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WorkshopSSCAAA
Holiday Inn Select, MontréalDecember 2, 2009
Partnership AgreementsData Analysis for Decision
Making
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IntroductionPartnership Agreement and Strategic
PlanStrategic Plans to be revised to include
the Minister’s five goals Work in progressFocus on quick results to mobilize
troopsLess is moreGood opportunity to institute a culture
of data-based decision making
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OutcomesClear idea of what will be included in your Partnership Agreement
What needs to be doneData analysis and data collection
Focus on ‘Less is more’
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Before we beginIndividually,
Identify your main expectation of this session
Identify a question or concern you would like this session to address
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Structure of the sessionFocus on the goals for which
there is existing information (Goals 1 and 5)
indicators have to be defined (Goals 2-3-4)
Sources of relevant data: where to find
Answer questions
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Goals set by the MinisterSee handout Buts de la Ministre
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Goal 1: CertificationTable 1 --Focus on analysis of data What to look for:
Differences: School Board and Quebec-wide data
TrendsYouth, Adult and Vocational Gap between boys and girlsTypes of certifications and qualifications
Link to Table 1
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Activity 1Goal 1: CertificationIn school board team, carry out a
preliminary analysis of the certification data
Assign Roles:Difference between school board and Quebec-wide data
Difference between boys and girlsTrends
What are the areas to focus on?
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Activity 1 DebriefingIdentify strengths and weaknessesAnalysis vs. interpretation
3 words to describe the resultsSuspend judgment about the
interpretationProcess of analysis—keeping trackMain purpose is to find areas to
focus on
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Goal 1: Tables 2A and 2BDefinition: ‘Exits’ without certificationWhat to look for:
Comparison with Quebec-wide dataDifference between boys and girlsTrendsBreak down
Cycle 1 SecondarySec. 4-5* (link with ‘I care about school!’)
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Activity 2Goal 1: ‘Exits’ without certification
Analysis of Table 2Goals
Establish a target for your school board (8,000 by 2020)
Areas to focus onSuggestion: Convert numbers into percentages
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Activity 2Debriefing Analysis and interpretationIssues awaiting answers from DRSI
Issue of undetermined % of mobility (out of province) in Anglophone sector
Issue of small numbersEx.: Number of foreign students in sec. 4
and 5?Large number of Cycle 1 students not returning
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Goal 5: Vocational TrainingTable 7: Total registrationsTable 4: New registrations Provincial target to be set by Minister
Local target to be set by school board
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Goal 5: Vocational TrainingFocus on:
Comparison with Quebec-wide data; Trends ; Boys and girls
18-19 year oldsWithout certification or qualification
After interruption
See Tables 7, 4
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Activity 3Goal 5: Vocational TrainingAnalysis of Tables 7 & 4Focus on
Proportion of new registations in Vocational Training
Differences between boys and girlsAmong the newly registered studentsafter interruptionwithout diploma
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Health break
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Goals 2-3-4No target set by the MinisterNeed to establish school board benchmarks and targets
Need to establish or revisit indicators
Need to gather data
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Goal 2 - LanguageNeed to identify indicators for
Reading FSLWriting FSLELA
Indicators for which levelsEnd of elementary?End of secondary?Other?
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Activity 4 Case study Goal 2 : LanguageTo improve achievement in reading…
The number of students using the library?The number of teacher trained in DRA?The number of teachers applying a daily 5
approach in their classroom?The success rate on competency 1 (report card
data)?The number of students meeting the end of
cycle requirements on Cycle 3 exam?
Is this a clear goal? Will these indicators help evaluate the results?
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A goal is a result to be achieved; expresses intention, engagement of the organisationa goal is measurable when there is an indicator
and a target includedCharacteristics: Contains…
an intention: To increase, to reduce, to improve etc.
an object: Graduation, registration, attendance etc.
a target clientele: Ex. students under 20 years old
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A measure that allows the evaluation of the goal
Expresses the type of measurea number, rate, percentage
Measures one aspect of the objectiveGoal and indicator are linked
this is why the words are the almost the same
An objective may require more than one indicator
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A good indicatorRelevance and validityFeasibilityUser-friendlinessReliabilityComparability
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Activity 3 --LanguageReview strategic plan and assess if:
A) Goal needs to be adaptedB) Indicators are adequate
Decide what to include (which levels) FSL ReadingFSL WritingELA
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RemarksDifference between Strategic Plan and Partnership Agreement
Focus on the results vs. the process
Number of indicatorsEase of producing the informationMonitoring results
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Types of indicatorsIndicators of
Impact or effect: ResultsActivities: Means to achieve results
Intrants: Resources to achieve a goal
Context: Mediating factors to contend with
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A word on sources of dataReport Card results: competences
End-of-cycle evaluation situationslocal & ministerial
Teacher observations: DRA, running records etc..
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Goal 3: EHDAANo national target: school boards
need to set their own targetWhat is the current situation:
Certification or qualification special needs studentswith IEPat-risk not-coded
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Goal 3: EHDAASuggested indicators
Connection with the mission of the schoolInstructionSocialization Qualification
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Goal 3: EHDAA indicatorsIntegration rateCertification and qualification rates% or number of:
students in Work-Oriented Pathsstudents in Special Projects (projets particuliers)
students writing MELS examsstudents improving their level of competences in main subjects
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Goal 3: EHDAAEstablish a portrait of the situation
Set a target
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Expected result for a given period
Precise and quantifiableExpresses a magnitude in comparison with a benchmark
Allows the monitoring of the result at regular intervals
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Establish benchmarkAnalyze historical data—trends and variation
Establish an incremental target, taking into consideration the context
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Goal 4: Safe and healthy schoolsThis year : focus on Safety of Environment
Active living and Health may be postponed
Advantage: TTFM+Questions to ask in teams:
Number of participating schools—representative?
Discuss sampling strategies with P. FlanaganAssess effort required for data collection
Issue: Benchmarking
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BenchmarkingDefine initial situation (baseline) on a given indicator or set of indicators
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Where to find relevant information?LEARN website (TBA)To access reference documents
Violence à l’école, healthy schools etc.
To share templates and tools
Additional sources of information (handout)
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SynthesisTake a few minutes to synthesize your informationWhat is the first thing that you will do at your board?
What do you need to do to accomplish that goal?
What type of support will you require from MELS?
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Your questionsGoing back to your original expectations and questions…Any burning questions remaining?
New issues?Your needs?
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In conclusionLink with NANS Beacon Schools and CLCs
Work in progressClarify your needs for supportWhat next?