Monitoring

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Monitoring

  1. 1. Monitoring Area District/ Area/ State District PREVENT I CORRECT I PREVENT II CORRECT II INTERVENE CORRECT II (D-SCHOOLS) & INTERVENE
  2. 2. Monitoring Process <ul><li>Implement FCIM with subgroups not making AYP </li></ul><ul><li>Conduct data chats with teachers and students </li></ul><ul><li>Monitor and implement School Improvement Plans with fidelity </li></ul><ul><li>Ensure PGP’s for teachers are targeted to subgroups not making AYP. </li></ul><ul><li>Implement the Non- “Negotiable Blueprint” with fidelity </li></ul>As a Principal, I am expected to…
  3. 3. Monitoring Processes and Plans <ul><li>A systematic process employing both school based staff and district staff for instructional monitoring required under Differentiated Accountability </li></ul><ul><li>Sample of the 09-10 Differentiated Accountability Requirements , District Checklist. </li></ul><ul><li>Click here for the School Improvement Planning website </li></ul><ul><li>Then click the document that shows your school status checklist </li></ul><ul><li>for example : 2009-2010 School DA Checklist of Compliance </li></ul>
  4. 4. Monitoring… Before We Come, Do This Action Steps Person Responsible <ul><li>Compile, organize all mini benchmark data, district IFC, secondary IFC, and findings by teacher, student and subgroups- PMRN data and personal schedule </li></ul>School-Based Reading Coach <ul><li>Compile, organize all mini benchmark data, district IFC, secondary IFC, and findings by teacher, student and subgroups- PMRN data and personal schedule </li></ul>School-Based Math Coach <ul><li>Compile, organize all mini benchmark data, district IFC, secondary IFC, and findings by teacher, student and subgroups- PMRN data and personal schedule </li></ul>School-Based Science Coach <ul><li>ESE data and weak benchmarks that will need support, pull out schedules, enrichment and tutorials </li></ul>ESE Specialists <ul><li>ELL student data, weak benchmarks that will need support, pull out schedules, enrichment and tutorials, list supplemental materials, LY, LF rosters, IPT, CELLA scores, Strag. Matrix. What intervention program, master schedule interventions </li></ul>ESOL contact <ul><li>Data chats: schedule, Adm. with teachers, teachers with students, master schedule, any teachers on PDP, How is SAI/ELO dollars allocated, What are the SAI/ELO programs being implemented? </li></ul>Principal <ul><li>Professional Development- What is the plan and process </li></ul>Principal <ul><li>RTI- Who is the team, process and calendar </li></ul>Principal <ul><li>Discipline and attendance data </li></ul>A.P. <ul><li>Plan for FCAT retakes, Alternative educational opportunities (ie, Exit Option, Credit Recovery, Co-Enrollment, Alternative Secondary Schools? </li></ul>Guidance
  5. 5. Monitoring Processes and Plans: School-Based Coaches Responsibilities Reading <ul><li>Primary contact for implementation of school’s reading program. </li></ul><ul><li>Work with school’s curriculum person in planning and implementing the basic skills remediation program as determined by the Florida State Assessment Accountability Act of 1976. </li></ul><ul><li>Provide individual diagnostic testing to enable better prescriptive approaches for classroom instruction. </li></ul><ul><li>Assist the school staff in organizing and managing reading skills as an integral party of all subject areas. </li></ul><ul><li>Provide in-service training for school staff by modeling and coaching in the area of reading and on effective reading strategies for content area instruction. </li></ul><ul><li>To lead Professional Learning Communities and Lesson Study Groups, and to analyze data </li></ul><ul><li>Maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) </li></ul><ul><li>Participate in a team teaching effort with classroom teachers. </li></ul><ul><li>Interpret the reading program for both parents and the community. </li></ul><ul><li>Ensure student and teacher needs are being met by analyzing data regarding student reading and teacher training and recommend steps to address those needs. </li></ul><ul><li>Ensure that site initiatives align with District and State initiatives by meeting regularly with District and site personnel and communicating initiatives to all stake holders for continuous training and feedback. </li></ul><ul><li>Can not provide pull-out instruction outside the context of providing professional development for teachers and do not teach more than one class </li></ul>
