WELCOME

1. WELCOME Inspecting What You Expect A Model for District Progress Monitoring

2. Inspecting What You Expect A Model for District Progress Monitoring Elaine Farris, Superintendent Clark County Public Schools 2011 KASA Conference

3. Session Description This workshop will explain and model the process that has allowed the Clark County Public Schools system to “change the conversations” related to student achievement in our district. We will discuss: • The district instructional culture before this process began • How the culture has changed over the past two years • How student achievement has improved • Our plans for sustaining these cultural improvements over time.

4. Where We Were: (Superintendent Farris) • Why? We needed to expect and inspect • What was previous district culture like? • Significance/Need for process/Roll up of small n-values at school level to a group that the district is accountable for – need for continuous monitoring of their progress • Begun as a way to monitor student groups that had not met AMO in reading and math

5. Progress Monitoring • According to a calendar set at the beginning of the year, principals bring their real-time student performance data to the PM meetings. • Elementary (8 schools) in small groups on one day • Secondary (4 schools) in a small group the next day • Data is “Live” – from the current season of the year – MAP data, Common Assessment Data, etc…

6. Progress Monitoring, cont. • Templates are distributed and pre-filled at the school level prior to the meeting. Originally filled by principals, but now more and more owned by the instructional staff. • Data inserted into IC, then EXCEL spreadsheet exported at district- and school-levels so that student groups can be analyzed quickly and easily. • IC Export Process: Principal Pam Whitesides (Clark Middle School) • Templates used:

7. Data Template 1: Student Groups

8. Data Template 2: Graphical Data

9. Data Template 3: Longitudinal Data(Template based on Henderson County Model)

10. Progress Monitoring, cont. • In addition to student group data, principals bring the NAMES of TARGETED STUDENTS to the table – specific strategies are listed that impact these specific children. • The group process is interactive and based on the question “How can WE help every student in this district?” • WE (above) means Superintendent, Assistant Superintendent, Directors, Specialists, Principals, Classroom Teachers, Collaborating Teachers, Related Arts Teachers and Paraprofessionals.

11. The Progress Monitoring Meeting • A model of a typical meeting:

12. The Progress Monitoring Meeting • The final piece of the PM meeting is to discuss a set of reflective questions created by the Superintendent and distributed in advance of the meeting. • These questions have changed over time, but the final question is ALWAYS: “What can we do as a district to help you help all of your students be successful?” • Sample Questions used this year: (Next Slide)

13. Progress Monitoring Questions (Early) Sample reflective questions for principals early in the Progress Monitoring process: • What data sources are you using to identify your students for RTI? • Who are your students that are not yet proficient, have not yet met EPAS benchmarks, and are not behaviorally successful? Are they clustered within specific student groups? • How are you monitoring student progress within your building? • What strategies have you implemented to improve student learning in your building since the start of the school year? • How can the district help you to improve teaching and learning within your building?

14. Progress Monitoring Questions (Later) Sample reflective questions for principals for use later in the Progress Monitoring process: • Based on your current data, how many students have you moved to proficiency in Reading/Math? • What do you think you have done that has had significant impact on your targeted students? • What is your plan for the next XX days for moving the students who have not yet reached proficiency? (where XX is the number of instructional days left before the assessment begins.) • What are you doing to build positive relationships with students and their parents? • What is your plan to motivate and communicate to staff, students and parents the importance of doing their best on the KCCT? • How can the district support you in reaching your goal?

15. Public Reporting • Our school board has established goals of ALL 3rd, 5th and 8th grade students leaving those grades on grade level in Math and Reading. • These templates and discussions are reported to the board on a regular basis and reviewed to indicate progress in meeting the board’s goals.

16. Where We Are:Impact on District/Schools/Classrooms • Shifting Culture and Conversations (Superintendent has publicly recognized those schools where instructional culture has significantly improved.) • PLC’s are becoming TRUE PLC’s over time. • MAP data trends show the number of exiting 3rd, 5th and 8th grade students on grade level has increased 10.9% in Reading and 8.1% in Math over where those same students were one year ago (when exiting 2nd, 4th and 7th grade).

17. Questions? • Elaine Farris, Superintendent • Pat Rosenthal, Assistant Superintendent • Lewis Willian, Instructional Specialist • Bridgette Mann, District Special Needs Facilitator • Pam Whitesides, Principal, Clark Middle School • Brenda Considine, Principal, Providence Elementary School • Lisa Smith, Principal, Central Elementary School