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