Presentation on theme: "Research and Data Use in Evergreen School Division"— Presentation transcript:
1Research and Data Use in Evergreen School Division Paul Cuthbert SuperintendentDoug Anderson Assistant SuperintendentFay Cassidy Literacy/Assessment/Student Services ConsultantMarch 5, 2009
2Overview Evergreen School Division profile Early Childhood Programs Science Research StudySenior Years Review ProjectOISE Research ProjectWhat Did You Do in School Today?Other Sources of Data and Research
3Evergreen 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
4Enrollment by School As of September 30, 2008 Arborg Early/Middle School (K-8)294Arborg Collegiate Institute (9-12)130Sigurbjorg Stefansson Early School (K-4)236George Johnson Middle School (5-8)220Gimli High School (9-12)329Riverton Collegiate Institute (8-12)159Riverton Early/Middle School (K-7)161Winnipeg Beach School (K-7)142
5Programs and Services Kindergarten, Early/Middle/Senior Early Childhood ProgrammingSpecial Education SupportsBasic FrenchReading RecoveryScience FairEnglish as an Additional LanguageSenior Years Learning CentresGuidance and CounsellingContinuing EducationResource ProgrammingSenior Years Technology, Apprenticeship,Career and Technology StudiesLiteracy, Assessment & ICTConsultingStudent Success InitiativesSchool Community LiaisonAboriginal Academic AchievementProgramSpeech and Language PathologyState of the Art Information andCommunication TechnologiesOccupational Therapy/PhysicalTherapyDistributed (online) LearningHigh Speed InternetInternational Students
6Enrolment (September 30, 2008) Statistics at a GlanceEnrolment (September 30, 2008)KindergartenEarly Years (Grades 1-4)Middle Years (Grades 5-8)Senior Years (Grades 9-12)TotalBudget ( )$16.5 millionDivision Area (sq. km.)2,424Number of Schools8Other FacilitiesEducation Support Centre – Gimli Cont. Education Centre – GimliBus Garages – Gimli/ArborgMaintenance Facility – Gimli5Number of Bus Routes24Pupils Transported/day1115Distance Driven/day (km)3892Employees273Trustees9EmployeesTeachers, Principals, Clinicians125Educational Assistants67Secretaries/Library Clerks18Custodial, Maintenance24Bus Drivers, MechanicsSenior Administration4Education Support Centre7Continuing EducationTotal273
7Strategic GovernanceEvergreen 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
92008-2009 Division Priorities Priority Action Area Curriculum Numeracy/MathematicsLiteracyInformation and Communication TechnologiesPhysical Education/Health EducationSafe and Caring SchoolsPositive Behaviour and Relationship DevelopmentCitizenshipHealthy SchoolsEducation for a Sustainable FutureStudent SuccessCareer and Technology ProgrammingRelevance, Engagement and InterventionsArtsStudent AssessmentSustainabilityFacilitiesEnvironmentCommunity connectionsHuman ResourcesEnrolmentsICT Infrastructure
11Vision, 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
12Why are “Foundations” Important? To communicate:the purpose of our workthe values and beliefs that underpin our workTo inform our practiceTo provide a reference point that helps us to evaluate our practicesTo guide our decision-making
13“Improving Tomorrow by Learning Today” Evergreen FoundationsVision“Improving Tomorrow by Learning Today”MissionEvergreen School Division will engage students in learning in order that they will become contributing citizens of a democratic society.Core ValuesStudents Come FirstLearning is Our Core PurposePublic Education Serves the Common GoodOur 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.
14What 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.MECYCharacteristics of well-developed people in a democracy:Reasonableness - able to think clearly, logicallyAgency - acting on the basis of our own plans and intentionsRelationship - a sense we have of other peopleMorality - prudence, generosity, moderation, honesty, courage, and humilityFenstermacherSo 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.
