Dr. Cory J. Steiner, Data Steward Roxanne Wolding, PowerSchool Specialist Mott-Regent Public Schools SEED Project Training Day #3 Making Decisions…The Right Way

Motivation from the Kid President

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.

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

Establishing Norms Meeting Norms for Mott-Regent Public Schools 1. Any complaint must be accompanied by a solution; positive attitude 2. Respect the opinion’s of others; balance between advocacy and inquiry 3. Stay engaged in the process and in individual meetings 4. Presuming positive intentions; everyone is in this together; trying to do the right things

Launching a Data Team What will the data team do? Data Team Goals/Objectives 1. Incorporate the data in teaching; give new strategies to the teachers for using with students (focus on the ‘now what’) 2. Collaborate and meet to study the data first and foremost; understand the data 3. Align our curriculum K-12 (vertical alignment) 4. Follow through on suggestions; constant assessment and evaluation 5. Celebrate baby steps; WIN 6. Provide resources to allow for easy adoption of changes

Launching a Data Team What roles must the data team utilize to accomplish goals? Data Team Roles & Responsibilities 1. Timer/Task manager 2. Note-taker (scribe) 3. Disperse the data and check to see if everyone got the data 4. Data entry (going visual and displaying) 5. Communicator 6. Facilitator/leader of the team/delegator

Part I

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

Reviewing from Day #2 Culture Collaboration SLDS Navigation

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

Collaboration Resources Team Analysis of Common Assessment Utilize the 3R Strategy Review Rip Revise

Reviewing the Website Assignment Resources KEY: ‘Verbalize’ examples worth noting

Part II

Data Walls Activity GET FOUR Why utilize data walls?

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

Data Walls Activity For examples, go to General Resources

Jigsaw Collaboration Activity—Setting the Stage 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 How could you apply the ideas in the article to your organization?

Jigsaw Collaboration Activity—Setting the Stage Divide the article into equal sections Read your section of the article ‘Racine Unified School District’ Share your section with the group Discuss article Share out themes with group How could you apply the ideas in the article to your organization?

Part III

SLDS Exploration Activity

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?

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?

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

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

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)

Part IV

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

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

The Student Dashboard

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

Triggers Activity Triggers and/or Conversation Starters Program InformationAttendanceTranscriptsOther

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 number—less at risk; high number—at risk Example for NDSA: Advanced-0Advanced-4 Proficient-1Proficient-3 Partially Proficient-2Partially Proficient-2 Novice-3Novice-1

Part V

At-Risk Seating

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 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

Differentiation…in 10 Minutes or Less

Activity: Breaking Down the Numbers Divide the student list into three equal parts based on RIT score (achievement) Categorize (color code the categories) Top group—Above (blue) Middle Group—At (yellow) Below Group—Below (pink)

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?

Activity: Designing the Lesson Objective: Students will read through chapter five and complete a summary sheet detailing key concepts from the reading. Above—Read 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

Activity: Designing the Lesson Objective: Students will read through chapter five and complete a summary sheet detailing key concepts from the reading. At—Read 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

Activity: Designing the Lesson Objective: Students will read through chapter five and complete a summary sheet detailing key concepts from the reading. Below—Read 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

Other Strategies 2 x 10

Part VI

Next Steps Review examples of assignments (website) Post-survey (May) Submit final drafts of assignments to Due final week of May Complete feedback survey on Day #3 Complete feedback survey on SEED training

Exit Slip What worked well? What would you change?

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: