Systemic Progress Monitoring

1. Systemic Progress Monitoring Synergy Site Meeting May, 2005

2. 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

3. 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

4. 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

5. 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

6. Of Every 100 Native American Kindergartners: (24 Year Olds)

7. Of Every 100 Students in Special Education: (24 Year Olds)

8. 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

9. 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

10. 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

11. Students Practitioners Schools Systems Walk throughs Curriculum-Based Assessment SCF Rubrics & School-wide Information Systems Evaluate process and outcomes Progress Monitoring

12. TAKE THE WALK OF YOUR LIFE

13. 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

14. Focus Questions • Determine a focus area • Four T’s • Teaching objective • Target • Taxonomy • Text/materials • Instructional Strategies • Learner Engagement • Learning Environment

15. 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

16. 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?

17. 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

18. 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

19. 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.

20. 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.

21. 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.

23. 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.

24. 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