School Improvement in Maryland

Identify data to be used in monitoring

Monitoring templates

You can use these templates as a stimulus for discussing how best to monitor individual student progress on these objectives through an ongoing collection of classroom data as part of the regular instructional program.

For all levels, teams of teachers and administrators should record on the template the following information for each objective:

  • Mark which quarter(s) the objective is taught
  • Identify content area it is taught (Language Arts only)
  • In what format the data should be collected
  • How frequently it should be assessed to determine proficiency
  • How frequently it should be assessed for students not meeting proficiency

Planning Templates for Printing and Excel Download
These templates print best from Excel or with the right and left page borders set to .5 inches.

State Curriculum Objectives
English Language Arts  8 7 6 5 4 3 2 1 K PK
Mathematics   8 7 6 5 4 3 2 1 K PK
Science   8 7 6 5 4 3 2 1 K PK
Social Studies   8 7 6 5 4 3 2 1 K PK

Core Learning Goals - Indicators grouped by Expectation
Earth/Space Science 9-12
Biology 9-12
Physics 9-12
Chemistry 9-12
Government 9-12
US History 9-12
World History 9-12
Algebra / Data Analysis 9-12
Geometry 9-12
English Language Arts 9-12

In an elementary school, you might print out the templates by grade level for the content areas that you addressed in a school improvement goal. Teachers working in grade level teams would then address the following questions.

  • Where in our curriculum do we teach these objectives?
  • In what quarter(s) do we teach these objectives?
  • How do we assess these objectives?
  • How do we use the assessment data on these objectives?
  • Do we re-teach and re-assess?
  • How frequently would we need to assess to feel comfortable saying a student was proficient on an objective?
  • How frequently might you need to re-teach and reassess to ensure all students were proficient in an objective?
  • In what format(s) would you collect the data? For example, would you use rubric scores, percent of students meeting proficiency, or some other format? Which format gives you the most useful information about where students are in relation to the objective?

In a middle school, teachers might work in interdisciplinary teams to address the following questions:

  • In which content do we already teach these objectives?
  • Where in our curriculum do we teach these objectives?
  • In what quarter(s) do we teach these objectives?
  • How do we assess these objectives?
  • How do we use the assessment data on these objectives?
  • Do we re-teach and re-assess?
  • How frequently would we need to assess to feel comfortable saying a student was proficient on an objective?
  • How frequently might you need to re-teach and reassess to ensure all students were proficient in an objective?
  • In what format(s) would you collect the data? For example, would you use rubric scores, percent of students meeting proficiency, or some other format? Which format gives you the most useful information about where students are in relation to the objective?
  • If multiple teachers were collecting data on the same objective, how would you combine the data to get an accurate picture of where the student is in relation to the objective?

In a high school, teachers might work together in departments to address the following questions:

  • Where in our curriculum do we teach these objectives?
  • In what quarter(s) do we teach these objectives?
  • How do we assess these objectives?
  • How do we use the assessment data on these objectives?
  • Do we re-teach and re-assess?
  • How frequently would we need to assess to feel comfortable saying a student was proficient on an objective?
  • How frequently might you need to re-teach and reassess to ensure all students were proficient in an objective?
  • In what format(s) would you collect the data? For example, would you use rubric scores, percent of students meeting proficiency, or some other format? Which format gives you the most useful information about where students are in relation to the objective?
  • If multiple teachers were collecting data on the same objective, how would you combine the data to get an accurate picture of where the student is in relation to the objective?

If there are objectives not presently being addressed, the team will need to decide who will teach and assess them and when during the school year. For objectives only addressed in the first semester, teams will need to decide how best to review them with students to ensure that students have retained proficiency. The completed template is your monitoring plan. From the monitoring plan each teacher will benefit from a grade book template that identifies the objectives they are responsible for monitoring for each quarter of the school year. You will see some examples of those in the next section.