Accountability Contracts, Student Achievement, and the Role of Data

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Accountability Contracts, Student Achievement,
and the Role of Data

• Key Work of Boards

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From a sense of accomplishment to the measurement
of achievement

• Moving toward evidence-based decision making

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The Need for ReformCatalysts for change

• Liberal Government Education Agenda
• Globalization
• Accreditation
• Standardized testing
• Accountability for tax dollars
• Media reports of graduates lacking basic skills

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Shifting ParadigmsThe way things were

• Historical context
• Teachers were trusted to know
• Teachers judgement was paramount
• We teach, therefore they learn
• Assumptions of achievement
• Common belief that not all learning is measurable

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Shifting ParadigmsThe way things are A sense
of success

• Programs and innovations that promise better
  results
• Site-based management
• Outcomes-based movement

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Shifting Paradigms AccountabilityThe way
things should be

• Accountability follows responsibility. A system
  without accountability becomes a burden to
  everyone as people start blaming circumstances
  on others for their poor performance. S
  tephen Covey

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Accountability and Achievement

• In schools and in districts, crossing
  international jurisdictions, a body of evidence
  that accountability promotes higher achievement
  is rapidly growing.

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Indicators of AchievementThe measures of success

• Using data is the most effective strategy for
  translating the good intentions described in a
  vision statement into meaningful improvement
  targets. R. DuFour
  (2000)

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The Measurement of AchievementWhat does pretty
well mean?

• What gets measured doesnt necessarily get done.
  What gets measured and discussed on a regular
  basis has a better chance of getting done.
  Mike Schmoker

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Student AchievementThe Central Goal

• We did not find a single case in the literature
  where student learning increased but had not been
  a central goal. Joyce, Wolf, and Calhoun 1993

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The Pivotal Role of Data

• We need accountability. In construction, you can
  see the guy did or didnt, dig a ditch. In
  teaching, its harder. You need that data.
  (Teacher, in Schmoker.)

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Standardized TestsOne piece of the data set

• By failing to supplement standardized tests with
  richer, more meaningful alternatives, we
  unwittingly invite our communities to use only
  test scores to judge us. We set ourselves up to
  be judged by an assessment that few of us believe
  is adequate. Mike Schmoker

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Rich Data The Full Data SetIndicators of
Achievement and Participation

• District Goals
• Student Verified Learning
• Social Responsibility
• Fine Arts
• Critical Thinking
• Communication

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Student Verified Learning

• Letter grade distribution
• Standardized test, (FSA, CTBS, Gates, etc.)
• Special education, Alternate education
• Extended learning activities
• School completion rates
• Students graduating with honours
• Honour Roll
• Student earning credit outside of school
• Career education
• Aboriginal programs

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Social Responsibility

• Student attendance
• Suspensions
• Certificates and awards
• Student leadership
• Handicap access

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Fine Arts

• School sponsored Fine Arts events
• District sponsored Fine Arts events
• Fine Arts participation rates

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Critical Thinking

• Increase opportunities for students to be
  involved in critical thinking activities

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Communication

• Community participation in events hosted by the
  school
• School and community partnerships
• School contribution to the community

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Where are we now?

• Data rich and analysis poor
• Indicators specifying Aboriginal ancestry and
  gender
• Anxiety continues around data
• Positioned to create conditions for group
  analysis and discussion
• Prepared to provide training to administrative
  and teaching staff on data analysis and
  evidence-based decision making

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Toward a Culture of Evidence-Based Decision
Making Where we are going

• Comprehensive data collection activities and
  group analysis of the data are taken-for-granted
  behaviours integral to continuous improvement in
  student achievement.
• Continuous conversations about data unite
  District staff, school administrators, and
  teachers around a common purpose in a
  self-evaluating learning organization.