Transcript System Implementation and Monitoring: Regional - SIM K-12

Resources are
available at
sim.abel.yorku.ca
System Implementation and Monitoring
Regional Session
Fall, 2013
DAY ONE
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
• Students with Special Education Needs
• Mathematics
Grades 3 to 6 to Applied Mathematics (EL)
Maintained
Standard 3 to 6
Dropped 9, 4%
Never Met
Standard, 32%
Did not Meet
Standard 3 and 6
Rose in 9, 14%
Did not Meet
Standard in 9,
22%
Rose to Standard
3 to 6 Dropped in
9, 4%
Dropped from
Standard 3 to 6 to
9, 14%
Dropped from
Standard 3 to 6
Rose in 9, 14%
Rose to Standard
3 to 6 Maintained
in 9, 5%
Maintained
Standard 3 to 6 to
9, 15%
Number of students in the cohort: 29,122
9
Grade 3 & 6 Regional EQAO Results
For the EQAO results for your region see the
separate folder entitled:
EQAO Achievement_SIM by region
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.
Provincial Areas of Focus - continued
• Student Achievement in Applied Courses
(OSSLT and Mathematics)
• First Nations, Metis, and Inuit
• Children and Youth in Care
• Mathematics
Grade 9 Academic and Applied
Mathematics Regional EQAO
Results
For the EQAO results for your region see the
separate folder entitled:
EQAO Achievement_SIM by region
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 Monitoring Through Implementation
Part 1
 In triads
Part 2
 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
Several versions (different lengths) of this video showing the work of the system team
from Hastings and Prince Edward DSB are on the SIM site
Jo Boaler Video and Discussion
• Are there concepts or ideas that
students/parents/staf need to know?
• How will you implement these?
Lunch 12:00 -12:45
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
Information about the items on this slide
are available at sim.abel.yorku.ca
• Prodigy
• Dreambox Learning
Articles:
Direct Instruction
Successful Mathematics Achievement is Attainable
Why Mental Arithmetic Counts
Putting Students on the Path to Learning
Read what John Hattie
and Gregory Yates say
about worked
examples on pages
151-152
Angela Duckworth - Grit
How does this impact on your mathematics plan?
Contextualized Learning Activities
• Example of relevant math across the curriculum
• See video on SIM site
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
Turn to page 28 - Numeracy in the Classroom
and page 29 - Students
How might these indicators and samples
of evidence influence the work in your
family of schools?
Add to your plan.
Readings
TEAM DISCUSSION
In your practice of facilitating adult growth and
leadership development, is there something from these
excerpts that you might consider more deeply?
Add to your plan.
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
Jo Boaler
Are there concepts/ideas that the
students in your FOS need to know?
How will you implement these ideas to
support the culture of learning in your
FOS?
How do the educators in your FOS
reflect these ideas in their work?