1. Research and Data Use in Evergreen School Division
Paul Cuthbert Superintendent
Doug Anderson Assistant Superintendent
Fay Cassidy Literacy/Assessment/
Student Services Consultant
March 5, 2009

2. Overview Evergreen School Division profile Early Childhood Programs
Science Research Study
Senior Years Review Project
OISE Research Project
What Did You Do in School Today?
Other Sources of Data and Research

3. Evergreen School Division Profile
Our school community is culturally diverse and consists of 1671 students in 8 schools located in four communities (Winnipeg Beach, Gimli, Arborg, and Riverton)
Evergreen offers a variety of different educational programs and is characterized by a dedicated and caring staff, safe schools and transportation, outstanding student services, state of the art information technology and excellent curriculum supports

4. Enrollment by School As of September 30, 2008
Arborg Early/Middle School (K-8)
294
Arborg Collegiate Institute (9-12)
130
Sigurbjorg Stefansson Early School (K-4)
236
George Johnson Middle School (5-8)
220
Gimli High School (9-12)
329
Riverton Collegiate Institute (8-12)
159
Riverton Early/Middle School (K-7)
161
Winnipeg Beach School (K-7)
142

5. Programs and Services Kindergarten, Early/Middle/Senior
Early Childhood Programming
Special Education Supports
Basic French
Reading Recovery
Science Fair
English as an Additional Language
Senior Years Learning Centres
Guidance and Counselling
Continuing Education
Resource Programming
Senior Years Technology, Apprenticeship,
Career and Technology Studies
Literacy, Assessment & ICT
Consulting
Student Success Initiatives
School Community Liaison
Aboriginal Academic Achievement
Program
Speech and Language Pathology
State of the Art Information and
Communication Technologies
Occupational Therapy/Physical
Therapy
Distributed (online) Learning
High Speed Internet
International Students

6. Enrolment (September 30, 2008)
Statistics at a Glance
Enrolment (September 30, 2008)
Kindergarten
Early Years (Grades 1-4)
Middle Years (Grades 5-8)
Senior Years (Grades 9-12)
Total
Budget ( )
$16.5 million
Division Area (sq. km.)
2,424
Number of Schools 8
Other Facilities
Education Support Centre – Gimli Cont. Education Centre – Gimli
Bus Garages – Gimli/Arborg
Maintenance Facility – Gimli 5
Number of Bus Routes 24
Pupils Transported/day
1115
Distance Driven/day (km)
3892
Employees
273
Trustees 9
Employees
Teachers, Principals, Clinicians
125
Educational Assistants 67
Secretaries/Library Clerks 18
Custodial, Maintenance 24
Bus Drivers, Mechanics
Senior Administration 4
Education Support Centre 7
Continuing Education
Total
273

7. Strategic Governance
Evergreen School Board has adopted a Strategic Governance Model.
This model allows the Board to focus on high level decision making such as policy development (20 policies) and strategic planning and allows the administration to manage the day to day operations of the school division.
Our strategic direction and decision making process is grounded in research and data

9. 2008-2009 Division Priorities Priority Action Area Curriculum
Numeracy/Mathematics
Literacy
Information and Communication Technologies
Physical Education/Health Education
Safe and Caring Schools
Positive Behaviour and Relationship Development
Citizenship
Healthy Schools
Education for a Sustainable Future
Student Success
Career and Technology Programming
Relevance, Engagement and Interventions
Arts
Student Assessment
Sustainability
Facilities
Environment
Community connections
Human Resources
Enrolments
ICT Infrastructure

10. What do we value, aim for and aspire to?

11. Vision, Mission, Values, Beliefs “Our Foundations”
The Board of Trustees, in consultation with stakeholders, have approved new Division Foundation Statements for Evergreen School Division as of January 2009

12. Why are “Foundations” Important?
To communicate:
the purpose of our work
the values and beliefs that underpin our work
To inform our practice
To provide a reference point that helps us to evaluate our practices
To guide our decision-making

13. “Improving Tomorrow by Learning Today”
Evergreen Foundations
Vision
“Improving Tomorrow by Learning Today”
Mission
Evergreen School Division will engage students in learning in order that they will become contributing citizens of a democratic society.
Core Values
Students Come First
Learning is Our Core Purpose
Public Education Serves the Common Good
Our Vision suggests a picture of what our day-to-day work ‘looks like.’ It reminds us what our focus is (learning), and why we’re doing it (to improve tomorrow).
Our Mission articulates what we aim for in our day to day work to help us “to improve tomorrow.” Our progress toward this aim is what we are accountable for (are the students engaged in learning? is their learning geared toward helping them become contributing citizens? do they become contributing citizens?)
It is our Values and Beliefs that are the principles and standards that guide the practices of the people in our division.

14. What does it mean to be a contributing citizen?
Students will become informed and responsible decision-makers, playing active roles as citizens of our communities, Canada and the world, and will contribute to social, environmental, and economic well-being, and an equitable quality of life for all, now and in the future.
MECY
Characteristics of well-developed people in a democracy:
Reasonableness - able to think clearly, logically
Agency - acting on the basis of our own plans and intentions
Relationship - a sense we have of other people
Morality - prudence, generosity, moderation, honesty, courage, and humility
Fenstermacher
So as we reflect on these new foundations and our common purpose, it is important for us to use our new foundations as a compass to direct our efforts. We continually seek to improve our practices. To “improve our practices” means to make our practices better at contributing to the pursuit and realization of our mission. There are systemic restraints as well as supports that we must ‘negotiate’ or ‘navigate’ as we try to improve. We believe that “Relationships” and “Relevance” are essential elements of our practices as was made evident to us in our High School Review consultations.

15. Growing Interest in Evidence and Research
More public interest in research
More professional interest, knowledge and skill
More efforts to link research with policy and practice

16. In theory, there is no difference between theory and practice.
In practice, there is.
Ben Levin

17. Uncertain Results and Impact
Impact of research is indirect, cumulative and gradual
Mediated through social and political processes, both inside the education system and more broadly
Has to ‘make sense’ to people in real terms
Rarely has direct, simple, quick effects

18. One Model of Research Impact
Policy/
Practice
Research

19. Personal Relationships
Another Model
What Everybody Knows
Time Pressures
Views of Parents
Habits
Media
Colleagues
Policy
Personal Relationships
Chance events
Ideology
Bureaucracy
Research

20. Evergreen Early childhood programs

21. Preschool Home Visitors and “Kindergarten, Here I Come”
Targeted vs Universal
Targeted programs – aimed at a specific group/invitational
participation not great
E.g.. 12 sessions – 13 in attendance
Universal programs – offered to all
optional to parents

22. Background: Preschool Home Visitor
K teachers defined readiness skills in 2001
Home visitors go to home of each incoming Kindergarten student to share a readiness package with parents (School is offered as an alternate location.)
Visits are one hour in length
Package includes booklet “Getting Ready for Kindergarten”
Kindergarten registration held in November

23. Preschool Visitors Retired resource or Kindergarten teachers
Lately the actual Kindergarten teacher has been visiting (this is well received)
A letter of introduction is sent to each home before visits
Paid on contract per visit plus mileage
Funded by MECY’s Early Child Development Initiative Grant

24. 2008 PRESCHOOL HOME VISIT PACKAGE
Reading Booklets
Families That Read Bookmark
Kindergarten, Here I Come info
Manitoba Healthy Schools sheet
Getting Ready for School (Healthy Child)
The First Years Last Forever
Getting Ready for Kindergarten (ESD)
Student Services Brochure
2008 Hanen Calendar
Growth Charts
Speech Language Pamphlet
Magnetic Lower Case Alphabets
Magnetic Numbers
Jigsaw Page
Erasable Slate
Number Line (0-10)
Crayons
Scissors
Play Dough
Deck of Cards
Parent Evaluation
Ready-Set-Go Bags

