1. CW Program Area Meeting
December 6, 2016
Materials are posted on your RPDC Online Workspace

2. Online Self-Assessment Practice Profile
CW Program Area Meeting
December 6, 2016

3. Self-Assessment Practice Profile (SA-PP)

5. When Should I Use the SA-PP?
Teachers: Use the SA-PP at any time to see how you are implementing in your classroom.
Building Leaders: Use the SA-PPs shared by your teachers for monthly, quarterly, yearly building reports.
Consultants: Use the SA-PP during coaching sessions and as you write your implementation plans.

6. Why Should I Use the SA-PP?
SA-PP can help you coach your schools around how are implementing effective teaching and learning practices.
Use Self-Assessment data to determine if/what additional supports are needed in your schools.

7. How Do I Use the Online SA-PP?
Teacher completes the Self-Assessment Practice Profile and shares with their building leader(s).
Building leader(s) create/view reports for specific teacher(s) or for their building.
RPDC consultants view reports data shared by building leaders.

8. How Do I Use the Online SA-PP?
sapp.missouripd.org
Password: testtest

9. Consider the Following:
How will you translate these instructions to teachers in your region?
How will you translate these instructions to building leaders in your region?
How will your region use data from the SA-PP?
How can you tie data from these SA-PPs into your regional implementation plans?

10. lindsays@umkc.edu or tracyab@umkc.edu
Questions?
Contact or

11. CW Program Area Meeting December 6, 2016
Data-Driven Stories
CW Program Area Meeting
December 6, 2016

12. Outcomes
Use data from three schools to three create storyboards to tell an implementation story.
Take those three storyboards to craft a regional story.
Share your implementation data story.

13. Florence Nightingale
Known as the founder of nursing and reformer of hospital sanitation methods
Nightingale and 38 volunteer nurses were sent in October 1854 to a British military hospital in Turkey during the Crimean War, she found terrible conditions in the makeshift hospital. Most of the deaths were attributable to epidemic, endemic, and contagious disease rather than battle wounds. In February 1855, the mortality rate was 43%.
Nightingale believed that statistics could be used to solve the problem, so she kept daily records of admissions, wounds, diseases, treatment, and deaths. Her greatest innovation was the presentation of the results, because she recognized that numeric tables would not get the point across.

14. She developed this diagram to dramatize the needless deaths caused by unsanitary conditions, and the need for reform. At the time, it was a very novel way of telling a story with data.
Nightingale’s best-known graphic has come to be known as a “coxcomb.” It is a variation on the familiar modern pie graph, showing the number of deaths each month and their causes.
Each month is represented as a twelfth of a circle. Months with more deaths are shown with longer wedges, so that the area of each wedge represents the number of deaths in that month from wounds, disease or other causes. For months during the first part of the war, the blue wedges, representing disease, are far larger than either the red ones (for wounds) or the black ones (for other causes). For months after March 1855, when the Sanitary Commission arrived, the blue wedges start becoming dramatically smaller.
The conventional way of presenting this information would have been a bar graph.
She used the charts to report to Parliament, who she did not believe could have understood the numeric tables. And thought Queen Victoria’s eyes would glaze over. Eventually death rates sharply decreased.

