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A Year of Consolidation and Deeper Implementation

A Year of Consolidation and Deeper Implementation. Regional Meetings September 2008. A Year of Consolidation and Deeper Implementation We ARE positioned for success!. The Literacy and Numeracy Secretariat Directions / Initiatives, 2008 / 2009.

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A Year of Consolidation and Deeper Implementation

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  1. A Year of Consolidation and Deeper Implementation Regional Meetings September 2008

  2. A Year of Consolidation and Deeper Implementation • We ARE positioned for success!

  3. The Literacy and Numeracy Secretariat Directions / Initiatives, 2008 / 2009 • Reach Every Student, Energizing Ontario Education • High levels of student achievement • Reduced gaps in student achievement • Increased confidence in public education • High levels of student achievement – going deeper and wider on literacy and numeracy, including reaching the target of 75 per cent of students achieving at the provincial standard in Grade 6

  4. “Learning is also built into our Breakthrough model where we combine personalization (identifying the learning needs of each and every individual), precision (responding accurately with the right focused instruction), and professional learning. Relative to the latter we concluded that breakthrough results were not possible unless each and every teacher was learning how to improve every day.” Michael Fullan, The Six Secrets of Change

  5. Strategic Direction 2008 / 2009Deeper implementation of closing the gap strategies • Maximize student achievement through an explicit focus on closing the gap strategies • Continue to develop and use Ontario Statistical Neighbours (OSN) to focus LNS planning and actions and to support school boards and key partners • Continue to support Ontario Focused Intervention Partnership schools and communicate effective practices • Building Capacity and Leadership in Mathematics K to 6

  6. Strategic Direction 2008 / 2009Deeper implementation of closing the gap strategies • Support the implementation of teaching-learning networks based on areas of greatest need, for immediate impact on student achievement • Allocate resources including Student Achievement Officers who work with boards and schools with declining and/or static results in reading, writing and/or mathematics • Continue to develop informative multi-media resources including short video segments using formats such as podcasts and/or DVDs to support literacy and numeracy initiatives

  7. Strategic Direction 2008 / 2009Deeper implementation of closing the gap strategies • Initiate new research and communicate highly effective strategies specifically designed to support higher levels of student achievement for groups who consistently underperform • As research and case studies emerge, share success stories in a variety of media formats provincially as well with faculties of education and other stakeholders including the general public • Use the mid-year assessment tool in January 2009 to monitor progress in closing the gap strategies at board and school level • Align LNS initiatives such as Teaching Learning Networks with School Improvement Planning, School Effectiveness Framework, OFIP strategies etc.

  8. From Assessment to Action “It’s not giving the assessments [that is important]; it’s about doing something with the results.” Douglas Reeves (2005)

  9. EQAOPreliminary Provincial Results

  10. EQAO Results 2007-08 Primary and Junior Divisions Preliminary 2008 EQAO Results: Sept. 2/08

  11. EQAO Results 2007-08 Our goal • To meet or exceed the provincial standard (level 3) in reading, writing and mathematics for 75% or more of Grade 6 students in Ontario • To improve the performance of schools where two-thirds of students do not meet the provincial standard in Grade 3 reading assessments Progress to date • After three years of continuous year-on-year improvement, the 2007-08 results sustained previous improvement with a 2 percentage point increase in the overall combined calculation. • In 2007-08, previous improvements have been sustained and increased in 10 assessments and a decrease of 1 percentage point in each of Primary Division reading and mathematics for English-language students. • Four assessment areas have had the largest improvement since the start of provincial assessments: 7 percentage points in Junior Division reading for French-language students, 6 percentage points in Junior Division writing for both English and French-language students and Primary Division reading for French-language students. • Junior Division French-language students have met the provincial target of 75% in all three assessment areas and have exceeded the provincial target in writing and mathematics. The mathematics results have been at 75% for three straight years.

  12. Trends

  13. Year-over-Year EQAO Test ResultsEnglish-language Boards

  14. Year-over-Year EQAO Test ResultsFrench-language Boards

  15. Looking Beyond the Provincial Standard

  16. Results Including Other Levels

  17. Results Including Other Levels

  18. Closing the GAP

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  22. Key Messages • Overall results are up. • Junior level results show most improvement. • Greatest subject improvements are in writing and reading in French. • Some change in gender gap: English language Junior writing and French language Primary and Junior reading and writing. • ELL improvements in all areas. • Students with special needs: English language, modest gains and French language, Primary writing and all areas in Junior.

  23. EQAO Results 2007 / 2008Implications and Next Steps Implications • Existing policies and intervention strategies are working. • Ontario is making progress in both raising student achievement and reducing gaps in student achievement – we are proud of this but we know we can make even greater gains. Next Steps • Continue to consolidate and deepen the effectiveness of LNS strategies • Focus on precision in planning including interventions for primary students • Continue deeper implementation of closing the gap strategies • Increased emphasis on numeracy and building capacity in the field

  24. OFIP Strategy

  25. What is the OFIP Strategy? The goal of the OFIP program is to partner with boards and schools to improve student achievement. Schools identified to be low-performing and/or “static” (based on EQAO results in grades 3 and 6 over three years) Efforts are focused on the implementation of evidence-based classroom and school strategies through school and board improvement planning processes. OFIP funds are used for release time to allow teachers to participate collaboratively in professional learning through participation in PLCs and Teaching Learning Networks Through a gradual release of responsibility, boards will assume responsibility for intensive support of OFIP 1 and 2 schools.