25. Kindergarten Enrolments
School Year
# of students – Sept 30
# of Home Visits
2001/2002 89 -
2002/2003
116
2003/2004
115
2004/2005
108 65
2005/2006
112 88
2006/2007
106 84
2007/2008
114 87
2008/2009 96 56

26. 1. Was the visit useful to you to explain the information?
Yes No
Undecided
2004 65
2005 88
2006 84
2007 86 1
2008 56

27. 2. Was this information useful to you?
Yes No
Undecided
2004 63 1
2005 87
2006 84
2007 86
2008 55

28. 3. What was most useful? 2004 – All information
Knowing what I should teach my child
2005 – Everything
Meeting the Kindergarten teacher
Being told to help more with lower case
2007 – Everything
2008 – All was useful

29. 4. Would you recommend that preschool visits continue?
Yes No
Undecided
2004 60 5
2005 85 1 2
2006 82
2007 83 3
2008 53

30. 5. If yes, how many visits would be useful?
Year 1 2
1-3
Other
2004 28 9 12
2005 51 8 13
2006 50 7 14
2007 41 15 6 5

31. 6. Would you be interested in attending a group meeting on Kindergarten?
Yes No
Undecided
2004 52 12 1
2005 66 18 3
2006 60 20 4

32. 7. Would you be interested in having your child attend “Kindergarten, Here I Come” in May and June (2 hours a week)?
Yes No
Undecided
2007 84 1
2008 56

33. Lessons Learned Flus and calving resulted in the most cancellations
Watch for dogs!
If safety a concern parents were invited to school
How evaluations are presented is important
Visitors often had difficulty sticking to one hour
Kits were sent to late registrants
Early Development Instrument supports program
No other program has been received as positively as the Preschool Visitor Program

34. Kindergarten, Here I Come

35. Background: Kindergarten Here I Come
Optional program that introduces our future Kindergarten students to the daily routine of school
Located in Kindergarten room or library
Parents welcome to attend with child
2.5 hour session each week for 8 weeks
Transportation responsibility of parents
Qualified instructors (retired teachers or substitutes)
Funded by MECY’s Early Child Development Initiative Grant

36. Expected Outcomes for KHIC
Introduce parents and child to the school environment
Orientation to classroom routines and expected behaviours
Improve social skills
Relieve possible anxieties for starting school

37. Activities include: Circle and story time
Opportunities to promote language/communication skills
Social interaction amongst peers/adults
Free play and movement (gym/playground)
Visits to the library
Fine motor activities
Ride on a school bus

38. Data Collection Teacher response Parent response Survey (2007 & 2008)
Behaviour tally sheet (2008)
Survey (2007 & 2008)
Kindergarten Teacher Meetings
Parent response
Survey (2007 & 2008)

42. Evergreen Science Research Study
In collaboration with
Dr. Brian Lewthwaite
University of Manitoba

43. Background to the Study
Concerns with K-8 science delivery provincially, nationally, internationally.
A variety of factors influencing negatively on science curriculum delivery.
Teacher personal attribute factors: confidence and interest, background knowledge.
Environmental factors: resource adequacy, professional support, time availability, school ethos and priority.

44. School Development in Science
Use SCIQ instrument to diagnostically determine where schools are at.
49-item instrument that evaluates where schools are at and where they want to be.
Focuses on teacher attribute and environmental factors.
Implement strategies to address areas of weakness identified.
Re-evaluate after implementation efforts and implement further strategies as necessary.

45. How did this research begin?
Presentation at MERN Forum in 2005.
Invited by Maurice Saltel, Principal, Arborg Early Middle School to conduct a school analysis.
Teachers completed questions on line.
I completed a research profile for the school and shared the information with the teaching staff at a staff meeting.
They verified the accuracy of the data.

47. Analysis of Arborg Early Middle School
Highest teacher perception scores encountered in over 300 applications of the SCIQ.
Researcher was interested as to why!
Teachers confirmed through discussion the accuracy of the results
“Word” contributed to a further school in the division (SSES in Gimli) wanting an analysis.

