Making Decisions…The Right Way
North Dakota Council of Educational Leaders (NDCEL)
Dr. Cory J. Steiner
Thursday, October 17th, 2013
Objectives
 Engage in collaboration with peers around key concepts and
themes in education.
 Self-Reflection
 Guiding Principles
 Understand triggers and/or conversation starters as they
relate to gathering, understanding, and analyzing key data.
 Understand how to utilize student data for purposeful planning.
 Identify yellow and red light students.
 Develop seating charts for at-risk students.
 Differentiate a lesson in 10 minutes.
 Understand the State Longitudinal Data System (SLDS) in terms
of what it can do to help an organization continuously improve.
Norms
 Listen
 Learn
 Share
The SEED Project
 19 schools participating
 Maddock, Underwood, Carrington, Fessenden-Bowdon, Watford City, Ray,
Dunseith, Mohall, Kulm, Devils Lake, Grafton, Park River, Leeds, Billings
County, South Heart, Mott-Regent, Richardton-Taylor, New Town,
Northern Cass,
 Training districts on:
 Building data teams
 Utilizing the SLDS to make decisions
 Practical strategies for teachers to utilize data
 Best-practices from schools for students
 Collaborate across district lines
 Looking for our second phase of schools for the 2014-15 school year
 Must partner with another district in their region
 No charge to participating schools
The ‘Data’ Movement
 Data is not new…the focus on data is new
 We have been using data to inform practice throughout
educational history:
 Student discipline
 Grades
Why the ‘Data’ Movement Can Fail
 Change is not coming…it is here…and it is
continuous
 Failing to create short-term wins
 WIN (What’s Important Now)
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)
Guiding Principles
-What educators are saying…
1.
Utilize common formative assessments
2.
Value a careful and ethical approach to using and sharing data
3.
Create a culture that values self-reflection
4.
Never assign lazy as a diagnosis
5.
Don’t rush to judgment
6.
Collaboration time built into the existing schedule
7.
Value quality data
Access to the SLDS
 https://slds.ndcloud.gov
 Enter log and password (right side of screen) as K-12 user.
 To gain access, your Superintendent of Schools must e-mail
EduTech to grant permission.
 E-mail me to facilitate this process.
 costeiner@nd.gov
Strategy #1: Identifying Green, Yellow,
and Red Light Students
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
Test Student
ID# 16422222228
Twelfth Grade
Student Information
Academic Dashboard
Transcript

Test Student
111 South Park
St Johns ND 58522
Home Phone
701-222-0225
School Information
Central High School
Demographics
701-322-4523
Date of Birth
December 18, 1993
Grade Level
12
Age
18
School Year
2012
Gender
Male
Homeroom
Olsen, Jennifer
Race
(W) White
Late Enrollment
No
Date of Entry
August 23, 2012
Date of Withdrawal
Other Student Information
At Risk
Free Reduced Lunch
Limited English Proficiency
Disabilities
Repeater (1 or more grades in last 3 years)
Migrant
Student infomration was last updated on October 23, 2012
Triggers and/or Conversation Starters Activity
Triggers and/or Conversation Starters
Class Schedule
Grades
Assessment Scores
Triggers and/or Conversation Starters Activity
Triggers and/or Conversation Starters
Program Information
Attendance
College &
Career
Readiness
Transcripts
Strategy #2: At-Risk Seating
Teacher Roster Report
The Fundamental Five
1.
2.
3.
4.
5.
Frame the lesson
Teach in the power zone
Praise and encouragement
Critical writing
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
Cain, S. & Laird, M. (2011). The Fundamental Five: The
Formula for Quality Instruction
Why the Power Zone (continued)?
 Classroom Management
 Increase proximity
 Address problem behavior immediately
 Manage transitions
 Two Minute Problem
Why the Power Zone (continued)?
 Build Relationships
 Build rapport faster
 Communicate with all students
 Show genuine interest in students
 Personal connection with student
Cain, S. & Laird, M. (2011). The Fundamental Five: The
Formula for Quality Instruction
Strategy #3: Differentiation…in 10
Minutes or Less
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
Northwest Evaluation Association (NWEA)
 NWEA Measures of Academic Progress (MAP) tests present
students with engaging, age-appropriate content. As a
student responds to questions, the test responds to the
student, adjusting up or down in difficulty.
What Does a Number Mean?
 Look at the data for end of year mean (right side of each
individual table)
 What does a 223 RIT mean (in terms of grade level) for
reading, math, & language usage?
 Reading—10th grade
 Math—5th/6th grade
 Language Usage—11th grade
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
 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
 Accompanying pages
 Required number of details for each concept
o One 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
 Specific pages (linked to each concept)
 Required number of details for each concept
o Multiple exemplars provided
 A sentence starter for each concept
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
E-mail: costeiner@nd.gov
Twitter: @nddatasteward
Blog: http://blogs.edutech.nodak.edu/corysteiner/
Phone: 701-893-5087