Transcript Administrative Council

October 28, 2010
Hanover Room
How can data impact system growth?
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Model
◦ Year Plan
◦ Big Ideas
◦ Essential Questions
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Model the Expectations Document
◦ Strategies Highlighted
 Flexible Groupings
 B, D, A strategies
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Focus on the NESD Goals and their Pillars
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
Construct and Sustain
Effective Schools
October: Data
Collection
February:
Response to
Intervention
December: New
Media Literacies
January:
Learning
Strategies
March:
Assessment
April: FNMI
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Introductions & Overview
NESD Rubric Revisited
Child Observation Record (COR)
Refreshment Break
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Reading Assessment District (RAD)
Assessment For Learning (AFL)
Essential Questions
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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?
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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.
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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).
Orange(Curricula)
Ken Okanee
Rocky Chysyk
Randy Kerr
Jerry Heffernan
Dean Armstrong
Shelley Pierlot
Jill Clapson
Yvonne Day
Red (NML) Blue (Response)
Green (Assess)
Brian Anderson
Kelly Christopherson
Randy Steciuk
Eric Hufnagel
Neil Finch
Trevor Norum
Trevor McIntyre
Bryan Young
Perry Mamer
Cory Froehlich
Rodney White
Wade Rolles
Trevor Wasilow
Brenda Gabriel
NESD Strategic Plan:
Responsive to Individual Student Needs
Data Collection:
 COR – Pre-Kindergarten & Kindergarten
 RAD – Grades 1-3
Collection Dates:
 COR – data submitted daily – collated in
January 21 & May 20
 RAD – October 8 & May 13
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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
Anecdote List
Score
2
Unscored
4
Unscored
3
3
Tally Sheet
Growth Profile
Reanne
Rob, John, Ron, Mark, Don
Katie
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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.
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1.
2.
3.
4.
5.
6.
Initiative
Social Relations
Creative Representation
Music and Movement
Language & Literacy
Mathematics and Science
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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.
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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.
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.
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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.
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Reading Assessment District
Assesses students’ reading skills and
comprehension.
Utilizes BEFORE, DURING, and AFTER
strategies.
RAD can be administered up to grade 9.
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The data provides a summary of student’s
ability to use BEFORE, DURING, and AFTER
strategies for Comprehending and
Responding to text.
STRATEGIES
•Before
•During
COMPREHENSION
•During
•After
ANALYSIS
•During
•After
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?
Strategies STRESSED in RAD
BEFORE
Prediction
Text Features
Strategies STRESSED in ELA Curriculum
BEFORE
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DURING
Comprehension (Retrieving Information and
Recognizing Meaning)
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Accuracy and completeness
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Main Ideas/Details
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Information/Organization
DURING
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AFTER
Comprehension (Interpreting Text)
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Inferences
Analysis (Analyzing Text)
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Connections
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Opinions
Comprehension Strategies
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Identifying use and articulation
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Word Skills
Activate and build upon prior knowledge & experience
Preview text
Set a purpose
Anticipate the author’s intention
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
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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.
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)
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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
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Two sets for each subject/grade level
1. Teacher Questionnaire Data
2. 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?
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Reading (4)
Perry Mamer
Shelly Pierlot
Rodney White
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Writing (5)
Randy Kerr
Brenda Gabriel
Trevor Norum
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Math (5)
Randy Steciuk
Trevor Wasilow
Wade Rolles
Reading (7)
Reading (10)
Cory Froehlich
Jill Clapson
Kelly Christopherson
Brian Anderson
Eric Hufnagel
Writing (8)
Writing (11)
Neil Finch
Ken Okanee
Dean Armstrong
Yvonne Day
Math (8)
Math (20)
Rocky Chysyck
Trevor McIntyre
Jerry Heffernan
Bryan Young
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Critique the following statement:
“The data discussed today and the NESD Rubric are
mutually exclusive.”
Essential Questions
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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?
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Where did we hit the target?
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Where did we miss the mark?