Transcript SLDS 101

Beginning the Conversation: Making
Decisions the Right Way
Dr. Cory J. Steiner, Data Steward
Bismarck, North Dakota
Department of Public Instruction
January 23rd, 2014
Norms
 Listen
 Learn
 Share
 Stay engaged
Agenda
 Part I
 Introduction of the SLDS
 Part II
 Key Reports
 How Could We Use This?
 DPI, School, and Teacher
 Part III
 Conclusion
Purpose
 The focus must be on moving from good to great
 Get a little better every day
 It is about correction…and then…continuous 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)
The ‘Data’ Movement
 Data is not new…the focus on data is new
 It is simply an additional ‘input’
 We have been using data to inform practice throughout
educational history:
 Examples:
 Observation
 Grades
Why the ‘Data’ Movement Has Failed
 Change is not coming…it is here…and it is
continuous
 Failing to create short-term wins & remember…
 WIN (What’s Important Now)
 What is the ‘WIN’ in your organization?

The answer has to be…
o STUDENTS
Jigsaw Collaboration Activity
 Break into groups of four
 Divide the article into equal sections
 Read your section of the article ‘Which Came First: The
Data or the Decision?’
 Share your section with the group
 Discuss article
 Share out themes with group
Part I
SLDS Sections
 Foundation is PowerSchool
1.
2.
3.
4.
5.
6.
7.
Regional
State
District
School
Teacher
Student
Postsecondary Feedback
State Longitudinal Data System (SLDS)
What is a Data Warehouse?
Logical and strategic ordering and storage of data in
central area
System consists of a statewide data warehouse that
allows program evaluation over single or multiple years
Integrates data from several state agencies
In other words:
Cumulative file is now electronic
School improvement binder is now electronic
North Dakota Statewide Longitudinal
Data System (SLDS)
 SLDS is a cooperative project between:
 Information Technology Department (ITD)
 Department of Public Instruction(DPI)
 North Dakota University System (NDUS)
 Department of Commerce
 Department of Career and Technical Education
 Job Service of North Dakota
 Education Technology Council (ETC)
 Department of Health
 Department of Human Services
 Elements for education (K-12 and higher education), training, and employment
programs
 For K-12, provides data for:
 Program evaluation
 Student evaluation
 Student programming (next day availability)
Goals of Statewide Longitudinal Data
Systems
 Evaluate teacher programs to improve instruction
 Assess if graduates have skills to succeed in postsecondary
and/or workforce
 Simplify local, state, and federal reporting
 Support data-driven decision-making for all educators
http://nces.ed.gov/Programs/SLDS
Tool for Analyzing Data
How are we doing?
1. Compared to Self
Grade Level, Sub Groups, Trends
2. Compared to Others
National, State, Similar Schools
3. Compared to Absolutes
Standards, Cut Scores, Scale Scores, Readiness
Michael Fullan
Analyzing Data
-Creating Information and Avoiding DRIP
(Data Rich Information Poor)
-So What, Now What Syndrome
1. Drill Down
2. Go Visual
3. Export
Part II
Key Reports for Collaboration
Assessment Inventory
 An inventory listing of all assessments available in the SLDS
by school year and school.
ACT Summary
 District and school composite and subject score ACT results
for a selected school year, school and grade enrolled.
Rubber Meets the Road
Department of Public
Instruction (DPI)
District/School
Teacher
School Profile Report
 Purpose: Provides an overview of enrollment,
attendance, and NDSA results
Rubber Meets the Road
Department of Public
Instruction (DPI)
District/School
Teacher
School Snapshot
 Provides school-level enrollment and academic summary
Rubber Meets the Road
Department of Public
Instruction (DPI)
District/School
Teacher
NDSA Assessment Trend
 Shows NDSA trend data over the course of multiple years by
level of proficiency
Rubber Meets the Road
Department of Public
Instruction (DPI)
District/School
Teacher
District School Roster
 Provides individual student data for all teachers in a school
district
Rubber Meets the Road
Department of Public
Instruction (DPI)
District/School
Teacher
NWEA Teacher Report
 A listing of students per teacher and class that give the
NWEA test information consisting of RIT rantges and goal
descriptors
Rubber Meets the Road
Department of Public
Instruction (DPI)
District/School
Teacher
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
The Student Dashboard
Rubber Meets the Road
Department of Public
Instruction (DPI)
District/School
Teacher
Student College Readiness Analysis
 Listing of college ready students
Rubber Meets the Road
Department of Public
Instruction (DPI)
District/School
Teacher
NDUS Developmental Courses
 A list of students requiring remediation upon entering the
NDUS system
Rubber Meets the Road
Department of Public
Instruction (DPI)
District/School
Teacher
Next Steps (continued)
 Small Schools (Class ‘B’)
 Consider training AdvancED team (or other teams) in school
 Acquire logs for teachers
 Teachers access SLDS account to see if it works properly
 Put plan in place to train teachers on SLDS and use of data
 Begin to identify ‘now what’ strategies as teachers begin
utilizing data
Next Steps (continued)
 Big Schools (Class ‘A’)
 Acquire logs for administrators, directors/coordinators, and
counselors
 Determine proper ‘rights’ for individuals
 Individuals access SLDS account to see if it works properly
 Get formal training on the SLDS
 Identify next steps for use of SLDS including adding key
teachers from individual buildings
 Consider training AdvancED team (or other team) in individual
schools
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
[email protected]
Twitter: @nddatasteward
Blog: http://blogs.edutech.nodak.edu/corysteiner/
Phone: 701-893-5087