The School Effectiveness Framework

1. The School Effectiveness Framework A Collegial Process for Continuing Growth in the Effectiveness of Ontario Elementary Schools

2. Key Purposes of the Framework The primary purpose of the School Effectiveness Framework (K-12) is to function as a tool for schools to identify areas of strength and areas requiring improvement in order to reach all students and improve student achievement.

3. Key Purposes of the Framework The primary purpose of the School Effectiveness Framework (K-12) is to function as a tool for schools to identify areas of strength and areas requiring improvement in order to reach all students and improve student achievement.

6. The Design of the Framework • The Components • Assessment for, as and of Learning • School and Classroom Leadership • Student Voice • Curriculum, Teaching and Learning • Programs and Pathways • Home, School and Community Partnerships

7. 2010-2011 Implementation All secondary schools complete a self-assessment, identify strengths, specific areas of need and next steps in the component, Assessment for, as and of Learning (1.1-1.7). Schools may assess other components of the School Effectiveness Framework if they feel it is applicable to their current situation as part of the school improvement planning process.

8. Indicators • Indicators describe the intended outcome of actions – facts, behaviours, structures or processes which indicate if we are on the right track or not.

9. Assessment for, as and of Learning • Students and teachers share a common understanding of the learning goals and related success criteria. 2. During learning, students receive ongoing, descriptive feedback based on the success criteria, from the teacher and from peers. 3. Students are taught, and regularly use self-assessment skills to monitor their progress toward achieving learning goals within the context of the Ontario curriculum and/or individual Education Plan I.E.P.)

10. Assessment for, as and of Learning • Assessment tasks are aligned with the curriculum, collaboratively developed by teachers and the resulting demonstrations of student learning analyzed to ensure consistency with success criteria. • A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment and to determine next steps. • Assessment of learning provides evidence for evaluating the quality of student learning at or near the end of a period of learning. • Ongoing communication is in place to allow students, teachers and parents to effectively monitor student learning.

11. Evidence • Evidence consists of a variety of qualitative and quantitative measures for assessing whether and/or to what degree an indicator is being attained. Care must be taken to ensure that the examples of evidence are aligned with the indicator(s) selected, the criteria identified and the action plan. • Evidence: includes some examples of evidence that reflect the attainment of the intended outcome

12. Assessment for, as and of Learning 1. Students and teachers share a common understanding of the learning goals and related success criteria. • At the School • In the Classroom • Students are able to

13. At the School: • Assessment and instruction are collaboratively designed to ensure a clear understanding of the learning goals and success criteria. • Collaborative development of common assessment tools and practices ensures consistency of practice in and between grades, divisions, departments and courses.

14. In the Classroom: • Students and teacher co-construct the success criteria. • Success criteria, learning goals and exemplars are visible. • Curriculum expectations related to the identified learning goals inform the creation of anchor/criteria charts. • Learning goals and success criteria are expressed in language meaningful to students to ensure common understanding of the learning. • The connection between instruction and assessment and the learning goals is made explicit to students.

15. Students are able to: • Describe what they are learning and what it looks like from classroom to classroom, grade to grade, course to course and in all pathways. • Articulate the learning goals and the success criteria that will be used to assess their learning. • Participate in the development of their own learning goals.

16. Key Principles for Engagement • In order to be effective, it is essential that the • process is: • Focused on continuous improvement in student achievement • Collaborative, collegial and respectful • Open, honest, and transparent • Reflective, self-critical and growth-promoting resulting in capacity building and the acquisition of new knowledge and skills, and • a basis for dialogue and inquiry

17. The School Self-Assessment Process The SEF provides a set of evidence-based criteria to consider when determining actions that ensure continuous improvement. Assessment of school effectiveness is an inquiry process that considers the following: Are we reaching our student learning and achievement goals? How do we know? What is the quantitative and qualitative evidence that support this? What actions will we take to ensure continuous improvement?

18. Linking School Self-Assessmentand School Improvement Planning • Complete School Self-Assessment for current year • Review indicators and determine areas requiring attention • Review and analyse all assessment data (Comprehensive Needs Assessment)

23. Linking School Self-Assessmentand School Improvement Planning • Select, revise or refine SMART goals setting targets for student achievement • Examine the indicators in the SEF that require attention. Select a number that will directly impact on the student learning goals selected • Move into actions on SMART goals, set targets for student achievement, plan instruction and implement strategies

26. School Effectiveness Resources http://www.curriculum.org/secretariat/framework/index.shtml

27. The School Effectiveness Framework A Collegial Process for Continuing Growth in the Effectiveness of Ontario Elementary Schools