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?