School Effectiveness Framework (SEF) K-12

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School Effectiveness Framework (SEF) K-12

• A School Focus
• On Student Achievement
• Wednesday, December 2nd

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Goals for Today

• Introduce the School Effectiveness Framework
  (SEF)
• Select SEF indicators to assist in SIP planning
• Enhance SIP Planning the SEF
• Use specific and varied data to inform the
  process
• Develop a specific school literacy focus
• Network with your TLTT

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21st Century Skills
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21st Century SkillsScience

• Literacy, mathematical literacy, and
  investigation skills are critical to students
  success in all subjects of the curriculum and in
  all areas of their lives.
• The Ontario Curriculum, Grades 9 10 Science
  (2008, p. 39)

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21st Century SkillsMathematics

• Literacy skills can play an important role in
  student success in mathematics courses. Many of
  the activities and tasks students undertake in
  math courses involve the use of written, oral,
  and visual communication skills.
• The Ontario Curriculum, Grades 9 10
  Mathematics (2008, p. 27)

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21st Century SkillsCanadian World Studies

• Success in Canadian and world studies courses
  depends in large part on strong literacy skills.
  Many of the activities and tasks students
  undertake in Canadian and world studies courses
  involve the use of written, oral, and visual
  communication skills.
• The Ontario Curriculum, Grades 9 10
  Canadian World Studies (2005, p. 24)

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21st Century SkillsTechnological Studies

• Literacy, mathematical literacy, and
  inquiry/research skills are critical to students
  success in all subjects of the curriculum and in
  all areas of their lives. Many of the activities
  and tasks that students undertake in the
  technological education curriculum involve the
  literacy skills relating to oral, written, and
  visual communication.
• The Ontario Curriculum, Grades 9 10
  Technological Studies (2009, p. 38)

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School Improvement Planning (SIP)

• EDU Ministry expectations and core priorities
• (1) increase student achievement
• (2) close the gap
• (3) increase confidence in public education
• Sustained improvement based on aligning SIP with
  Board Improvement Plan (BIP)
• The way schools do business has changed in
  response to societal changes, action research
  (education and learning), evidence-based decision
  making
• SIP planning has also changed in response to this
  changing paradigm

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SEF K-12 (Draft)
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SEF K-12 (Draft)
7 Essential Components
26 indicators (at present)
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Ministry Goal

• The goal for 2009-2010 is for all Boards and all
  their schools to become familiar with the new K
  12 School Effectiveness Framework which provides
  an important lens through which schools in both
  panels may view their plans and progress toward
  improved outcomes for our students.
• School Achievement Division Symposium
• September 29th October 1st, 2009

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What is the K 12 SEF?

• A resource that
• Supports school improvement planning
• Focuses conversations on research-based best
  practices
• Makes board and school improvement planning more
  strategic and focused
• Provides a self reflective assessment tool for
  school and district reviews and
• Supports a continuous process that move staff to
  specific actions related to student achievement
  goals in SIP and Board Improvement Plans (BIP).

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What SEF is not

• Not evaluative (not part of TPA)
• Specific to individuals (school as a unit)
• A secret process
• A look back to see how you did
• A wide narrow view
• A single event
• The end point
• Extra stuff to do

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Evidence Based Improvement

• What does student work tell us about what we are
  doing (ie. teachers practice)?
• What does effective teaching practice look like
  or sound like in a school?
• Evidence Indicators of Success
• Gap Analysis

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Evidence Based Decisions
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School Leadership
Teachers are the 1 contributing factor to
enhanced student achievement
School leaders are 2 as contributors to student
achievement
Reaching Every Student
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Students Attitude Achievement

• Grade 9 EQAO Applied Mathematics trends
• Relationship between student achievement and
  student attitude
• Relationship between student achievement, student
  attitude and instructional practice
• Use of data to improvement student achievement
  (trend analysis)
• Moving towards focused and precise intervention
  strategies
• Example Grade 9 applied math

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Student QuestionnaireGrade 9 Applied Level Math

• Attitudes Toward Mathematics
• a. I like mathematics.
• b. I am good at mathematics.
• c. I understand most of the mathematics I am
  taught.
• d. The mathematics I learn now is very useful for
  everyday life.
• e. I need to keep taking mathematics for the kind
  of job I want after I leave school.
• f. Mathematics is boring.
• g. Mathematics is an easy subject.

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Evidence

• Should the greater of students who agree or
  strongly agree with the question
• I understand most of the mathematics I am
  taught.
• You would expect scores to _________.
• Conversely, fewer of students who agree or
  strongly agree with the question would result in
  _________ scores.

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Trends School 1
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Trends - School 2
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Trends School 3
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Trends School 4
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What did we believe occurred?