16. The Focus is the Story
#1Identify the audience – who are you telling your story to?
#2 Review data and create a hypothesis
#3 Sketch ideas: Write out the storyboard for each school
#4 Dig deeper into the data
#5 Add more to the sketch of ideas
#6 Take the storyboards and make them into one regional story
#7: Tell the data story: What is working and not working and why?
Stories bring life to data and facts. They can help you make sense and order out of a disparate collection of facts. They make it easier to remember key points and can paint a vivid picture of what the future can look like. Stories also create interactivity—people put themselves into stories and can relate to the situation.
Cultures have long used storytelling to pass on
Data analysis isn'€™ bout graphics and visualizations; it'€™s about telling a story. Look at data the way a detective examines a crime scene. Try to understand what happened and what evidence needs to be collected. The visualization—€”it can be a chart, map or single number—€”will come naturally once the mystery is solved. The focus is the story.
1. Find an irresistible story.
All compelling data driven stories begin by asking a good question – one with quantifiable dimension.
In order to reach a good question, consider asking yourself one of the following two questions:
2. Remember your audience.
Once you find your question, consider what your audience already knows about this topic. According to HBR, the data visualization needs to be framed around the level of information your readers already have, whether it’s correct or incorrect.
Here are the five different types of possible audience members, as outlined by HBR.
Beginner
The novice is new to the subject being discussed, but they do not want it overtly elementary.
Generalist
The generalist is aware of the content’s topic, and they’re looking for a general comprehension of it, broken down into major themes.
Manager
This audience member seeks an in-depth, actionable understanding of the specifics. They want details.
Expert
The expert wants less storytelling and more details.
Executive
Executives have little time, and so they want to absorb the significant points of the data with conclusions of weighted probabilities.
5. Filter your findings.
Filtering your data is like interviewing a source for your blog post or article. In order to tell the story or to reach the conclusion you want readers to take away, you need to ask the right questions in order to get the responses you want.
In step one, you already decided which question(s) you want to answer for readers, but you may have forgotten them by the time you conduct research. It is very easy to get carried away and find too much data, which will only overwhelm your audience.
So make sure you filter your data findings, asking yourself: Is this vital to telling a compelling story and convincing my audience of whatever I’m trying to convince them of.
6. Decide on a data visualization.
How will you display your data story visually, making it easy-to-digest for your readers?
Bar charts, pie charts, infographics and mappings are all examples of ways to visually display your data. Decide on which format will work best for the type of data you have.
Remember, the more interesting and interactive the visualization, the more time readers are going to spend on it.
Regardless of how you choose to display it, you must keep it simple. A good way to ensure your audience responds to your data visualizations, is to test out different types and see which one gets the most engagement. Then you can keep utilizing that format in the future.
7. Craft the story.
Shaping your data-driven story requires a combination of creative and analytical staff members. The analytical people will collect and filter the data while the creatives will find the story that is dying to be told.
Make sure to be original, providing a new spin or unique point of view that has not been touched on before. A good technique to read about for this is the Skyscraper Technique content marketers use.
8. Gather feedback.
Before launching your story, ask a project outsider for feedback on the piece. What do they think about it?
You will find that you may have to distill the data down even further or use a good ole’ handy thesaurus to find words that would tell the story more effectively.

17. School Implementation Scale
Explain the data sets of three schools chosen at different levels of implementation.

18. Regional Profiles and Consultant Logs

19. Drilling Down: #4 Digging Deeper into the Data
What is working/not working?
What has changed or stayed the same over the two years?
What can be done to support what is not working?
What can be done to continue what is working?
How does this tie into your implementation plan?

20. Materials Three data sets Poster paper divided into quadrants
Blank poster paper to showcase your regional story
Story Gallery Walk at Break Time
Videotape of stories at Break Time (Choose 1 storyteller per region and work with SIS)
Stop at 2:00 with 2:15 Gallery Walk
Come together at 2:30

21. Virtual Coaching via WebEx
Sheldon R-VIII
And
Central RPDC
Purpose: Provide opportunity for learners to engage in the content prior to the formal training
Content: Learning objectives; Expectations for the training; Preparatory reading Reflection exercise

22. Alan Bancroft – Central RPDC
Carolyn Compton – Principal, Sheldon R-VIII
Ben Franklin - UMKC
Purpose: Provide an overview of the day, including reviewing learner objectives, outcomes, and essential questions
Content: Session at-a-glance; Introductions; Essential questions; Norms; Pre-assessment

23. Today’s Agenda
To share with you our experience of preparing, conducting and evaluating the use of WebEx for Virtual Coaching.
Where do we go from here?

24. Sheldon R-VIII Demographics
Rural, K-12 district in Southwest Missouri
DESE School Directory: 196 students, 38 certified staff
Services from CRPDC - Traditional F2F:
Takes 4 hours drive time
290 miles travel expense

25. The Question?? Is a Virtual Format worth considering if:
The building staff are equally satisfied with the format, and;
They do not feel that it negatively impacts their learning when compared to F2F.

26. Preparing for the Session
Purpose: Review the basics and relevance to student learning
Content: Implications for student learning; Ways implementation aligns with common core standards

27. Getting Ready Some Key Areas Initial Preparation
Established relationship before trying virtual format
Adequate technology infrastructure
Local site leadership/facilitator
Local technology support (potential with training)
Initial Preparation
Center visit
Site visit
Virtual session

28. Conducting the Session
Purpose: Provide learner with core concepts, terms, and vision for implementation.
Content: Core concepts; Glossary of terms; Implementation example

29. Sheldon R-VIII The Setting
Room arrangement
Site facilitator
Tech driver
Material / handouts

30. Evaluating the Session
Purpose: Explore the core components and implementation steps.
Content: Detailed description of the core components; Rationale for components; Detailed implementation steps

31. Evaluation
Evaluation – focused strictly on reaction to the virtual format
Brief survey
Our results

33. 64.3% rated 4 or 5
(Like very much)

34. 78.6% rated 1 or 2
(not at all)

35. Use a short phrase to describe what you LIKED BEST about the virtual format.
Loved it!!
Convenience
Ease
Felt less pressure to come up with an answer. Tables could interact without feeling hindered.
I think I was a more attentive because of a new way to learn. I think the tables discussed well. I personally liked the virtual format for something different/new!

