Slide 1

Dr. Cory J. Steiner, Data Steward Jack Knopp, PowerSchool Specialist Northern Cass Public Schools SEED Project Training Day #3 Making DecisionsThe Right Way

Slide 2

Motivation from the Kid President http://www.youtube.com/watch?v=l-gQLqv9f4o

Slide 3

Objectives Identify key themes from previous training and how they relate to current/future training. Identify key trigger events for identifying green, yellow, and red students via triangulation. Engage and utilize practical strategies for developing at-risk seating charts. Increase proficiency in navigating the SLDS (District School Roster & Student Directory). Collaborate with peers on current and best practices for utilizing data. Identify steps for data process.

Slide 4

Agenda Part I Reinforcing Day #2 Part II SLDS Exploration Activity Part III Identifying Green, Yellow, and Red Students (triangulation) Part IV Rubber Meets the Road Part V Conclusion

Slide 5

Part I

Slide 6

Survey Data Reviewing survey data Think in terms of Start doing Stop doing Continue doing

Slide 7

Culture Divide the article into equal sections Read your section of the article Positive or Negative Share your section with the group Discuss article

Slide 8

Data Walls Activity For examples, go to www.ndseed.k12.nd.uswww.ndseed.k12.nd.us General Resources Why use data walls?

Slide 9

Data Walls Steps to building data walls: Write predictions on a sheet of chart paper Post predictions Post a large graph or chart of data the organization is processing Record observations from the graph or chart and record on chart paper

Slide 10

Part II

Slide 11

SLDS Exploration Activity https://slds.ndcloud.gov

Slide 12

District Snapshot Select District and Click Apply What information is located on the overview page? What information is located in the enrollment dashboard? What information is located in the academic dashboard?

Slide 13

School Snapshot Select School and Click Apply What information is located on the overview page? What information is located in the enrollment dashboard? What information is located in the academic dashboard?

Slide 14

School Snapshot Click for Roster and Select a Teacher What information is located in the enrollment dashboard? What information is located in the academic dashboard?

Slide 15

School Snapshot Click for Roster on Selected Teacher (District Roster Report) What do E, L, M, and D represent? What student has the highest percentage of missed classes in the last four weeks? What student has the most grades below a C? What student has the highest percentage of grades failing or down 10%? What do the various colors for assessments represent? Change the assessment (parameters) and click apply to see other data. What do the arrows represent

Slide 16

Student Directory Student Directory (student section) What information is located on the overview page? What information is located in the academic dashboard? What information is located on the following pages? Attendance Assessment Grades and Credits College and Career Readiness

Slide 17

Exporting Click on actions (upper left hand side of screen) Click on export Click on Excel Open and/or save (know where your download goes)

Slide 18

Part III

Slide 19

Identifying Green, Yellow, and Red Light Students (Triangulation)

Slide 20

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

Slide 21

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

Slide 22

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

Slide 23

Triggers Activity Triggers and/or Conversation Starters Program InformationAttendanceTranscriptsOther

Slide 24

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. 4. Assign ranking Low numberless at risk; high numberat risk Example for NDSA: Advanced-0Advanced-4 Proficient-1Proficient-3 Partially Proficient-2Partially Proficient-2 Novice-3Novice-1

Slide 25

Part IV

Slide 26

At-Risk Seating

Slide 27

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

Slide 28

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

Slide 29

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

Slide 30

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

Slide 31

Slide 32

Slide 33

Slide 34

Differentiationin 10 Minutes or Less

Slide 35

Activity: Breaking Down the Numbers Divide 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)

Slide 36

Activity: Designing the Lesson Objective: 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?

Slide 37

Activity: Designing the Lesson Objective: 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 concepts required Accompanying pages Required number of details for each concept

Slide 38

Activity: Designing the Lesson Objective: 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 concepts identified for students Accompanying pages Required number of details for each concept oOne exemplar provided

Slide 39

Activity: Designing the Lesson Objective: 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 concepts identified for students Specific pages (linked to each concept) Required number of details for each concept oMultiple exemplars provided A sentence starter for each concept

Slide 40

Other Strategies 2 x 10

Slide 41

Part V

Slide 42

Next Steps Review examples of assignments (website) Post-survey (May) Submit final drafts of assignments to Cory.Steiner@k12.nd.us Cory.Steiner@k12.nd.us Due final week of May Complete feedback survey on Day #3 Complete feedback survey on SEED training

Slide 43

Exit Slip What worked well? What would you change?

Slide 44

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

Slide 45

Questions? Dr. Cory J Steiner E-mail: Cory.Steiner@k12.nd.usCory.Steiner@k12.nd.us Twitter: @nddatasteward Blog: http://blogs.edutech.nodak.edu/corysteiner/ http://blogs.edutech.nodak.edu/corysteiner/ Phone: 701-893-5087