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Monitoring the School Improvement Plan Review and Renewal : September 25 Activity

Monitoring the School Improvement Plan Review and Renewal : September 25 Activity.

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Monitoring the School Improvement Plan Review and Renewal : September 25 Activity

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  1. Monitoring the School Improvement Plan Review and Renewal: September 25 Activity

  2. Strategic Vision“Delivering assessment-based instruction that is differentiated to intentionally support the strengths, needs and interests of each student to improve student achievement and success in all subjects and programs “ BIG IDEAS: enhancing our capacity to be precise and focused in our commitment to 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. “System Improvement Occurs One Classroom at a Time” Larry Lezotte

  3. Required Data Sets for Planning ProcessSchool Impact Data (all in ReportNet except d) Select the link on the titles below to access the instructions to gather the data or go to: www.noelyork.ca/mod/resource/view.php?id=93 Elementary (EQAO, PM Benchmark, Report Card, DRA) • Five-year trend data – • Literacy Score “Is the school improving, static or declining?” • EQAO Trend - grade 3 and 6 – 5 years • Disaggregate the data by • Gender • Special Education • ELL • For Students working on alternative expectations – how do we track improvement • Cohort Data - tracking students who have been in the school over the period– reading only • Grade 1 Report Card to Grade 3 EQAO • Grade 3 EQAO to Grade 6 EQAO • Grade 6 EQAO to Grade 10 Credit accumulation • Attendance Trends

  4. Required Data Sets for Planning ProcessStudent Level Achievement Planning(all data in ReportNet) • Report Card data from June, 2009 • PM Benchmark • Identification of at-risk students from June process. • EQAO data for current grade 4 and 7 students. • Class profiles – accumulation of data for each student in a class.

  5. Planning Overview Two Focus Activities: • Assessing the Impact of the Current Improvement Focus AND the impact of the implementation of the Implement and Monitor cycle to date. • Examining the data and setting goals for improvement of each student: • In the Class • In the Grade • In the School

  6. Overall Perspective 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.

  7. School Impact - Trailing Indicators Elementary (EQAO, PM Benchmark, Report Card, DRA) • Five-year trend data – • Literacy Score “Is the school improving, static or declining?” • EQAO Trend - grade 3 and 6 – 5 years • Disaggregate the data by • Gender • Special Education • ELL • For Students working on alternative expectations – how do we track improvement • Cohort Data - tracking students who have been in the school over the period– reading only • Grade 1 Report Card to Grade 3 EQAO • Grade 3 EQAO to Grade 6 EQAO • Grade 6 EQAO to Grade 10 Credit accumulation • Attendance Trends

  8. Five Year Trend Data For Each of the data sets: • Literacy Score • EQAO Trend - grade 3 and 6 – 5 years • Disaggregate the data by • Gender • Special Education • ELL • Over the five years has there been: • A shift in the number/percent of students at level 4? • A shift in the number/percent of students at level 3? • A Shift in the number/percent of students at level 2 and level 1? • A shift in the number/percent of students exempt or not enough information to score? • Would you describe this shift as: • Increasing, remaining static, or declining over that period? • Examining the data for the males/females, exceptional students and ELL students, has there been: • A shift in the number/percent of students in each category who are at or above the grade standard? • A shift in the number/percent of students in each category who are at level 2 or 1? • A shift in the number/percent of students exempt or not enough information to score? • Would you describe this shift as: • Increasing, remaining static, or declining over that period?

  9. Cohort I Data • Grade 1 Report Card to Grade 3 EQAO • Grade 3 EQAO to Grade 6 EQAO For each cohort: • For Cohorts 1 and 2, examine the shift in achievement during the period; • What has the shift been for student who began below the standard • Fewer, the same or more by the end of the period? • 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? • For each of the cohorts, • Would you describe this shift as: • Increasing, remaining static, or declining?

  10. Cohort II Data 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: • What is the number/percent of your students who have 16 or more credits by the end of their grade 10 year – 2008-09. How do your results compare with our research data?

  11. Attendance Our research indicates that 20 days absence is a significant risk factor. • Examining your attendance data from last June: • What percent/number of students were absent more than 20 days over the year? • What number/percent by grade were absent more than 20 days last year? • Examining your five year trend data: • Has the percent of students absent more than 20 days increased, remained static or declined over that period?

