Monitoring Definitions: Derived from Latin monere “to advise” Ineffective PracticeEffective Practice

 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

IMPROVED STUDENT PERFORMANCE SCHOOL AS THE UNIT OF CHANGE SCHOOL IMPROVEMENT PROCESS ACCREDITATION PROCESS CLEAR PUBLIC REPORTING SYSTEM

 Every School Improving  Improvement from Inside Context Function Form 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

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

1. School Self-Study 2.Submit SMR with self-rating and evidence 3. Review team studies SMR 4. Team visits school, reviews evidence, provides ratings & recommendations 5. School uses Team Feedback for Improvement REVIEW PROCESS

Understanding WV HQS for School Improvement Understanding Continual Improvement and Systems Thinking Clarifying Vision, Mission and Core Beliefs Data AnalysisSetting Priorities Establishing Goals and Objectives Choosing Research-based Strategies Writing Action Steps Developing the Work Plan Evaluating Progress

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

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

Standards and Functions Evidence Of Practices And Processes

Who?What? When?Where? Why?How?

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.

When? T he 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.

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

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.

Simulating Individual and Team Processes for OEPA School Monitoring

Overview 1. 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.

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. Independent work

Conducting the Consensus Meeting 2.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

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

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

 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.)

Questions? Issues? Comments?