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What is North Dakota doing to provide training and support for educator data literacy and use?

North Dakota developed and is disseminating an online course intended to improve data use knowledge and skills.

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What is the course title?

Develop Your Data Mindset: Essentials of Educational Data Use

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What is the course description?

In this course, participants will learn transferable data literacy and inquiry methods necessary for effective data utilization within a school setting. They will demonstrate knowledge and skills through a series of interactive simulations that address a variety of data utilization purposes, such as identifying strengths and weaknesses for a group of students, monitoring progress toward an end-of-year goal for an individual student, and differentiating instruction.

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What are the course goals?

  • Improve educator competence in using data

  • Improve educator actions with data

  • Improve educator attitudes toward data

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Who is the audience?

Pre-service and in-service teachers throughout North Dakota

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What is the delivery method?

Online self-paced modules created with Articulate Storyline are available through Buzz, NDCDE’s Learning Management System

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How many hours will it take to complete the course?

Approximately 15 hours. Estimated hours are based on the approximate time it will take to finish the course if a participant listens to all audio files and completes all tutorial slides.

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How many modules are in the course?

13 modules

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Will credit be available for completing the course?

Yes. After finishing the course, participants may submit an online form to indicate course completion. Within a few days, completion will appear on the participant’s EduTech training dashboard, allowing them to use the 15 hours towards NDSU Professional Development credit. These hours will be available for two years from the start date.

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How do I enroll in the course?

EduTech website>Training>SLDS>Develop Your Data Mindset (Online). Complete fillable form.

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Is there a registration fee for the course?

No, the course is free for all pre-service and in-service teachers throughout North Dakota.

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What is the theme of the course?

The course is based on a fabricated school district. Great Plains School District’s data utilization initiatives are followed throughout a single year. Modules begin in the fall with professional development regarding data use and then continue with the implementation of data utilization for a variety of assessment and evaluation purposes throughout the school year.

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Is the course aligned with initiatives already being implemented by ND K12 districts/schools?

Yes. The course focuses on data use initiatives aligned with RTI, NDMTSS, and AdvancED with some nuances towards PLCs. Modules are rooted in evaluation, assessment, and research literature.

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How is the course aligned with SLDS data utilization standards?

Each module is aligned with multiple SLDS data utilization standards, which may include K.1.A Question Formation, K.1.C Types of Data, K.2.D Data Context, K.3.B Data Limitations, S.1.A Goals and Questions, S.1.B Alignment, S.2.A Data Discovery and Data Acquisition, S.3.A Facilitation, S.3.B Technology, S.4.C Aligned Analysis, S.5.C Patterns, S.7.A Strategies, B.3.D Prioritization, and/or other standards.

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Does the course include a framework to show how data utilization standards look in action?

Yes, the A+ Inquiry framework for effective data utilization is utilized throughout the curriculum.

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What is the focus of each module?

Modules 1-4: Each module addresses foundational knowledge essential for effective data utilization.

  • 1. Introduction to Course and Theme, Need for Data Training, Data Types, and Methods of Inquiry
  • 2. Data Standards and A+ Inquiry
  • 3. Aligning Answerable Questions with School Initiatives
  • 4. Balanced Assessment System and Calendar

Modules 5-13: Each module is a hands-on scenario representing a specific data use purpose in education.

  • 5. Universal Screening: Conduct universal screening on all students at beginning and middle of year
  • 6. Classroom-Level Goal Setting: Set end-of-year classroom goal after beginning-of-year interim assessment
  • 7. Student-Level Goal Setting: Set end-of-year goal with a student after beginning-of-year interim assessment
  • 8. Progress Monitoring: Conduct weekly progress monitoring on an at-risk student
  • 9. Periodic Assessment for Differentiating Instruction: Differentiate instruction based on interim assessment
  • 10. Classroom-Level Goal Monitoring: Monitor progress of classroom goal after mid-year interim assessment
  • 11. Student-Level Goal Monitoring: Monitor student progress toward goal after mid-year interim assessment
  • 12. Classroom-Level Goal Evaluation: Measure extent to which classroom goal was met after end-of-year interim assessment
  • 13. Student-Level Goal Evaluation: Measure extent to which a student’s end-of-year goal was met after end-of-year interim assessment
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Which organizations are involved in the development and dissemination of the course?
  • Information Technology Department (ITD),
  • Statewide Longitudinal Data System (SLDS),
  • Department of Public Instruction (DPI),
  • Educational Technology Council (ETC),
  • EduTech - Educational Technology Services,
  • North Dakota Educational Data Alliance (NDEDA): Regional Educational Associations and other K12 stakeholders,
  • North Dakota Association of Colleges for Teacher Education (NDACTE): Teacher preparation programs,
  • ND Center for Distance Education (CDE),
  • Anderson Inquiry,
  • Xperience Education
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How does the course align with best practices in e-learning?

The course assesses a knowledge gap with scenario-based pre-tests and provides personalized learning with tutorials as needed. Resources and a glossary are cached and available to learners. Participants have an opportunity to learn knowledge and practice and develop skills in context, which aids memory, enhances motivation, and appeals to sense of professional identity. Practicing skills learned is part of the learning design, which includes scaffolding. The course is built on skills increasing throughout the “school year.” Learning is structured so learners acclimate and assimilate new information before moving to the next section. Content is chunked. Learners are given early success, some control in their own learning, and a safe place to fail. Design is consistent, but variation exists, such as in feedback and expressions, to prevent habituation or boredom. The cognitive part of the brain is engaged by the storyline of the school and Data Coach’s surprises. The interface design is simple, allowing the brain to focus on content without being distracted by the interface. Visuals and infographics are intended to improve understanding of complex information.

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How may I obtain more information about the course?

Nathan Anderson, PhD


Amy Ova, MEd


Jane Hovda

(enrollment questions)