49. Further Analysis Even higher results at SESS. Confirmed by teachers.
High confidence, interest, knowledge.
Supported, Resourced, Priority Positive.
All factors perceived very highly.
Sparked researcher inquiry into what was contributing to these exceptionally positive results within the division. ESD Case Study.
Further SCIQ analyses.
Principal and teacher interviews.
Finally, interview with Superintendent

50. Theme One: Possessing and Articulating a Vision
An organizational leader influences organizational direction and outcomes (Cuban, 1988)
Impetus for organizational change commences with an articulated vision of what change will look like
development of scientific literacy in students requires an inquiry-based, hands-on approach to science
engaging students in learning through “doing science”
Vision was ‘common’ or ‘shared’ within the division’s Leadership Team.
Leadership Team members are the instructional leaders of the school division - focus on student learning
Principals have responsibility for curriculum delivery in their schools
Leaders enable and support teachers to improve teaching and learning in their classrooms

51. Theme Two: Establishing a Shared Vision Among Leadership Reflecting Stakeholder Needs and Concerns
The establishment of a Strategic Planning Cycle allows the Board and Leadership Team to work systematically to establish practical and sustained mechanisms that fostered the achievement of educational priorities.
Science was identified as a curriculum priority by stakeholders through division planning
Strategies and indicators of success developed
Allocation of adequate resources (science kits for hands-on learning

52. Theme Three: Identification of Strategies to Accomplish the Vision
Achieving development goals in science education was largely enabled by a coherent planning strategy based on the Superintendent’s awareness of factors influencing curriculum change.
Professional Development – grade group cluster workshops (developed capacity for conceptual understanding using Essential Questions approach and hands-on training for teachers)
Resource Supports - divisional science kits (circulated)
Curriculum Consultant – provides ongoing supports to teachers, coordinates and maintains kits
School and divisional science fairs established (application of student learning)

53. Theme Four: Ongoing Evaluation and Improvement through Informal and Informal Feedback
A common theme among the respondents (teachers and principals) was the responsiveness of the division to their concerns.
Evaluation of implementation strategies was critical to improving and sustaining implementation efforts
e.g. additional workshops and science kits
Superintendent models by providing lessons for science classes
The division places emphasis on ongoing formative evaluation to find impediments to success and sustains curriculum efforts over time to make sure the curriculum actions are reaching the goals planned.
Improvement efforts must be sustained over time (typically 5 years) to ensure that capacity is built and implementation is successful.

54. Summary
These four themes evidenced through participant responses are not dissimilar from what are typically cited as the behaviors and actions associated with educational leaders that foster educational change effectively (Cuban, 1998, p. 194).
Leadership at one level affects what occurs at other levels bringing about a more consequential result.
Development of a congruency of aspiration by the Board and, in particular, the principals of the Leadership Team.

55. Senior Years Review Project

56. Context
Over the past four years, Evergreen School Division has been engaged in collecting data from former graduates, students, teachers and community regarding the purpose of education and the processes and conditions for learning.
Part of my role this morning is to provide you with a context for today’s session, how the data we are collecting in What Did You Do In School Today supports the data we have been collecting in our High School Review initiative , how the Effective Teaching Practices Framework links to existing Evergreen initiatives and how all of these support our new division foundations.

57. Student Voice
Data collected from our students has raised critical questions about issues such as student engagement and preparedness for life after school.

58. Need to Re-think Education?
The need to re-think the education of our adolescent learners is becoming widely articulated in education research e.g. CEA – Getting it Right for Adolescent Learners
The changing expectations of post-secondary pathways for all students and high levels of student disengagement support a critical review of what we are doing in our schools.

59. Evergreen’s High School Review
The purpose of the project is aimed at conducting action research through the engagement of students, teachers, and community in reflective dialogue to inform change in Evergreen School Division high schools.
Research Questions:
To what degree is there resonance or dissonance between our core beliefs about education and our experience with high school?
What can we learn from our successes?
How might we reconcile the challenges?

