North Dakota Council of Educational Leaders (NDCEL) Dr. Cory J.
Steiner Thursday, October 17 th, 2013 Making DecisionsThe Right
Way
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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.
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Norms Listen Learn Share
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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
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The Data Movement Data is not newthe focus on data is new We
have been using data to inform practice throughout educational
history: Student discipline Grades
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Why the Data Movement Can Fail Change is not comingit is
hereand it is continuous Failing to create short-term wins WIN
(Whats Important Now)
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Purpose The focus must be on moving from good to great Get a
little better every day It is about correctionand thencontinuous
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)
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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. Dont rush to
judgment 6. Collaboration time built into the existing schedule 7.
Value quality data
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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. [email protected]
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Strategy #1: Identifying Green, Yellow, and Red Light
Students
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Student Directory Report Purpose: Displays student proficiency
details selectable by school year, grade, school, proficiency
level, and student demographics
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Student Directory: Triggers and/or Conversation Starters The
report contains: Class schedule Grades Assessment scores Program
information Attendance College and career readiness
Transcripts
Triggers and/or Conversation Starters Activity Triggers and/or
Conversation Starters Program InformationAttendanceCollege &
Career Readiness Transcripts
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Strategy #2: At-Risk Seating
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Teacher Roster Report
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The Fundamental Five 1. Frame the lesson 2. Teach in the power
zone 3. Praise and encouragement 4. Critical writing 5. Small group
purposeful talk
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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
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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
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Why the Power Zone (continued)? Classroom Management Increase
proximity Address problem behavior immediately Manage transitions
Two Minute Problem
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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
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Strategy #3: Differentiationin 10 Minutes or Less
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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
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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.
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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?
Reading10 th grade Math5 th /6 th grade Language Usage11 th
grade
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Activity: Breaking Down the Numbers Divide the student list
into three equal parts based on RIT score (achievement) Categorize
(color code the categories) Top groupAbove (blue) Middle GroupAt
(yellow) Below GroupBelow (pink)
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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?
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Activity: Designing the Lesson Objective: Students will read
through chapter five and complete a summary sheet detailing key
concepts from the reading. AboveRead Chapter Five and complete the
summary sheet. Summary sheet simply identifies: Number of key
concepts Accompanying pages Required number of details for each
concept
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Activity: Designing the Lesson Objective: Students will read
through chapter five and complete a summary sheet detailing key
concepts from the reading. AtRead 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 oOne exemplar provided
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Activity: Designing the Lesson Objective: Students will read
through chapter five and complete a summary sheet detailing key
concepts from the reading. BelowRead 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 oMultiple exemplars provided A sentence
starter for each concept
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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