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Gallatin County Schools. Monitoring Monday 4 years later Lessons Learned. WHAT WE NEED 4 YEARS LATER. WHAT WE NEEDED FIRST. TRUST, TRUST,TRUST

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Gallatin county schools

Gallatin County Schools

Monitoring Monday

4 years later

Lessons Learned

Gallatin county schools




  • We still make it perfectly clear this is not an evaluation - it is a process and only a process that helps us get better – and we must do this together


    Our teachers no longer believe it is evaluative -but an eye toward the same goal of proficiency and improving instruction

What was our original vision
What was our Original Vision

  • Monitoring Mondays were designed to collect data, to validate best instructional practices, to expose weaknesses, improve student achievement, close the achievement gaps, meet annual yearly progress with the goal of reaching proficiency by 2014, and find solutions. 



Why we do what we do
Why We Do What We Do

  • Accountability—Everyone must be on the same page


  • NCLB


Started with


  • Walkthroughs

  • 2 Students from each class questioned

  • Teachers are given questions and expected to respond, all teachers are interviewed in teams or individually

  • Teachers and principals are also required to keep a monitoring folder

  • The same

  • The same

  • Teachers are given a survey on Survey Monkey to respond

  • Same

How do we do it
How Do We Do IT


4 Years Later

Every Week – Announced

Who is on the Team?

  • All Central Office Staff

  • Parents

  • Teachers

  • DILT Members

  • OVEC

  • Every other week – Unannounced

  • This year we have taken our entire administrative team – WHY?

What it looks like
What it Looks Like


4 years later

  • 2 people question students – student questionnaire

  • Meet with team afterwards to discuss what we saw – Positives – Improvements needed and Next Steps

  • We meet with teachers, principal and special ed. teachers to ask questions and discuss findings

  • 1 Person uses Palm

  • Same

  • Same

  • Teachers, Principals, special ed. Teachers and parents now take survey on line

  • There’s an APP for that



4 years later

  • We used the Pittsburgh Walkthrough instrument

  • No Teacher Rubric

  • Reviewed student work

  • Review documentation Folder

  • Scholastic Audit

  • Teacher Rubric

  • Student work Rubric from scholastic audit

  • Principals now review documentation folders

Year 1 questions focused on r r and r

Year 1

Questions - focused on R, R, and R

Student Question

Year 2focused on Classrooms and Caring

Year 3focused on SISI Document

Year 4 – focused on Scholastic Audit Document

Teacher questions
Teacher Questions

  • Teacher Questions also Went Through Stages

  • Stage 1 – We asked teachers questions

  • Stage 2 -Email questions to teachers

    varied with each walkthrough

    Stage 3 – Used Scholastic Audit and surveyed the teachers

Things that haven t changed
Things that Haven’t Changed

  • We meet with teachers individually within 2 days to discuss the teacher rubric and anything else we notice - as well as asking what we can do to help. During this meeting teachers also receive their students’ responses.

  • Principals meet with Assistant Superintendent, Superintendent or both to discuss the walkthrough on Friday.

  • The Principal is given a packet of ALL documentation

Things that haven t changed continued
Things that haven’t changed Continued

  • The monitoring team meets to discuss walkthrough findings, positives, needs, and next steps.

  • A meeting is then held with the principal on Friday to discuss findings. The principal in turn meets with his/her faculty to discuss the findings and make appropriate changes

  • The building PLC’s then make appropriate instructional changes.

Monitoring folders teachers
Monitoring Folders Teachers

  • Accountability Calendar

  • Communication Log

  • Goal Calculator

  • Hot List (10Most Wanted Students)

  • Interventions/Strategies—Remediation

  • KDE Combined Document

  • Learning Checks

  • Literacy 1st Results

  • Math Assessments

  • NCLB List

  • Think Link

  • Misc.

  • Pacing Guide

  • Professional Development Hours

  • Professional Growth Plan

  • Special Education Students

  • Student Learning Non-Negotiable

  • Teacher Attendance

  • Team Meeting Minutes

  • Thoughtful Education

  • Walkthrough

  • Analysis of Student Work

  • Evidence of Professional Development – Ex. Stiggins

Principal folder
Principal Folder

  • CATS/KCCT Analysis

  • CATS/KCCT Results

  • Communications with Superintendent

  • CSIP

  • District Administration Meetings

  • District Principals Meetings

  • EILA Hours

  • ESL Students

  • ESS

  • Faculty Meeting Agendas

  • Goal Calculator

  • Growth Plan

  • Hot List -10 Most Wanted Students

  • Joint Leadership Team Agenda/Minutes

  • Learning Checks

  • Literacy 1st Assessments

  • Think Link Results

  • Monitoring Monday Communication

  • Monthly Teacher Attendance

  • Parent Communications

  • Principal Board Reports

  • Professional Development

  • Professional Organizations

  • Request for Sick Leave, Personal or Educational Leave

  • SBDM Council Agenda’s/Minutes

  • Student Learning and Non-Negotiable

  • Teacher Observations and Walkthroughs

  • Thoughtful Classroom Implementation

  • Miscellaneous

  • Evidence that Stiggins is being incorporate in the classroom.

What we have found
What We Have Found

  • Lesson plans need to be on the desk at all times

  • Learning targets must be posted and REFERRED to during lesson - Stiggins

  • Use of Rubric/Scoring guide important to student success

  • Student work needs to be displayed with antidotal comments by teacher and students

  • MUST model proficient/distinguished work REGULARLY

What else we have found
What else we have found

  • What we see and observe happening is sometimes eye-opening to what teachers think they are doing.

  • What students say is actually going on in the classroom is often a different perspective than what the teacher thinks is going on in the classroom.

  • Teachers actually tell us now that they want us in their classrooms. They also ask for help during monitoring visits – TRUST

What else we have found1
What else we have Found

  • Teachers want feedback.  Teachers want feedback in person, verbally.   Teachers want instructional conversations.  Most teachers take their instruction very personally.

  • KIDS ARE BRUTALLY HONEST to what is going on in the classroom - listen to them.

What now
What Now

  • We will take the scholastic audit data and disaggregate it so schools can incorporate finding into PD or Improvement plans.

Next steps
Next Steps

  • Does it still take a lot of Time ? Yes

  • Is it worth it? – Yes

  • Is it eye opening and fun ?- Yes

Where do we go from here
Where do we go from here

  • Harvard – Instructional Rounds – Get to the next level

  • New scholastic audit by KDE ?