1. Dr. Cory J. Steiner, Data Steward Bismarck, North Dakota Department of Public Instruction January 23 rd, 2014 Beginning the Conversation: Making Decisions the Right Way

2. Norms Listen Learn Share Stay engaged

3. Agenda Part I Introduction of the SLDS Part II Key Reports How Could We Use This? DPI, School, and Teacher Part III Conclusion

4. Purpose The focus must be on moving from good to great Get a little better every day It is about correction…and then…continuous improvement Stockdale Paradox ‘Retain faith that you will prevail in the end, regardless of the difficulties and at the same time confront the most brutal facts of your current reality whatever they might be’ Good to Great: Why Some Companies Make the Leap and Others Don't (Collins, 2001)

5. The ‘Data’ Movement Data is not new…the focus on data is new It is simply an additional ‘input’ We have been using data to inform practice throughout educational history: Examples: Observation Grades

6. Why the ‘Data’ Movement Has Failed Change is not coming…it is here…and it is continuous Failing to create short-term wins & remember… WIN (What’s Important Now) What is the ‘WIN’ in your organization? The answer has to be… oSTUDENTS

7. Jigsaw Collaboration Activity Break into groups of four Divide the article into equal sections Read your section of the article ‘Which Came First: The Data or the Decision?’ Share your section with the group Discuss article Share out themes with group

8. Part I

9. SLDS Sections Foundation is PowerSchool 1. Regional 2. State 3. District 4. School 5. Teacher 6. Student 7. Postsecondary Feedback

10. State Longitudinal Data System (SLDS)

11. What is a Data Warehouse?  Logical and strategic ordering and storage of data in central area  System consists of a statewide data warehouse that allows program evaluation over single or multiple years  Integrates data from several state agencies  In other words:  Cumulative file is now electronic  School improvement binder is now electronic

12. North Dakota Statewide Longitudinal Data System (SLDS) SLDS is a cooperative project between: Information Technology Department (ITD) Department of Public Instruction(DPI) North Dakota University System (NDUS) Department of Commerce Department of Career and Technical Education Job Service of North Dakota Education Technology Council (ETC) Department of Health Department of Human Services Elements for education (K-12 and higher education), training, and employment programs For K-12, provides data for: Program evaluation Student evaluation Student programming (next day availability)

13. http://nces.ed.gov/Programs/SLDS  Evaluate teacher programs to improve instruction  Assess if graduates have skills to succeed in postsecondary and/or workforce  Simplify local, state, and federal reporting  Support data-driven decision-making for all educators Goals of Statewide Longitudinal Data Systems

14. Tool for Analyzing Data How are we doing? 1.Compared to Self Grade Level, Sub Groups, Trends 2. Compared to Others National, State, Similar Schools 3.Compared to Absolutes Standards, Cut Scores, Scale Scores, Readiness Michael Fullan

15. Analyzing Data -Creating Information and Avoiding DRIP (Data Rich Information Poor) -So What, Now What Syndrome 1.Drill Down 2.Go Visual 3.Export

16. Part II

17. Key Reports for Collaboration

18. Assessment Inventory An inventory listing of all assessments available in the SLDS by school year and school.

20. ACT Summary District and school composite and subject score ACT results for a selected school year, school and grade enrolled.

22. Rubber Meets the Road Department of Public Instruction (DPI) District/SchoolTeacher

23. School Profile Report Purpose: Provides an overview of enrollment, attendance, and NDSA results

28. Rubber Meets the Road Department of Public Instruction (DPI) District/SchoolTeacher

29. School Snapshot Provides school-level enrollment and academic summary

33. Rubber Meets the Road Department of Public Instruction (DPI) District/SchoolTeacher

34. NDSA Assessment Trend Shows NDSA trend data over the course of multiple years by level of proficiency

36. Rubber Meets the Road Department of Public Instruction (DPI) District/SchoolTeacher

37. District School Roster Provides individual student data for all teachers in a school district

40. Rubber Meets the Road Department of Public Instruction (DPI) District/SchoolTeacher

41. NWEA Teacher Report A listing of students per teacher and class that give the NWEA test information consisting of RIT rantges and goal descriptors

43. Rubber Meets the Road Department of Public Instruction (DPI) District/SchoolTeacher

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

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

46. The Student Dashboard

53. Rubber Meets the Road Department of Public Instruction (DPI) District/SchoolTeacher

54. Student College Readiness Analysis Listing of college ready students

56. Rubber Meets the Road Department of Public Instruction (DPI) District/SchoolTeacher

57. NDUS Developmental Courses A list of students requiring remediation upon entering the NDUS system

60. Rubber Meets the Road Department of Public Instruction (DPI) District/SchoolTeacher

61. Next Steps (continued) Small Schools (Class ‘B’) Consider training AdvancED team (or other teams) in school Acquire logs for teachers Teachers access SLDS account to see if it works properly Put plan in place to train teachers on SLDS and use of data Begin to identify ‘now what’ strategies as teachers begin utilizing data

62. Next Steps (continued) Big Schools (Class ‘A’) Acquire logs for administrators, directors/coordinators, and counselors Determine proper ‘rights’ for individuals Individuals access SLDS account to see if it works properly Get formal training on the SLDS Identify next steps for use of SLDS including adding key teachers from individual buildings Consider training AdvancED team (or other team) in individual schools

63. 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

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