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