Topic outline

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    School Improvement Planning:

    School Planning Assessment & Monitoring

     

    Enhancing our capacity to be precise and focused in our commitment to improve student achievement by:

    • Assessing the impact of our current improvement focus.
    • Focusing on each student.
    • Providing clarity around the focus for teacher and leader learning to support student achievement.
    • Linking our learning focus to the network capacity building focus and change management focus within the context of our Literacy Collaborative Strategy.

    This module will guide the user through the process of assessing School Impact within the School Planning Process.

     

    Module Materials:

     

    ASLN slide 28 school improvement

    The planning process focuses on two activities:

    1. Assessing both the impact of the current improvement focus AND the impact of the implementation of the Implement and Monitor cycle to date.
    2. Examining the data and setting goals for the improvement of each student:
      I. In the Class
      II. In the Grade
      III. In the School

    Planning Focus

    Our planning focuses on examining the achievement of each student in the school – those who will ultimately be working toward a Secondary School diploma (the vast majority of students), and those who are working on Alternative Expectations as set out in their IEP. Setting high expectations for achievement is important for each student. For the latter group of students, we also need to be concerned about improvement and tracking school impact.

     


     

     

    Running the Reports

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    The links below lead to the Build Your School Profile Module.

    1. Five Year Trend Data

    1 a) EQAO, Grade 3 and Grade 6

    1 b) EQAO Trend Data - Current Grade 4 and Grade 7 Students

    1 c) EQAO Trend Data - Disaggregate the Data by Gender, Special Education and ELL

    2.  Cohort Data

    2 a) Cohort Data - Grade 1 Report Card to Grade 3 EQAO

    2 b) Cohort Data - Grade 3 EQAO to Grade 6 EQAO - School Impact Index

    2 c) Cohort Data - Grade 6 EQAO to Grade 10 Credit Accumulation

    3.  Attendance Trends

    3 a) Attendance Trends

    4.  Elementary

    4 a) Elementary - Report Card

    4 b) Elementary - EQAO, PM Benchmark, DRA

    Trailing Indicators

     

    The overall data requirements are found on slide 4 of the powerpoint:   Monitoring the School Improvement Plan, Review and Renewal.

    Elementary (EQAO, PM Benchmark, Report Card, DRA)

    1. Five Year Trend Data:

    i.   Literacy Score: Is the school improving, static or declining?
    ii.  EQAO Trend - Grades 3 & 6, Five Years
    iii. Disaggregate the data by:

    a. Gender
    b. Special Education
    c. ELL
    d. For students working on alternative expectations - how do we track improvement?

    2. Cohort Data

    This cohort data will track students who have been in the school over the period, in reading only.

    i.   Grade 1 Report Card to Grade 3 EQAO  
    ii.  Grade 3 EQAO to Grade 6 EQAO  
    iii. Grade 6 EQAO to Grade 10 Credit Accumulation

    3. Attendance Trends

    Trailing Indicators

    These indicators are “after the fact” indicators. This is Larry Lezotte’s term. These data allow us to examine how we have done as opposed to how we are doing – which are leading indicators. NOTE: All schools have the data that they have. For newer schools, five year trend data will not be available. However, trends become established early. Tracking impact over time is valuable whether five years of data exists. In terms of the cohort tracking data, these are three year terms. In all cases, schools will work with the data that they have to begin to assess the impact of their improvement focus.


    Five Year Trend Data

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    Net Plan Graphic 1

    For each of the data sets:

    1. Literacy Score
    2. EQAO Trend - grade 3 and 6 - 5 years
    3. Disaggregate the data by:

    Gender

    Special Education

    ELL

    Five Year Trend Data - Literacy Score

    Net Plan Graphic 2a

    Five Year Trend - EQAO Reading

    Net Plan Graphic 3

    Five Year Trend - Focused Conversation

    Please download the Five Year Trend Data Activity.

    1.  Over the five years has there been:

    i. A shift in the number/percent of students at level 4?

    ii. A shift in the number/percent of students at level 3?

    iii. A Shift in the number/percent of students at level 2 and level 1?

    iv. A shift in the number/percent of students exempt or not enough information to score?