15Growing Interest in Evidence and Research More public interest in researchMore professional interest, knowledge and skillMore efforts to link research with policy and practice
16In theory, there is no difference between theory and practice. In practice, there is.Ben Levin
17Uncertain Results and Impact Impact of research is indirect, cumulative and gradualMediated through social and political processes, both inside the education system and more broadlyHas to ‘make sense’ to people in real termsRarely has direct, simple, quick effects
18One Model of Research Impact Policy/PracticeResearch
19Personal Relationships Another ModelWhat Everybody KnowsTime PressuresViews of ParentsHabitsMediaColleaguesPolicyPersonal RelationshipsChance eventsIdeologyBureaucracyResearch
21Preschool Home Visitors and “Kindergarten, Here I Come” Targeted vs UniversalTargeted programs – aimed at a specific group/invitationalparticipation not greatE.g.. 12 sessions – 13 in attendanceUniversal programs – offered to alloptional to parents
22Background: Preschool Home Visitor K teachers defined readiness skills in 2001Home 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 lengthPackage includes booklet “Getting Ready for Kindergarten”Kindergarten registration held in November
23Preschool 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 visitsPaid on contract per visit plus mileageFunded by MECY’s Early Child Development Initiative Grant
242008 PRESCHOOL HOME VISIT PACKAGE Reading BookletsFamilies That Read BookmarkKindergarten, Here I Come infoManitoba Healthy Schools sheetGetting Ready for School (Healthy Child)The First Years Last ForeverGetting Ready for Kindergarten (ESD)Student Services Brochure2008 Hanen CalendarGrowth ChartsSpeech Language PamphletMagnetic Lower Case AlphabetsMagnetic NumbersJigsaw PageErasable SlateNumber Line (0-10)CrayonsScissorsPlay DoughDeck of CardsParent EvaluationReady-Set-Go Bags
25Kindergarten Enrolments School Year# of students – Sept 30# of Home Visits2001/200289-2002/20031162003/20041152004/2005108652005/2006112882006/2007106842007/2008114872008/20099656
261. Was the visit useful to you to explain the information? YesNoUndecided2004652005882006842007861200856
272. Was this information useful to you? YesNoUndecided2004631200587200684200786200855
283. What was most useful? 2004 – All information Knowing what I should teach my child2005 – EverythingMeeting the Kindergarten teacherBeing told to help more with lower case2007 – Everything2008 – All was useful
294. Would you recommend that preschool visits continue? YesNoUndecided2004605200585122006822007833200853
305. If yes, how many visits would be useful? Year121-3Other2004289122005518132006507142007411565
316. Would you be interested in attending a group meeting on Kindergarten? YesNoUndecided200452121200566183200660204
327. Would you be interested in having your child attend “Kindergarten, Here I Come” in May and June (2 hours a week)?YesNoUndecided2007841200856
33Lessons Learned Flus and calving resulted in the most cancellations Watch for dogs!If safety a concern parents were invited to schoolHow evaluations are presented is importantVisitors often had difficulty sticking to one hourKits were sent to late registrantsEarly Development Instrument supports programNo other program has been received as positively as the Preschool Visitor Program
35Background: Kindergarten Here I Come Optional program that introduces our future Kindergarten students to the daily routine of schoolLocated in Kindergarten room or libraryParents welcome to attend with child2.5 hour session each week for 8 weeksTransportation responsibility of parentsQualified instructors (retired teachers or substitutes)Funded by MECY’s Early Child Development Initiative Grant
36Expected Outcomes for KHIC Introduce parents and child to the school environmentOrientation to classroom routines and expected behavioursImprove social skillsRelieve possible anxieties for starting school
37Activities include: Circle and story time Opportunities to promote language/communication skillsSocial interaction amongst peers/adultsFree play and movement (gym/playground)Visits to the libraryFine motor activitiesRide on a school bus
42Evergreen Science Research Study In collaboration withDr. Brian LewthwaiteUniversity of Manitoba
43Background 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.
44School 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.
45How 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.
47Analysis 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.
49Further 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
50Theme 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 likedevelopment of scientific literacy in students requires an inquiry-based, hands-on approach to scienceengaging 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 learningPrincipals have responsibility for curriculum delivery in their schoolsLeaders enable and support teachers to improve teaching and learning in their classrooms
51Theme 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 planningStrategies and indicators of success developedAllocation of adequate resources (science kits for hands-on learning
52Theme 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 kitsSchool and divisional science fairs established (application of student learning)
53Theme 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 effortse.g. additional workshops and science kitsSuperintendent models by providing lessons for science classesThe 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.
54SummaryThese 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.
56ContextOver 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.
57Student VoiceData collected from our students has raised critical questions about issues such as student engagement and preparedness for life after school.
58Need 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 LearnersThe 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.
59Evergreen’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?
60Research 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.
61Evergreen High School Research Data Collection (2004-2008) Former Grad/School Leaver SurveysDivision-wide Student Learning ForumsSchool-based Student Focus GroupsSchool-based Staff Focus GroupsCommunity-based Focus GroupsDivision Planning SessionsEvergreen Student CouncilWDYDIST
63Purpose of Education: “The Educated Person” Pro-Social / Civic-MindednessHow one impacts the world (e.g. sustainable development)Appreciation of diversity/social justiceSelf-DevelopmentCritical thinkingMorality“Agency”Functional / MaterialLife skillsPreparation for career/work
64Theme - 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-Makinginclude student, teacher, and community voice in setting the educational direction of the high schools.Two themes emerged from our consultations – Relationships and Relevance
65Theme - 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 Learningpursue 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.
