Closing the Gap: Shared Learnings and
Shared Responsibility
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario
Assistant Deputy Minister for Student Achievement
Ontario Ministry of Education
November 18, 2013
2
"In our culture we believe every child is born
with a gift ... What will our schools do to
uncover and develop the gifts of our
children?"
- An Aboriginal Chief, 2013
Ontario has:
• 40% of Canada’s 33.6 million people (it is the most populous province)
• 60% of 225,000 immigrants who come to Canada annually
• Over 1 million square kilometres of land
• 2.1 million students, 27% born outside Canada
• Almost 126,000 teachers (unionized teaching and support staff)
• About 5,000 schools in 72 school districts
• Funding of $22.8B (CDN) in 2012-13
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Snapshot – Province of Ontario
Ontario’s Goals in Education
• High levels of student achievement
– 75% of students with high level of literacy and
numeracy skill by age 12
– 85% of students graduating from high school
within 5 years of starting
• Reduced gaps in student achievement
• Increased public confidence in education
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Signs of success
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Elementary Outcomes: Achievement Results
4 key levers for
elementary reform:
1. Improving
classroom
teaching and
learning
2. Improving
school
effectiveness
3. Leadership
capacity building
4. Research and
evaluation
150,000 more students at provincial standard
6 key levers for secondary reform:
1. Leadership infrastructure
2. Engaging and relevant programming
3. Effective instruction
4. Focused Interventions for students at risk of not graduating
5. Legislation and policy development
6. Research, monitoring and evaluation
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Secondary Outcomes: Achievement Results
• Programme for International Student Assessment (PISA) 2009 – From 65 countries, only Shanghai, China scored significantly better in
reading. In mathematics Ontario scored very well.
– In Ontario, the difference in achievement between students in the top socio-economic quarter and the lowest quarter was half the OECD average.
– Within Canada, Ontario has the highest proportion of immigrant students.
• McKinsey Report 2009: How the World’s Most Improved School Systems Keep Getting Better – Ontario: from 2003-2009 moved from “good” to “great”, now moving
from “great” to “excellent”
• Pan Canadian Assessment Program 2010 – Ontario is the only province above the Canadian average in reading,
math and science 8
Ontario’s International Standing
9
• Ontario’s approach to critical thinking and creativity… [is] woven into virtually all aspects of schooling – across the curriculum
– use of formative assessments
• Ontario’s curriculum, assessment and reporting have moved from an emphasis on mastery of facts to an understanding of “big ideas” and the ability to apply one’s knowledge to the problems one confronts in everyday life
• Interdisciplinary approaches, systems thinking, and collaborative inquiry into problems of practice is increasingly the norm in Ontario schools, strongly supported by the work of the Literacy and Numeracy Secretariat, the Student Success/Learning to 18 team, and other units in the ministry.
From OECD Report: Strong Performers and Successful Reformers in Education: Lessons from PISA for Japan - 2011
Lessons from Ontario
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Ontario’s strong PISA results would suggest that this emphasis on building the critical thinking and problem-solving skills of teachers has strengthened the capacity of teachers to enable the development of these same kinds of skills in their students
Ontario has created a broad set of enabling conditions, including:
– comprehensive early learning and childcare system
– strong cultural commitment to the importance of education
From OECD Report: Strong Performers and Successful Reformers in Education: Lessons
from PISA for Japan - 2011
Lessons from Ontario
* In 2009-10 the criteria for identifying participating OFIP schools changed significantly, expanding the definition of low
achievement to include all assessment areas. Before 2009-10, OFIP participation was based on school achievement on
reading assessments.
Low achieving: Fewer than 50 per cent of their students meet/exceed provincial standard on more than half of the assessments
High achieving: 75 per cent or more of the students meet or exceed provincial standard on at least half of the assessments
Middle achieving: All other schools.
Elementary Achievement:
Groups of Students
14
31%
56% 61%
67%
18%
31% 37%
39%
54%
67% 70% 71%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2002-03 2008-09 2011-12 2012-13
ELL/AFL/PANA
Spec. Ed
All
Provincial Results for Junior Writing
(English-Language)
54
76
64
85
44
68
12
43
24
73
0
10
20
30
40
50
60
70
80
90
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
All
Girls
Boys
SpecEd
ESL/ELL
15
16
“We are improving each year.
People are getting smarter.
We are starting to think school has potential!”