  12. Summary For each of the trailing indicators: • Have you improved, remained static or declined? • How would you describe the impact of your school improvement plan in relation to enhanced student achievement? Complete the chart provided and submit with the other material to your Superintendent by October 23, 2009

  13. School Impact Tracking

  14. Process OverviewStudent Level Achievement Planning Our Board plan refers to each student. We have modified the cyclical process to take into consideration our intentional improvement focus to enhance the achievement of each student. Our intention is to be more intentional and focused in relation to our commitment that “each” student improve. Schools will examine the data for each student in a class and identify the current level of function of each student. Teachers will then set individual student targets and translate these targets to grade level data for monitoring purposes.

  15. Elementary Timelines VIII. Confirm or revise strategy VII. Assess progress May/June VI. Accumulate and display data V. Implement strategy IV. Confirm or revise strategy III. Assess progress January/ February II. Accumulate and display data September/ October I. Plan and implement strategy Gather Classroom Level Data BEGIN Implement and Monitor CycleCurriculum Implementation and Student Learning

  16. Revising the Targeting Process In order to focus on each student, the previous process has been modified. • Teachers will examine each student in their class who was in the school in the previous year, using the June data from last year, data for those identified as at-risk, EQAO data for grades 4 and 7 and data on students new to the school. • On the basis of this data, Teachers will identify the current level of achievement of each student. • All students who were at-standard in June MUST be considered at-standard in September.

  17. Core Data Set for Planning Purposes • June 2009 data • In most cases, this data will used as the data set for those students who are returning. The end of year process uses the teacher’s knowledge of the students over the entire year. While students will have lost some skill over the summer, strong, effective programming will ensure that these students quickly perform as they did at the end of the year. • The exception will be the grade 4 and 7 students. These students will have new EQAO data which will be considered. • New data will have been gathered for new student – either PM Benchmark or DRA data. • While there is a correlation between PM benchmark data and primary standards, no such correlation has been established for DRA. The DRA is intended as a diagnostic assessment to inform programming. Its value is in assisting initial programming and tracking achievement against the sub-categories in subsequent assessments. As such, it informs the planning process but should not be used to determine current level of achievement.

  18. Core Data • Report Card data for June • PM Benchmark data • DRA data (with the stipulation provided) • EQAO data • For the current grade 4 and 7 students • For other students for whom you have this data – realizing that this data would have been used last year. For new students previously in a York Region school, ReportNet has the data from the previous school. • Students identified as at-risk in the June process

  19. Display Data Accumulate and display the data: • For each class in the grade * • For the entire grade

  20. Grade 4 and 7 • Consider the EQAO data from Spring , 2009. • What is the relationship between the June report card data and the EQAO data for those students. • On the basis of this comparison, at what level are these students currently achieving?

  21. Analyze the Data • What data catches your eye? • Is there anything in the data that you do not understand? • If so, what would you like clarified? • Is there anything about the data that you find surprising? • What patterns of strengths and needs are evident? • What concerns you most about the data? • As a result of your examination of the data, at what level is each student currently functioning? • What target will you set for each student between now and February? • Enter each student on the following VENN for the class

  22. CURRENT Level of Student Achievement at the Classroom Level ALL students in the school are included Students at High Level 1, Low Level 2 Students at High Level 2, Low Level 3 Students at High Level 3, Low Level 4 Level 3 Level 4 Level 1 Level 2 Alternate Expectations Teachers will enter each student in the Venn For combined grades, the names of students in the top grade are placed at the top of the Venn and the bottom grade at the bottom of the Venn (i.e. in a 1/2 combined class, the 1’s are at the top and the 2’s are at the bottom) NOTE: For exceptional students, each student’s achievement is in relation to the grade appropriate subject expectations with or without accommodations as reflected in the IEP. Place each student on the Venn circle relative to the achievement of grade appropriate levels not those that have been modified as set out in the IEP. Students with Alternative Expectations are placed to the left of the level 1 Venn circle

  23. Jessica Jaden Justin Mitchell Austin Amanda Chris Taylor Dustin Kira Liz Emily Kaitlyn Paul Colton Samantha Shelby James Dawson Logan Ana Robin Hillary Justin Kyle Shilo Lorne 2 1 4 5 5 2 5 3 27 Kyle Jaden Justin Mitchell Shelby Austin Chris Dustin Kira Dawson Emily Paul Samantha James Liz Kaitlyn Colton Logan Ana Robin Amanda Taylor Shilo Jessica Hillary Justin Lorne 1 1 1 2 6 5 6 5 27 6 ABC School

