Theme: Monitoring: Compilation, Analysis, and Use of Data

System level: Classroom

Practice: Monitor student performance on an ongoing basis to support instructional practices.

What does this practice look like in Arkansas?

Teachers establish personal goals each year.  Teacher evaluations are used to monitor progress toward those goals. Teachers meet with the principal at the beginning of the year to determine what their personal goals are. These goals are kept on file and form the basis for the formal observations. Teacher evaluations, both formal and informal, are used to monitor progress toward the teacher's goals and to determine if adjustments need to be made.

Pre-tests and post-tests are used to determine weakness in curriculum and instruction. Teachers use pre-tests and post-tests regularly, some as often as daily, to identify problems and monitor student progress. Weaknesses identified by the pre- and post-tests are addressed in curriculum and instruction adaptations.

Student progress toward mastery is closely monitored, and affects teachers' daily decisions. Daily classroom decisions are affected by student mastery of a content area.  Student progress is closely monitored, either through teacher-created assessments, computerized assessments, or assessments supplied by textbook publishers. If students do not demonstrate mastery, teachers adapt their daily lessons until mastery is achieved.

State testing data are used to identify weaknesses in curriculum in individual classrooms. Teachers use state testing data as a method of identifying curricular or instructional weaknesses within their classrooms. Testing data are viewed as tools for improving instruction, rather than intrusions on their classrooms.

Documents related to practice:

The principal at A. R. Hederick Elementary uses lesson plans to make sure that teachers are covering the necessary content.  Lesson plans are checked on a weekly basis and must identify the state standards that are being covered during the school day.

Examples:

At Jefferson Elementary, teachers are regularly updated on student progress.  Each report is given in a one-page format and teachers are asked to keep the report in their lesson planning book.  The consistent updating keeps teachers centered on the focus group identified by the faculty as the group in greatest need of assistance.

Examples:

Teachers turn in lesson plans to the principal at Parkview Elementary as a method of tracking which state standards are being covered.  While teachers use different lesson plan formats, each one must clearly identify the state standards, the objectives of the lesson, and the assessment that will be used.

Examples: