Administrative Council
October 28, 2010Hanover Room
How can data impact system growth?
Model ◦ Year Plan◦ Big Ideas◦ Essential Questions
Model the Expectations Document◦ Strategies Highlighted
Flexible Groupings B, D, A strategies
Focus on the NESD Goals and their Pillars
Our Format This Year
NESD Systemic Goals
Our students are provided quality
curriculum, instruction, and assessment
responsive to individual needs.
Our school division and its schools use data and information to
measure, monitor and report continuous
improvement.
Our facilities accommodate learning to prepare students for life in the 21st Century.
Our school division maintains positive
“North East” culture.
Create Engaging Learning Experiences through Renewed Curricula
Promote New Media Literacies and Digital
Citizenship
Response to Individual Student Needs
Engage in Authentic Assessment
NESD Pillars
Construct and Sustain Effective Schools
Administrative Council Professional Development (2010-11)
October: Data Collection
December: New Media
Literacies
January: Learning
Strategies
February: Response to Intervention
March: Assessment
April: FNMI
Introductions & Overview NESD Rubric Revisited Child Observation Record (COR)
Refreshment Break Reading Assessment District (RAD) Assessment For Learning (AFL)
Morning Agenda
Essential Questions
What do we mean by Synthesis within the NESD Rubric?
How can we utilize data to improve student learning?
How can we use data to inform our practice?
How can data assist teacher leaders with the identification and mobilization of supports?
Big Idea: How can data impact system growth?
Uncertainties with this data
1. The data from Admin Council did not strongly identify areas of weakness or strength within the group.
2. Overall results lead us to believe that the supporting document may not have been fully utilized or understood.
3. Individual results suggest that with some, the tool may have been used as a rating scale as opposed to a rubric.
NESD Rubric Revisited
Individually read the descriptors within the pillar you have been assigned in the supporting document of the NESD Rubric.
Use each descriptor in your pillar to identify how leaders can, within a school context, provide support to those who are not at the Synthesis Level. (Ensure your team has a common understanding of each descriptor).
Record your supports for a document we will share with everyone (this is for you, as a group).
Your Task
Orange(Curricula)Ken Okanee Dean ArmstrongRocky Chysyk Shelley PierlotRandy Kerr Jill ClapsonJerry Heffernan Yvonne Day
Red (NML) Blue (Response) Green (Assess)Brian Anderson Cory Froehlich Neil FinchKelly Christopherson Rodney White Trevor NorumRandy Steciuk Wade Rolles Trevor McIntyreEric Hufnagel Trevor Wasilow Bryan Young
Brenda Gabriel Perry Mamer
Groups – NESD Rubric
Early Learning Strategy
NESD Strategic Plan:
Responsive to Individual Student Needs
Data Collection: COR – Pre-Kindergarten & Kindergarten RAD – Grades 1-3Collection Dates: COR – data submitted daily – collated in
January 21 & May 20 RAD – October 8 & May 13
What is COR? Child Observation Record Online COR – software database which
houses documentation (anecdotal notes, photos, videos, student work).
Documentation is used to match key dimensions of child development.
COR Items are reflective in Kindergarten Curriculum Outcomes, however are not conclusive to achieving Curriculum outcomes.
https://app.redesetgrow.com/OnlineCOR/Main.jsp?872531=8725317172455653
ONLINE COR
Score
2
Unscored
4
Unscored
3
3
Anecdote List
Tally Sheet
Growth Profile
Rob, John, Ron, Mark, Don
Katie
Reanne
Why are we collecting this data? To gather data to ensure that students are
growing in all of the key dimensions of child development.
COR measures 6 categories of child development.1. Initiative2. Social Relations3. Creative Representation4. Music and Movement5. Language & Literacy6. Mathematics and Science
Why are we collecting this data? To ensure teachers are evolving in the role
of an “Early Learning” teacher, where they allow play to be children’s work and that they begin to follow the principles of early learning in their daily practices.
What will the data tell us? It will tell us what children are doing. It will tell us more about them. It will guide us in the types of materials,
interactions, and experiences we need to provide to assist in their development.
How will this data impact Pre-K and Kindergarten
teachers?
Early Learning Teachers will need to allow their students to play.
Early Learning Teachers will need to become observers, listeners, and documenters.
Early Learning Teachers will need to become reflective and prepare environments, materials, conversations, invitations, so children can further develop their learning.
