Ivy Elementary staff jointly monitor progress toward goals in team meetings and organize tiered supports for students¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Ivy's staff meet in grade-level and vertical-planning teams to examine data on progress toward goals, and the school maintains a range of tutoring, counseling, and challenge supports for different student groups. → Elaine Allensworth 2019

Evidence¶

Elaine Allensworth 2019¶

Elaine Allensworth. (2019). Elementary School Case Studies. University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/how-do-principals-influence-student-achievement

q1 · i? · qualitative · r1

Case-study description of Ivy Elementary's monitoring practices. Principal Walker helps break data down by student, classroom, and grade level, and "the staff identified different tiers of support for student groups".

"The school has a range of tutoring and other learning opportunities for students who need extra supports; individualized counseling for students with attendance issues; and extra weekend and tutoring programs to challenge top-level students."

Discussion¶

Related Claims¶

• Around half of teachers reported meeting in grade-level teams at least weekly and observing colleagues' classrooms at least quarterly to implement the CCSS — related
• Ivy's principal identifies building culture and relationships as his foremost leadership responsibility for student learning — related
• At Ivy Elementary, teachers lead grade-level goal setting and participate in school-level decisions, with the principal empowering staff — related
• Common strategies across reviewed Tier 2 interventions include structured curriculum, small group instruction, and progress-monitoring assessment tools — related
• The modern principal's job has expanded from administrative oversight to instructional leadership and staff collaboration — a broader claim this one bears on
• Schools commonly require documented teacher performance goals, created collaboratively with a principal or set by the principal — related