school district no. 50 (haida gwaii/queen charlotte) accountability cycle 2006

School District No. 50(Haida Gwaii/Queen Charlotte)

Accountability Cycle 2006

Accountability Cycle Presentations

1. Introduction: Accountability Cycle• Feb 5 QCSS• Feb 7 TAH

2. Evidence• Feb 26 GMD• Feb 28 SNES

3. School Plans• Mar 26 PORT• Mar 28 ALM

Introduction: Accountability Cycle

Elements of the accountability framework including overview of School Planning Councils, District Review, Enhancement Agreement and Accountability Contract.

Evidence

Building skills and knowledge for understanding evidence that is available, common sources of evidence used in schools in BC to aid in decision-making and goal setting.

School Plans

Planning for student improvement, school plan development, reviewing progress of the plan currently in place and writing the plan.

Accountability Cycle includes:

• School Plans

• District Review

• Enhancement Agreement

• Accountability Contract

School Plans

School planning councils are advisory bodies. Their major responsibility is to develop, monitor and review school plans for student achievement in consultation with the school community.

Membership

The school planning council consists of:

Note

A parent is defined in the School Act as:

a. the guardian of the person of the student or child,

b. the person legally entitled to custody of the student or child, or

c. the person who usually has the care and control of the student or child.

School Plans

• focus on student achievement (intellectual, human and social development, and career development)

• support safe, caring and orderly schools• reflect the context of the school and the

range of students served• consider a range of information in their

planning, including classroom, school, district and provincial data

School Plans

• consider the performance of significant groups of students: i.e. females, males, Aboriginal, ESL and special needs

• must follow SD 50 policy process for submission and approval of school plans

• are an integral to the district accountability contract and district review process.

Development of School Plans

FAQ’s

Can school board employees sit as parents on school planning councils?

No. This issue has been reviewed and there are no plans to amend the legislation.

FAQ’sWill school planning councils discuss personnel issues?

No. The role of the school planning council does not include the discussion of personal or confidential information about students, teachers, parents or other employees, complaints about individuals or other personnel matters.

FAQ’sUnder what circumstances can a teacher or parent be appointed to a school planning council?School Act: If there is no Parents Advisory Council for the school, If PAC does not succeed in electing three parent representatives to the school planning council, or If teachers of a school do not elect a teacher representative.

School Plans SD 50 School Plans for 2006/07 have been

accepted and approved by the School Board of Trustees.

Goals Areas:Literacy 5 SchoolsNumeracy 3 SchoolsSocial Responsibility 6 Schools

School Plans

Other goals include:

• reduce disparity between Aboriginal and Non-Aboriginal students

• improve critical thinking skills

• improve grade to grade transition rates

• improve vocational opportunities

Accountability Cycle includes:

• School Plans

• District Review

• Enhancement Agreement

• Accountability Contract

District Reviews

External team review designed to provide feedback and recommendations to the district, the Ministry and the public regarding the school districts' work in improving student achievement.

District Reviews

The reviews focus on:• ten key areas related to school and district

improvement • up to 20 districts are reviewed annually

Chaired by a superintendent and composed of educators, parents and ministry staff.

District Reviews1) review district and school achievement data;

2) review the district accountability contracts and school plans to improve student achievement;

3) make recommendations about improving student achievement;

4) identify promising practices that will assist other districts and schools in their efforts to improve student achievement.

