[PPT] - Evidence, Analyses and Programming: Secondary School Improvement PowerPoint Presentation

SLIDE 1

Evidence, Analyses and Programming: Secondary School Improvement Initiatives

Board Presentation - November 24, 2015 Learning Support Services Research and Assessment Services

November 24, 2015

SLIDE 2

82 83 82 77 77 84 84 84 82 82 25 50 75 100 2006 2008 2010 2012 2014 TVDSB Province 50 52 44 43 43 55 54 49 49 49 25 50 75 100 2006 2008 2010 2012 2014 TVDSB Province

OSSLT Historical Pass Rates for Participating Students

First Time Eligible Students Previously Eligible Students

92% of TVDSB students participated in 2015 (93% in province) 51% of TVDSB students participated in 2015 (48% in province) November 24, 2015

Percent Percent

SLIDE 3

8 33 34 12 5 7 Level 4 Level 3 Level 2 Level 1 Below Level 1 No Data 9 71 13 5 <1 2 Level 4 Level 3 Level 2 Level 1 Below Level 1 No Data

EQAO Grade 9 Math Achievement

83 83 84 82 80 83 84 84 85

20 40 60 80 100 2011 2012 2013 2014 2015 TVDSB Province

Achievement – 2014-15 Achievement Trends – 2011 to 2015 Applied Academic

39 41 42 40 41 42 44 44 47

20 40 60 80 100 2011 2012 2013 2014 2015 TVDSB Province

* No Provincial Results in 14-15. *

November 24, 2015

Percent Percent Percent Percent

SLIDE 4

TVDSB PROVINCE Passed OSSLT Not Pass OSSLT Passed OSSLT Not Pass OSSLT Gr 6 3/4 67% 7% 72% 5% Gr 6 Not 3/4 10% 16% 11% 12% TVDSB PROVINCE Passed OSSLT Not Pass OSSLT Passed OSSLT Not Pass OSSLT Gr 6 3/4 63% 7% 70% 6% Gr 6 Not 3/4 15% 16% 13% 11% Grade 9 Academic Grade 9 Applied 3/4 Not 3/4 3/4 Not 3/4 Gr 6 3/4 68% 8% 17% 5% Gr 6 Not 3/4 13% 11% 26% 52% Tracking Explanation (example) Students achieving Level 3/4 in Gr 6 And Pass OSSLT = maintain achievement And Do not pass OSSLT = not maintain achievement Students not achieving Level 3/4 in Gr 6 And Pass OSSLT = advance achievement And Do not pass OSSLT = maintain achievement READING MATH WRITING

Cohort Tracking: Achievement in Grade 6 to Achievement on OSSLT and in Grade 9 Math

November 24, 2015

SLIDE 5

93 4 3 92 4 4 Fully Participating Absent Deferred Female Male 53 20 8 20 51 19 5 25 Fully participating Absent Deferred OSSLC Female Male 85 83 83 84 83 75 71 71 70 72 2010‐2011 2011‐2012 2012‐2013 2013‐2014 2014‐2015 Female Male 47 45 48 48 47 43 43 40 35 40 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Female Male

OSSLT - Participation and Pass Rates by Gender

Participation: Current – 2014 - 15 Success Rates for Fully Participating Students: Trends – 2011 to 2015 First Time Eligible Previous Eligible

November 24, 2015

Percent Percent Percent Percent

SLIDE 6

85 86 85 84 83 82 81 83 79 78 2011 2012 2013 2014 2015 Male Female

3
5
2
5
5

Gender Gap 42 44 43 41 41 35 37 40 38 40 2011 2012 2013 2014 2015 Male Female

7
7
3
3
1

Gender Gap

Academic Applied

Grade 9 Math - Participation and Achievement by Gender

Academic Applied Female 2% 7% Male 1% 8% Students who did not participate in 2014-15 November 24, 2015

Percent Percent

SLIDE 7

5 17 34 26 3 16 14 57 14 12 4 Level 4 Level 3 Level 2 Level 1 Below Level 1 No Data Appied Academic 4 25 35 21 6 8 9 58 19 10 4 Level 4 Level 3 Level 2 Level 1 Below Level 1 No Data Applied Academic 5 24 35 16 4 16 2 67 17 12 2 Level 4 Level 3 Level 2 Level 1 Below Level 1 No Data Applied Academic

First Nations, Metis and Inuit Students with Special Education Needs English Language Learners

Grade 9 Math Participation and Achievement in 2014-15:Selected Student Populations