  26. Components of theOFIP Strategy OFIP 1 Schools • Schools with less than 34% of students at Level 3 and 4 in Reading for 2 of the past 3 years OFIP 3 Schools • Schools with 51-74% of students at Levels 3 and 4 in Reading • Achievement has been “static” or “declining” over the past 3 years. OFIP 2 Schools • Schools with 34% to 50% of students at Levels 3 and 4 in Reading • Achievement has been “static” or “declining” over the past 3 years OFIP

  27. Opportunities for OFIP 3 Schools Some support for teacher release time Assistance in the use of assessment, monitoring and evaluation of improvement strategies Capacity-building opportunities for school and board staff through teaching learning networks Opportunities for staff to be active participants in professional learning communities in their school Opportunities for joint work to improve student learning

  28. Supervisory Officers Evidence-based recommendations for improving student achievement Uninterrupted blocks of time for literacy and numeracy A common assessment tool for primary and junior divisions A School Improvement Team that uses the School Effectiveness Framework as a guide to examine data, identify instructional interventions and to plan for next steps in meeting ambitious targets for student learning A School Improvement Plan (SIP) revised based on the school’s self-assessment and linked to the Board Improvement Plan (BIP) A process to regularly monitor the growth and progress of specific students to ensure equity of outcome Interventions for struggling students

  29. Supervisory OfficersEvidence-based recommendations for improving student achievement Articulating high expectations for all students in all schools Meeting with principals to review school achievement data and implementation of evidence-based strategies Supporting schools in the analysis of student achievement results including EQAO assessments and other relevant data Facilitating and monitoring the District Review Process Ensuring closing the gaps strategies are in place to achieve equity of outcomes Ensuring that targeted interventions for low-achieving and “static” schools are implemented

  30. Supervisory OfficersEvidence based recommendations for improving student achievement • Providing guidance and support in the development and implementation of data-informed School Improvement Plans • Monitoring School Improvement Plans and ensuring alignment with the Board Improvement Plan • Facilitating job-embedded capacity building • Fostering professional learning networks across clusters of schools

  31. PrincipalsEvidence-based recommendations for improving student achievement Ensuring the effective use of data to inform instruction Ensuring that evidence-based strategies are implemented Monitoring student progress Putting strategies in place to provide targeted interventions for specific groups of students who are not meeting their potential Overseeing the implementation of targeted interventions

  32. PrincipalsEvidence-based recommendation for improving student achievement Visiting classrooms on a regular basis to provide support and monitor progress Scheduling and monitoring the implementation of effective for literacy and numeracy learning Aligning budget and resource to the School Improvement Planning Supporting professional learning for staff to strengthen instruction effectiveness Engaging parent and comments in students learning and school initiatives

  33. Role of the LNS in Supporting the Improvement of Student Achievement in OFIP schools Field Team Leaders will meet Board senior staff to determine how SAOs will work in partnership with boards to support OFIP 1,2,3 schools Student Achievement Officers will focus on supporting the development and implementation of Teaching-Learning Networks and the Professional Learning Communities that support Teaching-Learning Networks

  34. Teaching-Learning Networks

  35. Moral Imperative/Our Commitment • Preparing students for a knowledge economy • Focusing on complex skills for a knowledge-based economy • Placing emphasis on increased student achievement in relation to literacy and numeracy • Equity of outcome/Excellence

  36. High level of student achievement in reading, writing and math • Data-driven decision making • Teaching-Learning Critical Pathway • Embedded professional learning

  37. The T-LCP is the work of the PLC • Linking PLCs • Building Networks • Taking Networks to Scale

  38. A School has one or more PLC Several Schools form a Hub Many Hubs form a Network Reducing Gaps in Student Achievement Convergence Model

  39. Don’t think that you are educating students for today’s world of work. • Don’t look for someone to make meaning for you. You have to make your own meaning (coherence). • Learning leads teaching. • Invest in activities that lead to student learning. Divest the activities that don’t (noise).

  40. Embedded professional learning is very messy… • Relationships, trust and communication: the critical ingredients • Trusting the practitioners: encouraging growth of social capital • Taking networks to scale: spreading practice across the wider system

  41. Refining the School Effectiveness Framework

  42. Background:______________________________ • Ministry of Education Core Priorities • Pilot Implementation 2007-08 • Consultation and Feedback Spring 2008 • Refinement Summer 2008

  43. Updated package includes ... • ____________________________ • Essential Outcomes Cover Page • Using Indicators and Collecting Evidence • 4 Essential Components – Indicators Only • 4 Essential Components – Indicators and Evidence • Glossary

  44. Using Indicators and Collecting Evidence_________________________________________________Indicators:describe the intended outcomeEvidence: includes some examples of evidence that reflect the attainment of the intended outcome

  45. Some examples … • Not all of the evidence • Not intended to replace the Curriculum Documents, Guides to Effective Instruction, Ministry Resource Documents

  46. What are the refinements? • Kindergarten to Grade 8 • Indicators and evidence both adhere to the articulated definitions.

  47. What are the refinements? • Fewer Indicators (62 down to 21) • Examples of evidence for boards, schools, classrooms and students • The examples flow from board to school to classroom to student

  48. continued … • The majority of the indicators and examples of evidence are pertinent to both literacy and numeracy. • Where there is a difference in the teaching-learning process between literacy and numeracy, it is specifically stated.

  49. continued … • There is an intentional increase in the emphasis on Assessment for, as and of Learning.

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