Monitoring Do leaders have access to data Leaders have little or no The district regularly collects, Existence of survey tools, they need to drive their work, access to information analyzes, and uses data on focus groups, or other and Problem including leading indicators on the regarding implementation the progress of methods for collecting Solving progress of CCRS implementation, in the field; they have no implementation in the field feedback on quality of and regular feedback from way of knowing whether Feedback from the field implementation teachers, school leaders, and most teachers, school includes opinions and Existence of and ease of district leaders? leaders, and district leaders comments on the progress of access to regular data Have leaders established a system understand the changes implementation, but also data collection and analytical for regularly monitoring the associated with CCRS and on teacher and principal reports from this feedback whether they are prepared progress of implementation satisfaction, knowledge, and Occurrence of regular to implement those (including leading and lagging practices progress monitoring changes indicators, feedback from the District leaders, including the discussions field, and milestones and activities Leaders meet only rarely superintendent and those Agendas, materials, and from the plan) and and sporadically to discuss directly responsible for CCRS results of data analyses from when work is off-track? the progress of implementation, regularly progress monitoring Are problems brought to the implementation of the meet to review discussions CCRS attention of the appropriate implementation progress Feedback from leaders on the decision-makers and upon in The conversations that do against the district’s plan (if quality of conversations and a timely manner? occur are not structured to there is one) extent to which they helped Do leaders understand whether facilitate real Discussions of progress are move implementation that is focused on the activities undertaken at the focused on outcome data forward outcomes district level (such as providing (including leading and lagging These conversations often PD, instructional materials) are indicators, feedback from the having their intended impact in take place in the context of field, and milestones) schools? a crisis and may not include Conversations provide a the right people consistent opportunity to Leaders do not have a arrive at a shared view of picture of whether or not progress, to surface the activities they are challenges, to problem-solve undertaking are having together, to hold responsible their intended impact in the leaders accountable for field implementation, and to make mid-course corrections Educator Supports
Monitoring and Problem Solving Do leaders have access to data they need to drive their work, including leading indicators on the progress of CCRS implementation, and regular feedback from teachers, school leaders, and district leaders? Have leaders established a system for regularly monitoring the progress of implementation (including leading and lagging indicators, feedback from the field, and milestones and activities from the plan) and when work is off-track? Are problems brought to the attention of the appropriate decision-makers and upon in a timely manner? Do leaders understand whether the activities undertaken at the district level (such as providing PD, instructional materials) are having their intended impact in schools? Leaders have little or no access to information regarding implementation in the field; they have no way of knowing whether most teachers, school leaders, and district leaders understand the changes associated with CCRS and whether they are prepared to implement those changes Leaders meet only rarely and sporadically to discuss the progress of implementation of the CCRS The conversations that do occur are not structured to facilitate real that is focused on outcomes These conversations often take place in the context of a crisis and may not include the right people Leaders do not have a picture of whether or not the activities they are undertaking are having their intended impact in the field The district regularly collects, analyzes, and uses data on the progress of implementation in the field Feedback from the field includes opinions and comments on the progress of implementation, but also data on teacher and principal satisfaction, knowledge, and practices District leaders, including the superintendent and those directly responsible for CCRS implementation, regularly meet to review implementation progress against the district’s plan (if there is one) Discussions of progress are focused on outcome data (including leading and lagging indicators, feedback from the field, and milestones) Conversations provide a consistent opportunity to arrive at a shared view of progress, to surface challenges, to problem-solve together, to hold responsible leaders accountable for implementation, and to make mid-course corrections Existence of survey tools, focus groups, or other methods for collecting feedback on quality of implementation Existence of and ease of access to regular data collection and analytical reports from this feedback Occurrence of regular progress monitoring discussions Agendas, materials, and results of data analyses from progress monitoring discussions Feedback from leaders on the quality of conversations and extent to which they helped move implementation forward Educator Supports