36. Use a short phrase to describe what you LIKED LEAST about the virtual format.
Sound issues.
Not being able to see the instructor
Less visual of us and him
I am old school and like presentation face to face

37. Where do we go from here?
Purpose: Provide opportunity for learners to discuss what application in the classroom looks like.
Content: Detailed description of what implementation looks like; Group discussion on what implementation looks like in a variety of contexts; Measuring fidelity; Using data to inform practice

38. Back To The Question?? Is a Virtual Format worth considering if:
The building staff are equally satisfied with the format, and;
They do not feel that it negatively impacts their learning when compared to F2F.

39. The Options Virtual Coaching Options SIS observes consultant
Consultant observes team
Follow-up: SIS conferences with consultant
Follow-up: Consultant conferences with team

40. The Next Step Identify: Survey Current options being used, and;
Interest in getting started and/or expanding use of more options.
Survey

41. CW Program Area Meeting December 6, 2016
MTSS Update
CW Program Area Meeting
December 6, 2016

42. CW Learning Package Revision Update
CW Program Area Meeting
December 6, 2016

43. Foundations Collaborative Teams: June 2016
Data-Based Decision Making: June 2016
Common Formative Assessment
Modules 1, 2, 3: June, 2016
Modules 4, 5, 6: December, 2016
Collaborative Teams: Mary Dell Black (SC SIS), Marisa Bowen (SE SIS), Jeanie Carey (SC), Joy Fairley (KC), Jamie Mehring (StL), Tiffani Muessig (DESE), Connie Schweiss (SC), Sheila Thurman, (NE), Judy Wartick (KC SIS), Pam Williams (DESE)
Data-Based Decision Making: Becky Boggs (SC), Bev Boyd (StL), Mary Corey (DESE), Jan Davis (NW SIS), Deb Drury (NE), Brooke Prickett (StL), Jane Renner (SW SIS), Thea Scott (DESE), Ginny Vandelicht (Hook), Jan Walkonis (StL SIS)
Common Formative Assessment: Pam Carte (NE), Myra Collins (NE), Bev Colombo (StL), Liz Condray (SC), Janet Crafton (SC), Deb Drury (NE), Ginger Henry (DESE), Rebecca Rider (SE), Sarah Spence (C SIS), Nancy Steele (NE SIS)

44. Overview CW Overview: July 2016 CW Overview
Effective Teaching and Learning Practices
Visible Learning
CW Overview: Jan Davis (NW SIS), Nancy Steele (NE SIS)

45. Effective Teaching and Learning Practices
Assessment Capable Learners: February 2017
Assessment Capable Learners
Assessment Capable Learners Extended Module
Feedback
Assessment Capable Learners: Alan Bancroft (C), Bev Colombo (StL), Bev Kohzadi (C), Stephanie Kuper (SE), Ginger Henry (DESE), Lori Ladwig (NE), Sarah Spence (C SIS), Nancy Steele (NE SIS), Terri Steffes (Hook)

46. Effective Teaching and Learning Practices
Student-Teacher Relationships: May 2017
Engaging Student Learners: May 2017
Metacognition: May 2017
Student-Teacher Relationships: Susan Hekmat (SE), Cheryl LeFon (SC), Julie McClung (C), Mary McConnell (KC), Linda Shippy (C), Sarah Spence (C SIS), Nancy Steele (NE SIS), Tammy Ratliff (NE).
Engaging Student Learners: Julie German (SW), Stephanie Kuper (SE), Julie McClung (C), Heidi Newlon (KC), Linda Shippy (C), Sarah Spence (C SIS), Nancy Steele (NE SIS), Terri Steffes (Hook)
Metacognition: Julie Antill (SE), Beccy Baldwin (NW), Jennee Barnes-Gregory (NW), Cathy Battles (KC), Bev Colombo (StL), Debi Korell (NW), Jana Scott (Hook), Donella Sherry (NW), Linda Shippy (C), Sarah Spence (C SIS), Nancy Steele (NE SIS), Sheila Thurman (NE), Belinda Von Behren (NW), Kendra Watson (NW), Patty Wilmes (NW)
*Names in italics worked on the consensus chart only.

47. Process Volunteers Consultants from all regions
Electronic consensus groups
PowerPoint revision groups
DESE
SIS Facilitators

48. Purpose of Revision Updates Edits New Hattie effect sizes
Adjustments from consultants’ training experiences
Consistent introductory and closing slides
Edits
Proofreading, edits, and corrections
Consistent format in presenter notes
Citations and references

49. Next Program Area Meeting: January 7, 2017
Have a Nice Afternoon!
Next Program Area Meeting:
January 7, 2017