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Cultivating Cultivating Emergent LearningEmergent Learning

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Key PointsKey Points

• Standardized, top-down approach is resistant to adaptation

• Good and complete performance information instills confidence

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Current System Stifling Current System Stifling to Innovationto Innovation

• Centralized

• Standardized

• Better capitalize on performance information

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Free Market Free Market EducationEducation

• Principals as entrepreneurs

• Market-regulated

• Pay out of pocket

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Hybrid Model/More Hybrid Model/More ChoiceChoice

• Funding follows students– Market-regulated

• Edmonton model• Nova Scotia Tuition

Support Program

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Importance of Importance of Performance Performance InformationInformation

• Provide greater incentive for progress

• Enable progress

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Barriers to Performance Barriers to Performance InformationInformation

• Delayed benefits

• Cost

• Total participation

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Understanding Understanding PerformancePerformance

• Identify objectives or impacts

• Measure difference

• Make results public

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Example: Example: Tuition Tuition Support Program Support Program

Impacts AssessmentImpacts Assessment

• Impact Identified– Academic (SLDs, mainstream

students) – Emotional (SLDs, their parents, and

teachers)– Satisfaction (Parents and Teachers)– Societal (SLDs)– Fiscal (Department and school

boards)

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Tuition Support Tuition Support Program (TSP)Program (TSP)

Academic

SLDs Mainstream Students

Emotional Fiscal

SLDs

Societal

SLDsParents of SLDs

SLDs Teachers

& Staff

The Department

School Boards

Identifying Impacts Identifying Impacts (Ideal)(Ideal)

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Identifying Impacts Identifying Impacts (Real)(Real)

Tuition Support Tuition Support Program (TSP)Program (TSP)

Academic

SLDs Mainstream Students

Emotional Fiscal

SLDs Parents of SLDs

SLDs Teachers

& Staff

The Department

School Boards

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Example: Example: Tuition Tuition Support Program Support Program

Impacts AssessmentImpacts Assessment

• Measuring Impacts– Assessing impact– Establishing a benchmark– Controlling for bias

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Academic

SLDs Mainstream Students

Attendance Rates

Graduation Rates

Competency Levels

Post-Secondary

Participation

Attendance Rates

Competency Levels

Measuring Impacts Measuring Impacts (Academic) (Academic)

• Actual documented outcomes

• From the Department, school boards

• Consider potential external influences

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Emotional

SLDs

Motivation

Self Esteem

Self Concept

Perseverance

Social Participation

Parents of SLDs

Coping/ Stress

SLDs Teachers

& Staff

Satisfaction

Satisfaction

Child’s Behaviour Problems

Measuring Impacts Measuring Impacts (Emotional)(Emotional)

• Stated qualitative outcomes (Surveys)

• SLDs, their parents, teachers, and staff

• Avoid bias

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Making Results PublicMaking Results Public

• Provide greater capacity for progress

• What– Outcomes– Inputs

• How– School-level– Clear, Engaging, and

Readily Accessible

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• Comprehensive

• School-level

• Ranks and grades table

www.aims.ca &

Progress Magazine

Example: Example: AIMS’ AIMS’ High School High School Report CardsReport Cards

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Example: Online Example: Online VisualizationVisualization

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Increasing Capacity Increasing Capacity through Autonomy through Autonomy

• “I have no fear that the result of our experiment will be that men may be trusted to govern themselves without a master.” Thomas Jefferson

• Capitalize on the capacity of committed educators, students and parents.

• Need good information to facilitate this capacity.

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Question(s)Question(s)