School District No. 50 (Haida Gwaii/Queen Charlotte) Accountability Cycle 2007

1. School District No. 50(Haida Gwaii/Queen Charlotte)Accountability Cycle 2007

2. Accountability Cycle Presentations 1. Accountability Cycle • Feb 5 QCSS • Feb 7 TAH • 2. Evidence • Feb 26 GMD • Feb 28 SNES • 3. School Plans • Mar 26 PORT • Mar 28 ALM

3. Accountability Cycle Elements of the accountability framework including overview of School Planning Councils,District Review, Enhancement Agreement and Accountability Contract.

4. Evidence Building skills and knowledge for understanding evidence that is available, common sources of evidence used in schools in BC to aid in decision-making and goal setting.

5. School Plans Planning for student improvement, school plan development, reviewing progress of the plan currently in place and writing the plan.

6. Accountability Cycle includes: • School Plans • District Review • Enhancement Agreement • Accountability Contract

7. Evidence: Goals of this session • Understanding the planning cycle • Understanding evidence • Connecting evidence sources to planning for improvement of student learning

8. Starting the Conversation Think about something you enjoy doing. It can be ahobby, sport, skill or talent. • How good are you at it? • How good do you want to be? By when? • Were you always that good? • Are you improving? How do you know?

9. Development of Plans

10. The Planning Cycle Working Together: • Learning Communities are collaborative • Improvement is a team effort • The process should involve everyone

11. The Planning Cycle Review: • Review current plan • Monitor progress of goals • Ask if the current strategies are making a difference

12. The Planning Cycle Collect Information: • Gather evidence • Consider various sources • Determine what is relevant

13. The Planning Cycle Analyze: • Engage in conversations about the evidence • Ask questions about the evidence • Consider the unique needs of the school

14. The Planning Cycle Plan for Improvement: • Select goals that matter • Set meaningful and measurable targets • Choose strategies that will impact student learning

15. The Planning Cycle Implement the Plan: • Take action based on the plan • Involve parents, staff and students • Be flexible; the plan must be able to adapt to changing circumstances

16. The Planning Cycle “Improving districts and schools are actively considering at least three sources of evidence including classroom, school, district and provincial data” District Review Guide

17. Classroom School/ school community District/ community Provincial Sources of Evidence • Classroom evidence informs instruction and tracks progress of individual students.

18. Classroom School/ school community District/ community Provincial Sources of Evidence School evidence tracks progress and informs school practices / policies / goals and objectives.

19. Classroom School/ school community District/ community Provincial Sources of Evidence District evidence tracks trends and informs district practices / policies / goals and objectives.

20. Classroom School/ school community District/ community Provincial Sources of Evidence Provincial evidence tracks trends over time and reveals patterns and systemic strengths and weaknesses.

21. Classroom Evidence • BC Performance Standards • Unit tests and quizzes • Report card marks • Teacher observations, checklists and notes • Assessments developed by teacher, school or district • Attendance information Examples of classroom-based evidence:

22. School-Level Evidence Examples of school-level evidence: • Reading assessments • School-wide writes • Report card marks • BC Performance Standards • Behaviour & attendance information • Satisfaction Surveys

23. District-Level Evidence Examples of district-level evidence: • District-wide assessments (reading, math, etc.) • District-wide write • Report card marks • Participation rates • Discipline & attendance records • Demographic information

24. Provincial-Level Evidence Examples of Provincial-level evidence: • Ministry of Education Satisfaction Surveys • Foundation Skills Assessment (FSA) • Provincial Exams • Dogwood Completion Rate • Grade-to-grade transition rates

25. Connecting evidence sources “It’s not the raw scores that count but what you do with them” Michael Fullan, Macleans, May 2001

26. Connecting evidence sources Finding the stories behind the evidence: • Look for patterns and trends over time • Check participation rates • Check the data for sub-populations (i.e. Male, Female, Aboriginal, ESL/ESD) • Compare data from different sources • Ask questions and generate alternate hypotheses • Plan for improvement based on the data

27. Using Classroom Level Evidence Classroom evidence looks at the information that can be taken from each classroom where there are similar grades or from one grade to the next. Classroom evidence provides a picture of what is happening with student learning. Classroom evidence can look at individual groups of students (cohorts).

28. Using Classroom Level Evidence It can also be used to help inform instruction Provide feedback to students, teachers, and parents Inform reporting and track achievement trends.

29. Using Classroom Level Evidence Example 1: Student Reading in Grade 5 classroom as a % (Classroom Teacher Assessment)

30. Using Classroom Level Evidence Questions to ask: • What does the information tell you about performance in this classroom? • What does this not tell us? What else do we need to know? • What is happening to the most challenged/ most able students? • What patterns or trends are noticed?