Percentages shown in graphs No Provincial results in 14-15. Level 3/4 13-14 comparisons below. ELL TVDSB - 20% Applied and 82% Academic Province 38% and 82% Special Education TVDSB - 34% Applied and 78% Academic Province 39% and 74% FNMI TVDSB - 29% Applied and 69% Academic Province 35% and 71% November 24, 2015

SLIDE 8

80 14 6 80 7 13 80 7 13 75 1 24 86 6 8 85 3 12

20 40 60 80 100 TV - FP TV - A TV - D P - FP P - A P - D FNMI ELL Spec ED

54 62 66 73 41 54

20 40 60 80 100 TVDSB Province FNMI ELL Spec ED

OSSLT Participation and Success Rates: Selected Student Populations of First Time Eligible Students

Participation Rates Success Rates

TVDSB Province Academic 94% 93% Applied 46% 50% Locally Developed 8% 13% Success Rate by English Course Taken: 2014-15 Legend: TV – TVDSB P – Province FP – Fully Participating A – Absent D – Deferred November 24, 2015

Percent Percent

SLIDE 9

Detailed Examination of the OSSLT: Just Pass and Just Fail Results

Pass/Fail cut point

Item Skill Just Pass Just Fail

Q2SII W2 21.4% 0.8% 77.0% 0.4% 21.7% 0.5% 75.8% 1.4% Q1SV R3 6.0% 76.6% 9.5% 5.6% 7.2% 71.5% 10.1% 9.2% Q5SI R3 7.1% 14.3% 73.0% 4.4% 9.7% 16.9% 69.6% 3.4%

Example: Item Analysis Example: Skill Analysis

Reading Writing Explicit Implicit Making Connections Develop Main Idea Organize Information Using Conventions Mean Score Pass 4.69 12.06 3.34 1.22 1.64 2.34 Not Pass 4.42 11.41 3.09 1.16 1.62 2.08

Are there skills or items that differentiate students who “Just Pass” (score 300) and those who “Just Fail” (score 295)?

Statistical Significance – p < .05 or p < .01

November 24, 2015

SLIDE 10

OSSLT Board Comparisons: Historical Trends – Pass Rates

November 24, 2015

83 72 82 79 88 80 84 78 82 74 80 77 87 77 82 78 82 71 80 77 86 77 83 75 83 70 80 76 87 77 82 73 82 72 80 76 88 77 82 75

10 20 30 40 50 60 70 80 90 100 2010‐2011 2011‐2012 2012‐2013 2013‐2014 2014‐2015 Percent

SLIDE 11

Key messages: Examination of Evidence

Results: Participation rates remain stable over the past five years. Achievement has decreased for Academic math and remained stable for Applied math and the OSSLT. Over the past 5 years (2011 to 2015) the percentage of students has increased in Academic English and Math courses (62.5% to 65.6% and 60% to 65%) and decreased in Applied (31% to 27% and 37.5% to 34.4%). The proportion of males to females is greater in the Applied math courses and a greater percentage of males versus females achieve the provincial standard in both Academic and Applied math, although the gender gap in Applied has decreased. Success rates for students from selected populations are weaker than overall student results and tend to be lower than comparable provincial rates. Insights: Examination of OSSLT items reveals some statistically significant differences for students around the pass/fail cut point, however, a broader view indicates that student needs must be examined on a student by student basis. Scores for students who were not successful on previous attempts at the OSSLT can be used to design interventions and advise/direct students on subsequent attempts. Analyses of individual items reveals error patterns that can be used to direct instruction. Pass rates in OSSLT for first time eligible students across 5 years for several boards shows little change indicating a flat line in terms of progress in overall achievement. November 24, 2015

SLIDE 12

Broad Based School Supports: Organizational

Organization Support Personnel:

Superintendents of Student Achievement:
Learning Supervisors
Learning Coordinators
TOSAs/Math Coaches (one designated ELL/ESL)

November 24, 2015

SLIDE 13

Mathematics

Learning Forward
School based teacher

collaborative inquiry

Support through 7 to 10

Learning Coordinators

Cross Panel Focus Networks
Family of schools Problem of

Practice in math (8 in 14-15)

Broad Based School Supports: School Wide Emphasis

Literacy

School Literacy Teams
All secondary schools
Learning Forward
School based teacher

collaborative inquiry

Support through 7 to 10

Learning Coordinators

Cross Panel CI
“Reaching Reluctant

Readers” grades 7 to 10

November 24, 2015

SLIDE 14

Grade 9 Math

Secondary Math Coaching
Ongoing support and in-school PD
Assessment in Secondary Math Task

