WorkshopSSCAAA

Holiday Inn Select, MontréalDecember 2, 2009

Partnership AgreementsData Analysis for Decision

Making

IntroductionPartnership Agreement and Strategic

PlanStrategic Plans to be revised to include

the Minister’s five goals Work in progressFocus on quick results to mobilize

troopsLess is moreGood opportunity to institute a culture

of data-based decision making

OutcomesClear idea of what will be included in your Partnership Agreement

What needs to be doneData analysis and data collection

Focus on ‘Less is more’

Before we beginIndividually,

Identify your main expectation of this session

Identify a question or concern you would like this session to address

Structure of the sessionFocus on the goals for which

there is existing information (Goals 1 and 5)

indicators have to be defined (Goals 2-3-4)

Sources of relevant data: where to find

Answer questions

Goals set by the MinisterSee handout Buts de la Ministre

Goal 1: CertificationTable 1 --Focus on analysis of data What to look for:

Differences: School Board and Quebec-wide data

TrendsYouth, Adult and Vocational Gap between boys and girlsTypes of certifications and qualifications

Link to Table 1

Activity 1Goal 1: CertificationIn school board team, carry out a

preliminary analysis of the certification data

Assign Roles:Difference between school board and Quebec-wide data

Difference between boys and girlsTrends

What are the areas to focus on?

Activity 1 DebriefingIdentify strengths and weaknessesAnalysis vs. interpretation

3 words to describe the resultsSuspend judgment about the

interpretationProcess of analysis—keeping trackMain purpose is to find areas to

focus on

Goal 1: Tables 2A and 2BDefinition: ‘Exits’ without certificationWhat to look for:

Comparison with Quebec-wide dataDifference between boys and girlsTrendsBreak down

Cycle 1 SecondarySec. 4-5* (link with ‘I care about school!’)

Activity 2Goal 1: ‘Exits’ without certification

Analysis of Table 2Goals

Establish a target for your school board (8,000 by 2020)

Areas to focus onSuggestion: Convert numbers into percentages

Activity 2Debriefing Analysis and interpretationIssues awaiting answers from DRSI

Issue of undetermined % of mobility (out of province) in Anglophone sector

Issue of small numbersEx.: Number of foreign students in sec. 4

and 5?Large number of Cycle 1 students not returning

Goal 5: Vocational TrainingTable 7: Total registrationsTable 4: New registrations Provincial target to be set by Minister

Local target to be set by school board

Goal 5: Vocational TrainingFocus on:

Comparison with Quebec-wide data; Trends ; Boys and girls

18-19 year oldsWithout certification or qualification

After interruption

See Tables 7, 4

Activity 3Goal 5: Vocational TrainingAnalysis of Tables 7 & 4Focus on

Proportion of new registations in Vocational Training

Differences between boys and girlsAmong the newly registered studentsafter interruptionwithout diploma

Health break

Goals 2-3-4No target set by the MinisterNeed to establish school board benchmarks and targets

Need to establish or revisit indicators

Need to gather data

Goal 2 - LanguageNeed to identify indicators for

Reading FSLWriting FSLELA

Indicators for which levelsEnd of elementary?End of secondary?Other?

Activity 4 Case study Goal 2 : LanguageTo improve achievement in reading…

The number of students using the library?The number of teacher trained in DRA?The number of teachers applying a daily 5

approach in their classroom?The success rate on competency 1 (report card

data)?The number of students meeting the end of

cycle requirements on Cycle 3 exam?

Is this a clear goal? Will these indicators help evaluate the results?

A goal is a result to be achieved; expresses intention, engagement of the organisationa goal is measurable when there is an indicator

and a target includedCharacteristics: Contains…

an intention: To increase, to reduce, to improve etc.

an object: Graduation, registration, attendance etc.

a target clientele: Ex. students under 20 years old

A measure that allows the evaluation of the goal

Expresses the type of measurea number, rate, percentage

Measures one aspect of the objectiveGoal and indicator are linked

this is why the words are the almost the same

An objective may require more than one indicator

A good indicatorRelevance and validityFeasibilityUser-friendlinessReliabilityComparability

Activity 3 --LanguageReview strategic plan and assess if:

A) Goal needs to be adaptedB) Indicators are adequate

Decide what to include (which levels) FSL ReadingFSL WritingELA

RemarksDifference between Strategic Plan and Partnership Agreement

Focus on the results vs. the process

Number of indicatorsEase of producing the informationMonitoring results

Types of indicatorsIndicators of

Impact or effect: ResultsActivities: Means to achieve results

Intrants: Resources to achieve a goal

Context: Mediating factors to contend with

A word on sources of dataReport Card results: competences

End-of-cycle evaluation situationslocal & ministerial

Teacher observations: DRA, running records etc..

Goal 3: EHDAANo national target: school boards

need to set their own targetWhat is the current situation:

Certification or qualification special needs studentswith IEPat-risk not-coded

Goal 3: EHDAASuggested indicators

Connection with the mission of the schoolInstructionSocialization Qualification

Goal 3: EHDAA indicatorsIntegration rateCertification and qualification rates% or number of:

students in Work-Oriented Pathsstudents in Special Projects (projets particuliers)

students writing MELS examsstudents improving their level of competences in main subjects

Goal 3: EHDAAEstablish a portrait of the situation

Set a target

Expected result for a given period

Precise and quantifiableExpresses a magnitude in comparison with a benchmark

Allows the monitoring of the result at regular intervals

Establish benchmarkAnalyze historical data—trends and variation

Establish an incremental target, taking into consideration the context

Goal 4: Safe and healthy schoolsThis year : focus on Safety of Environment

Active living and Health may be postponed

Advantage: TTFM+Questions to ask in teams:

Number of participating schools—representative?

Discuss sampling strategies with P. FlanaganAssess effort required for data collection

Issue: Benchmarking

BenchmarkingDefine initial situation (baseline) on a given indicator or set of indicators

Where to find relevant information?LEARN website (TBA)To access reference documents

Violence à l’école, healthy schools etc.

To share templates and tools

Additional sources of information (handout)

SynthesisTake a few minutes to synthesize your informationWhat is the first thing that you will do at your board?

What do you need to do to accomplish that goal?

What type of support will you require from MELS?

Your questionsGoing back to your original expectations and questions…Any burning questions remaining?

New issues?Your needs?

In conclusionLink with NANS Beacon Schools and CLCs

Work in progressClarify your needs for supportWhat next?