  6. 6. Monitoring Processes and Plans: School-Based Coaches Responsibilities Math <ul><li>Primary contact for implementation of school’s math program. </li></ul><ul><li>Provide individual diagnostic testing to enable better prescriptive approaches for classroom instruction. </li></ul><ul><li>Assist the school staff in organizing and managing math skills as an integral party of all subject areas. </li></ul><ul><li>Provide in-service training for school staff by modeling and coaching in the area of math and on effective math strategies for content area instruction. </li></ul><ul><li>To lead Professional Learning Communities and Lesson Study Groups, and to analyze data </li></ul><ul><li>Participate in a team teaching effort with classroom teachers. </li></ul><ul><li>Interpret the math program for both parents and the community. </li></ul><ul><li>Ensure student and teacher needs are being met by analyzing data regarding student math and teacher training and recommend steps to address those needs. </li></ul><ul><li>Ensure that site initiatives align with District and State initiatives by meeting regularly with District and site personnel and communicating initiatives to all stakeholders for continuous training and feedback. </li></ul><ul><li>May provide pull-out instruction outside the context of providing professional development for teachers. </li></ul>
  7. 7. Monitoring Processes and Plans : School-Based Coaches Responsibilities Science <ul><li>Primary contact for implementation of school’s science program. </li></ul><ul><li>Provide individual diagnostic testing to enable better prescriptive approaches for classroom instruction. </li></ul><ul><li>Assist the school staff in organizing and managing math skills as an integral party of all subject areas. </li></ul><ul><li>Provide in-service training for school staff by modeling and coaching in the area of science and on effective science strategies </li></ul><ul><li>for content area instruction. </li></ul><ul><li>To lead Professional Learning Communities and Lesson Study Groups, and to analyze data </li></ul><ul><li>Participate in a team teaching effort with classroom teachers. </li></ul><ul><li>Interpret the science program for both parents and the community. </li></ul><ul><li>Ensure student and teacher needs are being met by analyzing data regarding student science and teacher training and recommend steps to address those needs. </li></ul><ul><li>Ensure that site initiatives align with District and State initiatives by meeting regularly with District and site personnel and communicating initiatives to all stakeholders for continuous training and feedback. </li></ul><ul><li>May provide pull-out instruction outside the context of providing professional development for teachers </li></ul>
  8. 8. Monitoring Processes and Plans School-Based Coaches Responsibilities Additional Reading Coach <ul><li>Primary contact for implementation of school’s reading program. </li></ul><ul><li>Work with school’s curriculum person in planning and implementing the basic skills remediation program as determined by the Florida State Assessment Accountability Act of 1976. </li></ul><ul><li>Provide individual diagnostic testing to enable better prescriptive approaches for classroom instruction. </li></ul><ul><li>Assist the school staff in organizing and managing reading skills as an integral party of all subject areas. </li></ul><ul><li>Provide in-service training for school staff by modeling and coaching in the area of reading and on effective reading strategies for content area instruction. </li></ul><ul><li>To lead Professional Learning Communities and Lesson Study Groups, and to analyze data </li></ul><ul><li>Maintain a daily log of activities on the Progress Monitoring and Reporting Network (PMRN) </li></ul><ul><li>Participate in a team teaching effort with classroom teachers. </li></ul><ul><li>Interpret the reading program for both parents and the community. </li></ul><ul><li>Ensure student and teacher needs are being met by analyzing data regarding student reading and teacher training and recommend steps to address those needs. </li></ul><ul><li>Ensure that site initiatives align with District and State initiatives by meeting regularly with District and site personnel and communicating initiatives to all stake holders for continuous training and feedback. </li></ul><ul><li>May provide pull-out instruction outside the context of providing professional development for teachers and do not teach more than one class </li></ul>

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