District ReviewsThe April 2006 Review Team observed considerable progress since the last review and noted the following strengths:

Haida Education Council and Local Education Agreements

Ability to access support and resources from community sources

Dedication of staff to support students with a variety of learning opportunities

District Reviews

2006 Review Team Positive relationships between parents and

school staffLeadership programMath Project Outdoor education programs for students

District Reviews

The Review Team observed the following promising practices:

Imaginative Learning ProjectRole Model Program Trustee Variation

District Reviews

The Team also offered recommendations to:

school planning process

interpretation of data

District ReviewsDistrict response: School planning process

• submission of school plans procedure • Trustee session with SPC’s • Board approval of school plans • Standard template for school plans

including a one page short version for information sharing

District Reviews

District response:

Interpretation of data

• district wide template for collection of a range of data sources

• mock district reviews

• accountability training modules

Accountability Cycle includes:

• School Plans

• District Review

• Enhancement Agreement

• Accountability Contract

Enhancement Agreement

Goals of Aboriginal Education Enhancement Agreements:– Improve school success for all Aboriginal

students – Increase

• Aboriginal voice in the public education system• knowledge of Aboriginal language, culture and

history within public education • Aboriginal communities' involvement and

satisfaction with the public system.

Enhancement Agreement

The vision statement of School District 50 recognizes “the major impact of the Haida culture and traditions within our District” and prioritizes “improving academic and social success for Haida students”. It commits us to fostering excellence in all students and teachers, and promoting "a healthy learning environment that provides exposure to the diverse cultural, spiritual and social aspects of Haida Gwaii/Queen Charlotte".

Enhancement Agreement

During 2006/07, the District will develop an Aboriginal Education Enhancement Agreement that provides directions for achieving these goals. It will be an agreement that honours what we are doing well, identifies the strengths in our schools and communities, and offers a vision and a realistic set of strategies for improving our educational programs and outcomes.

Enhancement Agreement

Our Enhancement Agreement will include the following elements:

address specific performance and delivery expectations for all Aboriginal learners.

Aboriginal communities must be represented by a unified body whose authority to speak for the Aboriginal communities is accepted by the Aboriginal communities.

Enhancement Agreement Shared decision making by the Aboriginal

communities and the school district. Aboriginal communities and the school

district must support participation in the AEEA.

Joint consultation and collaboration. Tracking of key performance indicators. Regular reporting of results.

Enhancement Agreement

Focus on continuous improvement in the academic performance of all Aboriginal students.

Address cultural needs of Aboriginal students in all aspects of learning (resources, strategies and assessment).

Focus on increasing knowledge of and respect for Aboriginal culture, language and history.

Enhancement Agreement

As part of this process, all schools are participating in visioning workshops that address all aspects of education in our schools. Ideas and feedback from these sessions will be used to develop a draft Agreement that will be circulated for further review.

Accountability Cycle includes:

• School Plans

• District Review

• Enhancement Agreement

• Accountability Contract

Accountability Contract

British Columbia’s school boards are required, by legislation, to prepare and submit to the Minister of Education an annual Accountability Contract with respect to improving student achievement and any other matters ordered by the Minister.

Accountability Contract

Purposes of Accountability Contracts are:• to focus school district attention and resources on

improving student achievement;• to detail the specific goals and steps that school

boards have set as they work to enhance student achievement;

• to communicate these efforts to a variety of audiences.

Accountability Contract Elements

The following items are required to be included in each year’s District Accountability Contract.

1. District Context, including response to District Review

2. Explanation of District and School connections, including the Aboriginal Education Enhancement Agreement (if applicable), the process used to approve school plans, and process to consult with SPCs

3. District priority Goal statements

Accountability Contract Elements

4. Objectives supporting each Goal 5. Rationale for the selection of each Goal 6. Performance Indicators directly linked to

each Objective 7. Performance Targets and Timelines

directly linked to each Objective 8. Achievement of Performance Targets

Accountability Contract Elements

9. Strategies directly linked to each Objective

10. Structures aligned to support achievement of Objectives

11. Accountability Contract Reporting process

12. Copy of the most recent Enhancement Agreement Annual Report (if applicable)

District Goals

• Improving Academic and Social Success for Haida Students

• Improving Student Reading and Writing

• Promoting Levels of Social Responsibility

• Improving Student Achievement in Numeracy

Progress: Improving Academic and Social Success for Haida Students

Results• Aboriginal graduation and transition rates

improving over baseline• Increased Aboriginal representation on

School Board• FSA results up for grade 4 and 7 aboriginal

students

Progress: Improving Academic and Social Success for Haida Students

Strategies and Structures• Haida Education Council• English Skills Development program• Haida Role Model Program• Imaginative Education• First Nations Support Workers