31. Using Classroom Level Evidence Questions to ask: 5. Where should the target area(s) be? 6. What does the information say about boys/girls, Aboriginal students, ESL, Special Education, Gifted and French Immersion students in the classroom? 7. What does the information say about students not meeting, meeting or exceeding expectations?

32. Using School Level Evidence Looks at the information that can be taken from each school. Can help to inform instruction and monitor achievement of groups and individual students Informs reporting and tracks achievement trends Informs school-wide decision making and school plans.

33. Using School Level Evidence Example 2: Behaviour Reports

34. Using School Level Evidence Questions to ask: • What does the information say about student behaviour in school? • What does it not tell us? What else do we need to know? • What does the information say about the behaviour of boys and girls in the school?

35. Using School Level Evidence Questions to ask: 4. What does the information say about behaviour patterns or trends? 5. What does the information say about area(s) that need improvement, area(s) that need targeting?

36. Using District Level Evidence District level evidence can help to inform instruction Track achievement of students Provide schools with school to district comparisons

37. Using District Level Evidence Identify groups that are not succeeding Inform school and district planning - in-service planning - resource allocation

38. Using District Level Evidence Example 3: Social Responsibility (Using Performance Standards) Goal: Increase Socially Responsible Behaviour Objective 1: Increase peaceful problem solving

39. Using District Level Evidence Background: Social Responsibility Performance Standards are used to collect evidence about student behaviour. Performance Standards are being used in 11 elementary schools and two middle schools in the district.

40. Using District Level Evidence The school and district will also be collecting and monitoring suspension data as another measure of performance. Baseline results for Grade 3 and 6 students are shown in the next slide.

41. Indicators/evidence What data did we look at? Results to Date How are we doing? Target What do we hope to achieve? Comments/Summary of Progress District-wide Assessment; Grades 3 and 6 BC Social Responsibility Performance Standards: Solving Problems in Peaceful Ways. All Grade 3 and 6 students in the district assessed by classroom teachers (June 2005) June 2005 % at each level of BCPerformance Standards Percent fully meeting orexceeding expectationscombined Grade 3 74% Boys 67% Girls 82% Aboriginal 67% Grade 6 64% Boys 54% Girls 76% Aboriginal 46% gr. 3 n=115 (96% participation); Aboriginal n=30 gr. 6 n=131 (93% participation); Aboriginal n=26 Increase the percent of students who "fullymeet" or "exceed“expectations for SolvingProblems in PeacefulWays. Increase the percent of boys who fully meet orexceed expectations inthis area.Increase in the percent of Aboriginal students whofully meet or exceed expectations. The results show that at both grades, teachers’ ratings of girls were substantially higher than for boys. Aboriginal students, overall, were less likely to be assessed asfully meeting or exceeding expectations than non-Aboriginal students. When Grade 3 and Grade 6 data were compared, younger students were more likely to be rated as fully meeting or exceeding expectations than were older students.

42. Indicators/evidence What data did we look at? Results to Date How are we doing? Target What do we hope to achieve? Comments/Summary of Progress Continued: The lower pattern of ratings for Aboriginal students is troubling, and the basis for these decisions by school staff needs to be carefully examined to ensure that there is no systematic bias in the results. A similar examination of ratings for boys also needs to be undertaken. This may involve a focus group of teachers.

43. Using District Level Evidence Some questions to ask: • What did the evidence tell you about the “social responsibility” of all students? 2. What does it tell you about the most challenged/the most able?

44. Using District Level Evidence Some questions to ask: 3. What is the pattern? • Do we need to address the difference in results between boys and girls? 5. Have all sources of information been considered?

45. Using District Level Evidence Some questions to ask: 6. Are there missing pieces of information? 7. How are we tracking the evidence over time? 8. How do we move students from not meeting expectations to fully meeting or exceeding expectations?

46. Using Provincial Level Evidence Provincial evidence looks at the information that can be taken from across the province in terms of student performance and success rates. It is meant to provide a comprehensive view of what achievement looks like across the province.

47. Using Provincial Level Evidence It is a snapshot of a moment in time and one piece of information. Classroom, school and district evidence provide a more complete picture of achievement.

48. Using Provincial Level Evidence Example: Looking at FSA The Foundation Skills Assessment is an annual, province-wide assessment that provides a snapshot of how well BC students are learning basic skills in Reading Comprehension, Writing and Numeracy in Grades 4 and 7.

49. Using Provincial Level Evidence Example 4: Looking at FSA Performance (number/percent of students “meeting/exceeding expectations”) and participation rates (number/percent of students doing the tests) are reported.

50. Using Provincial Level Evidence Grade 7 Numeracy (FSA)