School Effectiveness Framework (SEF) K-12

A School Focus

On Student AchievementWednesday, December 2nd

Goals for Today

Introduce the School Effectiveness Framework (SEF)

Select SEF indicators to assist in SIP planning Enhance SIP Planning the SEF Use specific and varied data to inform the process Develop a specific school literacy focus Network with your TLTT

21st Century Skills

21st Century SkillsScience

Literacy, mathematical literacy, and investigation skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives.

The Ontario Curriculum, Grades 9 & 10: Science (2008, p. 39)

21st Century SkillsMathematics

Literacy skills can play an important role in student success in mathematics courses. Many of the activities and tasks students undertake in math courses involve the use of written, oral, and visual communication skills.

The Ontario Curriculum, Grades 9 & 10: Mathematics (2008, p. 27)

21st Century SkillsCanadian & World Studies

Success in Canadian and world studies courses depends in large part on strong literacy skills. Many of the activities and tasks students undertake in Canadian and world studies courses involve the use of written, oral, and visual communication skills.

The Ontario Curriculum, Grades 9 & 10: Canadian & World Studies (2005, p. 24)

21st Century SkillsTechnological Studies

Literacy, mathematical literacy, and inquiry/research skills are critical to students’ success in all subjects of the curriculum and in all areas of their lives. Many of the activities and tasks that students undertake in the technological education curriculum involve the literacy skills relating to oral, written, and visual communication.

The Ontario Curriculum, Grades 9 & 10: Technological Studies (2009, p. 38)

School Improvement Planning (SIP)

EDU Ministry expectations and core priorities:(1) increase student achievement(2) close the gap(3) increase confidence in public education

Sustained improvement based on aligning SIP with Board Improvement Plan (BIP)

The way schools ‘do business’ has changed in response to societal changes, action research (education and learning), evidence-based decision making

SIP planning has also changed in response to this changing paradigm

SEF K-12 (Draft)

SEF K-12 (Draft)

7 Essential Components

26 indicators (at present)

Ministry Goal

The goal for 2009-2010 is for all Boards and all their schools to become familiar with the new K – 12 School Effectiveness Framework which provides an important lens through which schools in both panels may view their plans and progress toward improved outcomes for our students.

School Achievement Division SymposiumSeptember 29th – October 1st, 2009

What is the K – 12 SEF?

A resource that:– Supports school improvement planning;– Focuses conversations on research-based best

practices;– Makes board and school improvement planning

more strategic and focused;– Provides a self reflective assessment tool for

school and district reviews; and– Supports a continuous process that move staff to

specific actions related to student achievement goals in SIP and Board Improvement Plans (BIP).

What SEF is not…

Not evaluative (not part of TPA) Specific to individuals (‘school as a unit’) A secret process A look back to see how you did A wide & narrow view A single event The end point Extra stuff to do

Evidence Based Improvement

What does student work tell us about what we are doing (ie. teacher’s practice)?

What does effective teaching practice look like or sound like in a school?

Evidence = Indicators of Success Gap Analysis

Evidence Based Decisions

School Leadership

Reaching Every

Student

Teachers are the #1

contributing factor to

enhanced student

achievement

School leaders are #2

as contributors to student

achievement

Students’ Attitude & Achievement

Grade 9 EQAO Applied Mathematics trends Relationship between student achievement and

student attitude Relationship between student achievement, student

attitude and instructional practice Use of data to improvement student achievement

(trend analysis) Moving towards focused and precise intervention &

strategies Example – Grade 9 applied math

Student QuestionnaireGrade 9 Applied Level Math

Attitudes Toward Mathematicsa. I like mathematics.b. I am good at mathematics.c. I understand most of the mathematics I am taught.d. The mathematics I learn now is very useful for

everyday life.e. I need to keep taking mathematics for the kind of job I

want after I leave school.f. Mathematics is boring.g. Mathematics is an easy subject.

Evidence

Should the greater % of students who agree or strongly agree with the question:I understand most of the mathematics I am taught.

You would expect scores to _________. Conversely, fewer % of students who agree

or strongly agree with the question would result in _________ scores.

Trends – School 1

Gr. 9 EQAO 2004 to 2009 - S1

0

10

20

30

40

50

60

70

80

90

2004-05 2005-06 2006-07 2007-08 2008-09

Year

%

Q3

EQAO

Trends - School 2

Gr. 9 EQAO Math 2004 to 2009 - S2

0

10

20

30

40

50

60

70

80

2004-05 2005-06 2006-07 2007-08 2008-09

Year

%

Q3

EQAO

Trends – School 3

Gr. 9 EQAO Math 2004 to 2009 - S3

0

10

20

30

40

50

60

70

80

2004-05 2005-06 2006-07 2007-08 2008-09

Year

%

Q3

EQAO

Trends – School 4

AMS S Attitudinal C omparis on with G rade 9 E QAO As s es s ment of Mathematic s Ac hievement

0%

10%

20%

30%

40%

50%

60%

70%

2004-05 2005-06 2006-07 2007-08 2008-09

Ye a r of Asse ssm e nt

% S

tud

ent R

esp

on

din

g A

gre

e o

r S

tro

ng

ly A

gre

e

0%

10%

20%

30%

40%

50%

60%

E QAOAppliedUnders tand

L ike

Good

What did we believe occurred?