Progress: Improving Student Reading and Writing on Goals

Results• Grade 7 results improving• Writing sample scores improving at

secondary schools• K assessment is helping with intervention

strategies • Grade four results in decline (last two years)

Progress: Improving Student Reading and Writing on Goals

Strategies and Structures• Literacy Program including Literacy

Numeracy Principal• Literacy Grant funding to purchase addition

SEA time• District wide writes• Community programs including early

childhood liaisons• Development of Assessment tools from K to

grade 10

Progress: Promoting Levels of Social Responsibility

Results• Students K-10 feeling safer at school • Suspensions show yearly fluctuations but

down over long term • Concerns regarding Grade 12 results to be

studied in detail

Progress: Promoting Levels of Social Responsibility

Strategies and Structures• Homework nights• Work experience programs• First Nations Support Workers• Safe Schools (WITS)• Roots of Empathy

Progress: Improving Student Achievement in Numeracy

Results• FSA results up for last year in grade 4 and 7,

especially for aboriginal students• Concerns regarding Grade 7 results on

Provincial scale• Concerns for number of Aboriginal students

taking Principles of Math 12

Progress: Improving Student Achievement in Numeracy

Strategies and Structures• District Numeracy Committee• Links with SFU and UBC• Math assessments at a variety of grade levels• Literacy/Numeracy Principal

Progress

• Challenges • Data gathering, manipulation and

analysis at school and district levels (desire to move to cohort or individual data)

• Ministry release of data• Plan preparation• Research and analysis

Progress

• Challenges • Graduation rates

– down from 63 percent in 04/05 to 50 percent in 05/06 (aboriginal rates rose from 37% to 42%)

– Grad rates much improved for students that are in grade 12

– Drop out rates are of great concern

ProgressGraduation Rates * % of grade 12s eligible to graduate who graduate

Aboriginal Non-Aboriginal

All students

* Eligible to Graduate (All/Ab)

2000/01 43 75 60 78/572001/02 35 71 52 88/872002/03 43 63 53 88/832003/04 46 74 58 84/682004/05 37 97 63 85/742005/06 42 57 est. 50 n/a

Progress

What we are doing about grad rates:• Focus on early learning and community literacy• Development of local curriculum and programs• Research and analysis partnerships such as UBC

and SFU• Development of the early school leavers protocol

for attendance concerns

Progress

District focus on early learning and community literacy:

• Ready Set Learn• PALS• Literacy program• Literacy grant• Developing numeracy program

Progress

Development of local curriculum and programs:

• Taay.yaan.nuhl program• SMFRA/SD 50 Outdoor Education program• Community links programming• Haida Language and Curriculum

development

Progress

Research partnerships such as UBC and SFU:

• Imaginative Learning• Coastal Community Project• Math project

Progress

Development of the early leaver protocol for attendance concerns:

• Haida Education Council• Band Councils• Schools

Progress

Attendance continued:

Parents, family and community members as well as the school are important in determining whether their child will attend school regularly. We communicate our values about school and must emphasize the importance of school attendance.

Further Information

• More information at the Evidence and School Plans workshops.

• Paper copies available at each school or the District Office

Further Information

• School District No. 50

http://www.sd50.bc.ca/

• Ministry of Education

http://www.bced.gov.bc.ca/

Review

Next Workshops

Evidence• Feb 26 GMD• Feb 28 SNES

School Plans • Mar 26 PORT• Mar 28 ALM

Review and Questions

Elements of the accountability framework:School Planning CouncilsDistrict ReviewEnhancement Agreement Accountability Contract