System Implementation and Monitoring

Regional Session

Fall, 2013

Resources are available at

sim.abel.yorku.ca

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-the-room 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 BackTEAM 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)

9Number of students in the cohort: 29,122

English-Language Boards v Boards from Toronto

Grade EQAO 2012-13

Toronto RegionEQAO

2012-13

Change from

2011-12

Toronto Region change

from2011-12

Change from

2008-09

Toronto Region change

from 2008-09

Grade 3 Math 67% 69% -1% -1.1% -3% -1.3%

Grade 6 Math 57% 58.9% -1% -1.4% -6% -4.9%

EQAO Achievement 2012-13

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.

English-Language Boards v Boards from Toronto

Grade 9 EQAO 2012-13

Toronto RegionEQAO

2012-13

Change from

2011-12

Toronto Region change

from2011-12

Change from

2008-09

Toronto Region change

from 2008-09

Academic Math 84% 85.8% 0% 0.1% 7% 8.5%

Applied Math 44% 42.0% 0% -0.6% 6% 9.2%

EQAO Achievement 2012-13

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

•How will you know that all staff have taken ownership?

•What evidence might affirm that spread is occurring?

•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

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

Spread…includes the spread of underlying beliefs, norms, and pedagogical principles to additional classrooms and schools

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 FrameworkTEAM 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.

ReadingsTEAM DISCUSSION

In your practice of facilitating adult growth and leadership development, is there something from these excerpts that you might consider more deeply?

OR

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

Add to your plan

Jo Boaler’s new website:youcubed.org

- helpful tasks- videos- materials

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