A change in instructional practice shaped an increase in both student achievement and attitude toward mathematics.

Hypotheses:– There is a pattern indicating that since the inception of the

TIPS 4RM format (2005-06), applied-level EQAO results have increased substantially.

What does it looks like?

In the school… In the classroom… Smaller Gr. 9 math classes (in a.m.) Experienced teachers Provide student mathematics profile for all feeder school students Use of TIPS 4RM format Use of technology to deliver TIPS 4RM Pragmatic & ’hands on’ activities Use of Think Literacy Strategy textbook search Early & frequent counseling to Grade 8 students and parents Secondary School Mathematics Professional Learning Team (PLT) Homework room support for students

Students engaged, on task and interacting with teacher Use of ‘read aloud’ and think aloud’ strategies to assist in the inquiry process SMART Board delivery of TIPS 4RM Daily use of MATCH template (‘handouts’ -TIPS) that incorporate scaffolded learning and slow gradual release of responsibility Student-centered activities through the daily use of: CPS, CBR, TI-83 graphing calculators, Geometer’s Sketchpad and interactive Internet-based math games and puzzles via SMART Board

Moving ForwardPersonalization and Precision

By focusing on student work we incorporate Personalization and Precision into the SIP process

Begin with the end in mind Backward design Evidence of progress

– How will you know it’s working? School alignment and moderation SEF School & District Review

– (ie. GECDSB example, Provincial trend – 25% increase)

Our Mission, Beliefs and Values

Board Improvement Plan (BIP)

BIP & School Alignment

Literacy Numeracy

OSSLT by June 2011 Increase % success rate of FTE students ENG 2P from 68% to 78% ENG 2L from 23% to 30%

Gr. 9 EQAO Math by June 2011 Increase % success rate of MFM 1P students From 49% to 60%

“The educational success and well-being of students will be the cornerstone of every decision.” (GECDSB Continuous Growth Plan)

Data Analysis Focused & Strategic

SpecificFocus

DisaggregateData

Perception Data

Trends & Patterns

Overview of Data

Graphs - Gr. 9 EQAO & Contextual Info

Increasin

g F

ocu

s

OSSLT, EQAO, Success Rates

Student Attitudes (ie. Student Voice), Teacher Survey

Gender, Spec Ed, ELL

What specific questions, skills and/or knowledge are students struggling with?

OSSLT Scores (WCI – 79%)

DisaggregateData

OSSLT Scores

Expectations – Close the gap (51%) between Applied & Academic OSSLT scores by June 2011

DisaggregateData

Literacy FocusMaking Connections

Expectations, Data, Preparedness

SIP Planning

What are the greatest needs of your school? How do you know this? (ie. What data supports this?

Gap analysis? Disaggregation of data?) What will be your school-wide focus? (ie. Which SEF

indicator will you identify?) What types of interventions and instructional

strategies will you use to support your focus? (ie. evidence-based research)

What will this look like and sound like in your classrooms? (ie. Should someone walk into a classroom what will they see? Hear?)

How will you know its working?

SpecificFocus

Perception

Reality

SEF K-12 (Draft)

Essential Components & Indicators2009-10

Curriculum, Teaching and Learning Practices1. Instructional practices reflect a continuum of knowledge and

skills that are innovative and progressive4. There is a clear emphasis on literacy and numeracy

achievement. Assessment for, as and of Learning

1. A variety of valid and reliable assessment data is collected, disaggregated and used to inform planning.

Interventions and Closing the Gap2. There are shared and clearly understood processes and

practices in place for monitoring, tracking and analyzing student data to improve student achievement.

Evidence (Examples)

Component Indicator Evidence

Curriculum, Teaching and Learning Practices

There is a clear emphasis on literacy and numeracy achievement.

anchor charts (specific focus on explicit reading skills, developed in collaboration with students based on subject content) exemplars of writing displayed key words displayed colour-coded highlighting is practiced on a daily basis

Examples of Evidence

Component Indicator Evidence

Curriculum, Teaching and Learning Practices

There is a clear emphasis on literacy and numeracy achievement.

What will this look like or sound like in your classroom? How will you know it’s working?

SIP Planning

What are the greatest needs in your school? How do you know this? (ie. What data supports this?

Gap analysis? Disaggregation of data?) What types of interventions and instructional What will be your school-wide focus? (ie. Which SEF

indicator will you identify?) What strategies will you use to support your focus?

(ie. evidence-based research) What will this look like and sound like in your classrooms?

(ie. Should someone walk into a classroom what will they see? Hear?)

How will you know its working?

SpecificFocus

Next Steps…

As a school, what will you do to align your SIP with Board and Ministry goals and targets?

How will feedback from the data and your students inform your instruction?