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School Effectiveness Framework

School Effectiveness Framework. Alignment from Kindergarten to Grade 12. Learning Goals. SEF – Why K to 12 focus? What is different? How does the old Framework fit? How does the SEF K – 12 inform SLIP work?. School Effectiveness Framework. School Self Assessment District Reviews.

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School Effectiveness Framework

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  1. School Effectiveness Framework Alignment from Kindergarten to Grade 12

  2. Learning Goals • SEF – Why K to 12 focus? • What is different? • How does the old Framework fit? • How does the SEF K – 12 inform SLIP work?

  3. School Effectiveness Framework • School Self Assessment • District Reviews

  4. Reaching Every Student

  5. Our Moral Purpose Reaching Every Student

  6. Moral Purpose Video

  7. http://progressive.playstream.com/curriculum/progressive/al/wmv/CSC185Moral_Imperative.wmvhttp://progressive.playstream.com/curriculum/progressive/al/wmv/CSC185Moral_Imperative.wmv

  8. The Three P’s Reaching Every Student

  9. Seven Components of Effective Schools Reaching Every Student

  10. The Context that Informs All Reaching Every Student

  11. Activity #1 Mapping of the 7 components to the 4 Pillars

  12. INDICATORS describe the intended outcome of the actions – facts, behaviours, structures or processes which indicate if we are on the right track EVIDENCE qualitative and quantitative measures for assessing whether and to what degree indicator is being attained – what are the students doing Using Indicators and Identifying Evidence

  13. Indicator Definition: describes the intended outcome of the action of SEF component Example: A variety of valid and reliable assessment data is collected and disaggregated and used to inform planning and instruction Evidence Definition: example(s) of qualitative and/or quantitative measure to assess whether and/or to what degree indicator is being attained Example: Student achievement data are collected and disaggregated at three points throughout the year to ascertain progress in meeting targets, determine next steps and assure continuous student achievement COMPONENT: Assessment for, as and of Learning

  14. Activity #2 • Component groupings Think/Pair/Share: • Looking at the indicators, identify examples of evidence measures that would confirm attainment and to what degree for each indicator and record these on the chart paper.

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