Implementation and Impact: Developing Systems to Monitor Improvement

1. Implementation and Impact: Developing Systems to Monitor Improvement June 15-16 Making Ohio’s Schools Work Conference Jacqueline Burke Director of Curriculum and Instruction London City Schools jacqueline.burke@london.k12.oh.us 740-852-5705 ext 1026

2. Ohio Improvement Process J. Burke 6/2010

3. Ohio Improvement Process J. Burke 6/2010

4. Ohio Improvement Process J. Burke 6/2010

5. Ohio Improvement Process District Goals District /School Strategies and Actions Plan Implementation Monitoring Adult Actions and Student Results J. Burke 6/2010

6. Monitoring Implementation • Are we (the adults) implementing the plan and its defined strategies and actions with integrity? Are we doing what we said we would? J. Burke 6/2010

7. Monitoring Impact • Is the plan and its implementation making a difference in student achievement? Is it making a difference for students ? J. Burke 6/2010

8. Monitoring Student Impact J. Burke 6/2010

9. Procedures for Monitoring Student Performance • Define learning priorities • Select a measurement method and frequency • Collect baseline student data • Define a progress indicator • Implement actions • Collect data regularly and visually display • Identify necessary mid-course corrections J. Burke 6/2010

10. Selecting Priorities • Lifelong Learning: Which skills/knowledge are needed throughout life • Level : Which indicators would make our students most likely to be successful at the next grade level and beyond. • Leverage: what skills/knowledge are used in multiple content areas THEN: Frequency on State Assessments

11. Formative Quarterly Assessment • Same priority indicators assessed each quarter to measure growth • Five (5) assessments • Diagnostic (1st two weeks of school) • Quarterly (end of each quarter) • Data analyzed at the building and classroom level J. Burke 6/2010

12. Assessment Impact J. Burke 6/2010

13. Define a Progress Indicator • Benchmark: Students will score 80% or higher on quarterly assessments. J. Burke 6/2010

14. Display Data, Identify Effective Practices, Adjust Teaching J. Burke 6/2010

15. Managing Data

16. Data Management System • Our criteria • Provide timely feedback to teachers and students. • Generate a variety of reports (teacher, class, comparison, school, district, cumulative, etc. • Identify strengths and weaknesses by GLI. • Offer teachers critical informationto adjust instruction in the classroom as needed. • Be cost effective

19. Importance of Collaboration

20. Finding CollaborativeTime • Teacher Release Days • purposeful/meaningful/structured collaboration • Subs for teachers • Student Release Days • One per month/two hours • Rearranged to align with quarterly assessments • Summer Work

21. Data Teams:Monitoring Student Achievement J. Burke 6/2010 Examine student work Gather and analyze data Prioritize needs Identify effective teaching strategies Monitor, share & post results Evaluate effectiveness

22. Monitoring Adult Implementation J. Burke 6/2010

23. Why Monitoring is Important… J. Burke 6/2010 “Plans without monitoring are little better than wishes upon stars.” ---Doug Reeves

24. Why Monitoring Implementation can be Difficult… J. Burke 6/2010 Implementation is the most complex part of the process because it often requires change in adult practices that are part of the unique culture of the building and district.

25. Planning for Adult Implementation Monitoring • What to Monitor • What to Gather • When to Gather and Submit Data • How to Gather • Who will Gather • How to Record Data • How to Manage Monitoring Data • How to Communicate Monitoring Expectations and Results J. Burke 6/2010

26. Organizing for Monitoring J. Burke 6/2010

27. Monitoring Adult Implementation • Whenever monitoring occurs, those monitoring will be “Looking For” specific adult and student behaviors. • These behaviors must be explicit and transparent to everyone. • The focus is on what can be seen. J. Burke 6/2010

28. Developing “Look Fors” J. Burke 6/2010 This is what SORRY looks like

29. Look For---Focus on Curriculum • Identify the learning targets • Determine whether the learning objective is evident to students • Determine whether the learning objective is on target for grade-level indicators J. Burke 6/2010

30. Look For---Focus on Instruction • Identify the instructional practices • Identify the student grouping format • Identify research-based instructional strategies J. Burke 6/2010

31. Look For--Focus on the Learner • Identify student actions • Identify the instructional materials • Determine the level(s) of student work • Determine the level of student engagement J. Burke 6/2010

32. Look For---Focus on Classroom Environment • Identify routines and procedures • Identify available materials • Identify the presence of student work, rubrics, exemplars, etc. J. Burke 6/2010

33. High-Yield Instructional Strategies J. Burke 6/2010

34. Measuring Implementation and Impact J. Burke 6/2010 “If you can’t measure it, you can’t manage it.” ---John Johnson, Author

35. Walkthroughs and Checklists J. Burke 6/2010

36. Walkthroughs and Checklists J. Burke 6/2010

37. That which gets Monitoredgets Done! J. Burke 6/2010

38. Processes to Consider for Monitoring Adult Implementation • Walkthroughs • Developing Observation Checklists • Learning Rounds • Supervisor Observation and Teacher-Self-Report • Document Reviews • Academic Reviews or Audits J. Burke 6/2010

39. Surveys & Document Reviews • Surveys(via Survey Monkey) • Collaboration • Assessment • Goals and Processes • Document Review • Data Reflections (Individual & Collaborative) • Collaborative Meeting Agendas & Notes J. Burke 6/2010

40. Value-Added Data

41. Reading Sub-Group Data

42. Math Sub-Group Data

43. Shifting Our Thinking… Rather Than: • Blaming: • Kids/Parents • Community • Each Other • Working in Isolation • Coverage

44. Thank You! London City Schools www.london.k12.oh.us Jacqueline Burke Director of Curriculum and Instruction 740-852-5705 ext 1026