Workshop SSCAAA Holiday Inn Select, Montréal December 2, 2009 Partnership Agreements Data Analysis for Decision Making

Introduction Partnership Agreement and Strategic Plan Strategic Plans to be revised to include the Minister’s five goals Work in progress Focus on quick results to mobilize troops Less is more Good opportunity to institute a culture of data- based decision making

Outcomes Clear idea of what will be included in your Partnership Agreement What needs to be done Data analysis and data collection Focus on ‘Less is more’

Before we begin Individually, Identify your main expectation of this session Identify a question or concern you would like this session to address

Structure of the session Focus on the goals for which there is existing information (Goals 1 and 5) indicators have to be defined (Goals 2-3-4) Sources of relevant data: where to find Answer questions

Goals set by the Minister See handout Buts de la Ministrehandout

Goal 1: Certification Table 1 --Focus on analysis of data What to look for: Differences: School Board and Quebec-wide data Trends Youth, Adult and Vocational Gap between boys and girls Types of certifications and qualifications Link to Table 1Table 1

Activity 1 Goal 1: Certification In school board team, carry out a preliminary analysis of the certification data Assign Roles: Difference between school board and Quebec- wide data Difference between boys and girls Trends What are the areas to focus on?

Activity 1 Debriefing Identify strengths and weaknesses Analysis vs. interpretation 3 words to describe the results Suspend judgment about the interpretation Process of analysis—keeping track Main purpose is to find areas to focus on

Goal 1: Tables 2A and 2B Definition: ‘Exits’ without certification What to look for: Comparison with Quebec-wide data Difference between boys and girls Trends Break down Cycle 1 Secondary Sec. 4-5* (link with ‘I care about school!’)

Activity 2 Goal 1: ‘Exits’ without certification Analysis of Table 2Table 2 Goals Establish a target for your school board (8,000 by 2020) Areas to focus on Suggestion: Convert numbers into percentages

Activity 2 Debriefing Analysis and interpretation Issues awaiting answers from DRSI Issue of undetermined % of mobility (out of province) in Anglophone sector Issue of small numbers Ex.: Number of foreign students in sec. 4 and 5? Large number of Cycle 1 students not returning

Goal 5: Vocational Training Table 7: Total registrations Table 4: New registrations Provincial target to be set by Minister Local target to be set by school board

Goal 5: Vocational Training Focus on: Comparison with Quebec-wide data; Trends ; Boys and girls year olds Without certification or qualification After interruption See Tables 7, 4Tables 7, 4

Activity 3 Goal 5: Vocational Training Analysis of Tables 7 & 4 Focus on Proportion of new registations in Vocational Training Differences between boys and girls Among the newly registered students after interruption without diploma

Health break

Goals No target set by the Minister Need to establish school board benchmarks and targets Need to establish or revisit indicators Need to gather data

Goal 2 - Language Need to identify indicators for Reading FSL Writing FSL ELA Indicators for which levels End of elementary? End of secondary? Other?

Activity 4 Case study Goal 2 : Language To improve achievement in reading… The number of students using the library? The number of teacher trained in DRA? The number of teachers applying a daily 5 approach in their classroom? The success rate on competency 1 (report card data)? The number of students meeting the end of cycle requirements on Cycle 3 exam? Is this a clear goal? Will these indicators help evaluate the results?

A goal is a result to be achieved; expresses intention, engagement of the organisation a goal is measurable when there is an indicator and a target included Characteristics: Contains… an intention: To increase, to reduce, to improve etc. an object: Graduation, registration, attendance etc. a target clientele: Ex. students under 20 years old

A measure that allows the evaluation of the goal Expresses the type of measure a number, rate, percentage Measures one aspect of the objective Goal and indicator are linked this is why the words are the almost the same An objective may require more than one indicator

A good indicator Relevance and validity Feasibility User-friendliness Reliability Comparability

Activity 3 --Language Review strategic plan and assess if: A) Goal needs to be adapted B) Indicators are adequate Decide what to include (which levels) FSL Reading FSL Writing ELA

Remarks Difference between Strategic Plan and Partnership Agreement Focus on the results vs. the process Number of indicators Ease of producing the information Monitoring results

Types of indicators Indicators of Impact or effect: Results Activities: Means to achieve results Intrants: Resources to achieve a goal Context: Mediating factors to contend with

A word on sources of data Report Card results: competences End-of-cycle evaluation situations local & ministerial Teacher observations: DRA, running records etc..

Goal 3: EHDAA No national target: school boards need to set their own target What is the current situation: Certification or qualification special needs students with IEP at-risk not-coded

Goal 3: EHDAA Suggested indicators Connection with the mission of the school Instruction Socialization Qualification

Goal 3: EHDAA indicators Integration rate Certification and qualification rates % or number of: students in Work-Oriented Paths students in Special Projects (projets particuliers) students writing MELS exams students improving their level of competences in main subjects

Goal 3: EHDAA Establish a portrait of the situation Set a target

Expected result for a given period Precise and quantifiable Expresses a magnitude in comparison with a benchmark Allows the monitoring of the result at regular intervals

Establish benchmark Analyze historical data—trends and variation Establish an incremental target, taking into consideration the context

Goal 4: Safe and healthy schools This year : focus on Safety of Environment Active living and Health may be postponed Advantage: TTFM+ Questions to ask in teams: Number of participating schools—representative? Discuss sampling strategies with P. Flanagan Assess effort required for data collection Issue: Benchmarking

Benchmarking Define initial situation (baseline) on a given indicator or set of indicators

Where to find relevant information? LEARN website (TBA) To access reference documents Violence à l’école, healthy schools etc. To share templates and tools Additional sources of information (handout)

Synthesis Take a few minutes to synthesize your information What is the first thing that you will do at your board? What do you need to do to accomplish that goal? What type of support will you require from MELS?

Your questions Going back to your original expectations and questions… Any burning questions remaining? New issues? Your needs?

In conclusion Link with NANS Beacon Schools and CLCs Work in progress Clarify your needs for support What next?