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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

Systemic Progress Monitoring

Synergy Site Meeting

May, 2005

purpose
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
of every 100 white kindergartners
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

of every 100 african american kindergartners
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

of every 100 latino kindergartners
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

slide8
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
principles for systemic progress monitoring
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
maintain a tight instructional focus
PRINCIPLE 1Maintain 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
progress monitoring
Students

Practitioners

Schools

Systems

Walk throughs

Curriculum-Based Assessment

SCF Rubrics & School-wide Information Systems

Evaluate process and outcomes

Progress Monitoring
slide12
TAKE THE WALK

OF YOUR LIFE

the learning walk
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
focus questions
Focus Questions
  • Determine a focus area
    • Four T’s
      • Teaching objective
      • Target
      • Taxonomy
      • Text/materials
    • Instructional Strategies
    • Learner Engagement
    • Learning Environment
the focus is instruction
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
student questions
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?
six step walk through model
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
using the information
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
routinize accountability for practice and performance
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.
open practice up to direct observation analysis and criticism
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.
differential treatment based on performance and capacity
Differential Treatment Based on Performance and Capacity

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.
devolve increased direction based on practice and performance
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.
principles for systemic progress monitoring24
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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