66How Have we Addressed These Themes? RelationshipsStaff PD and Parent Session with Dr. Gordon Neufeld ‘Relationships Matter’ in Fall 2007Staff Professional Development and Parent Session with Corwin Kronenberg (Teaching Kids to be Responsible) in Fall 2008School-based Student Success InitiativesSchool-based Advisory Groups
67Democratize Decision Making Establish ESD Student Council in Spring 2008Student involvement in teacher recruitment and selection (developed questions for interview guide)Student-developed teacher self-assessment toolSchool beautification researchFormer student action research project in conjunction with OISESchool-based planning involving teacher and student voiceTeacher Consultation SessionsNew Division “Foundations”
68Curriculum/Assessment Relevance New Assessment Procedures – Assessment FOR/AS/OF Learning Guidelines for Grading Portfolio Implementation (K-12)Professional Learning Community grantsDivision PLC day February 2008 – RelevanceCareer and Technology Studies in High Schools“Relevance” Teacher Action ResearchIdentify “Essential Understandings”
69Research Use and its Impact on Secondary Education OISE Research StudyResearch Use and its Impact on Secondary Education
70Project DescriptionPurpose: Examining research, policy and practice in secondary schoolsSurvey focus: Research use and research knowledge in two main areassuccess factors for studentsstudent pathways/trajectoriesDemographics:11 school districts in Canada (varying size)188 responses to an online surveyRespondents in leadership roles
71Research Culture: Preliminary Results Strongly positive about the extent to which research is used in the districtMore similarity than difference across districtsMajority reported research use at various kinds of school and district management meetingsRespondents attend relatively few research-focused events
72Next Steps Research activities: Distribution of research on secondary schools and student success (newsletters, websites, readings)Study groupsPost-secondary destination surveyAll districts will be re-surveyed next May to reassess the district research culture and probe potential impacts of these activities.
73Evergreen-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
74Student Engagement What Did You Do In School Today? In collaboration with the Canadian Education Association
75What 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 achievementEvergreen is currently completing the second snapshot in the 2nd year of this 3-year CEA research project (1 of 14 districts nationally)
76What 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.
77Purpose of project is to understand: What students are doing in classroomsHow they feel about their experiences of learningWhether and how the work they are asked to do contributes to learningHow classroom practices could be improved to create more effective and engaging learning environments
78WDYDISTInvites students grades 6-12 to share their experiences of social, academic andintellectualengagementSocialIntellectualAcademic
79What we have found out about Intellectual Engagement? AnxietyFlowBoredomApathy
80Five Core Principles of the Framework for Effective Teaching PracticesCurrent Evergreen School Division InitiativesIntellectually engaging learning environment.WDYDIST research on engagementSY Review Project - RelevanceWork 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 learningAssessment PolicyMY Outcome-based Report Cards with Achievement CodesPortfoliosStudent-led Conferences
81Five Core Principles of the Framework for Effective Teaching PracticesCurrent Evergreen School Division InitiativesTeachers build strong relationships with and between students through intellectually engaging work.SY Review Project – Relationships/Student VoiceDr. Gordon Neufeld – Relationships MatterCorwin Kronenberg – Teaching Kids to be ResponsibleTeachers are actively engaged in ongoing professional learning.PLC’sEarly Dismissal School PD daysIndividual PD choicesRecent Divisional PD day on this topic
83Assessment Data & Research Informing Priorities Provincial AssessmentGrade 3, 7, 8, 12Literacy Committees (Early, Middle, Senior)Math PLC groupsEDIKindergarten Teachers’ group meetingsECDI grant (preschool program focus)
85Assessment Data & Research Informing Priorities 90% of all Early/Middle Years students will be achieving at grade level in numeracyMath assessment and interventions90% of all Early/Middle Years students will be achieving at grade level in literacyYear end benchmarksEvergreen Reading ContinuumGrade 3 and Grade 8 Provincial assessmentsReport card data
86Assessment Data & Research Informing Priorities Evergreen Student Assessment ProcedureOutcomes-based reportingCommunicating Student Learning, Rethinking Classroom Assessment with Purpose in Mind – MECYKen O’Connor, Damian Cooper, Anne Davies, Robert Marzano, Rick StigginsMECY ConsultantsOther divisional feedback and grading guidelines
87Education 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.
89Other Research Interlake Children’s Therapy Initiative Early Development InstrumentYouth Health SurveysAddictions Foundation of ManitobaGraduate Surveys
90Future Plans Continue with projects already initiated Research on Staff WellnessResearch on Sustainable Development
91Issues 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?