60. Research Partnerships
Evergreen School Division formed a research partnership with the Manitoba School Improvement Program (MSIP) and the Manitoba Association of School Trustees (MAST)to assist with this important research.

61. Evergreen High School Research Data Collection (2004-2008)
Former Grad/School Leaver Surveys
Division-wide Student Learning Forums
School-based Student Focus Groups
School-based Staff Focus Groups
Community-based Focus Groups
Division Planning Sessions
Evergreen Student Council
WDYDIST

62. Students Staff Parents Caring / Compassionate Worldly / Well-rounded
Thoughtful / Understanding
Passionate
Knowledgeable
Industrious / Persistent
Open-minded / Learning
Sharing / Advises
Empathetic
Worldly / Aware / Informed
Reflective/
Contemplative
Committed / Motivated
Knowledgeable / Skilled
Motivated / Committed
Open-minded / Adaptable
Inquisitive
Innovative
Experienced
Caring / Empathetic / Tolerant/ Compassionate
Wise
Committed/ Motivated/ Passionate/ Determined
Knowledgeable
Industrious / Perseverance
Open-minded / Learner / Tolerant / Adaptable
Inquisitive / Curious
Visionary
Confident

63. Purpose of Education: “The Educated Person”
Pro-Social / Civic-Mindedness
How one impacts the world (e.g. sustainable development)
Appreciation of diversity/social justice
Self-Development
Critical thinking
Morality
“Agency”
Functional / Material
Life skills
Preparation for career/work

64. Theme - Relationships Building Positive Relationships
particularly between teachers and students, but also between all education partners.
groups of students, parents, and staff also recommended that the school division continue to pursue inclusive learning environments.
Democratize Decision-Making
include student, teacher, and community voice in setting the educational direction of the high schools.
Two themes emerged from our consultations – Relationships and Relevance

65. Theme - Relevance Curriculum Relevance
need to integrate curricular outcomes across subjects, and connect them with educational aims.
curriculum must not be viewed as an end in itself, but as a means to get at the social, individual, and practical attributes that matter most to the citizens in Evergreen.
Assessment for Learning
pursue assessment practices characterized by our educational aims.
involve students in assessment and set grading criteria in advance.
assessment should be used to inform learning and instructional practices.

66. How Have we Addressed These Themes?
Relationships
Staff PD and Parent Session with Dr. Gordon Neufeld ‘Relationships Matter’ in Fall 2007
Staff Professional Development and Parent Session with Corwin Kronenberg (Teaching Kids to be Responsible) in Fall 2008
School-based Student Success Initiatives
School-based Advisory Groups

67. Democratize Decision Making
Establish ESD Student Council in Spring 2008
Student involvement in teacher recruitment and selection (developed questions for interview guide)
Student-developed teacher self-assessment tool
School beautification research
Former student action research project in conjunction with OISE
School-based planning involving teacher and student voice
Teacher Consultation Sessions
New Division “Foundations”

68. Curriculum/Assessment Relevance
New Assessment Procedures – Assessment FOR/AS/OF Learning Guidelines for Grading Portfolio Implementation (K-12)
Professional Learning Community grants
Division PLC day February 2008 – Relevance
Career and Technology Studies in High Schools
“Relevance” Teacher Action Research
Identify “Essential Understandings”

69. Research Use and its Impact on Secondary Education
OISE Research Study
Research Use and its Impact on Secondary Education

70. Project Description
Purpose: Examining research, policy and practice in secondary schools
Survey focus: Research use and research knowledge in two main areas
success factors for students
student pathways/trajectories
Demographics:
11 school districts in Canada (varying size)
188 responses to an online survey
Respondents in leadership roles

71. Research Culture: Preliminary Results
Strongly positive about the extent to which research is used in the district
More similarity than difference across districts
Majority reported research use at various kinds of school and district management meetings
Respondents attend relatively few research-focused events

72. Next Steps Research activities:
Distribution of research on secondary schools and student success (newsletters, websites, readings)
Study groups
Post-secondary destination survey
All districts will be re-surveyed next May to reassess the district research culture and probe potential impacts of these activities.

