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West Virginia Achieves Professional Development Series. Volume IX. Monitoring Systems for Quality Curriculum and Instruction. West Virginia Department of Education Mission.
Monitoring Systems for Quality Curriculum and Instruction
The West Virginia Department of Education, in conjunction with the Regional Education Service Agencies and the Office of Performance Audits, will create systemic conditions, processes and structures within the West Virginia public school system that result in (1) all students achieving mastery and beyond and (2) closing the achievement gap among sub-groups of the student population.
“Perhaps the greatest idea that America has given the world is education for all. The world is entitled to know whether this idea means that everybody can be educated or simply that everyone must go to school.”
CULTURE OF COMMON BELIEFS & VALUES
Dedicated to “Learning for ALL…Whatever It Takes”
1. Implement strategies to “catch up” students who are currently behind.
2.Build the systems that will prevent students from falling behind in the future.
“Development of a curriculum monitoring process such as ClassroomWalkthroughs to gather information for continuous improvement”
“Use of an instructional monitoring system such as walkthroughs that collects data for school and district improvement,teacher support, and school improvement.”
“…a consistent district-wide school improvement process that includes: a district monitoring system that requires continuous progress and accountability for results as outlined in the school and district plans.”
“ A data-based system for monitoring student success and targeting interventions.”
How is “Monitoring” KEY to improving student learning for ALL and closing the achievement gap?
1. WHAT monitoring is and is not..
2. WHY monitoring is important…
3. HOW monitoring can realistically be implemented
Professionalism + Quality Training + ImplementationConsistently, Pervasively, and with Quality + Monitoring= Improved Student Achievement?
YES!!!(P + QT + I = ISA)Professionalism + Quality Training + Implementation + Improved Student Achievement?
to unlocking the door to increased student achievement!
“Just because a school has provided training in a new intervention does not mean that staff members are actually using it.In fact, it is not uncommon for an intervention to be considered ineffective when, in fact, the intervention was only partially implemented.”-Robert Marzano
? ? ? ? ?
a process that gathers information, analyzes the information, provides feedback to the teacher(s), and results in a plan of action for continuous improvement…
A SYSTEMIC MONITORING PROCESS!
1. In groups of 3 – 4, determine:
*The similarities of the members of your group
*The differences of the members of your group
2.Each group be prepared to share.
Read the selected excerpts on monitoring and, in your groups, list the ways monitoring is:
1. SIMILAR to evaluation, and
2. DIFFERENT from evaluation
Longer time Shorter time
the gathering of data to see what is working, what isn’t, and what is needed to improve.
Individually create a metaphor (simile) that completes this sentence:
“Monitoring is like ______because ________.”
“When we do the best that we can, we never know what miracle is wrought in our life, or in the life of another.”
Consistently – Pervasively - Quality
Finding effective ways to gather data on how well implementation of a particular initiative is taking place in a school will make the difference between:
being mediocre orexcellent!
The next question is:
HOWdo we begin the monitoring process?
“Michael Fullen states that the success of implementation is highly dependent on the establishment of effective ways of getting information on how well or poorly change is going in the school or classroom.”Mike Schmoker, Results: the Key to Continuous School Improvement
At each table, reach consensus on one sentence that answers the Essential Question:
“How is monitoring KEY to improving student learning for ALL and closing the achievement gap?”
Be prepared to share with the whole group.
“To accomplish great things, we must not only act, but also dream; not only plan, but also believe!”
“The greater danger for most of us is not that our aim is too high and we miss it,
but that it is too low and we reach it.”