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HomeMy WebLinkAbout11 Education 15 Nov 2011 Report 10 REPORT NO. 10, EDUCATION COMMITTEE To: The Board Date: 15 November 2011 133 Greenbank Road, Ottawa, commencing at 7:35 p.m. with Trustee Shirley Seward in the Chair and the following also in attendance: TRUSTEE MEMBERS: Theresa Kavanagh and Lynn Scott (electronic communication) OTHER TRUSTEES: Rob Campbell, Pam FitzGerald (electronic communication), Bronwyn Funiciello and Jennifer McKenzie STAFF: Pino Buffone, Superintendent of Curriculum Dawn Paxton, Superintendent of Learning Support Services Joan Oracheski, Manager, Quality Assurance Sue Baker, Board/Committee Coordinator NON-VOTING REPRESENTATIVES: Alan Johnson, Ottawa-Carleton Secondary School A (OCSSAN) Andrew Canham and Michael Malek, Ottawa-Carleton Elementary Operations Committee (OCEOC) ECCS) (Teachers) Beth Doubt, Special Education Advisory Committee (SEAC) Roy Sengupta, Student Senate 1. Call to Order The Chair called the meeting to order at 7:35 p.m. She welcomed everyone to the meeting and invited all present to introduce themselves. She extended a special welcome to Roy Sengupta, student at Lisgar Collegiate, who was representing the Student Senate. 2. Approval of Agenda Moved by Trustee Kavanagh, THAT the agenda be approved. - Carried 3. Public Question a. Dana Gourley re data collection on student withdrawals prior to graduation Dana Gourley expressed the opinion that the attempt to determine the reasons why students leave OCDSB elementary schools prior to graduation for other than moving or medical reasons was unsuccessful possibly because the person completing the form did not have the appropriate information. He queried whether staff has discovered any useful intelligence as to why students and parents voluntarily choose alternative schooling options. Mr. Gourley Education Committee - 1 - 15 November 2011 Report No. 10 requested examples of useful information, or if no examples are available, how the plan could be changed to obtain the information about why students and parents voluntarily choose alternative schooling options. Superintendent Buffone advised that staff would review the categories of demit codes to determine if further refinements could be implemented. He noted that in many instances students leave school without a formal documentation process and the information that is provided is not fulsome. Manager Oracheski added that the information provided in the staff report provides a baseline attempt for half a school year. While additional work is required to refine the codes, this is seen as a step forward to get comparable information at the provincial level. With regard to useful examples of information collected, Chair Seward invited Mr. Gourley to remain for the discussion of the staff report later in the evening. 4. Delegations a. Lynda Gullason re District-wide Action Plan for Numeracy, K-12 Lynda Gullason distributed additional information to Committee members including input from mathematics educators and a more fulsome explanation of her concerns that were outlined in the submission that was included with the agenda package. Lynda Gullason expressed her concerns with regard to the district-wide action plan for numeracy, K-12, including math test grading and teacher accountability; access to math textbooks; post-secondary preparedness; teacher competency; and inadequate attention given to solving the problem of poor math skills among students. Ms. Gullason maintained that the action plan was unacceptable as it did not acknowledge the extent of the problem of poor math skills nor did it include any strategies to address the problem. She also submitted that the plan did not include any research, evidence or consultation with post-secondary mathematicians. Ms. Gullason asked the Board to insert explicit language into Ministry and Board policies and procedures that require math teachers to mark math tests and provide math textbooks or a course pack and an answer key to all students in math classes. Ms. Gullason also requested that the Board ensure that the Education Committee is informed about numeracy issues before approving the district-wide plan; place a stronger emphasis on mastering math skills; ensure teachers have a high level of math proficiency; and lobby the province to raise math requirements for teacher certification. Ms. Gullason concluded with a request that the Board strike an advisory committee, consult with math experts, and that the Board not accept the action plan prepared by staff. Trustee McKenzie asked about the importance of following the evaluation criteria when marking tests. Ms. Gullason stated that she has only seen a grade and not an evaluation rubric on added that the math experts she consulted did not support the use of levels of achievement and instead expressed a preference for marks to be stated as percentages. In response to a query from Trustee FitzGerald regarding findings of neurological researchers about learning math with verbal areas of the brain rather than mathematical processing areas, Ms. Gullason stated that an inquiry-based approach to learning is at the expense _____________________________________________________________________________________ Education Committee - 2 - 15 November 2011 Report No. 10 of the acquisition of basic skills, algorithms and mathematical concepts. She added that she has not investigated neurological differences. Trustee Campbell asked whether the elimination of Grade 13 in Ontario has had any impact on math readiness at the university level. Ms. Gullason advised that she has been speaking with mathematicians from across the country and feels that the math issues are not confined to Ontario. Superintendent Buffone thanked Ms. Gullason for her presentation and ongoing communications regarding numeracy issues. Citing the experience with recent gains in literacy, he stressed the need for a balance between problem-solving and operational skills to improve numeracy. Superintendent Buffone advised that evaluation criteria is very important for students and parents in order for them to understand what is expected of them, and that teachers mark assignments and tests using either grades, percentages or levels. With regard to the importance of a range of resources, he noted that while textbooks are important, they are only one of a number of resources that may be used by the teacher in the classroom. Chair Seward thanked Ms. Gullason for her presentation and invited her to remain for the discussion of the staff report later in the evening. 5. t Superintendent Buffone reported on the following activities: a. Lead Learner Series The Lead Learner Series provides an opportunity for principals and vice-principals to practice high-yield instructional strategies developed by principals and vice-principals during their October 2011 professional learning activity. The five strategies include: Task tasks that focus on creativity, innovation, critical thinking and problem- solving; Feedback ongoing, descriptive, timeline information; Criteria establishment of success criteria (anchor charts, rubrics, exemplars); Moderation building capacity to facilitate evidence-based decision-making; and Differentiation learning styles, interest and readiness. b. Follow-up from Education Committee Meeting of 18 October 2011 Curriculum review for Grade 10 Civics is currently under review with mandatory implementation in September 2012. Professional learning networks will be offered this year to enhance student engagement; With respect to factors impacting EQAO scores beyond instructional practices, further discussion will take place as part of the upcoming analyses of student survey data; As follow-up to the strong EQAO scores in Grade 9 Applied Mathematics at West Carleton Secondary School, the principal advises that the teaching staff is dedicated to the front end of the student journey in secondary school; there is a focus on big ideas and key concepts in grades 9 and 10; top quality instruction is provided; smaller class sizes are utilized, and engaging initiatives to build collaboration amongst staff are contributing factors; _____________________________________________________________________________________ Education Committee - 3 - 15 November 2011 Report No. 10 Item 14 in Report 11-092 on the impact of changes to French-as-a-Second- Language programs emerging from the FSL review that was presented to the Education committee on 17 May 2011, highlights that students in an immersion program were more likely to achieve at or above the provincial standard compared to those in non- immersion programs. Appendix D of the report provides a detailed description of student achievement by program and gender; and With regard to financial literacy, the Ministry has released scope and sequence documents for grades 4-8 and 9-12 highlighting links to financial decision-making in each subject area in order to assist teachers with planning their programs while incorporating financial literacy knowledge and skills. c. Blue Sky Discussion re Improvements to Arts Education in OCDSB Schools A website survey will be available online from 15 January to 15 February 2012 to collect input from stakeholders. The survey will include a backgrounder on key elements of arts education as well as links to an overview of the approach to the arts in the curriculum. The survey will include a main question, three contexts/guiding areas (program delivery, community involvement, equity), and an area for additional comments. The survey will be advertised on the website and postcards will be distributed to principals for distribution in school newsletters and to school councils. The questions will be shared with principals in January and a dialogue with senior staff and trustees is being explored. Comments will be shared at a future meeting of the Education Committee. Trustee Campbell noted the alignment between the role and messaging of instructional coaches and principals as instructional leaders in their schools and queried whether principals would be the equivalent of certified instructional coaches. Superintendent Buffone advised that instructional coaches support the work of the school thro -principals are similar to the four areas developed by instructional coaches and demonstrates a consistent focus on student achievement. He noted that it is expected that principals would continue to learn and grow as instructional leaders. Trustee Kavanagh expressed her appreciation for the update on financial literacy and noted that she was pleased to hear that it begins in grade 4. Chair Seward reminded non-voting Committee representatives that they were welcome to ask questions at any time during the meeting. 6. Receipt of Special Education Advisory Committee Report 9, 26 October 2011 Moved by Trustee Funiciello, THAT Report No. 9, Special Education Advisory Committee, dated 26 October 2011 be received. (Attached as Appendix A) - Carried 7. Receipt of Special Education Policy Ad Hoc Committee Reports a. Report 9, 12 October 2011 Moved by Trustee Funiciello, THAT Report 9, Special Education Policy Ad Hoc Committee dated 12 October 2011 be received. (Attached as Appendix B) - Carried _____________________________________________________________________________________ Education Committee - 4 - 15 November 2011 Report No. 10 b. Report 10, 26 October 2011 Moved by Trustee Funiciello, THAT Report 10, Special Education Policy Ad Hoc Committee dated 26 October 2011 be received. (Attached as Appendix C) - Carried c. Report 11, 2 November 2011 Moved by Trustee Funiciello, THAT Report 11, Special Education Policy Ad Hoc Committee dated 2 November 2011 be received. (Attached as Appendix D) - Carried 8. Report 11-169, Review of Physical Support Program Your Committee had before it Report 11-169, providing information regarding the OCDSB Physical Support Program. Superintendent Paxton advised that an independent external researcher was engaged to gather data on the nature of the OCDSB Physical Support Program and make recommendations regarding improvements to the programs. The researcher commended the quality of the program and its staff and recommended that additional work be undertaken to increase coordination of program design and delivery, staff training and deployment, and enhancing community partnerships. Superintendent Paxton advised that Learning Support Services is developing an action plan to deal with the recommendations over the next five years. She noted that in some cases, more complex long-term recommendations may require consultation with Human Resources and the federations. During discussion of the report, the following information was provided: The OCDSB negotiates with Community Care Access Centres (CCAC) on an annual basis for the provision of physiotherapy and occupational therapy to students in their schools; Learning Support Services (LSS) provides speech and language therapy, and each year LSS submits a budget request for additional resources; There is a need to be flexible in the allocation of resources to respond to local needs at various times in the school year, or from one year to the next; It would take approximately three to five years for Learning Support Services to implement the recommendations in the report; It is important to be clear about expectations for the program in order to determine if it is meeting the needs of students and parents, or where and how it might be improved; LSS was surprised at some of the findings and recommendations. For example, in some areas staff has requested clearer direction on their responsibilities for covering the standardized curriculum along with other learning responsibilities associated with the program, while in other areas staff has expressed a preference for flexibility; and LSS will develop an action plan to address the recommendations in the report. In response to requests from some Committee members, Superintendent Paxton advised that she would provide an update to the Committee next year on the status of the recommendations contained in the report. The update would include clear expectations for the program and the action taken or planned for each recommendation contained in the report. _____________________________________________________________________________________ Education Committee - 5 - 15 November 2011 Report No. 10 9. Report 11-195, Information Regarding OCDSB Student Withdrawals Prior to Graduation Your Committee had before it Report 11-195, providing information regarding student withdrawals from OCDSB schools prior to graduation and an update on the process and next steps for gathering this information in the future. Superintendent Buffone reported that the intent of the process of determining why students leave the OCDSB was to standardize and centralize the collection of withdrawal information, thereby making it more reliable and useful for decision-making purposes. Based on the information obtained through the collection and analysis of this information between February and June 2011, staff will review and revise the information collection form and documentation. He also advised that staff will continue to gather information and report to the Education Committee early in 2013. Superintendent Buffone advised that in addition to providing details regarding why students leave the OCDSB prior to graduation, it is important to acknowledge that the district also receives new student enrolments on an ongoing basis. During the second half of the 2010-2011 school year, between four and six percent of the student population left the school district. Historical enrolment trends and retention rates suggest that these withdrawals would be counterbalanced by entries into the district. Superintendent Buffone added that it is premature to speculate whether or not the revised Board Policy B.077.PLG, Designated Schools/Student Transfers has had any impact on student withdrawals. Manager Oracheski drew attention to tables 9.3 and 10.3 on folios 93 and 94 and noted that there is still uncertainty at the school level as to which demit codes should be used when completing the withdrawal form. Additional work is required to increase communications with the user group and school office administrators. She advised that the data collected provides a baseline experience. During discussion of the report, the following points were noted: Trustee Campbell queried whether the work on the OCDSB Student Withdrawal Form was of some assistance in moving the district towards its goal of 90 percent graduation. Manager Oracheski noted that graduation rates have been under discussion with the Ministry of Education for some time and it is hoped that more information will be available in the near future. She advised that this information would be shared with trustees when it becomes available; Although the general practice is to not report small numbers of students in a school because students may be identified, in this case it is not a concern because the reporting is at the district level; Some trustees expressed a need to collect this data to support their concerns that students were leaving the OCDSB but continuing to live in the jurisdiction and attend a coterminous board or a private school; It is important to clearly articulate the purpose for which the data will be used before additional work is undertaken, and to identify what actions might be undertaken to stop or slow down student withdrawals; The instructions for completing the Student Withdrawal Form could be revamped to include a unique identifier, if known, for private schools; A student enrolment report includes information on student transfers. It is presented to the Business Services Committee in January or February each year; Staff has indicated a desire to continue to review and revise the Student Withdrawal Form and user documentation to ensure that instructions on the use of demit codes, reasons for leaving and entry of remarks is clear; _____________________________________________________________________________________ Education Committee - 6 - 15 November 2011 Report No. 10 It may be advisable to identify other sources of information on why students leave school including exit interviews, student surveys, and calling parents and students to discuss reengagement opportunities; Exit surveys were attempted by the Board several years ago; however, there was a very low response rate of approximately 10 to 12 percent; Student reengagement initiatives including contacting students in grades 11 and 12 who left school and did not return in September to reengage them in learning; Some Committee members noted the difficulty in identifying students residing in communities that do not yet have an OCDSB school, and who may opt to attend a nearby school operated by a coterminous board rather than be transported out of the community to attend an OCDSB school; The district does not have access to Ministry of Education data on former OCDSB students who have left the district to earn their diploma elsewhere; The data presented does not demonstrate whether there has been any impact on student withdrawals due to recent changes in the student transfer policy; Parental and student satisfaction surveys may provide more information on students who may be at risk of leaving the district to attend an intermediate or secondary school at a coterminous board. This information may enable the district to address any issues identified and improve retention; Trustee Campbell assumed the chair. Committee members queried the possibility of linking student transfer data to the information provided on the Student Withdrawal Form; Trustee McKenzie suggested that rather than trying to capture the effect of the transfer policy through demit codes, that staff cross check the enrolment data to determine if students whose transfer request was denied have left the district; Trustee Seward expressed the opinion that having the information provided from the Student Withdrawal Form is essential for decision-making in the following areas: provision of childcare to maintain market share; identifying transportation issues that cause students to withdraw from the district; reengaging and retaining students who have left the system; and identifying issues with the student transfer policy. She asked what activities could be undertaken immediately to mitigate against the loss of students; Committee members recalled a staff report that was presented to the Strategic Planning & Priorities Committee in December 2010 on the implementation of the transfer policy and suggested that it be updated; Trustee Seward resumed the chair. Alan Johnson noted that as a secondary principal he maintains a log of students who have applied for transfers at his school. He suggested that the Planning Department may be able to determine where these students have registered this year and noted that the information would not be available in Trillium; and Several Committee members expressed concern that the report did not provide hard data to support an assumption that students may be leaving the OCDSB to attend a coterminous board or private school for one or more of the following reasons: denial of transfer requests; transportation services were unacceptable; dissatisfaction with the intermediate program; lack of student engagement; or bullying. _____________________________________________________________________________________ Education Committee - 7 - 15 November 2011 Report No. 10 Superintendent Buffone agreed to discuss the issue with the Planning Department to determine if it would be possible to collect data in other ways including checking whether students whose transfer requests were denied were still enrolled in the OCDSB. He also agreed to provide an update to the Education Committee at its next meeting on any activities that may be undertaken (i.e., refinement of the demit codes, updating the staff report that was presented to the Strategic Planning & Priorities Committee in December 2010 on the implementation of the transfer policy, conducting exit surveys, following up on student transfers that were denied, and other methods of collecting pertinent information) to gather information regarding student withdrawals from OCDSB schools. 10. Report 11-194, District-wide Action Plan for Numeracy, K-12 Your Committee had before it Report 11-194, providing information regarding a district-wide action plan for numeracy, K-12, in the Ottawa-Carleton District School Board. Superintendent Buffone reported that the key strategies for improving student achievement in mathematics in the OCDSB would include: Expanding understanding of mathematical concepts, as defined by The Ontario Curriculum, amongst generalist teachers in elementary schools; Embedding process skills, as defined by The Ontario Curriculum in all mathematics instruction, kindergarten to grade 12; Advancing practice in the assessment and evaluation of mathematics; and Exploring the possibility of accessing expertise in mathematics from the broader community. Superintendent Buffone advised that the plan is not a one-stop solution to all concerns expressed about numeracy. He noted the progress that has been made in improving literacy skills over the past few years and that a similar process will be followed with respect to numeracy. He cited the need to balance problem-solving skills with operational skills, provide targeted professional support through instructional coaches and networks, and establish an advisory committee to engage external expertise. During discussion of this report, the following points were noted: The Ministry of Education is funding some research projects on math instruction; It is anticipated that an advisory committee of internal and external participants would provide perspective and insight on the action plan, network focus, pedagogical practice, and curriculum content. The advisory committee would include experts in mathematics and pedagogy; Trustees would be kept apprised of progress on the action plan through annual updates from the Superintendent of Curriculum; After-school math programs such as Jump Math and OCRI volunteers have used different approaches to complement and augment classroom work; A variety of strategies could be developed to improve numeracy skills; The action plan speaks to a desire to engage in research and future reports to the Committee would include research results on what is happening in the classroom as well as advice from the advisory group; The district is required to adhere to overall and specific expectations of The Ontario Curriculum, but there is some flexibility in the ways in which it approaches instruction; All students require a basic understanding of mathematical formulas and rules and it should not be assumed that all students would be able to discover them on their own; Superintendent Buffone advised that some of the concerns about the Applied Mathematics EQAO results could be related to the ability to differentiate for these learners. Approaches that work well for Academic Mathematics courses do not appear to be as effective for Applied Math students who may need a more concrete, hands-on approach to understand the concepts; _____________________________________________________________________________________ Education Committee - 8 - 15 November 2011 Report No. 10 *** The 10:30 vote obtained the required two/thirds majority to continue the meeting*** The focus on achieving balance between problem-solving and operational skills is not specifically tied to improving provincial assessment scores but rather on providing students with conceptual understanding and basic skills; Some parents may have problems interpreting test scores when various methods are used such as percentages, levels, and letters, and better communication to parents may be required; and It was suggested that the advisory committee include university professors, mathematicians and representatives from the business community who are hiring students out of high school. Superintendent Buffone agreed to provide updated reports in the future that would include curriculum research learnings and any advice that may be provided by an advisory group on numeracy. The advisory group would include participation of internal and external individuals or groups with expertise in mathematics and pedagogy. Chair Seward thanked staff for their report and noted that it represented the beginning of a great discussion. 11. Education Committee Long Range Agenda The Chair drew attention to the long range agenda and suggested that any questions be directed to Superintendent Buffone. 12. New Business There was no new business. 13. Adjournment The meeting adjourned at 10:41 p.m. Shirley Seward, Chair, Education Committee _____________________________________________________________________________________ Education Committee - 9 - 15 November 2011 Report No. 10