System Implementation and Monitoring: Regional Session Fall, 2013

System Implementation and MonitoringRegional Session

DAY ONEFall, 2013Resources are available at sim.abel.yorku.ca

1K-12 System Implementation and Monitoring (SIM) Context and PurposeFocus: Family of Schools Supervisory Officers and elementary and secondary principals from the familyThe 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

2Where does SIM fit with other Student Achievement Division (SAD) initiatives?K-12 Literacy & Numeracy LeadersGrade 4-10 TransitionsK-12 System Implementation & MonitoringGoal: Improve student learning, close gaps in literacy and numeracy by:investigating learning, teaching & instructional leadershipmobilizing knowledge through differentiated support for all learnersSupport students performing lower than level 3 by exploring: transitionscollaborative inquiry stanceevidence-based instructional processesInterpreting 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 buildingby connecting the work of the province and district with the family of schools.3You told us Continue the break-outsGive time for board teams to plan

Topics for Discussion:Using the School Effectiveness Framework, as a tool to support reflective practice and enhance improvement planningBuilding and sustaining a culture of changeAligning the work of Student Success with board prioritiesEngaging in effective monitoringUsing qualitative data to inform BIPSA and SIP planningBuilding understanding of effective instruction of mathematics K-12Exploring the role of the SO in planning the professional learning of Principals

4GoalsInquire and co-learn about implementation and monitoring of mathematics within the family of schoolsBuild and mobilize knowledge through outside and in-the-room thinkingBuild our capacity to monitor our progress and impact Consider how educator and student mind-sets influence our actionsSupport coherence building by connecting the work of the province and district with the family of schools

5Agenda Day 1Provincial Picture Assessment of FOS learning needs in mathematicsSchool Effectiveness Framework supports Effective practices from educators and researchersJo Boaler and the mindsets related to mathematics

6Looking BackTEAM DISCUSSIONIn the areas where youve seen improved student achievement within your family of schools, what have you learned?

What are your FOS structures and processes for:supporting principalsprincipals supporting teachersbuilding and sharing effective practicesimplementation and monitoring**If you are here without an FOS team then think about a family of schools that you work with and discuss the questions from that lens.7 Provincial Areas of FocusPrimary readingStudents with Special Education NeedsMathematics

8

Grades 3 to 6 to Applied Mathematics (EL)9Number of students in the cohort: 29,1229

Grade 3 & 6 Regional EQAO Results

For the EQAO results for your region see the separate folder entitled: EQAO Achievement_SIM by region10Fewer 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.11 Provincial Areas of Focus - continuedStudent Achievement in Applied Courses (OSSLT and Mathematics)First Nations, Metis, and InuitChildren and Youth in CareMathematics

12

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 region13Provincial Math Action PlanFocused interventions with specific students (every grade 1 9 student below level 3)Engagement in identifying, intervening, and monitoring at every level of the systemAt least one math qualified teacher per divisionIncreased number of teachers with math AQProfessional learning in math content and pedagogyKnow every student deeply and instruct them using a wide variety of strategies.Relevant math across the curriculum in every subject K-12

14What did your monitoring tell you?TEAM DISCUSSIONThinking 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?

15

16Implementation

17Professional Learning Cycle

18Cynthia Coburn

19

20System Monitoring Through Implementation Part 1In triads Part 2Whole team

Where are you in this process as a family of schools in mathematics?What evidence supports your thinking?

21

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 site22Jo Boaler Video and DiscussionAre there concepts or ideas that students/parents/staf need to know?

How will you implement these?23Lunch 12:00 -12:45

24BRINGING OUR FOS THINKING INTO THE ROOM

25FOS FocusIs 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?

26Provincial Math Action PlanFocused interventions with specific students gr. 1-9Identifying, Intervening and Monitoring at every level of the systemAt least one math. qualified teacher per divisionIncreased number of teachers with math AQProfessional learning in math content and pedagogyKnow every student deeply and instruct them using a wide variety of strategies.Relevant math across the curriculum

27

Information about the items on this slide are available at sim.abel.yorku.ca

ProdigyDreambox Learning

Articles: Direct InstructionSuccessful Mathematics Achievement is AttainableWhy Mental Arithmetic CountsPutting Students on the Path to Learning28

Read what John Hattie and Gregory Yates say about worked examples on pages 151-15229Angela Duckworth - Grit

How does this impact on your mathematics plan?

30Contextualized Learning ActivitiesExample of relevant math across the curriculumSee 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.

31School Effectiveness Framework

Turn to page 28 - Numeracy in the Classroom and page 29 - StudentsHow might these indicators and samples of evidence influence the work in your family of schools?

Add to your plan.

32ReadingsTEAM 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.

33Provincial and District SupportsHow 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.

34Jo Boaler

Jo Boalers new website:youcubed.org

- helpful tasks- videos- materials

Jo Boaler has made a new website that is going to provide some of the videos from a course she gave, and other helpful tasks, and materials. She is starting this as a non-profit and is hoping it will be a really good way to get practical, research-based ideas to teachers, and a way to help parents and administrators learn about high quality math instruction. You can join it at: youcubed.org

35Jo 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?

36