Making Decisions…The Right Way
Dr. Cory J. Steiner, Data Steward
Jane Hovda, PowerSchool Manager
New Town Public Schools
SEED Project Training Day #3
Motivation from the Kid President
 http://www.youtube.com/watch?v=l-gQLqv9f4o
Objectives
 Identify key themes from previous training and how they
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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
 Reinforcing Day #2
 Part II
 SLDS Exploration Activity
 Part III
 Identifying Green,Yellow, and Red Students (triangulation)
 Part IV
 Rubber Meets the Road
 Part V
 Conclusion
Establishing Norms
Meeting Norms for New Town Public Schools
1. Stay engaged
2. Listen respectfully (respect other’s opinions)
3. Positive attitude
4. Begin and end meetings on time
Launching a Data Team
 What will the data team do?
Data Team Goals/Objectives
1. Direct curriculum choices/decisions
2. Decide where to go next; set a path for the future
3. Organizing the data
4. Leaders in their respective buildings (the model)
5. Collect, analyze, and understand the data
Launching a Data Team
 What roles must the data team utilize to accomplish goals?
Data Team Roles & Responsibilities
1. Facilitator/task-manager
2. Communicator
3. Hold and maintain the data; technology guru
4. Accountability—holds people to their responsibilities
5. Support EVERYONE!!
Part I
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
 Data Team Process Sheet
 PLC Cycle Notes
 Utilize the 3R Strategy
 Review
 Rip
 Revise
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 www.ndseed.k12.nd.us
 General Resources
Part II
SLDS Exploration Activity
 https://slds.ndcloud.gov
District Snapshot
 Select District 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
 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
 Exporting
 Click on actions (upper left hand side of screen)
 Click on export
 Click on Excel
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Open and/or save (know where your download goes)
Part III
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
Triggers Activity
Triggers and/or Conversation Starters
Class Schedule
Grades
Assessment Scores
College & Career
Readiness
Triggers Activity
Triggers and/or Conversation Starters
Program Information
Attendance
Transcripts
Other
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-0
 Proficient-1
 Partially Proficient-2
 Novice-3
Part IV
At-Risk Seating
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
 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
Other Strategies
 2 x 10
Part VI
Next Steps
 Review examples of assignments (website)
 Post-survey (May)
 Submit final drafts of assignments to
Cory.Steiner@k12.nd.us
 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
E-mail: Cory.Steiner@k12.nd.us
E-mail: Jane.Hovda@k12.nd.us
Twitter: @nddatasteward
Blog: http://blogs.edutech.nodak.edu/corysteiner/
Phone: 701-893-5087