1. How Do We Know We Are Making Progress? Virginia Department of Education Office of School Improvement 2013-2014

2. Questions to Consider: How Do We Know We Are Making Progress? 1.Are we focusing on teaching and learning in terms of measurable student progress? 2.Have we developed a process for progress monitoring at the classroom level, the school level, and the division level? 3.Do we make adjustments based upon progress monitoring? 1.Are we focusing on teaching and learning in terms of measurable student progress? 2.Have we developed a process for progress monitoring at the classroom level, the school level, and the division level? 3.Do we make adjustments based upon progress monitoring?

3. How Do We Get Started as we Consider these Questions? How Do We Know We Are Making Progress? Steps for the classroom, school, and division will be shared on the following slides.

4. ClassroomClassroom Monitor daily lesson objective data that include the following pieces:  Behaviors students will exhibit to show learning  Conditions under which the students will exhibit those behaviors  Criteria the teacher will use to determine whether students meet the objective Monitor daily lesson objective data that include the following pieces:  Behaviors students will exhibit to show learning  Conditions under which the students will exhibit those behaviors  Criteria the teacher will use to determine whether students meet the objective How Do We Know We Are Making Progress?

5. ClassroomClassroom Utilize the daily lesson objective data to determine student needs.  How many students met the objective?  How many did not?  How will appropriately differentiated lessons be planned and delivered? Teach students to monitor their own progress on daily lesson objectives. Utilize the daily lesson objective data to determine student needs.  How many students met the objective?  How many did not?  How will appropriately differentiated lessons be planned and delivered? Teach students to monitor their own progress on daily lesson objectives. How Do We Know We Are Making Progress?

6. ClassroomClassroom Implement and monitor student achievement goal setting.  Assist teachers in developing short and long term measurable student achievement goals  Align with Virginia’s Guidelines for Performance Standards and Evaluation Criteria for Teachers Standard 7: Student Academic Progress Encourage teachers to self-monitor lesson plans, instructional delivery, assessment of and for learning, and student achievement goals. Implement and monitor student achievement goal setting.  Assist teachers in developing short and long term measurable student achievement goals  Align with Virginia’s Guidelines for Performance Standards and Evaluation Criteria for Teachers Standard 7: Student Academic Progress Encourage teachers to self-monitor lesson plans, instructional delivery, assessment of and for learning, and student achievement goals. How Do We Know We Are Making Progress?

7. SchoolSchool Establish and clearly communicate timelines, procedures, and expectations for monitoring student and teacher data. (Implement with fidelity.) Monitor and provide explicit feedback to teachers on their use of data to plan lessons, on their actual lesson planning and delivery, and on progress toward meeting student achievement goals. (Aligned to teacher evaluation standards: 1-Professional Knowledge; 2- Instructional Planning; 3- Instructional Delivery; 4-Assessment of and for Student Learning; 7- Student Academic Progress) Establish and clearly communicate timelines, procedures, and expectations for monitoring student and teacher data. (Implement with fidelity.) Monitor and provide explicit feedback to teachers on their use of data to plan lessons, on their actual lesson planning and delivery, and on progress toward meeting student achievement goals. (Aligned to teacher evaluation standards: 1-Professional Knowledge; 2- Instructional Planning; 3- Instructional Delivery; 4-Assessment of and for Student Learning; 7- Student Academic Progress) How Do We Know We Are Making Progress?

8. SchoolSchool Provide appropriate professional development and support for:  Creating formal and informal assessments  Analyzing and using resulting student data Spend time in classrooms as:  Coach  Professional developer  Evaluator Provide appropriate professional development and support for:  Creating formal and informal assessments  Analyzing and using resulting student data Spend time in classrooms as:  Coach  Professional developer  Evaluator How Do We Know We Are Making Progress?

9. SchoolSchool Implement and monitor student achievement goal setting.  Assist principals in developing short and long term measurable student achievement goals  Align with Virginia’s Guidelines for Performance Standards and Evaluation Criteria for Principals Standard 7: Student Academic Progress Implement and monitor student achievement goal setting.  Assist principals in developing short and long term measurable student achievement goals  Align with Virginia’s Guidelines for Performance Standards and Evaluation Criteria for Principals Standard 7: Student Academic Progress How Do We Know We Are Making Progress?

10. DivisionDivision Establish and clearly communicate timelines, procedures and expectations for progress monitoring of principal student academic progress goals.  Assist principals in developing short and long term measurable student achievement goals  Align with Virginia’s Guidelines for Performance Standards and Evaluation Criteria for Principals Standard 7: Student Academic Progress Establish and clearly communicate timelines, procedures and expectations for progress monitoring of principal student academic progress goals.  Assist principals in developing short and long term measurable student achievement goals  Align with Virginia’s Guidelines for Performance Standards and Evaluation Criteria for Principals Standard 7: Student Academic Progress How Do We Know We Are Making Progress?

11. DivisionDivision Provide explicit training to principals/assistant principals on using data, monitoring instruction, and providing effective feedback.  Assist and support principals/assistant principals in analyzing data to determine needs and identifying starting points for developing short and long term measurable student achievement goals (both principal and teacher goals.) Provide explicit training to principals/assistant principals on using data, monitoring instruction, and providing effective feedback.  Assist and support principals/assistant principals in analyzing data to determine needs and identifying starting points for developing short and long term measurable student achievement goals (both principal and teacher goals.) How Do We Know We Are Making Progress?

12. DivisionDivision  Determine data sources to be used. Data sources to consider include: o o SOL assessment data: historical student and teacher o o Diagnostic data: pre-assessments (formal/informal) o o Benchmark data: historical student and teacher o o Attendance data: student and teacher o o Discipline data: Types of referrals Frequency of type Source of referral Incident location (classroom, hallway, bus, etc.) o o Other  Determine data sources to be used. Data sources to consider include: o o SOL assessment data: historical student and teacher o o Diagnostic data: pre-assessments (formal/informal) o o Benchmark data: historical student and teacher o o Attendance data: student and teacher o o Discipline data: Types of referrals Frequency of type Source of referral Incident location (classroom, hallway, bus, etc.) o o Other How Do We Know We Are Making Progress?

13. DivisionDivision Monitor and provide feedback to principals on their instructional leadership and use of data.  Aligned to principal evaluation standards: 1- Instructional Leadership; 4- Organization Management; 7-Student Academic Progress Monitor and provide feedback to principals on their instructional leadership and use of data.  Aligned to principal evaluation standards: 1- Instructional Leadership; 4- Organization Management; 7-Student Academic Progress How Do We Know We Are Making Progress?

14. Classroom, School, Division Set clear and measurable goals Implement action steps with fidelity Monitor and provide feedback Adjust based upon monitoring and data Repeat cycle Set clear and measurable goals Implement action steps with fidelity Monitor and provide feedback Adjust based upon monitoring and data Repeat cycle How Do We Know We Are Making Progress?

15. Questions to Consider: How Do We Know We Are Making Progress? 1.Are we focusing on teaching and learning in terms of measurable student progress? 2.Have we developed a process for progress monitoring at the classroom level, the school level, and the division level? 3.Do we make adjustments based upon progress monitoring? 1.Are we focusing on teaching and learning in terms of measurable student progress? 2.Have we developed a process for progress monitoring at the classroom level, the school level, and the division level? 3.Do we make adjustments based upon progress monitoring?

16. Documenting Progress in School and Division Plans

17. Questions?Questions?