SUSPENDING OUR “PRE-SETS”

Monitoring Definitions: Derived from Latin monere “to advise”

Ineffective Practice Effective Practice

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

EFFECTIVE SCHOOLS RESEARCH Effective Schools Research emerged in

the late 60s in response to the Coleman Report

Correlates of Effective Schools

Continuous Improvement and Systems Thinking

West Virginia Standards for High Quality Schools

CONCEPTUAL FRAMEWORK

IMPROVED STUDENT

PERFORMANCE

SCHOOL AS THE UNIT OF

CHANGE

SCHOOL IMPROVEMENT PROCESS

ACCREDITATION PROCESS

CLEAR PUBLIC REPORTING

SYSTEM

UNIT OF CHANGE Every School Improving

Improvement from InsideContextFunctionFormProcess

SCHOOL PROCESS Learning Organization

CHARTING A COURSE What evidence will you accept? What do you want your school to look like in a year?

Three? Five?

Consistent Pervasive Practice Understand Current Conditions Plan Implement Refine Data Self-study

IMPROVE STUDENT PERFORMANCE

A – F “Grade Card” Ensure grade reliability State Awards Public Announcement

ACCREDITATION1.

School Self-Study

2.Submit SMR with self-

rating and

evidence3.

Review

team studies SMR

4. Team visits

school, reviews evidenc

e, provide

s ratings

& recommendatio

ns

5. School uses Team Feedback for Improvement

REVIEWPROCES

S

SCHOOL IMPROVEMENT – 10 STEPS

Understanding WV HQS for School

Improvement

Understanding Continual

Improvement and Systems

ThinkingClarifying

Vision, Mission and Core Beliefs

Data Analysis

Setting PrioritiesEstablishing

Goals and Objectives

Choosing Research-

based Strategies

Writing Action Steps

Developing the

Work Plan

Evaluating

Progress

80/20 PRINCIPLE

The 80/20 Principle represents a major shift in how school improvement in West Virginia will be assessed and reported. Accreditation in the state will now be based equally on verification of a school’s claims made in the School Monitoring Report: Use of Continuous Improvement Processes to

successfully meet the Standards for High Quality Schools;

Plan to improve based on a needs analysis of resources, facilities, and efficiency needs’

Professional Development and Capacity Building Needs’

Best Practices extant in the school; and Code and policy compliance

STANDARDS AND FUNCTIONS FOR HIGH QUALITY SCHOOLS

KNOW THE STANDARDS AND FUNCTIONS

Activity: Matching evidence to standards and functions

Each table will need: Reader (cards) Recorder (paper) Copies of the WV Standards for HQS

DEBRIEF

Standards

and Function

s

Evidence Of

PracticesAnd

Processes

UNDERSTANDING THE OEPA MONITORING PROCESS

Who? What?

When?Where?

Why? How?

UNDERSTANDING THE OEPA MONITORING PROCESS

Who? Team Leader and all team

members (size depends on school)

What?A process that assures the

evidence examined by every member is heard and considered by the team in reaching agreement on a rating for each function.

Verifying and Gathering Evidence

HOW? Team members will spend one day collecting and

reviewing evidence through observations and interviews.

Using that information, they will verify the evidence you submitted for each standard on the School Monitoring Report and identify any additional evidence they find that supports or negates the presence of the standards and functions.

They will come to consensus on the rating for each function and provide recommendations if appropriate.

UNDERSTANDING THE OEPA MONITORING PROCESS

When? The Team Consensus Meeting will

begin as soon as the last observation or interview has been completed.

Where?The meeting will take place at the

school in the workroom provided.

UNDERSTANDING THE OEPA MONITORING PROCESS

Why? To provide the school with feedback that gives a clear picture of current conditions and allows the school to build on those conditions to improve student performance.

Verify Evidence Provided by the School in the School Monitoring

Report

THE TEAM CONSENSUS MEETING

HOW?The Lead member on Standard 1 will begin the consensus discussion. He or She will:

Identify the evidence submitted by the school and the verifying evidence that she has found.

Add evidence that either supports or negates the school’s evidence.

Ask team members to contribute additional evidence (if any). Poll the team regarding their rating of that function.

UNDERSTANDING THE PROCESS

Simulating Individual and Team Processes for OEPA School Monitoring

UNDERSTANDING THE OEPA MONITORING PROCESS

Overview1. Each Table will assume the

role of a monitoring team.a) Review the school report.b) Review the substantiating

evidence collected by the team.

c) Come to consensus on the rating for each function.

Review

evidence

submitted

by the

school.

Team Notes – Color Coded by Person and standard

Identify

evidence

collected for

that standard

and function.

UNDERSTANDING THE OEPA MONITORING

PROCESS

How? 1. The lead will review each piece

of school evidence submitted for the standard & functions assigned. Then identify substantiating evidence he/she found to verify or negate that school’s evidence including other evidence the school didn’t list.

Independe

nt

work

BREAK

UNDERSTANDING THE OEPA MONITORING

PROCESSConducting the Consensus Meeting2. The lead member will begin the discussion by reviewing his/her assigned standard, and function (one at a time).3. Identify the key words within

the function statement. (Function A only for training purposes)

Team

Work

UNDERSTANDING THE OEPA MONITORING

PROCESS

Conducting the Consensus Meeting

4. The lead for that standard calls upon team members to provide any additional information they found that validates or negates the school’s evidence for that function.(Put everything on the table)

Team

Work

REACHING TEAM CONSENSUS

How? 5. Review the Rating

Scale. Share the school’s self-rating and then poll the team to reach consensus on the function at hand. Team

Work

RATING SCALE 4 = Strong and pervasive characteristic (Distinguished)

(All aspects of the function are present at the school and are applied to all appropriate aspects of school/classroom operations and behaviors)

3 = Present but not a pervasive characteristic (Accomplished)(Most aspects of the function are present at the school; aspects are broadly applied but may not be consistently and pervasively demonstrated throughout all applicable school/classroom operations and behaviors.)

2 = Present in a few areas and/or situations but needs improvement (Emerging)(Some aspects of the function are present at the school; aspects are occasionally demonstrated in applicable school/classroom operations and behaviors.)

1 = Rarely evidenced; needs significant improvement (Unsatisfactory)(Few, if any, aspects of the function are present at the school; aspects are rarely demonstrated in applicable school/classroom operations and behaviors.)

DEBRIEF

Questions?Issues?

Comments?

WHAT’S NEXT?