Transcript Slide 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
Reach Every Student
Ministry of Education – Goals
•
High levels of student achievement
•
Reduced gaps in student achievement
•
Increased public confidence in education
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.
Student Achievement
• The work that we do…
• Together!
Reading
Junior (Grade 6)
80
80
70
70
60
60
50
50
Percent of students at Levels 3&4
Percent of students at Levels 3&4
Primary (Grade 3)
40
30
20
10
0
40
30
20
10
0
2003-04
2004-05
2005-06
2006-07
2007-08
2003-04
2004-05
2005-06
2006-07
◊ Girls ▲ All Students ■ Boys x ESL/ELL Students ж Special Needs Students
2007-08
Writing
Primary (Grade 3)
Junior (Grade 6)
80
70
70
60
60
50
50
Percent of students at Levels 3&4
Percent of students at Levels 3&4
80
40
30
20
10
0
40
30
20
10
0
2003-04
2004-05
2005-06
2006-07
2007-08
2003-04
2004-05
2005-06
2006-07
◊ Girls ▲ All Students ■ Boys x ESL/ELL Students ж Special Needs Students
2007-08
Mathematics
Junior (Grade 6)
Primary (Grade 3)
70
80
60
65
64
63
59
58
58
57
55
Percent at Levels 3&4
50
40
66
50
51
69
68
53
69
68
56
58
40
39
32
30
27
25
35
29
60
69
68
67
35
31
Percent at Levels 3&4
70
50
55
54
52
60
57
56
55
53
52
60
62
61
59
60
59
58
62
61
60
51
44
46
47
21
41
40
35
35
30
20
20
20
21
21
2003/04
2004/05
2005/06
18
16
23
10
10
0
0
2001/02
2002/03
2003/04
2004/05
2005/06
2006/2007
2007-08
2001/02
2002/03
Girls
Boys
Special Education
2007-08
Year
Year
All students
2006/2007
ESL/ELL Students
All students
Girls
Boys
Special Education
ESL/ELL Students
Year-over-Year EQAO Test Results
French Language Boards
80%
70%
60%
50%
40%
30%
20%
10%
0%
97-98
98-99
99-00
00-01
Reading
01-Feb
02-Mar
Writing
03-Apr
04-May
05-Jun
Math
06-Jul
07-Aug
Closing Gaps: Reducing the Number of
Underperforming Elementary Schools
20%
19%
15%
14%
10%
7%
5%
6%
5%
5%
2005-06
2006-07
0%
2002-03
2003-04
2004-05
2007-08
Schools with less than 34% of students achieving levels 3 and 4 in Grade 3 Reading
Raising the Bar: English Language Students
25
Reduction in Percentage of Students Achieving at the
Lowest Level in EQAO Assessments
Percentage of Students at Level 1 and below
22
20
19
17
16
15
14
13
11
11
10
10
7
5
5
5
0
Grade 3 Reading
Grade 3 Writing
Grade 3
Mathem atics
Grade 6 Reading
2002-03
2007-08
Grade 6 Writing
Grade 6
Mathem atics
Raising the Bar: French Language Students
25
Reduction in Percentage of Students Achieving at the
Lowest Level in EQAO Assessments
20
20
15
14
11
11
10
10
10
10
8
5
4
4
4
3
0
Grade 3 Reading
Grade 3 Writing
Grade 3 Mathematics
2002-03
Grade 6 Reading
2007-08
Grade 6 Writing
Grade 6 Mathematics
Getting to 75 – Almost there!
EQAO Assessment Results - 2008
Reading
Proportion of students
English
language
Boards
Frenchlanguage
Boards
Writing
Mathematics
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
12%
66%
20%
68%
14%
66%
13%
67%
18%
61%
14%
Grade 3
60%
16%
74%
14%
62%
17%
Grade 6
75%
13%
80%
11%
78%
12%
Level 3 or
higher
Difference
between Level
3 and 2.7 to
2.9
Grade 3
61%
Grade 6
Getting to 75 - Almost there!
Breakdown of Students Within Level 2
% of Level 2 Students Achieving Scores from 2.7 to < 3
Grade 3 Reading
46
%
Grade 3 Writing
69
%
Grade 3 Math
56
%
Getting to 75 - Almost there!
Breakdown of Students Within Level 2
% of Level 2 Students Achieving Scores from 2.7 to < 3
Grade 6 Reading
54
%
Grade 6 Writing
64
%
Grade 6 Math
48
%
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”.
Lessons Learned
Common Themes in Effective Schools
• Organizational Culture
• Focus
• Leadership
• Assessment and Use of Data
• Links Beyond the School
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
Ministry of Education - Supports
Resources K – 12
•
•
•
•
•
Monographs, Newsletters
DVDs, Webcasts
Differentiated Instruction Kits
ELL Guides
Guides to Effective Instruction for literacy and
math
Ministry of Education - Supports
Engagement
• Student
• Parent
Ministry of Education - Supports
School Effectiveness Framework – Student
Success Action Planning Framework
•
•
•
•
Setting Goals Collectively
Promoting Professional Learning Communities
Distributive Leadership
Accountability for Results
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
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
“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