Data Teams and South Carolina: Doing the Right Thing, Right Now (Keynote)
One of the most important aspects of school improvement is the collection and organization of student performance data. More importantly, schools that analyze data make better decisions about which practices to replicate, improve, and change. But in order to truly reap the benefits of data collection and decision making, there must be a systematic, continuous process designed to maximize results.

During Steve's keynote, he will demonstrate how Data Teams take the struggle out of working with data by clearly and specifically identifying areas of student need; at the same time, Data Teams reduces the isolation of teachers by encouraging effective collaboration. Participants will learn how to identify the right instructional strategies for differentiated groups of learners so that the process of data driven decision making truly comes alive.

This is the single best way to help educators and administrators move from "drowning in data" to using information to make better instructional decisions. Data Teams gives professionals respect, reinforcement, and feedback-the keys for improved impact on student learning.

Common Formative Assessments and Data Teams (Breakout Session 1)
During this session, participants will learn the 10-step design process of creating a common formative assessment. Designed as matching pre- and post-assessments to ensure same-assessment to same-assessment comparisons, they are similar in design and format to district and state assessments. Common formative assessment items are intentionally aligned to essential (priority) standards only and reflect a blend of items, including selected-response (multiple choice, true/false, matching) and constructed-response (short or extended). Participating teachers analyze student assessment results in Data Teams to plan and differentiate instruction. Such results provide predictive value as to how students are likely to do on each succeeding assessment (school, district, and state) in time for teachers to make instructional modifications. As a result of attending this session, participants will be able to:

• Connect best practices in education
• Use formative and summative assessments in the classroom
• Align common formative assessment to standards
• Connect "unwrapped" standards to common formative assessments
• Apply understandings of assessment literacy
• Develop and refine common formative assessments

Effective Grading Practices and the Common Core (Breakout Session 2)
Without question, grading is one of the most emotional topics in all of education. The problem with creating grading systems is more than just implementing a new scale of progression. To demonstrate professional respect for educators, it is important to first ask "why" before we implement a new strategy or grading initiative. Making an initial case for change is absolutely essential when adjusting grading practices and policies, as any effort to suggest that grading systems should be changed requires a considerable degree of justification. The tradition of common practices is deep, and therefore many common practices are continued, even when we know that they are not effective.
 
Changing classroom grading policies requires a notable degree of school-wide dedication and consistency. When we can greatly reduce the variation in teacher grading practices, we will improve student achievement. This breakout focuses on creating a compelling case for improvement while providing examples of grading practices that will have the greatest impact on student achievement. You will have an opportunity to identify your most urgent needs in terms of grading, feedback, and accuracy while looking at ways to implement some of the best alternatives to the zero and other harmful grading practices. After all, if we can improve our grading practices, we can reduce student failures, improve discipline, and increase faculty morale. Changing grading practices requires a considerable degree of justification. Learn how to create a case for change so grades can be consistent, accurate, and meaningful!
 
The new CCSS can help to greatly reduce the variation in teacher grading practices because of the parity and consistency of expectations across the nation.

Stephen Ventura, Professional Development Associate
Stephen Ventura is a Professional Development Associate for The Leadership and Learning Center. He is a highly motivational and knowledgeable speaker who approaches high stakes data collection and decision making armed with practical, research based strategies.

He is a former elementary, middle, and high school teacher. His administrative experiences encompass those of assistant principal, principal, director, and superintendent.

Steve's work focuses on data driven decision-making, assessment and standards and how they make the difference in quality school improvement. He works with teachers and administrators to show how gathered, analyzed, and properly used data contribute significantly to meeting the needs of every student in the school and district.

Steve can show teachers and school site leaders a systematic approach for aligning grade level standards with student performance data so the process of data collection is meaningful and relevant. As each step unfolds, participants will gain a deeper understanding of the application of data and will learn how to apply that understanding to the process of improved decisions about their school and district. These improved decisions include the process of naming units of study, and the assignment of power and supporting standards.

With expertise in presenting Common Formative Assessments, Data Teams, Decision Making for Results, Rigorous Curriculum Design, and Effective Grading Practices, Steve takes the mystery out of determining those most urgent needs of schools and districts. He can also apply a proven process for identifying essential Common Core State Standards and their relationship with state and local assessment results.

In addition to his professional development work with teachers and administrators, Steve is also a frequent speaker at local and state conferences, and has contributed to several books focused on teaching, learning, and leadership. Titles include Standards and Assessment: The Core of Quality Instruction (2011) and Activate: A Leader's Guide to People, Practices, and Processes (2011).

Through his own reality-based experiences, Steve has inspired teachers and leaders across the nation to pursue higher levels of implementation with greater focus, rigor, and clarity. He has a strong moral aspect, intelligence, easy way with people, and saving sense of humor that support him in his life and work.

Mr. Ventura resides in the small community of Templeton, Ca. He enjoys wakeboarding, racquetball and reading.