- Ontario elementary student 2010
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How we’ve
done it
Provincial Level Strategy
• Engage and enable the change at every
level – teamwork
Provincial Level Strategy
• An "asset based" stance
• Pressure and support
• Leadership, focus and alignment
• Data, evidence and research in useful
formats
• Professional ownership, collaboration and
support
Needs Assessment
• Student achievement data
• Demographic data
• Program data
• Perceptual data
• Analysis of data
Smart Goals Targeted, Evidence Based Strategies
Resources
Professional Learning
Monitoring Responsibility
Evaluation
District and School Strategy
District and School Strategy
• Engaging and relevant programming
• Focused interventions with students at risk
of not graduating
• “…students enrolled in SHSM programs appear to improve their performance in terms of average
course marks and rates of credit accumulation compared to those not enrolled; the SHSM programs
are attracting higher proportions of males, students with a special education classification, and
students from applied (college or workplace) streams compared to the general student population.”
(Research funded by the Higher Education Quality Council of Ontario)
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Specialist High Skills Majors (SHSM)
2006-07
Year 1 2007-08
Year 2 2008-09
Year 3 2009-10
Year 4 2010-11
Year 5 2011-12
Year 6
2012-13
Year 7 2013-14
Year 8
600 students in 27
programs in 44
schools
6000 students in
153 programs in
212 schools
14,000 students
in over 480
programs in
335 schools
20,000
students in
over 740
programs in
430 schools
28,000
students in
over 1000
programs in
540 schools
34,000
students in
over 1300
programs in
over 630
schools
38,000 students
in over 1,500
programs in over
640 schools
40,000 students
in over 1,600
programs in
over 660
schools
Sectors
- Arts and
Culture
- Construction
- Hospitality and
Tourism
- Manufacturing
- Agriculture
- Forestry
- Horticulture and
Landscaping
- Mining
Addition of:
- Business
- Environment
- Health and
Wellness
- Transportation
Addition of:
- Information &
Communication
Technology
- Justice,
- Community
Safety and
Emergency
Services
Addition of:
- Energy
- Aviation and
Aerospace
Addition of:
- Sports
- Non-profit
No new
sectors
Addition of:
- Food
Processing
No new sectors
Funding $2.7M $7.95M $13.9M $16M $17.45M $22.8M $25.3M $25.3M
• Dual Credit programs allow students while still at secondary school to take college or apprenticeship courses that count towards both their OSSD and post-secondary certificate, diploma, degree or apprenticeship certificate of qualification.
• All seventy school boards that have secondary schools and all 24 Ontario colleges of applied arts and technology are involved in providing secondary school students with dual credit learning opportunities.
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Dual Credit Programs
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13* 2013-14*
Student
Enrolment 361 2,500 4,300 4,500 7,500 12,800 16,000 17,500 22,000
Dual Credit
Funding
Only $1M $4M $8M $8M $17M $25M $32M $32M $32M
SCWI
Funding in
Total
$3M $7M $12M $19M $27M $30M $37M $36M $36M
* approved numbers
Ontario Focused Improvement
Program (OFIP)
• For low achieving elementary schools
• It is possible to make powerful difference – the Ontario
Statistical Neighbours database
• Supports
– Funding
– Time
• School action plans
• Province wide learning
• Mid year conversations
Student Success School
Improvement (SSSI)
• For low achieving secondary schools
• Supports
– Funding
– Focus
– Time
• School action plans
• Ongoing coaching and conversation
Effective Practices
• Higher aspirations
– Collaborative learning
– Inquiry
• Deeper student engagement
• Student dialogue and accountable talk
• Personalization, precision and ongoing
assessment
What Are We Learning?
• School cultures which impact student achievement
Hattie’s 8 Mind Frames:
1. Teachers/Leaders believe that their fundamental task is to evaluate the effect of their teaching on students’ learning and achievement.
2. Teachers/Leaders believe that success and failure in student learning is about what they, as teachers or leaders, did or did not do. We are change agents!
3. Teachers/Leaders want to talk more about learning than the teaching.
What Are We Learning? (cont’d)
4. Teachers/Leaders see assessment ass feedback about their impact.
5. Teachers/Leaders engage in dialogue not monologue
6. Teachers/Leaders enjoy the challenge
7. Teachers/Leaders believe that it is their role to develop positive relationships in the classrooms/staffrooms.
8. Teachers/Leaders inform all about the language of learning.
Success for All Our Children
• It can be done
• It takes a village to educate a child
• Ubuntu – I am, because we are.
• And it is urgent
A Student’s Voice:
We have a dream…
Where students will feel free to dream about their futures,
Where they are able to connect their passions with possible career options,
And that the opportunities and resources needed to support these decisions are provided.
- Minister’s Student Advisory Council Representative, 2011
Thank you!
For further information please contact:
Mary Jean Gallagher
1-416-325-9964
Or contact executive assistant:
Kim Spence
1-416-327-5317