73. Evergreen-OISE Project
Our ESD Student Council is engaging a Grade 11 cohort of students in a survey regarding their post-secondary destinations and how well they feel that high school prepared them for their future.
Data analysis and will be conducted by students with assistance from OISE.
Recommendations will be presented to Leadership Team and Board and will inform our continued improvement efforts

74. Student Engagement What Did You Do In School Today?
In collaboration with the Canadian Education Association

75. What Did You Do In School Today?
The project is designed to test the potential of new ways of thinking about the concept of student engagement and their relationship to classroom practices and student achievement
Evergreen is currently completing the second snapshot in the 2nd year of this 3-year CEA research project (1 of 14 districts nationally)

76. What Did You Do In School Today is the largest research study of its kind on student engagement.
Over 30,000 students from across Canada participated in three snapshots in the first year.

77. Purpose of project is to understand:
What students are doing in classrooms
How they feel about their experiences of learning
Whether and how the work they are asked to do contributes to learning
How classroom practices could be improved to create more effective and engaging learning environments

78. WDYDIST
Invites students grades 6-12 to share their experiences of social, academic and
intellectual
engagement
Social
Intellectual
Academic

79. What we have found out about Intellectual Engagement?
Anxiety
Flow
Boredom
Apathy

80. Five Core Principles of the
Framework for Effective Teaching Practices
Current Evergreen School Division Initiatives
Intellectually engaging learning environment.
WDYDIST research on engagement
SY Review Project - Relevance
Work is personally meaningful to student and deeply connected to world in which they live.
CTS Programming
“Understanding by Design”
Teachers’ use of assessment is directed towards improving student learning and guiding teaching decisions.
Assessment for and as learning
Assessment Policy
MY Outcome-based Report Cards with Achievement Codes
Portfolios
Student-led Conferences

81. Five Core Principles of the
Framework for Effective Teaching Practices
Current Evergreen School Division Initiatives
Teachers build strong relationships with and between students through intellectually engaging work.
SY Review Project – Relationships/Student Voice
Dr. Gordon Neufeld – Relationships Matter
Corwin Kronenberg – Teaching Kids to be Responsible
Teachers are actively engaged in ongoing professional learning.
PLC’s
Early Dismissal School PD days
Individual PD choices
Recent Divisional PD day on this topic

82. Assessment Data in Evergreen

83. Assessment Data & Research Informing Priorities
Provincial Assessment
Grade 3, 7, 8, 12
Literacy Committees (Early, Middle, Senior)
Math PLC groups
EDI
Kindergarten Teachers’ group meetings
ECDI grant (preschool program focus)

85. Assessment Data & Research Informing Priorities
90% of all Early/Middle Years students will be achieving at grade level in numeracy
Math assessment and interventions
90% of all Early/Middle Years students will be achieving at grade level in literacy
Year end benchmarks
Evergreen Reading Continuum
Grade 3 and Grade 8 Provincial assessments
Report card data

86. Assessment Data & Research Informing Priorities
Evergreen Student Assessment Procedure
Outcomes-based reporting
Communicating Student Learning, Rethinking Classroom Assessment with Purpose in Mind – MECY
Ken O’Connor, Damian Cooper, Anne Davies, Robert Marzano, Rick Stiggins
MECY Consultants
Other divisional feedback and grading guidelines

87. Education is a living practice…
As the world changes and the expectations of education shift to meet these changes, the nature of education, teaching and of its effectiveness must follow suit.

88. Other Research and Data

89. Other Research Interlake Children’s Therapy Initiative
Early Development Instrument
Youth Health Surveys
Addictions Foundation of Manitoba
Graduate Surveys

90. Future Plans Continue with projects already initiated
Research on Staff Wellness
Research on Sustainable Development

91. Issues for School Divisions to Consider
Do we have a culture that supports research use?
Is this support embedded in our daily processes and systems?
Do we have real capacity in our district to find, understand, share and use research?
How do we communicate research to our broader community?

92. Questions? Comments? Epiphanies?