1. Dr. Cory J. Steiner, Data Steward Ross Roemmich, PowerSchool Specialist Richardton-Taylor Public Schools SEED Project Training Day #2 Making Decisions…The Right Way

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

3. Establishing Norms Meeting Norms for Richardton-Taylor Public Schools 1. Positive attitude and/or interactions 2. Work as a team and support each other 3. Experience discomfort 4. Maintain focus; keep eyes on the target 5. Probing for specificity

4. Objectives By the end of Day #2 training, participants will: Identify key themes from previous training and how they relate to current/future training. 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 hour plan. Begin development of 100 day plan (for 2014-15 school year).

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 Think in terms of… Start doing Stop doing Continue doing How does this relate to your 100 Hour and 100 Day Plan?

8. Reviewing Key Themes Collaboration Key Collaboration Skills Culture Four frames 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: 1. Human resources (people within organization) 2. Symbolic (culture) 3. Structural (procedures & policies) 4. 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. Launching a Data Team What will the data team do? Data Team Goals/Objectives 1. Getting the data into a usable format (visual) 2. Liaisons between the data team and staff as a whole 3. Follow through on any and every thing 4. 3R Strategy; analyze data; review school improvement goals and decide a path 5. Promote the use of data 6. Have fun and celebrate

12. Launching a Data Team What roles must the data team utilize to accomplish goals? Data Team Roles & Responsibilities 1. Chair/Facilitator/Task Manager 2. Researcher 3. Scribe/Communicator 4. Organizer 5. Time Manager (make ‘more’ of it)

13. Status Report What have you been doing so far? Assessment Calendar Vision Document Tell a Story Document Common Language Document Review the following website (‘assignment resources’) http://www.ndseed.k12.nd.us

14. Part II

15. SLDS Sections 1. District 2. School 3. Teacher 4. Student 5. Postsecondary Feedback

16. 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)

17. 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!!

18. Key Reports (refer to handout) School Snapshot (AdvancED) School Profile (AdvancED) ACT Summary (AdvancED) District School Roster (‘what teachers will see’) NDUS Developmental Courses 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

19. Part III

20. Formative v Summative Assessment

21. 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

22. 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)

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

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

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

26. Part IV

27. Continuous Improvement Model—Big Goals Analyze Predict, Explore, Explain, and Prepare Plan Do Monitor

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

29. Part V

30. The SEED Project: Day #3 May 2 nd 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’

31. 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!!

32. Survey Data Review survey data Think in terms of… Start doing Stop doing Continue doing How will you share this data with your staff?

33. 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

34. Exit Slip What worked well? What would you change? What do you need now to move forward?

35. 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