Administrative Council

1. Administrative Council October 28, 2010 Hanover Room How can data impact system growth?

2. Our Format This Year • Model • Year Plan • Big Ideas • Essential Questions • Model the Expectations Document • Strategies Highlighted • Flexible Groupings • B, D, A strategies • Focus on the NESD Goals and their Pillars

3. NESD Systemic Goals Our students are provided quality curriculum, instruction, and assessment responsive to individual needs. Our school division and its schools use data and information to measure, monitor and report continuous improvement. Our facilities accommodate learning to prepare students for life in the 21st Century. Our school division maintains positive “North East” culture.

4. NESD Pillars Create Engaging Learning Experiences through Renewed Curricula Promote New Media Literacies and Digital Citizenship Response to Individual Student Needs Engage in Authentic Assessment Construct and Sustain Effective Schools

5. Administrative Council Professional Development (2010-11) October: Data Collection December: New Media Literacies January: Learning Strategies February: Response to Intervention March: Assessment April: FNMI

6. Morning Agenda • Introductions & Overview • NESD Rubric Revisited • Child Observation Record (COR) Refreshment Break • Reading Assessment District (RAD) • Assessment For Learning (AFL)

7. Big Idea: How can data impact system growth? Essential Questions • What do we mean by Synthesis within the NESD Rubric? • How can we utilize data to improve student learning? • How can we use data to inform our practice? • How can data assist teacher leaders with the identification and mobilization of supports?

8. NESD Rubric Revisited • Uncertainties with this data • The data from Admin Council did not strongly identify areas of weakness or strength within the group. • Overall results lead us to believe that the supporting document may not have been fully utilized or understood. • Individual results suggest that with some, the tool may have been used as a rating scale as opposed to a rubric.

9. Your Task • Individually read the descriptors within the pillar you have been assigned in the supporting document of the NESD Rubric. • Use each descriptor in your pillar to identify how leaders can, within a school context, provide support to those who are not at the Synthesis Level. (Ensure your team has a common understanding of each descriptor). • Record your supports for a document we will share with everyone (this is for you, as a group).

10. Groups – NESD Rubric Orange(Curricula) Ken Okanee Dean Armstrong Rocky Chysyk Shelley Pierlot Randy Kerr Jill Clapson Jerry Heffernan Yvonne Day Red (NML) Blue (Response) Green (Assess) Brian Anderson Cory Froehlich Neil Finch Kelly Christopherson Rodney White Trevor Norum Randy Steciuk Wade Rolles Trevor McIntyre Eric Hufnagel Trevor Wasilow Bryan Young Brenda Gabriel Perry Mamer

11. Early Learning Strategy NESD Strategic Plan: Responsive to Individual Student Needs Data Collection: • COR – Pre-Kindergarten & Kindergarten • RAD – Grades 1-3 Collection Dates: • COR – data submitted daily – collated in January 21 & May 20 • RAD – October 8 & May 13

12. What is COR? • Child Observation Record • Online COR – software database which houses documentation (anecdotal notes, photos, videos, student work). • Documentation is used to match key dimensions of child development. • COR Items are reflective in Kindergarten Curriculum Outcomes, however are not conclusive to achieving Curriculum outcomes.

13. ONLINE COR https://app.redesetgrow.com/OnlineCOR/Main.jsp?872531=8725317172455653

14. Anecdote List Score 2 Unscored 4 Unscored 3 3

15. Tally Sheet

16. Growth Profile

17. Reanne Rob, John, Ron, Mark, Don Katie

18. Why are we collecting this data? • To gather data to ensure that students are growing in all of the key dimensions of child development. • COR measures 6 categories of child development. • 1. Initiative • 2. Social Relations • 3. Creative Representation • 4. Music and Movement • 5. Language & Literacy • 6. Mathematics and Science

19. Why are we collecting this data? • To ensure teachers are evolving in the role of an “Early Learning” teacher, where they allow play to be children’s work and that they begin to follow the principles of early learning in their daily practices.

20. What will the data tell us? • It will tell us what children are doing. • It will tell us more about them. • It will guide us in the types of materials, interactions, and experiences we need to provide to assist in their development.

21. How will this data impact Pre-K and Kindergarten teachers?

22. Early Learning Teachers will need to allow their students to play. Early Learning Teachers will need to become observers, listeners, and documenters. Early Learning Teachers will need to become reflective and prepare environments, materials, conversations, invitations, so children can further develop their learning.

