Monitoring

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This factor indicates that systematic procedures exist for measuring student achievement. Such procedures document achievement in specific areas, establish need for instructional improvement and develop priorities for the allocation of resources.

Analysis of the perception data for the MONITORING correlate indicates that the 2.0 level is met by all three groups. The values given to the correlate are: Parents: 1.950 Teachers: 1.787 Administrators: 1.581

Observations:

Overall, all three groups hold positive perceptions of processes associated with Monitoring Student Progress, although there is clear concern that teachers do not take attendance and contact parents when children are absent (element D). In light of the perception of high teacher and student absences expressed under the School Climate correlate (see above), it appears the school district should examine its processes for recording and monitoring attendance rates.

Overall Patterns:

Parents perceive two elements not to be established in the district, and teacher perceptions are slightly above 2.0 on element D:
D: Teachers take attendance and contact parents when children are absent.
G: Teachers help students one-on-one throughout the school day.

Areas of Greatest Effectiveness:

All three groups agree that element E is among the most effective elements of Monitoring Student Progress in the district:
E: Tests are given regularly in all subjects to see how well students are doing.

Parents and teachers perceive element C to be among the most effective:
C: Schools make sure students are learning by testing their skills and finding ways to help them improve.

Parents and administrators agree that element F is among the most effective elements:
F: Special program teachers, teachers in regular classrooms, and counselors talk to each other and work together often.

Teachers and administrators agree that element H is among the most effective elements:
H: School test scores and other achievement information are shared regularly with parents and others.

Areas of Greatest Concern:

All groups agree that element D is among the least effective elements of Monitoring Student Progress in the district:
D: Teachers take attendance and contact parents when children are absent.

Parents and administrators identify elements B and G as among the least effective (although both scores achieve effectiveness):
B: Learning goals are clear in every subject.
G: Teachers help students one-on-one throughout the school day.

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