    2.  Would you describe this shift as increasing, remaining static, or declining over that period?

    3.  Examining the data for the males/females, exceptional students and ELL students, has there been:

    i. A shift in the number/percent of students in each category who are at or above the grade standard?

    ii. A shift in the number/percent of students in each category who are at level 2 or 1?

    iii. A shift in the number/percent of students exempt or not enough information to score?

    4.  Would you describe this shift as increasing, remaining static, or declining over that period?

    Note:  we are looking at shifts across the entire range of the student population.


    Cohort Data

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    Net Plan Graphic 4

    Please download the Cohort I Data Activity.

    • Grade 1 Report Card to Grade 3 EQAO
    • Grade 3 EQAO to Grade 6 EQAO

    For each cohort:

    1.  Examine the shift in achievement during the period.

    2.  For each of the cohorts, would you describe this shift as increasing, remaining static, or declining?

    3.  What has the shift been for student who began below the standard; fewer, the same or more by the end of the period?

    4.  What has the shift been for students who were achieving at the standard?  Are there more, the same, fewer?  Have those students shifted to level 4 or level 2?

    NOTE:  This data set represents only those students who have been in the school for the defined period. Any students who have left or arrived are not included. The Theory of Action is that if you can impact on the students that you have over a period, you are more likely to impact on the students that you get during that period.

    The grade 1 to grade 3 data set is based on the premise that each assesses against the standard of the grade. The Grade 1 report card assesses against the end of term standard for grade - identifying those students at standard and below. The EQAO assessment data is based on the grade 3 standard, identifying those students who are working at the standard and those who are working below the standard. The comparison is between the impact on shifting the students who were below the standard in grade 1 to achieving at standard in grade 3.

    Cohort Data - Grade 1 Report Card to Grade 3 EQAO Reading

    Net Plan Graphic 5

     

    This graph displays the change in achievement, but does not show whether some decline or not.

    Net Plan Graphic 6

    Cohort Data - Grade 3 to Grade 6 EQAO Reading

    Net Plan Graphic 7

    Cohort Data - Focused Conversation

    For each cohort, examine the shift in achievement during the period.

    1. For each of the cohorts, would you describe this shift as increasing, remaining static, or declining?
    2. What has the shift been for students who began below the standard; fewer, the same or more by the end of the period?
    3. What has the shift been for students who were achieving at the standard?  Are there more, the same, fewer?  Have those students shifted to level 4 or level 2?

    Cohort Data - Grade 6 EQAO to Grade 10 Credit Accumulation

    Please download the Cohort II Data Activity.

    Grade 6 EQAO to Grade 10 Credit accumulation:

    • Our research indicates that between 15 and 20% of students who get level 2 in Reading in Grade 6 are at-risk.
    • One of the best predictors of risk is the percent of students who have fewer than 16 credits by the end of grade 10.

    Compare your grade 6 data for 2004-05 to the grade 10 credit accumulation for your school for 2008-09:

    1.  What is the number/percent of your students who have 16 or more credits by the end of their grade 10 year - 2008-09.

    2.  How do your results compare with our research data?

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    ASLN 40 comment

    Attendance

    Please download the Attendance Data Activity.

    Our research indicates that 20 days absence is a significant risk factor.

    Examining your attendance data from last June:

    1.  What percent/number of students were absent more than 20 days over the year?

    2.  What number/percent by grade were absent more than 20 days last year?

    Examining your five year trend data:

    3.  Has the percent of students absent more than 20 days increased, remained static or declined over that period?

    In the 2008-09 year 91 students missed more than 20 days. Missing 20 days per year is a significant risk factor. It represents 14% of their students being at-risk.

    In general,

    4.  Is there a difference between the attendance of our identified students and our non-identified students?

    5.  What has been the impact of our attendance management program over the past two years?

    Net Plan Graphic 9

    You can see for the 2009-10 year, there were 68 students missing more than 20 days, a net improvement from the previous year of 28 students and a percent improvement of 4%. Whatever the school did to encourage regular attendance had an impact on 28 students, reducing their risk.

    Net Plan Graphic 11


    Trailing Indicator Activity

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    Complete the chart provided and submit with the other material to your Superintendent as appropriate.

    Trailing Indicator Activity

    ASLN 45

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