Making Decisions…The Right Way
Dr. Cory J. Steiner, Data Steward
Amanda Rosaaen, PowerSchool Specialist
Underwood 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
Establishing Norms
Meeting Norms for Underwood Public Schools
1. Maintain a positive attitude
2. Put ideas on the table and pull them off (prioritize)
3. Fully support each other's efforts to improve student learning
4. Experience discomfort
Objectives
 By the end of Day #2 training, participants will:
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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).
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
Part I
Primer Activity: Implementation Rubric—DataDriven 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?
Reviewing Key Themes
 Collaboration
 Key Collaboration Skills
 Culture
 Four frames
 Data Team Roles & Responsibilities
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
Culture
 Four frames of reference in decision-making:
Human resources (people within organization)
2. Symbolic (culture)
3. Structural (procedures & policies)
4. Political (public)
1.
 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)
Launching a Data Team
 What will the data team do?
Data Team Goals/Objectives
1. Identify your data sources
2. Build an assessment calendar which includes EVERYTHING
3. The what and how to use the data we have and get
4. Solicit input from stakeholders
5. Create a process
Launching a Data Team
 What roles must the data team utilize to accomplish goals?
Data Team Roles & Responsibilities
1. Person who is going to ‘manipulate’ the data
2. Task manager (organizer)
3. Communicator (between team and staff)
4. Liaison between stakeholders
5. Researcher
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
Part II
SLDS Sections
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District
School
Teacher
Student
Postsecondary Feedback
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)
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!!
Key Reports (refer to handout)
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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’?
 How could you utilize this report with the entire staff?
 Be prepared to report out to group
Part III
Formative v Summative Assessment
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
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Different intervals throughout the year
Measure growth
Inform instruction
Inform decision-making
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)
Formative Assessment Feedback
 Comment Only Marking
 Reduces level of concern
 Makes ‘work’ about learning
 Plus, Minus, Equals
 Allows students to ‘compare’
 Focuses on growth
Formative Assessment Techniques
 Popsicle Sticks
 Exit Tickets
 White Board
 Corners
 Think-Pair Share-Write
Formative Assessment Techniques
 Two Stars and a Wish
 Carousel Brainstorming
 ABCD Cards
 Basketball Discussions
Part IV
Continuous Improvement Model—Big Goals
Analyze
Predict, Explore, Explain, and
Prepare
Plan
Monitor
Do
Practicing with Student Data
 Review the spreadsheet (handout)
 Utilize the continuous improvement model
 Focus on:
 Prediction
 Exploration
 Key Ideas to Start:
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Label (understand) the headings
‘Cover’ the names
Use pencil
Use a prediction to ‘make a deeper’ prediction (predict only on the headings)
 Start with a two prong prediction
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Add depth after you ‘explain’
 Stay away from the ‘tangent’
 ‘Say’ it out loud
Part V
The SEED Project: Day #3
 April 16th
 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’
The SEED Project: To Do
 Review ND SEED Website
 http://www.ndseed.k12.nd.us/
 Reviewing assignments and key conversations; continue work
on:
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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!!
Survey Data
 Review survey data
 Think in terms of…
 Start doing
 Stop doing
 Continue doing
 How will you share this data with your staff?
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
Exit Slip
 What worked well?
 What would you change?
Questions??
Dr. Cory J Steiner
E-mail: Cory.Steiner@k12.nd.us
Roxanne.Wolding@k12.nd.us
Twitter: @nddatasteward
Blog: http://blogs.edutech.nodak.edu/corysteiner/
Phone: 701-893-5087