  24. 6 ABC School 2 1 2 3 6 8 2 5 1 1 1 2 6 5 8 5 29

  25. CURRENT Level of Student Achievement at the Grade Level ALL students in the school are included Students at High Level 1, Low Level 2 Students at High Level 2, Low Level 3 Students at High Level 3, Low Level 4 Level 3 Level 4 Level 1 Level 2 Alternate Expectations Each class will then aggregate this information at the grade level. NOTE: It is this data that is entered on the template in section 1 and submitted to the relevant Superintendent

  26. Liz Emily Paul Rob High 2 Kira Taylor Chris Jaden Austin High 3 High 2 Low 2 Low 4 High 2 High 1 Low 4 Low 3 ABC Public School 2009-2010 Teacher ___________ Grade _____________ Reading Level 1 Level 2 Level 3 Level 4 Hillary Justin Mitchell Jessica Shelby James Samantha Justin Kaitlyn Colton Amanda Gage Justin W Dawson Lorne Kyle Shilo Logan Ana Dustin • Strategies List • Strategies List • Special Education Support – E.A., CYW, Literacy Booster Groups (Primary), Case Management • Strategies List • Intentional Instruction - Balanced Literacy Implementation for Reading and Writing – School Plan Focus, Specific Instructional Strategies

  27. Target Setting Our Board plan has an expectation of continuous improvement. In that context, schools will need to view target setting as a process which ensures that there is improvement in the achievement of each student as well as setting targets which increase the overall school level achievement. PROCESS: The EQAO provides the baseline from which targets are set, with the Grade 3 score providing targets for the primary division and the grade 6 providing targets for the Junior division. • Examine the current percent of students achieving at standard for each grade. How does that achievement compare to the EQAO score for the appropriate division. Is the level of achievement of the students in September 2009, above the previous year, the same or similar or lower. If lower, how many students will need to improve in order to maintain that level? • For each division, how many students would need to achieve the standard in order to increase the overall achievement in relation to the EQAO score. This represents the target for the division. Translating into a percent increase, this target is applied to each grade in the division so that there is a net increase in the achievement of each grade in the division. NOTE: in a primary class, increasing the number of students achieving at standard by 10% represents an expectation that 2 additional students will improve to standard. In most classes, a small number increase has a large impact on the overall percent increase. • Based on the current level of EQAO achievement and the number of students required to improve that achievement, how many students will you target to move by February? • Thinking about the number/percent of students working at level 4, how many of the current students in each grade will need to move from level 3 to level 4 to increase the number achieving at level 4? REMINDER: the same baseline and improvement target is set for all of the grades in a division, the Intermediate targets being set in relation to the current achievement in the Junior division.

  28. Liz Emily Paul Rob High 2 Kira Taylor Chris Jaden Austin High 3 High 2 Low 2 Low 4 High 2 High 1 Low 4 Low 3 Setting Targets for Improvement Grade _____________ Reading Level 1 Level 2 Level 3 Level 4 Hillary Justin Mitchell Jessica Shelby James Samantha Justin Kaitlyn Colton Amanda Gage Justin W Dawson Lorne Kyle Shilo Logan Ana Dustin Highlight the names of students who are targeted to move by February. The number of students who will move is the target for the grade. Calculate the new number of students at each level of achievement. This is the number that is inserted into the template at the end of the PowerPoint.

  29. What strategies worked? • Reflect on the classroom strategies previously used to support the at-risk students. • Which ones do we think had the most impact? • Which strategies were tried but did not appear to move the students? • Consider the following resource: Getting Started: Creating the Foundation for an Effective Learning & Teaching Environment

  30. School Impact Reflection • Reflecting on the assessment of the impact of the current school improvement focus, what impact did that focus have on our students? • Given an understanding of our current impact, what are the teacher learning needs which we feel would best support the achievement of our students and allow us to successfully attain the targets that we have set by February?

  31. CASE MANAGEMENTJoint Ownership for Students working at the Lower Level 2 and Level 1 in achievement • For each grade, list these students. • Who is the team who are jointly responsible for the progress of these students. • Who else might we need to involve? (refer to the Getting to Know your Students Module) • Post that chart with your tracking wall and chart the progress of these students.

  32. Complete the Template • Make sure to fill in the coloured fields in your school’s Excel template • Send a printed copy to your area Superintendent of Education and email a copy to Research.Assessment.Services@yrdsb.edu.on.ca.

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