. Compared to Others National, State, Similar Schools 3.Compared to Absolutes Standards, Cut Scores, Scale Scores, Readiness Michael Fullan

Analyzing Data -Creating Information and Avoiding DRIP (Data Rich Information Poor) -So What, Now What Syndrome 1.Drill Down 2.Go Visual 3.Export

Roles in the Data Movement: Administration Administrators, Directors, Coaches, Etc. Make the data more readily available to all stakeholders involved with students Provide time to collaborate which will benefit current students Have a plan for how to use the data; provide a vision Action Explain data Justify why we test and when we test (assessment calendar) Distribution (get data out) in timely manner Expectations (what should we do) Supportive (in behavior and resources)

Roles in the Data Movement: Teachers Teachers Have a positive outlook Carry out the action plan and reach goals Communicate with appropriate people; share when appropriate Know the data and understand it Supportive (lose the cynicism) Understand what data means Share with students Flexible with the process Commit to doing

Part II

Jigsaw Collaboration Activity 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

Debriefing the Article Themes in the ArticleIdeas for Using Data Fast growing district and diverseIdentify gifted students Make students aware of their learningLinked teacher strategies to data Using scores to enrich rather than intervention Screener Discover discrepancies in curriculumSetting goals

Debriefing the Article Themes in the ArticleIdeas for Using Data Change what doesn’t workReconfigure teaching (if not working) Use the data to set goals for improvementSet student goals IndividualizedIdentify disconnects in curriculum Student ownershipDon’t use to humiliate or segregate Trust it because it worksVerify what you already know Involvement of the parents (stakeholders)

Ideas for Using Data Ideas from the Article…and More Assessing learning levels (screener) Guide curriculum development and/or revisions Project proficiency Compare against norms Guide professional development Identify at-risk and gifted students Flexible groupings Guiding goal setting Monitoring growth Engaging parents and students

Tips and Tricks Use Internet Explorer or Firefox Avoid Chrome and Safari DON’T click on main ‘browser’ arrows Click on small blue arrows ‘within’ page Small blue arrow takes you back one page If parameters don’t show up, click on arrow to close section and then reopen (iPads) To get back to main page, double click on PK-12 To export a file, click on ‘actions’ (left side of screen) Exporting to Excel allows visual ‘manipulation’

Let’s Roll Enter log and password (right side of screen) as K-12 user DISREGARD ‘user’ settings message (in yellow) Double click on PK-12 STOP and wait for further directions!!

Key Reports (refer to handout) Public Reporting (if time) Teacher Roster Report Guiding Question How could you utilize these reports with your peers? With your students?

Part III

At-Risk Seating: One Quick Strategy

The Fundamental Five 1. Frame the lesson 2. Teach in the power zone 3. Praise and encouragement 4. Critical writing 5. Small group purposeful talk

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

Why the Power Zone? Improve Teaching and Maximize Student Learning Monitor understanding Answer questions Differentiate as needed Immediate feedback Manage transitions Two Minute Problem Need to utilize great starters and closers Cain, S. & Laird, M. (2011). The Fundamental Five: The Formula for Quality Instruction

Power Zone Activity Draw what a classroom set up might look like when it is design 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 interrupting student learning

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

Part IV

Identifying Green, Yellow, and Red Light Students

Student Directory Report Purpose: Displays student proficiency details selectable by school year, grade, school, proficiency level, and student demographics

Student Directory: Triggers and/or Conversation Starters The report contains: Class schedule Grades Assessment scores Program information Attendance College and career readiness Transcripts

Triggers Activity Triggers and/or Conversation Starters Class ScheduleGradesAssessment ScoresCollege & Career Readiness

Triggers Activity Triggers and/or Conversation Starters Program InformationAttendanceTranscriptsOther

Spreadsheet Activity Go to Go to ‘General Resources’ page Continuous Improvement Model Simulation Data Spreadsheet (2 nd on the page) and click on link Open to Excel oSave to desktop Review spreadsheet: 1. What do the ‘headings’ mean? 2. What data is in the spreadsheet? 3. What other data needs to be added? Think in terms of triggers.

Spreadsheet Activity Review spreadsheet: 1. Determine headings for the spreadsheet. What do you keep? What do you add? 2. Define your headings. Be specific 3. Determine ‘legend’ items. Be specific NOTE: You can build the spreadsheet for individual students OR full class skill sets.

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

Questions?? Dr. Cory J Steiner Blog: Phone: