Evidence, Analyses and Programming: Secondary School Improvement - PowerPoint PPT Presentation

Evidence, Analyses and Programming: Secondary School Improvement Initiatives Board Presentation - November 24, 2015 Learning Support Services Research and Assessment Services November 24, 2015

OSSLT Historical Pass Rates for Participating Students 100 84 84 84 82 82 75 83 82 82 77 77 50 TVDSB Percent First Time Eligible Students Province 92% of TVDSB 25 students participated in 2015 (93% in province) 0 2006 2008 2010 2012 2014 100 TVDSB Previously Eligible Students Province 75 55 54 49 49 49 50 Percent 52 50 44 43 43 51% of TVDSB 25 students participated in 2015 (48% in province) 0 2006 2008 2010 2012 2014 November 24, 2015

EQAO Grade 9 Math Achievement Achievement Trends – 2011 to 2015 100 85 84 84 83 Achievement – 2014-15 80 84 83 83 82 80 71 60 40 Percent Percent 20 Academic 0 2011 2012 2013 2014 2015 13 * 9 5 TVDSB Province 2 <1 100 Level 4 Level 3 Level 2 Level 1 Below No Data 80 Level 1 60 47 44 44 42 34 Applied 33 40 Percent 42 41 41 40 39 20 Percent 12 8 7 0 5 2011 2012 2013 2014 2015 Level 4 Level 3 Level 2 Level 1 Below No Data TVDSB Province Level 1 * No Provincial Results in 14-15. November 24, 2015

Cohort Tracking: Achievement in Grade 6 to Achievement on OSSLT and in Grade 9 Math READING MATH TVDSB PROVINCE Grade 9 Grade 9 Passed Not Pass Passed Not Pass Academic Applied OSSLT OSSLT OSSLT OSSLT 3/4 Not 3/4 Not Gr 6 3/4 67% 7% 72% 5% 3/4 3/4 Gr 6 68% 8% 17% 5% Gr 6 10% 16% 11% 12% 3/4 Not 3/4 Gr 6 13% 11% 26% 52% Not 3/4 WRITING Tracking Explanation (example) TVDSB PROVINCE Students achieving Level 3/4 in Gr 6 Passed Not Pass Passed Not Pass And Pass OSSLT = maintain achievement OSSLT OSSLT OSSLT OSSLT And Do not pass OSSLT = not maintain Gr 6 3/4 63% 7% 70% 6% achievement Gr 6 15% 16% 13% 11% Students not achieving Level 3/4 in Gr 6 Not 3/4 And Pass OSSLT = advance achievement And Do not pass OSSLT = maintain achievement November 24, 2015

OSSLT - Participation and Pass Rates by Gender Participation: Current – 2014 - 15 Success Rates for Fully Participating Students: Trends – 2011 to 2015 93 92 85 84 83 83 83 75 72 71 71 70 First Time Eligible Percent Percent 4 4 4 3 2010 ‐ 2011 2011 ‐ 2012 2012 ‐ 2013 2013 ‐ 2014 2014 ‐ 2015 Fully Participating Absent Deferred Female Male Female Male Previous 53 51 48 48 Eligible 47 47 45 43 43 40 40 35 25 Percent 20 20 Percent 19 8 5 Fully Absent Deferred OSSLC 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 participating Female Male Female Male November 24, 2015

Grade 9 Math - Participation and Achievement by Gender 86 85 85 Academic 84 Percent 83 83 82 81 79 Male Female 78 Students who did not participate in 2014-15 2011 2012 2013 2014 2015 Academic Applied -2 -3 -5 -5 -5 Female 2% 7% Gender Gap Male 1% 8% 44 Percent 43 42 41 41 40 40 38 37 35 Male Female Applied 2011 2012 2013 2014 2015 -1 -3 -3 -7 -7 Gender Gap November 24, 2015

Grade 9 Math Participation and Achievement in 2014-15:Selected Student Populations 57 English Language Learners 34 26 17 16 14 14 12 Percentages shown in graphs 5 4 3 0 No Provincial results in 14-15. Level 4 Level 3 Level 2 Level 1 Below Level 1 No Data Level 3/4 13-14 comparisons Appied Academic below. 58 Students with Special ELL Education Needs TVDSB - 20% Applied and 35 82% Academic 25 21 Province 38% and 82% 19 10 9 8 6 4 4 0 Special Education TVDSB - 34% Applied and Level 4 Level 3 Level 2 Level 1 Below Level 1 No Data 78% Academic Applied Academic Province 39% and 74% 67 FNMI First Nations, Metis and Inuit TVDSB - 29% Applied and 35 69% Academic 24 Province 35% and 71% 17 16 16 12 5 4 2 2 0 Level 4 Level 3 Level 2 Level 1 Below Level 1 No Data Applied Academic November 24, 2015

OSSLT Participation and Success Rates: Selected Student Populations of First Time Eligible Students Participation Rates 100 86 85 80 80 80 80 75 Legend: TV – TVDSB FNMI 60 P – Province ELL 40 FP – Fully Participating Percent A – Absent Spec 24 D – Deferred ED 20 14 13 13 12 8 7 7 6 6 3 1 0 TV - FP TV - A TV - D P - FP P - A P - D Success Rate by English Course Success Rates Taken: 2014-15 100 TVDSB Province 80 73 Academic 94% 93% 66 62 54 54 FNMI 60 Applied 46% 50% 41 Percent ELL 40 Locally 8% 13% Developed Spec 20 ED 0 TVDSB Province November 24, 2015

Detailed Examination of the OSSLT: Just Pass and Just Fail Results Are there skills or items that differentiate students who “Just Pass” (score 300) and those who “Just Fail” (score 295)? Example: Item Analysis Item Skill Just Pass Just Fail Pass/Fail Q2SII W2 21.4% 0.8% 77.0% 0.4% 21.7% 0.5% 75.8% 1.4% cut point Q1SV R3 6.0% 76.6% 9.5% 5.6% 7.2% 71.5% 10.1% 9.2% Q5SI R3 7.1% 14.3% 73.0% 4.4% 9.7% 16.9% 69.6% 3.4% Example: Skill Analysis Reading Writing Explicit Implicit Making Develop Organize Using Connections Main Idea Information Conventions Statistical Significance Mean Pass 4.69 12.06 3.34 1.22 1.64 2.34 – p < .05 or p < .01 Score Not 4.42 11.41 3.09 1.16 1.62 2.08 Pass November 24, 2015

OSSLT Board Comparisons: Historical Trends – Pass Rates 100 88 88 90 87 87 86 84 83 83 83 82 82 82 82 82 82 82 80 80 80 80 80 79 78 78 80 77 77 77 77 77 77 76 76 75 75 74 73 72 72 Percent 71 70 70 60 50 40 30 20 10 0 2010 ‐ 2011 2011 ‐ 2012 2012 ‐ 2013 2013 ‐ 2014 2014 ‐ 2015 November 24, 2015

Key messages: Examination of Evidence Results: Participation rates remain stable over the past five years. Achievement has decreased for Academic math and remained stable for Applied math and the OSSLT. Over the past 5 years (2011 to 2015) the percentage of students has increased in Academic English and Math courses (62.5% to 65.6% and 60% to 65%) and decreased in Applied (31% to 27% and 37.5% to 34.4%). The proportion of males to females is greater in the Applied math courses and a greater percentage of males versus females achieve the provincial standard in both Academic and Applied math, although the gender gap in Applied has decreased. Success rates for students from selected populations are weaker than overall student results and tend to be lower than comparable provincial rates. Insights: Examination of OSSLT items reveals some statistically significant differences for students around the pass/fail cut point, however, a broader view indicates that student needs must be examined on a student by student basis. Scores for students who were not successful on previous attempts at the OSSLT can be used to design interventions and advise/direct students on subsequent attempts. Analyses of individual items reveals error patterns that can be used to direct instruction. Pass rates in OSSLT for first time eligible students across 5 years for several boards shows little change indicating a flat line in terms of progress in overall achievement. November 24, 2015

Broad Based School Supports: Organizational Organization Support Personnel: • Superintendents of Student Achievement: • Learning Supervisors • Learning Coordinators • TOSAs/Math Coaches (one designated ELL/ESL) November 24, 2015

Broad Based School Supports: School Wide Emphasis Mathematics Literacy • Learning Forward • School Literacy Teams • School based teacher • All secondary schools collaborative inquiry • Support through 7 to 10 • Learning Forward Learning Coordinators • School based teacher collaborative inquiry • Cross Panel Focus Networks • Support through 7 to 10 • Family of schools Problem of Learning Coordinators Practice in math (8 in 14-15) • Cross Panel CI • “Reaching Reluctant Readers” grades 7 to 10 November 24, 2015

Broad Based School Supports: Course or Requirement Focus Grade 9 Math OSSLT • Secondary Math Coaching • FNMI OSSLT CI • Ongoing support and in-school PD • Focus secondary schools • Assessment in Secondary Math Task • OSSLT-D2L Force • 10 secondary schools (IT) • 8 schools in 2014-15 • Assessment and Evaluation Task Force • Focus school-EQAO project • cross curricular • Network of schools 2015-16 • Literacy Framework series • Math CAMP • Locally-developed courses 2 nd year for secondary schools; • • Strategies-focused CIs teacher collaborative inquiry • “Attack the Text,” gr 9/10 reading, • Professional Learning Series cross-curricular • Varied topics including: • “Write Like This,” cross-curricular, • “Number Fluency” writing • “Inquiry and Questioning” • “Book Love”, gr 9/10 reading • “Content and Pedagogy” • “Integrating Technology” November 24, 2015

School Support Initiative: Objectives Strategic secondary school intervention: • intense and focused support in grades 9 and 10 applied courses where pass rates are below the provincial rate • Selected schools in TVDSB: A Voaden, Clarke Road, College Ave, HB Beal, Montcalm, Strathroy Objectives: • build instructional capacity of the instructional leader • enhance instruction, teaching and learning • improve student achievement November 24, 2015