Force

8 schools in 2014-15
Focus school-EQAO project
Network of schools 2015-16
Math CAMP
2nd year for secondary schools;

teacher collaborative inquiry

Professional Learning Series
Varied topics including:
“Number Fluency”
“Inquiry and Questioning”
“Content and Pedagogy”
“Integrating Technology”

Broad Based School Supports: Course or Requirement Focus OSSLT

FNMI OSSLT CI
Focus secondary schools
OSSLT-D2L
10 secondary schools (IT)
Assessment and Evaluation Task Force
cross curricular
Literacy Framework series
Locally-developed courses
Strategies-focused CIs
“Attack the Text,” gr 9/10 reading,

cross-curricular

“Write Like This,” cross-curricular,

writing

“Book Love”, gr 9/10 reading

November 24, 2015

SLIDE 15

School Support Initiative: Objectives

Strategic secondary school intervention:

intense and focused support in grades 9 and 10 applied

courses where pass rates are below the provincial rate

Selected schools in TVDSB: A Voaden, Clarke Road,

College Ave, HB Beal, Montcalm, Strathroy Objectives:

build instructional capacity of the instructional leader
enhance instruction, teaching and learning
improve student achievement

November 24, 2015

SLIDE 16

School Support Initiative: Operational Considerations

Ministry:

Meetings with SO Leads
Professional Learning Team Sessions - All schools
Program and finance reporting

Board:

Learning Network Sessions - All schools
Data tools

School-based:

Principal coaching support
PLT networking meetings – ongoing
SO Lead - School Visits with PLTs

November 24, 2015

SLIDE 17

Structural and operational considerations:

Team Membership: Small team – principal and 4-6 teachers
Roles: Responsibilities (leadership and recording) rotate
Regular meetings
Communication: ongoing formal and informal
Resources: materials, technology, human

Principal:

Demonstrates data use, collaboration, use of research practices,

shares and reflects on learning, knows the learners

School Support Initiative: Professional Learning Networks

November 24, 2015

SLIDE 18

Social risk and the demographics of the community
Gaps in prior learning (transitions Grades 7 – 10)
Transient community
Student behaviour
Student lack of interest
Student attendance

School Support Initiative: Perceived Challenges or Roadblocks

November 24, 2015

SLIDE 19

Knowing the Learner informs selection of:

Instructional Practices
Evidence-based Instructional Strategies
Classroom Structures and Tools
Assessment practices – for, or and as Learning

Knowing the learner allows the PLT members to :

Design meaningful assessment for learning
Plan for Instruction
Assess the impact of their work

School Support Initiative: Knowing the Learner

November 24, 2015

SLIDE 20

Evidence Based Instructional Strategies

Descriptive Feedback
Reciprocal Teaching
Demonstration and Modelling
Problem Solving
Spaced and Massed Practice
Scaffolding
Summarizing and Note Taking
Direct Instruction
Self Verbalization, Self Questioning

TVDSB focus shown Bold above

School Support Initiative: Instructional and Course Focus

Courses – Intervention Focus Applied Level, Grade 9 and 10

Mathematics
English
Science
Geography
Civics

November 24, 2015

SLIDE 21

Data Focus – System Level;

EQAO - OSSLT
EQAO – Grade 9 Math
Credit accumulation
Course Pass Rates
Graduation Rates

Data Focus – School/Class Level:

Classroom based

assessments

Classroom based

assignments

Attendance
Participation and Engagement

School Support Initiative: Evidence Focus

Tracking Performance - Example

EQAO Literacy Assessment Fully Participating Students - Percent Successful OSSLT Mar Mar Apr Mar Mar 2011 2012 2013 2014 2015 Province 83% 82% 82% 83% 82% TVDSB 80% 77% 77% 77% 77% Arthur Voaden 60% 58% 57% 41% 62% Clarke Road 72% 68% 68% 62% 60% College Avenue 73% 62% 69% 74% 67% H B Beal 75% 65% 63% 65% 73% Montcalm 68% 64% 65% 54% 59% Strathroy 82% 80% 82% 74% 78%

November 24, 2015

SLIDE 22

How do we and How might we:

Engage in effective collaboration and teamwork
Use student achievement data
Use research-based classroom practices
Reflect on instructional practice

What are your next steps?

School Support Initiative: Reflection and Next Steps

November 24, 2015

SLIDE 23