1. PUT TITLE HERE Leading Student Achievement Mary Jean Gallagher Assistant Deputy Minister Student Achievement Division Chief Student Achievement Officer of Ontario Ministry of Education

2. Reach Every Student Ministry of Education – Goals High levels of student achievement Reduced gaps in student achievement Increased public confidence in education

3. Reach Every Student – Four Pillars of Student Achievement/Student Success Literacy Numeracy Program Pathways and Supports Community, Culture and Caring – Character Education, Parent Engagement, Student Voice, etc.

4. Student Achievement The work that we do… Together!

5. Primary (Grade 3)Junior (Grade 6) ◊ Girls ▲ All Students ■ Boys x ESL/ELL Students ж Special Needs Students Reading

6. Primary (Grade 3)Junior (Grade 6) ◊ Girls ▲ All Students ■ Boys x ESL/ELL Students ж Special Needs Students Writing

7. Mathematics Primary (Grade 3) Junior (Grade 6)

8. Year-over-Year EQAO Test Results French Language Boards

9. Closing Gaps: Reducing the Number of Underperforming Elementary Schools Schools with less than 34% of students achieving levels 3 and 4 in Grade 3 Reading

10. Raising the Bar: English Language Students Reduction in Percentage of Students Achieving at the Lowest Level in EQAO Assessments

11. Raising the Bar: French Language Students Reduction in Percentage of Students Achieving at the Lowest Level in EQAO Assessments

12. Getting to 75 – Almost there! EQAO Assessment Results - 2008 ReadingWritingMathematics Proportion of students Level 3 or higher Difference between Level 3 and 2.7 to 2.9 Level 3 or higher Difference between Level 3 and 2.7 to 2.9 Level 3 or higher Difference between Level 3 and 2.7 to 2.9 English language Boards Grade 361%12%66%20%68%14% Grade 666%13%67%18%61%14% French- language Boards Grade 360%16%74%14%62%17% Grade 675%13%80%11%78%12%

13. Getting to 75 - Almost there!

15. Moving Student Achievement from 2.7 to 3 What is different about student achievement now? The number of students scoring below level 2 has reduced significantly. Of those in level 2, the number that are scoring just below level 3 (at or above 2.7, below 3) is large. This provides a significant opportunity to raise levels of student achievement and to further motivate the system to do so. These students perform well on less demanding reading comprehension tasks such as, “Understanding explicitly stated information in a reading selection”, or “conventions of language”.

16. Common Themes in Effective Schools Organizational Culture Focus Leadership Assessment and Use of Data Links Beyond the School Lessons Learned

17. Ministry of Education – Supports Leadership Development For Teacher Leaders For SEF & SS Leaders For Principals For Senior Administration For PAL Developing Expertise in Gathering, Analyzing and Interpreting Data – Misa Leaders

18. Resources K – 12 Monographs, Newsletters DVDs, Webcasts Differentiated Instruction Kits ELL Guides Guides to Effective Instruction for literacy and math Ministry of Education - Supports

19. Engagement Student Parent Ministry of Education - Supports

20. School Effectiveness Framework – Student Success Action Planning Framework Setting Goals Collectively Promoting Professional Learning Communities Distributive Leadership Accountability for Results

21. Going Forward – Continuity, Ingenuity, Synergy Collaboration and continuity in our approach to K-12 student achievement and capacity building Increasing partnerships to leverage improvement among neighbouring boards and schools More support for boards with low performance across elementary and secondary schools More supports for low performing and static schools More classroom-based instructional and assessment supports through coaching in differentiated instruction, teaching learning critical pathways

22. Leadership Activities in LNS Capacity-building series – webcasts and monographs -Each webcast has a leadership component that addresses the work of supervisory officers, principals and/or teacher leaders Leading Student Achievement project (LSA) -LSA involves networks of learning to support the instructional leadership role of the principal Ontario Focused Intervention Partnership (OFIP) - OFIP is a whole-school approach to school improvement that focuses on distributed leadership Leader-to-Leader -A commitment by Premier McGuinty to personally engage a small number of elementary principals in discussions about successful practices as well as the challenges that schools face when trying to improve student achievement School Effectiveness Framework (SEF) -The SEF provides province-wide criteria for effective instruction and outlines what leaders need to do to support instruction and pedagogy

23. “I slept and dreamed that life was happiness. I awoke and saw that life was service. I served and found that in service, happiness is found.” Tagore