Transcript System Implementation and Monitoring: Regional Session

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System Implementation and Monitoring
Regional Session
Fall, 2013
K-12 System Implementation and Monitoring (SIM)
Context and Purpose
• Focus: Family of Schools Supervisory Officers and
elementary and secondary principals from the family
• The work is system implementation and monitoring
of the Board Improvement Plan for Student
Achievement (BIPSA) and School Improvement Plans
(SIP) within the Family Of Schools (FOS)
• Funding of teacher release for K-12 SIM learning
Where does SIM fit with other Student
Achievement Division (SAD) initiatives?
K-12 Literacy &
Numeracy Leaders
Grade 4-10 Transitions
K-12 System Implementation
& Monitoring
Goal: Improve student
learning, close gaps in
literacy and numeracy
by:
- investigating
learning, teaching &
instructional
leadership
- mobilizing
knowledge through
differentiated
support for all
learners
Support students
performing lower than
level 3 by exploring:
- transitions
- collaborative inquiry
stance
- evidence-based
instructional
processes
- Interpreting student
voice and engagement
within the inquiry
- Co-learn about
implementation and
monitoring within the FOS
- Build and mobilize knowledge
through outside and in-theroom thinking
- Build our capacity to monitor
our progress and impact.
- Consider how educator and
student mind-sets impact our
actions.
- Support coherence
building by connecting the
work of the province and
district with the family of
schools.
You told us …
• Continue the break-outs
• Give time for board teams to plan
Topics for Discussion:
• Using the School Effectiveness Framework, as a tool to
support reflective practice and enhance improvement
planning
• Building and sustaining a culture of change
• Aligning the work of Student Success with board priorities
• Engaging in effective monitoring
• Using qualitative data to inform BIPSA and SIP planning
• Building understanding of effective instruction of
mathematics K-12
• Exploring the role of the SO in planning the professional
learning of Principals
Goals
• Inquire and co-learn about implementation and
monitoring of mathematics within the family of schools
• Build and mobilize knowledge through outside and
in-the-room thinking
• Build our capacity to monitor our progress and impact
• Consider how educator and student mind-sets influence
our actions
• Support coherence building by connecting the work of
the province and district with the family of schools
Agenda Day 1
• Provincial Picture
• Assessment of FOS learning needs in
mathematics
• School Effectiveness Framework supports
• Effective practices from educators and
researchers
• Jo Boaler and the mindsets related to
mathematics
Looking Back
TEAM DISCUSSION
In the areas where you’ve seen improved student
achievement within your family of schools, what have
you learned?
What are your FOS structures and processes for:
• supporting principals
• principals supporting teachers
• building and sharing effective practices
• implementation and monitoring
Provincial Areas of Focus
• Primary reading
• Student Achievement in Applied Courses
(OSSLT and Mathematics)
• First Nations, Metis, and Inuit
• Children and Youth in Care
• Students with Special Education Needs
• Mathematics
Grades 3 to 6 to Applied Mathematics (EL)
Number of students in the cohort: 29,122
9
EQAO Achievement 2012-13
English-Language Boards v Boards
from Toronto
Change
from
2011-12
Toronto
Region
change
from
2011-12
Change
from
2008-09
Toronto
Region
change
from
2008-09
69%
-1%
-1.1%
-3%
-1.3%
58.9%
-1%
-1.4%
-6%
-4.9%
Grade
EQAO
2012-13
Toronto
Region
EQAO
2012-13
Grade 3 Math
67%
Grade 6 Math
57%
Fewer Students Reaching the Standard
The proportions of students that rose to meet or exceed
provincial standard in Grade 6 having not met standard in
Grade 3 has declined over time.
EQAO Achievement 2012-13
English-Language Boards v Boards
from Toronto
Change
from
2011-12
Toronto
Region
change
from
2011-12
Change
from
2008-09
Toronto
Region
change
from
2008-09
85.8%
0%
0.1%
7%
8.5%
42.0%
0%
-0.6%
6%
9.2%
Grade 9
EQAO
2012-13
Toronto
Region
EQAO
2012-13
Academic Math
84%
Applied Math
44%
Provincial Math Action Plan
• Focused interventions with specific students
(every grade 1 – 9 student below level 3)
• Engagement in identifying, intervening, and monitoring
at every level of the system
• At least one math qualified teacher per division
• Increased number of teachers with math AQ
• Professional learning in math content and pedagogy
• Know every student deeply and instruct them using a
wide variety of strategies.
• Relevant math across the curriculum in every subject K-12
What did your monitoring tell you?
TEAM DISCUSSION
Thinking about your work in mathematics last year in
your family of schools, discuss the following:
•
•
•
•
What was it that students needed to know and do?
How do you know that students were successful?
What were you monitoring?
What was the impact? How do you know?
Implementation
Professional Learning Cycle
Cynthia Coburn
• What needs to be put into place in
order for sustainability to occur
and be ensured?
• How will you achieve depth?
• What evidence might you have?
Depth
…transformational shifts
of educators’
beliefs…norms of
interaction…underlying
pedagogical principles
Spread
…includes the spread of
underlying beliefs,
norms, and pedagogical
principles to additional
classrooms and schools
• What evidence might affirm that
spread is occurring?
Sustainability
…has to do with the
degrees to which
activities and programs
become ongoing habits
Shift of Ownership
…must become
integrated into the tacit
understanding…shifts in
who owns the reform
needs to be achieved
• How will you know that all staff
have taken ownership?
System Implementation Through Monitoring
11:10 – 11:20
 In triads
11:20 – 11:35
 Whole team
Where are you in this process as a family of
schools in mathematics?
What evidence supports your thinking?
How one team monitors their work
Lunch 11:45-12:30
BRINGING OUR FOS THINKING
INTO THE ROOM
FOS Focus
• Is there an explicit and shared articulation of an
urgent mathematics student learning need within
your FOS?
• What specific curriculum areas need to be
addressed?
• Is there an explicit adult learning focus connected
to the student learning need?
• Is the adult learning focus narrow enough to allow
for in-depth exploration?
• What professional learning and monitoring
structures need to be in place to ensure impact?
Provincial Math Action Plan
• Focused interventions with specific students gr. 1-9
• Identifying, Intervening and Monitoring at every
level of the system
• At least one math. qualified teacher per division
• Increased number of teachers with math AQ
• Professional learning in math content and
pedagogy
• Know every student deeply and instruct them using
a wide variety of strategies.
• Relevant math across the curriculum
Contextualized Learning Activities
• Video
• Example of relevant math across the curriculum
What are the strengths in your FOS?
What will you need to work on?
Add to your plan any actions that you will take related to the
Provincial Math Action Plan.
School Effectiveness Framework
TEAM DISCUSSION
What are the most relevant indicators and samples
of evidence from the School Effectiveness
Framework that relate to your area(s) of focus?
How might these indicators influence the work in
your family of schools?
Add to your plan.
Readings
TEAM DISCUSSION
OR
In your practice of facilitating adult growth
and leadership development, is there
something from these excerpts that you might
consider more deeply?
Provincial and District Supports
How does the professional learning provided by the
district support your family of schools focus?
How can Student Achievement Division (SAD) initiatives
support your family of schools focus?
Add to your plan.
Jo Boaler
Jo Boaler’s new
website:
youcubed.org
- helpful tasks
- videos
- materials
Add to your plan
Gallery Walk
Walk around the room and visit other plans.
Use sticky notes to record questions, provide
feedback and/or comments that you have.
Refining the Plan
Visit the sticky notes and refine your plan.
Feedback
We act on what you tell us.
Please complete the feedback form