1 / 33

Making Decisions…The Right Way

Making Decisions…The Right Way. Dr. Cory J. Steiner, Data Steward David Zwingel, PowerSchool Specialist Dunseith Public Schools SEED Project Training Day #2. A Little Inspiration…. A pep talk for teachers and students from the Kid President http://www.youtube.com/watch?v=RwlhUcSGqgs.

zytka
Download Presentation

Making Decisions…The Right Way

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Making Decisions…The Right Way Dr. Cory J. Steiner, Data Steward David Zwingel, PowerSchool Specialist Dunseith Public Schools SEED Project Training Day #2

  2. A Little Inspiration… • A pep talk for teachers and students from the Kid President • http://www.youtube.com/watch?v=RwlhUcSGqgs

  3. Objectives • By the end of Day #2 training, participants will: • Identify key themes from previous training and how they relate to current/future training. • Begin development of 100 hour plan. • Increase proficiency in navigating the SLDS. • Identify key practices for formative assessment. • Utilize continuous improvement model to gather, interpret, and analyze data. • Collaborate with peers on current and best practices for utilizing data. • Begin development of 100 day plan (for 2014-15 school year).

  4. Establishing Norms

  5. Agenda • Part I • Norms • Key Themes • Assignment & Conversation Updates • Part II • SLDS Navigation • Part III • Formative v Summative Assessment • Part IV • Continuous Improvement Model • Part V • Conclusion

  6. Part I

  7. Primer Activity: Implementation Rubric—Data-Driven Instruction & Assessment • Complete the ‘assessment’ rubric individually • Share and discuss results with group • What are the areas of strength? • What are the potential areas for growth? • What results were surprising? • Think in terms of… • Start doing • Stop doing • Continue doing

  8. Reviewing Key Themes • Culture • Four frames • Collaboration • Key Collaboration Skills • Leadership • Data Team Roles & Responsibilities

  9. Collaboration • Review the handout • For each bulleted item, how do you encourage/promote each within your organization and/or school? • Be prepared to report out to the group

  10. Culture • Four frames of reference in decision-making: • Human resources (people within organization) • Symbolic (culture) • Structural (procedures & policies) • Political (public) • Review the handout • For each bulleted item, what does each ‘look like’ in your organization and/or school? • Be prepared to report out to the group Reframing Organizations: Artistry, Choice, and Leadership (Bolman & Deal, 2003)

  11. Status Report • What have you been doing so far? • Tell a Story Document • Common Language Document • Vision Document • Assessment Calendar • In other words… • What has changed since the first training? • http://www.ndseed.k12.nd.us

  12. Part II

  13. SLDS Sections • District • School • Teacher • Student • Postsecondary Feedback

  14. Tips and Tricks • Use Internet Explorer or Firefox; avoid Chrome • DON’T click on main ‘browser’ arrows • Click small blue arrows ‘within’ page (takes back one page) • If parameters don’t show up, click on arrow to close section and then reopen • To get back to main page, double click on PK-12 • To export a file, click on ‘actions’ (left side of screen) • Help videos are available (student directory—click on student—click academic dashboard—click on video camera)

  15. Let’s Roll • https://slds.ndcloud.gov • Enter log and password (right side of screen) as K-12 user • DISREGARD ‘user’ settings message (in red) • Double click on PK-12 • STOP and wait for further directions!!

  16. Key Reports (refer to handout) • School Snapshot (AdvancED) • School Profile (AdvancED) • ACT Summary (AdvancED) • District School Roster • NDUS Developmental Courses (also Public Reporting) • Student Directory (AdvancED) • What does each report ‘show’? • What errors did you find? • How could you utilize this report with the entire staff? • Be prepared to report out to group

  17. Part III

  18. Formative v Summative Assessment

  19. Formative v Summative • Formative • Planned practice • Occurs when content is being taught • Inform teachers what students do and do not know • GET TWO (How is this being used?) • Inform teachers about what student are ready to learn next • Allow for teachers to inform instruction • Summative • Measure grade level and/or proficiency • End of course (EOC) exams • Interim • Different intervals throughout the year • Measure growth • Inform instruction • Inform decision-making

  20. 3 Strategies for Formative Assessment • 1. Clarifying, sharing, and understanding learning intentions and criteria for success (great objectives, starters, and closers) • Getting the students to really understand what their classroom experience will be and how their success will be measured. • 2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning (lesson design) • Developing effective classroom instructional strategies that allow for the measurement of success. • 3. Providing feedback that moves learning forward • Working with students to provide them the information they need to better understand problems and solutions. Embedded Formative Assessment (William, 2011)

  21. Formative Assessment Feedback • Comment Only Marking • Reduces level of concern • Makes ‘work’ about learning • Plus, Minus, Equals • Allows students to ‘compare’ • Focuses on growth

  22. Formative Assessment Techniques • Popsicle Sticks • Exit Tickets • White Board • Corners • Think-Pair Share-Write

  23. Formative Assessment Techniques • Two Stars and a Wish • Carousel Brainstorming • ABCD Cards • Basketball Discussions

  24. Part IV

  25. Continuous Improvement Model—Big Goals

  26. Practicing with Student Data • Review the spreadsheet (handout) • Utilize the continuous improvement model • Focus on: • Prediction • Exploration • Key Ideas to Start: • Hide the names • Label (understand) the headings • Use pencil • Use a prediction to ‘make a deeper’ prediction • Start with only two headings • Stay away from the ‘tangent’

  27. Part V

  28. The SEED Project: Day #3 • May 5th • Reviewing assignments and key conversations • Reviewing end of year data • Triangulating data • Developing 2014-15 SMART goals • ‘Finalizing’ 100 Day Plan (start of the 2014-15 school year) • Identifying data process • ‘Write it down’

  29. The SEED Project: To Do • Review ND SEED Website • http://www.ndseed.k12.nd.us/ • Reviewing assignments and key conversations; continue work on: • Tell a Story Document • Common Language Document • Vision Document • Assessment Calendar • ‘Writing’ the 100 Day Plan (start of the 2014-15 school year) • Review survey data—MUST DO!!

  30. Survey Data • Review survey data • What are the areas of strength? • What are the potential areas for growth? • What results were surprising? • Think in terms of… • Start doing • Stop doing • Continue doing • How will you share this data with your staff?

  31. 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

  32. Exit Slip • What worked well? • What would you change?

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

More Related