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Systemic Progress Monitoring. Synergy Site Meeting May, 2005. Purpose. Develop a schema for progress monitoring at all levels of the system Apply schema to planning for 2006-07 Ensure that professional learning & technical assistance is operationalized at all levels of the system

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Systemic Progress Monitoring

Synergy Site Meeting

May, 2005


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Purpose

  • Develop a schema for progress monitoring at all levels of the system

  • Apply schema to planning for 2006-07

  • Ensure that professional learning & technical assistance is operationalized at all levels of the system

  • Remind us all of the urgency to transform our systems


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Of Every 100 White Kindergartners:

(24 Year Olds)

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 1998 (p 20-513) Detailed Tables No. 2


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Of Every 100 African American Kindergartners:

(24 Year Olds)

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 1998 (p 20-513) Detailed Tables No. 2


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Of Every 100 Latino Kindergartners:

(24 Year Olds)

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 1998 (p 20-513) Detailed Tables No. 2


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Of Every 100 Native American Kindergartners:

(24 Year Olds)



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  • A common framework for understanding change work grounded in the system that we seek to change: public education

  • Family and community involvement are embedded activity at the district, school and professional levels

  • School systems are products of the communities and the families that live there


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Principles for Systemic Progress Monitoring

  • Maintain a Tight Instructional Focus

  • Routinize Accountability for Practice and Performance

  • Open Practice Up to Direct Observation, Analysis, and Criticism

  • Differential Treatment Based on Performance and Capacity

  • Devolve Increased Direction Based on Practice and Performance


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PRINCIPLE 1

Maintain a Tight Instructional Focus

  • Apply the instructional focus to everyone in the organization

  • Apply it to both practice and performance

  • Apply it to a limited number of instructional areas and practices, becoming progressively more ambitious over time


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Students

Practitioners

Schools

Systems

Walk throughs

Curriculum-Based Assessment

SCF Rubrics & School-wide Information Systems

Evaluate process and outcomes

Progress Monitoring


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TAKE THE WALK

OF YOUR LIFE


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The Learning Walk

  • Tool for getting smarter about teaching and learning

  • Professional Development experience for the “walkers”

  • Participants spend 5 to ten minutes in each of several classrooms looking at student work and classroom artifacts, and talking with students and teachers

  • Refer to the Systemic Change Rubrics


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Focus Questions

  • Determine a focus area

    • Four T’s

      • Teaching objective

      • Target

      • Taxonomy

      • Text/materials

    • Instructional Strategies

    • Learner Engagement

    • Learning Environment


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The Focus is Instruction

  • According to research all good instruction must include:

    • Active engagement

    • Reading and writing strategies

    • Address the auditory, kinesthetic, visual and tactile learners

    • Address multiple intelligences

    • Be developmentally appropriate


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Student Questions

  • What are you learning?

  • Why do you need to know this?

  • How do you know if your work is good enough?

  • Why should you learn this?


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Six Step Walk Through Model

  • Step 1-Snapshot of Teaching and Learning

  • Step 2-Identification of Instructional Strategies

  • Step 3-Assessment of Learning Engagement

  • Step 4- Survey of Learning Environment

  • Step 5- Analysis of Data Connected

  • Step 6- Reflection with Teacher-

    • Must be purposeful


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Using the information

  • Data to determine staff development

  • Follow-up to staff development

  • Technical Assistance to buildings

  • Implementation check of initiatives

  • Specific need of school or district


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Routinize Accountability for Practice and Performance

PRINCIPLE 2

  • Create a strong normative environment in which adults take responsibility for the academic performance of children.

  • Rely more heavily on face-to-face relationships than on bureaucratic routines.

  • Evaluate performance on the basis of all students, not select groups of students and – above all – not school- or grade-level averages.

  • Design everyone’s work primarily in terms of improving the capacity and performance of someone else – system administrators of principals and teachers, principals of teachers, teachers of students.


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Open Practice Up to Direct Observation, Analysis, and Criticism

PRINCIPLE 3

  • Make direct observation of practice, analysis, and feedback a routine feature of work.

  • Move people across settings, including outsiders into schools.

  • Center group discussions on the instructional work of the organization.

  • Model desired classroom practice in administrative actions.

  • Model desired classroom practice in collegial interactions.


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Differential Treatment Based on Performance and Capacity Criticism

PRINCIPLE 4

  • Acknowledge differences among communities, schools, and classrooms within a common framework of improvement.

  • Allocate supervisory time and professional development based on explicit judgments about where schools are in a developmental process of practice and performance.


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Devolve Increased Direction Based on Practice and Performance

PRINCIPLE 5

  • Do not rely on generalized rules about centralization and decentralization.

  • Loosen and tighten administrative control based on hard evidence of quality of practice and performance of diverse groups of students;

  • Greater discretion follows higher quality of practice and higher levels of performance.


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Principles for Systemic Progress Monitoring Performance

  • Maintain a Tight Instructional Focus

  • Routinize Accountability for Practice and Performance

  • Open Practice Up to Direct Observation, Analysis, and Criticism

  • Differential Treatment Based on Performance and Capacity

  • Devolve Increased Direction Based on Practice and Performance


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