• A change in instructional practice shaped an
  increase in both student achievement and attitude
  toward mathematics.
• Hypotheses
• There is a pattern indicating that since the
  inception of the TIPS 4RM format (2005-06),
  applied-level EQAO results have increased
  substantially.

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What does it looks like?
In the school In the classroom
Smaller Gr. 9 math classes (in a.m.) Experienced teachers Provide student mathematics profile for all feeder school students Use of TIPS 4RM format Use of technology to deliver TIPS 4RM Pragmatic hands on activities Use of Think Literacy Strategy textbook search Early frequent counseling to Grade 8 students and parents Secondary School Mathematics Professional Learning Team (PLT) Homework room support for students Students engaged, on task and interacting with teacher Use of read aloud and think aloud strategies to assist in the inquiry process SMART Board delivery of TIPS 4RM Daily use of MATCH template (handouts -TIPS) that incorporate scaffolded learning and slow gradual release of responsibility Student-centered activities through the daily use of CPS, CBR, TI-83 graphing calculators, Geometers Sketchpad and interactive Internet-based math games and puzzles via SMART Board
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Moving ForwardPersonalization and Precision

• By focusing on student work we incorporate
  Personalization and Precision into the SIP
  process
• Begin with the end in mind
• Backward design
• Evidence of progress
• How will you know its working?
• School alignment and moderation
• SEF School District Review
• (ie. GECDSB example, Provincial trend 25
  increase)

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Our Mission, Beliefs and Values
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Board Improvement Plan (BIP)
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BIP School Alignment
The educational success and well-being of
students will be the cornerstone of every
decision. (GECDSB Continuous Growth Plan)
Literacy Numeracy
OSSLT by June 2011 Increase success rate of FTE students ENG 2P from 68 to 78 ENG 2L from 23 to 30 Gr. 9 EQAO Math by June 2011 Increase success rate of MFM 1P students From 49 to 60
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Data Analysis Focused Strategic
Increasing Focus
What specific questions, skills and/or knowledge
are students struggling with?
Gender, Spec Ed, ELL
Student Attitudes (ie. Student Voice), Teacher
Survey
OSSLT, EQAO, Success Rates
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OSSLT Scores (WCI 79)
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OSSLT Scores

• Expectations Close the gap (51) between
  Applied Academic OSSLT scores by June 2011

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Literacy FocusMaking Connections
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Expectations, Data, Preparedness
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SIP Planning
Specific Focus

• What are the greatest needs of your school?
• How do you know this? (ie. What data supports
  this? Gap analysis? Disaggregation of data?)
• What will be your school-wide focus? (ie. Which
  SEF indicator will you identify?)
• What types of interventions and instructional
  strategies will you use to support your focus?
  (ie. evidence-based research)
• What will this look like and sound like in your
  classrooms? (ie. Should someone walk into a
  classroom what will they see? Hear?)
• How will you know its working?

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Perception
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Reality
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SEF K-12 (Draft)
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Essential Components Indicators2009-10

• Curriculum, Teaching and Learning Practices
• 1. Instructional practices reflect a continuum
  of knowledge and skills that are innovative and
  progressive
• 4. There is a clear emphasis on literacy and
  numeracy achievement.
• Assessment for, as and of Learning
• 1. A variety of valid and reliable assessment
  data is collected, disaggregated and used to
  inform planning.
• Interventions and Closing the Gap
• 2. There are shared and clearly understood
  processes and practices in place for monitoring,
  tracking and analyzing student data to improve
  student achievement.

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Evidence (Examples)
Component Indicator Evidence
Curriculum, Teaching and Learning Practices There is a clear emphasis on literacy and numeracy achievement. anchor charts (specific focus on explicit reading skills, developed in collaboration with students based on subject content) exemplars of writing displayed key words displayed colour-coded highlighting is practiced on a daily basis
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Examples of Evidence
Component Indicator Evidence
Curriculum, Teaching and Learning Practices There is a clear emphasis on literacy and numeracy achievement. What will this look like or sound like in your classroom? How will you know its working?
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SIP Planning
Specific Focus

• What are the greatest needs in your school?
• How do you know this? (ie. What data supports
  this? Gap analysis? Disaggregation of data?)
• What types of interventions and instructional
• What will be your school-wide focus? (ie. Which
  SEF indicator will you identify?)
• What strategies will you use to support your
  focus? (ie. evidence-based research)
• What will this look like and sound like in your
  classrooms? (ie. Should someone walk into a
  classroom what will they see? Hear?)
• How will you know its working?

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Next Steps

• As a school, what will you do to align your SIP
  with Board and Ministry goals and targets?
• How will feedback from the data and your students
  inform your instruction?