school district no. 50 (haida gwaii/queen charlotte) accountability cycle 2007

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

Accountability Cycle 2007

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

Accountability Cycle

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

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.

School Plans

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

Accountability Cycle includes:

• School Plans

• District Review

• Enhancement Agreement

• Accountability Contract

1. Understanding the planning cycle

2. Understanding evidence

3. Connecting evidence sources to planning for improvement of student learning

Evidence: Goals of this session

Starting the Conversation

Think about something you enjoy doing. It can be a hobby, sport, skill or talent.

•How good are you at it?

•Were you always that good?

•Are you improving? How do you know?

•How good do you want to be? By when?

Development of Plans

The Planning Cycle

Working Together:

• Learning Communities are collaborative

• Improvement is a team effort

• The process should involve everyone

The Planning Cycle

Review:

• Review current plan

• Monitor progress of goals

• Ask if the current strategies are making a difference

The Planning Cycle

Collect Information:

• Gather evidence

• Consider various sources

• Determine what is relevant

The Planning Cycle

Analyze:

• Engage in conversations about the evidence

• Ask questions about the evidence

• Consider the unique needs of the school

The Planning Cycle

Plan for Improvement:

• Select goals that matter

• Set meaningful and measurable targets

• Choose strategies that will impact student learning

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

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

Classroom

School / school community

District/ community

Provincial

Sources of Evidence

Classroom evidence informs instruction and tracks progress of individual students.

School evidence tracks progress and informs school practices / policies / goals and objectives.

Classroom


District/ community

Provincial

Sources of Evidence

District evidence tracks trends and informs district practices / policies / goals and objectives.

Classroom


District/ community

Provincial

Sources of Evidence

Provincial evidence tracks trends over time and reveals patterns and systemic strengths and weaknesses.

Classroom


District/ community

Provincial

Sources of Evidence

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:

School-Level Evidence

• Reading assessments • School-wide writes• Report card marks• BC Performance Standards• Behaviour & attendance information• Satisfaction Surveys

Examples of school-level evidence:

District-Level Evidence

• District-wide assessments (reading, math, etc.)

• District-wide write• Report card marks• Participation rates• Discipline & attendance records• Demographic information

Examples of district-level evidence:

Provincial-Level Evidence

• Ministry of Education Satisfaction Surveys • Foundation Skills Assessment (FSA)• Provincial Exams• Dogwood Completion Rate• Grade-to-grade transition rates

Examples of Provincial-level evidence:

Connecting evidence sources

“It’s not the raw scores that count but what you do with them”

Michael Fullan, Macleans, May 2001

Connecting evidence sources

1. Look for patterns and trends over time

2. Check participation rates

3. Check the data for sub-populations (i.e. Male,

Female, Aboriginal, ESL/ESD)

4. Compare data from different sources

5. Ask questions and generate alternate hypotheses

6. Plan for improvement based on the data

Finding the stories behind the evidence:

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).


It can also be used to help inform instruction

Provide feedback to students, teachers, and parents

Inform reporting and track achievement trends.


Example 1:

Student Reading in Grade 5 classroom as a %

(Classroom Teacher Assessment)

0

10

2030

40

50

60

Notmeeting

Minimal Meets Exceeds

Reading Grade 5


Questions to ask:

1. What does the information tell you about performance in this classroom?

2. What does this not tell us? What else do we need to know?

3. What is happening to the most challenged/ most able students?

4. What patterns or trends are noticed?

Using Classroom Level EvidenceQuestions 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?

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.

Using School Level EvidenceExample 2:

Behaviour Reports

Behaviour Reports

0

20

40

60

80

100

Sep Oct Nov Dec Jan Feb Mar Apr May Jun

2003-04 2004-05 2005-06


Questions to ask:

1. What does the information say about student behaviour in school?

2. What does it not tell us? What else do we need to know?

3. What does the information say about the behaviour of boys and girls in the school?


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?

Using District Level Evidence

District level evidence can help to inform instruction

Track achievement of students

Provide schools with school to district comparisons


Identify groups that are not succeeding

Inform school and district planning

- in-service planning

- resource allocation


Example 3: Social Responsibility

(Using Performance Standards)

Goal: Increase Socially Responsible Behaviour

Objective 1: Increase peaceful problem solving


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.


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.

Indicators/evidence What data did we look at?

Results to Date How are we doing?

TargetWhat do we hope to achieve?

Comments/Summary of Progress

District-wide Assessment; Grades 3and 6

BC Social ResponsibilityPerformance Standards:Solving Problems inPeaceful Ways. All Grade 3 and 6 students in the district assessed by classroom teachers(June 2005)

June 2005% at each level of BC Performance StandardsPercent fully meeting or exceeding expectations combinedGrade 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=30gr. 6 n=131(93% participation);Aboriginal n=26

Increase the percent of students who "fully meet" or "exceed“ expectations for Solving Problems in Peaceful Ways.Increase the percent of boys who fully meet or exceed expectations in this area. Increase in the percent of Aboriginal students who fully meet or exceedexpectations.

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 as fully 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 wereolder students.

Indicators/evidence What data did we look at?

Results to Date How are we doing?

TargetWhat 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 ensurethat 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.


Some questions to ask:

1. 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?



3. What is the pattern?

4. Do we need to address the difference in results between boys and girls?

5. Have all sources of information been considered?



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?

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.


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.


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.


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.


Grade 7 Numeracy (FSA)

0

20

40

60

80

2000 2001 2002 2003 2004 2005

school


The FSA is a large-scale provincial assessment. Be aware of this, especially when considering small numbers of students (cohorts).

The overall results for smaller groups of students can be greatly influenced by the scores of a few individuals.

The FSA results are best used for school, district or provincial comparisons, not for individual students.


Questions to ask about FSA:

1) What does the information say about the students in the school?

2) What does it not tell us? What else do we need to know?

3) What does the information say about how Grade 7 students perform in Numeracy?



4) What does the information tell us about girls/boys?

5) What does the information tell us about the most challenged/most able students?

6) What are the patterns or trends noticed here?



7) What was the participation rate? (How many took part? How many were excused?)

8) How does the information gathered affect the school plan?

Other examples of evidence sources

Handout:Example 5: Satisfaction Surveys Example 6: Graduation Rate Example 7: Provincial Exams Example 8: Transition Rates

Interrogating all your evidence

• Are there patterns that you notice?

• What appears to be strengths?

• Have we met our targets – if not, why?

• Based on this evidence what might be the goals?

Interrogating all your evidence

• What strategies are working well?

• What strategies might need to be revised?

• Is there some evidence that no longer needs to be

collected?

• What are some new priorities or challenges that we

might need to address?

Now what?

“After a careful analysis of all the possibilities, I’ve come up with the perfect plan!”

Next Presentation

School Plans : Planning for improvement• Mar 26 PORT• Mar 28 ALM

Questions?

Further Information

• School District No. 50

http://www.sd50.bc.ca/

• Ministry of Education

http://www.bced.gov.bc.ca/

http://www.sd50.bc.ca/








school district no. 50 (haida gwaii/queen charlotte) accountability cycle 2007

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