What does this look like? (Video)
As an Administrator, how can you be
supportive?
Believe and promote that all children are competent and have the capacity to learn.
Encourage and model for teachers how to be active observers of what and how children learn.
Ensure teachers are reflecting and making educational decisions that affect the child.
Ensure that teachers are developing relationships by revealing the uniqueness of every child.
What is RAD? Reading Assessment District Assesses students’ reading skills and
comprehension. Utilizes BEFORE, DURING, and AFTER
strategies. RAD can be administered up to grade 9.
The data provides a summary of student’s ability to use BEFORE, DURING, and AFTER strategies for Comprehending and Responding to text.
What will the data tell us?
STRATEGIES• Before• During
COMPREHENSION• During• After
ANALYSIS• During• After
How will the data impact ELA teachers?
Look at your school data. What does the data tell us? Strengths?
Concerns? What instructional focus do your teachers
need to develop further? How can you support your ELA teachers?
Looking at the data….
Strategies STRESSED in RADBEFORE
Prediction
Text Features
DURING
Comprehension (Retrieving Information and Recognizing Meaning)
Accuracy and completeness Main Ideas/Details Information/Organization
AFTER
Comprehension (Interpreting Text) Inferences
Analysis (Analyzing Text) Connections Opinions
Comprehension Strategies Identifying use and articulation Word Skills
Strategies STRESSED in ELA Curriculum
BEFORE Activate and build upon prior knowledge &
experience Preview text Set a purpose Anticipate the author’s intention
DURING Making connections to personal knowledge and
experience Using the cueing systems to construct meaning
from the text Making, confirming, and adjusting predictions and
inferences Constructing mental images Interpreting visuals (e.g., illustrations, graphs,
tables) Identifying key ideas and supporting details Drawing conclusions Adjusting rate or strategy to purpose or difficulty of
text
AFTER Recalling, paraphrasing, and synthesizing Interpreting (identifying new knowledge and
insights) Evaluating author’s message Evaluating author’s craft and technique Responding personally, giving support from text View, listen, read again, and speak, write, and use
other forms of representing to deepen understanding and pleasure.
Critical & Powerful Learning Strategies
If students are to be successful at READING, they need to learn and use thinking and learning skills and strategies on their own. In order to help students gain control over a repertoire of key skills and strategies, the skills and strategies need to be explicitly taught and practiced using a model such as the following:Introduce and explain the purpose of the skill or strategy.Demonstrate and model its use.Provide guided practice for students to apply the skill or strategy with
feedback.Allow students to apply the skill or strategy independently and in
teams.Reflect regularly on the appropriate uses of the skills or strategies and
their effectiveness.Assess the students’ ability to transfer the repertoire of skills or
strategies with less and less teacher prompting over time.(Wiggins & McTighe, 2007, quoted in Saskatchewan Ministry of Education ELA document, 2010)
Reading 2009, 2007 Mathematics 2009, 2007, 2005 Writing 2010, 2008 Treaty Essential Learnings (TELs) 2010,
2009
With each of the above two categories emerge:◦ Performance Data◦ Opportunity-to-Learn Data
Assessment for Learning (AFL)
Two sets for each subject/grade level1. Teacher Questionnaire Data2. Student Questionnaire Data
Are there surprises within data? (Either teacher and student surveys.)
Are there specific data pieces within OTL that, when shared with teachers, would be beneficial for them?
Opportunity-to-Learn Data
Reading (4) Reading (7) Reading (10)
Perry Mamer Cory Froehlich Brian AndersonShelly Pierlot Jill Clapson Eric HufnagelRodney White Kelly Christopherson
Writing (5)Writing (8) Writing (11)Randy Kerr Neil Finch Dean Armstrong Brenda Gabriel Ken Okanee Yvonne DayTrevor Norum
Math (5) Math (8) Math (20)Randy Steciuk Rocky Chysyck Jerry HeffernanTrevor Wasilow Trevor McIntyre Bryan YoungWade Rolles
Groupings for AFL
Critique the following statement:
“The data discussed today and the NESD Rubric are mutually exclusive.”
Connections
Essential Questions
What do we mean by Synthesis within the NESD Rubric?
How can we utilize data to improve student learning?
How can we use data to inform our practice?
How can data assist teacher leaders with the identification and mobilization of supports?
Big Idea: How can data impact system growth?
Where did we hit the target?
Where did we miss the mark?
Closure