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Research and Data Use Research and Data Use in Evergreen School in Evergreen School
DivisionDivision
Research and Data Use Research and Data Use in Evergreen School in Evergreen School
DivisionDivision
March 5, 2009March 5, 2009
Paul Cuthbert SuperintendentDoug Anderson Assistant SuperintendentFay Cassidy Literacy/Assessment/ Student Services Consultant
Paul Cuthbert SuperintendentDoug Anderson Assistant SuperintendentFay Cassidy Literacy/Assessment/ Student Services Consultant
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
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
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
Enrollment by SchoolAs of September 30, 2008
Programs and ServicesKindergarten, 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
Statistics at a GlanceEnrolment (September 30,
2008)
Kindergarten 96
Early Years (Grades 1-4) 477
Middle Years (Grades 5-8) 504
Senior Years (Grades 9-12) 594
Total 1671Employees
Teachers, Principals, Clinicians 125
Educational Assistants 67
Secretaries/Library Clerks 18
Custodial, Maintenance 24
Bus Drivers, Mechanics 24
Senior Administration 4
Education Support Centre 7
Continuing Education 4
Total 273
Budget (2008-2009) $16.5 million
Division Area (sq. km.) 2,424
Number of Schools 8
Other FacilitiesEducation 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
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
Ongoing Formative Evaluation
NovemberDivision Planning
Session
FebruaryPublic Budget Consultation
JanuaryBoard Approves
Division Priorities
MarchBudget
Release
MaySchool
Improvement Planning
JuneSummative
Evaluation Strategic Plan
JuneSchool
Reports to Community
OctoberDivision Plans School Plans
Categorical Grant Submissions to
Department
April-MayDivision Strategic Action Planning
JanuaryBudget
Development
JuneBoard Approval Strategic Action
Plan
Upcoming Year
Current Year
AnnualPlanning Cycle
Legend
SeptemberSchool Improvement Plans Submitted to
Division
OctoberDivision Annual
Community Report
2008-2009 Division Priorities
Priority Action AreaCurriculum 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
What do we value, What do we value, aim for and aspire to?aim for and aspire to?
What do we value, What do we value, aim for and aspire to?aim for and aspire to?
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
Why are “Foundations”
Important?
1. To communicate:– the purpose of our work– the values and beliefs that underpin our work
2. To inform our practice3. To provide a reference point that helps us
to evaluate our practices4. To guide our decision-making
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
1.Students Come First2.Learning is Our Core Purpose3.Public Education Serves the Common Good
Evergreen Foundations
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
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
In theory, there is no difference between theory and practice.
In practice, there is.Ben Levin
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
One Model of Research Impact
Policy/PracticeResearch
Another Model
Policy
Evergreen Early childhood Evergreen Early childhood programsprograms
Evergreen Early childhood Evergreen Early childhood programsprograms
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
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
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
2008 PRESCHOOL HOME VISIT PACKAGEReading 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
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
1. Was the visit useful to you to explain the information?
Yes No Undecided
2004 65 0 0
2005 88 0 0
2006 84 0 0
2007 86 0 1
2008 56 0 0
2. Was this information useful to you?
Yes No Undecided
2004 63 1 1
2005 87 0 1
2006 84 0 0
2007 86 1 0
2008 55 0 1
• 2004 – All information – Knowing what I should teach my child
• 2005 – Everything • 2006 - Meeting the Kindergarten teacher
– Being told to help more with lower case
• 2007 – Everything • 2008 – All was useful
3. What was most useful?
Yes No Undecided
2004 60 5 0
2005 85 1 2
2006 82 2 0
2007 83 3 1
2008 53 1 2
4. Would you recommend that preschool visits continue?
5. If yes, how many visits would be useful?
Year 1 2 1-3 Other
2004 28 9 12 2
2005 51 8 13 9
2006 50 7 14 8
2007 41 15 6 5
Yes No Undecided
2004 52 12 1
2005 66 18 3
2006 60 20 4
6. Would you be interested in attending a group meeting on
Kindergarten?
Yes No Undecided
2007 84 1 1
2008 56 0 0
7. Would you be interested in having your child attend “Kindergarten, Here I
Come” in May and June (2 hours a week)?
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
Kindergarten, Kindergarten, Here I ComeHere I Come
Kindergarten, Kindergarten, Here I ComeHere I Come
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
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
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
Data Collection• Teacher response
– Behaviour tally sheet (2008)– Survey (2007 & 2008)– Kindergarten Teacher Meetings
• Parent response– Survey (2007 & 2008)
Evergreen Science Evergreen Science Research StudyResearch Study
Evergreen Science Evergreen Science Research StudyResearch StudyIn collaboration with In collaboration with
Dr. Brian LewthwaiteDr. Brian Lewthwaite
University of ManitobaUniversity of Manitoba
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.
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.
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.
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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.
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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
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
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
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)
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.
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.
Senior Years Review Senior Years Review ProjectProject
Senior Years Review Senior Years Review ProjectProject
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.
Student Voice
• Data collected from our students has raised critical questions about issues such as student engagement and preparedness for life after school.
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.
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?
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.
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
Students Staff ParentsEmpathetic
Worldly / Aware / InformedReflective/Contemplative
Committed / Motivated
Knowledgeable / Skilled
Motivated / Committed
Open-minded / Adaptable
InquisitiveInnovativeExperienced
Caring / Empathetic / Tolerant/ Compassionate
Wise
Committed/ Motivated/ Passionate/ Determined
Knowledgeable
Industrious / Perseverance
Open-minded / Learner / Tolerant / Adaptable
Inquisitive / CuriousVisionaryConfident
Caring / Compassionate
Worldly / Well-roundedThoughtful / Understanding
Passionate
Knowledgeable
Industrious / Persistent
Open-minded / Learning
Sharing / Advises
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
Theme - RelationshipsBuilding 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.
Theme - RelevanceCurriculum 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.
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
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”
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”
OISE Research StudyOISE Research StudyOISE Research StudyOISE Research Study
Research Use and its Impact Research Use and its Impact on Secondary Educationon Secondary Education
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
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
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.
Evergreen-OISE Project
• Our ESD Student Council is engaging a 2006-2006 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
Student EngagementStudent EngagementStudent EngagementStudent Engagement
What Did You Do In School What Did You Do In School Today?Today?
In collaboration with the Canadian Education AssociationIn collaboration with the Canadian Education Association
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)
• 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.
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
WDYDISTInvites students grades 6-12 to
share their experiences of social, academic and intellectual engagement
Anxiety
Apathy
Flow
Boredom
What we have found out aboutIntellectual Engagement?
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
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
Assessment Data in Assessment Data in EvergreenEvergreen
Assessment Data in Assessment Data in EvergreenEvergreen
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)
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
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
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.
Other Research and Other Research and DataData
Other Research and Other Research and DataData
Other Research• Interlake Children’s Therapy
Initiative • Early Development Instrument• Youth Health Surveys• Addictions Foundation of Manitoba• Graduate Surveys
Future Plans• Continue with projects already
initiated• Research on Staff Wellness• Research on Sustainable
Development
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?
Questions?
Comments?
Epiphanies?