23. What does this look like? (Video)

24. As an Administrator, how can you be supportive?

25. Believe and promote that all children are competent and have the capacity to learn. • Encourage and model for teachers how to be active observers of what and how children learn. • Ensure teachers are reflecting and making educational decisions that affect the child. • Ensure that teachers are developing relationships by revealing the uniqueness of every child.

26. What is RAD? • Reading Assessment District • Assesses students’ reading skills and comprehension. • Utilizes BEFORE, DURING, and AFTER strategies. • RAD can be administered up to grade 9.

27. What will the data tell us? • The data provides a summary of student’s ability to use BEFORE, DURING, and AFTER strategies for Comprehending and Responding to text.

28. STRATEGIES • Before • During • COMPREHENSION • During • After • ANALYSIS • During • After

29. How will the data impact ELA teachers?

31. Looking at the data…. Look at your school data. • What does the data tell us? Strengths? Concerns? • What instructional focus do your teachers need to develop further? • How can you support your ELA teachers?

32. Strategies STRESSED in RAD BEFORE Prediction Text Features DURING Comprehension (Retrieving Information and Recognizing Meaning) • Accuracy and completeness • Main Ideas/Details • Information/Organization AFTER Comprehension (Interpreting Text) • Inferences Analysis (Analyzing Text) • Connections • Opinions  Comprehension Strategies • Identifying use and articulation • Word Skills Strategies STRESSED in ELA Curriculum BEFORE • Activate and build upon prior knowledge & experience • Preview text • Set a purpose • Anticipate the author’s intention DURING • Making connections to personal knowledge and experience • Using the cueing systems to construct meaning from the text • Making, confirming, and adjusting predictions and inferences • Constructing mental images • Interpreting visuals (e.g., illustrations, graphs, tables) • Identifying key ideas and supporting details • Drawing conclusions • Adjusting rate or strategy to purpose or difficulty of text AFTER • Recalling, paraphrasing, and synthesizing • Interpreting (identifying new knowledge and insights) • Evaluating author’s message • Evaluating author’s craft and technique • Responding personally, giving support from text • View, listen, read again, and speak, write, and use other forms of representing to deepen understanding and pleasure.

33. Critical & Powerful Learning Strategies • If students are to be successful at READING, they need to learn and use thinking and learning skills and strategies on their own. In order to help students gain control over a repertoire of key skills and strategies, the skills and strategies need to be explicitly taught and practiced using a model such as the following: • Introduce and explain the purpose of the skill or strategy. • Demonstrate and model its use. • Provide guided practice for students to apply the skill or strategy with feedback. • Allow students to apply the skill or strategy independently and in teams. • Reflect regularly on the appropriate uses of the skills or strategies and their effectiveness. • Assess the students’ ability to transfer the repertoire of skills or strategies with less and less teacher prompting over time. • (Wiggins & McTighe, 2007, quoted in Saskatchewan Ministry of Education ELA document, 2010)

34. Assessment for Learning (AFL) • Reading 2009, 2007 • Mathematics 2009, 2007, 2005 • Writing 2010, 2008 • Treaty Essential Learnings (TELs) 2010, 2009 • With each of the above two categories emerge: • Performance Data • Opportunity-to-Learn Data

35. Opportunity-to-Learn Data • Two sets for each subject/grade level • Teacher Questionnaire Data • Student Questionnaire Data Are there surprises within data? (Either teacher and student surveys.) Are there specific data pieces within OTL that, when shared with teachers, would be beneficial for them?

36. Groupings for AFL • Reading (4) Reading (7) Reading (10) Perry Mamer Cory Froehlich Brian Anderson Shelly Pierlot Jill Clapson Eric Hufnagel Rodney White Kelly Christopherson • Writing (5) Writing (8) Writing (11) Randy Kerr Neil Finch Dean Armstrong Brenda Gabriel Ken Okanee Yvonne Day Trevor Norum • Math (5) Math (8) Math (20) Randy Steciuk Rocky Chysyck Jerry Heffernan Trevor Wasilow Trevor McIntyre Bryan Young Wade Rolles

37. Connections • Critique the following statement: “The data discussed today and the NESD Rubric are mutually exclusive.”

38. Big Idea: How can data impact system growth? Essential Questions • What do we mean by Synthesis within the NESD Rubric? • How can we utilize data to improve student learning? • How can we use data to inform our practice? • How can data assist teacher leaders with the identification and mobilization of supports?

39. Closure • Where did we hit the target? • Where did we miss the mark?