Model Schools for Inner Cities: 3-Year Highlights. Narrowing the Gap

Transcription

1 Model Schools for Inner Cities: 3-Year Highlights Narrowing the Gap February 2010 Prepared by Maria Yau Research & Information Services TDSB

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3 Model Schools for Inner Cities: 3-Year Highlights Narrowing the Gap February 2010 Prepared by Maria Yau Research & Information Services TDSB Overall Findings Over the last 2 3 years, all 7 Model Schools have made notable gains: a) academically based on tracking of individual students (with the use of standardized measures) over the last three years 2007, 2008 and 2009; b) in multiple outcome areas e.g., physical, social and emotional well being, resiliency, school readiness, student, staff and parent engagement in school, and community involvement

4 Provisos: There are variations among the 7 Model Schools in: the degree of progress (how much) the rate of growth (how fast) the areas of improvement (what) depending on each school s: level and unique set of external challenges (LOI) initial standing (baseline) internal organizational structure (e.g., leadership and staff) It is therefore important to examine the progress at the individual school level. Case Study: Nelson Mandela Park NMP was chosen not because it has made the largest gain. (In fact, all other 6 Model Schools have produced faster and bigger gains than NMP, at least in the academic area.) Rather, to demonstrate that the Model School efforts, resources and initiatives could potentially close the gap, the Model School with the most challenges was selected.

5 Nelson Mandela Park: External Challenges (1) student family background 85% of the NMP families have annual household income of less than $30,000 lower than the Low Income Cut off (LICO) for Metro Toronto. Most parents are of immigrant background 85%. 60% have large families of more than 3 children. Many families in the neighbourhood have been temporarily displaced and relocated due to the housing redevelopment in the community. Nelson Mandela Park: External Challenges (2) student characteristics Most young children come to kindergarten with multiple challenges in all 5 EDI domains. The proportion of special needs is much higher than the system about a third vs. a fifth. NMP serves a wide age range of students from JK to Grade 8 (including transition years). Historically, the academic standing of NMP was one of the most challenging as indicated by the school s EQAO results.

6 Nelson Mandela Park: CAT Math Tracking Results (Average of Grades 2 8) 1.0 Average Grade Equivalence Difference based on CAT Math Assessment over 2 Years (Fall 2007, Spring 2008, Spring 2009) Beginning of 2 nd Model Year End of 2 nd Model Year End of 3 rd Model Year Nelson Mandela Park: 3 Year CAT Math Tracking of 2006 Grade 4 Cohort CAT4 3-Year Results for 2006 Grade 4 Cohort Nelson Mandela Park Public School Grade Equivalence Achieved Canadian Norm Math (N=27) Beginning of Grade 4 Beginning of Grade 5 By End of Grade 5 By End of Grade 6

7 Nelson Mandela Park: 3 Year CAT Math Tracking of 2006 Grade 6 Cohort 10.0 CAT4 3-Year Results for 2006 Grade 6 Cohort Nelson Mandela Park Public School Grade Equivalence Achieved Canadian Norm Math (N=32) Beginning of Grade 6 Beginning of Grade 7 By End of Grade 7 By End of Grade 8 Nelson Mandela Park: Grade 5 s Resiliency 100 Resiliency Scale and Developmental Strengths (Grade 5s, Spring 2009) Comparison School Nelson Mandela Park High Resiliency (% with Developmental Strengths) Community Cohesiveness Peer Relationship Cultural Awareness Empowerment

8 Nelson Mandela Park: School Atmosphere 100% School Atmosphere based on Staff Survey Nelson Mandela Park P.S. (Spring 2007 vs. Spring 2009) Spring 2007 Spring % 82% 75% 75% 86% 90% 90% 68% 68% 50% 55% 35% 25% 9% 9% 0% Good school Accommodating spirit and morale students with social/emotional needs Most students were respectful to teachers Student attendance was a problem Student Staff attendance punctuality was a was a problem problem Staff punctuality was a problem Success Stories of Other Model Schools

9 Bala Avenue: Early Year School Readiness 100% Percent of SKs with Very Low School Readiness Scores on One or More EDI* Domains Bala Avenue C.S. Low on two or more domains Low on one domain 50% 48% Model School years: Parenting & Family Literacy Centre Full-day Kindergarten Project Other Early Years Initiatives 0% 24% 24% Winter % 13% 20% 10% 13% 10% Canadian Norm ( ) 10% 4% 6% Winter 2008 Winter 2009 *EDI stands for Early Development Instrument a community-based measure to assess young children s readiness for formal schooling. Forest Manor: Vision/Hearing Screening Percent of Students Receiving Vision and Hearing Screening Forest Manor P.S. ( ) Percent of Students Requiring Referrals after Screening Forest Manor P.S. ( ) No Screening, 48% Vision / Hearing Screened, 52% No Referral Required, 66% Need Vision Referral, 22% Need Hearing Referral, 10% Need both, 2%

10 What have we learned from the 3 year Model School research? All high needs schools no matter how challenging can bring about change, and can close the achievement gap as long as the school has (or is given) the following: Condition 1: Solid support and resources to fill the opportunity gaps, i.e., to level the playing field

11 Condition 2: Extra efforts (innovative and intensive interventions) to make up the initial achievement gaps Condition 3: Relevant research and review information to help monitor progress, to inform programming and planning, and to adjust practices where necessary

12 Condition 4: Sufficient time for school and students to demonstrate growth The more challenging the school, the longer the time is needed Condition 5: Sustained leadership which is fair, open, collaborative, forward thinking and visionary

13 Condition 6: Staff support and active engagement Condition 7: Continuous resources and efforts to cope with the changing challenges (often unpredictable or uncontrollable) both external and internal

14 All 7 Conditions: All high needs schools no matter how challenging can bring about change, and can close the achievement gap as long as the school has (or is given): 1. Solid support and resources to level the playing field (to fill the opportunity gaps) 2. Extra efforts (innovative and intensive interventions) to make up the initial achievement gaps 3. Relevant research and review information to help monitor progress, to inform programming and planning, and to adjust practices where necessary 4. Sufficient time for school and students to demonstrate growth the more challenging the school the longer the time is needed. 5. Sustained leadership which is fair, open, collaborative, forward thinking and visionary 6. Staff support and engagement 7. Continuous resources and efforts to cope with the changing (often unpredictable or uncontrollable) external and internal challenges. Final Remarks All the above conditions are important: not only for closing the gap, but also for keeping the gap from widening again in our inner city schools

15 Other Success Stories: Firgrove P.S. (Phase I) Kingsview P.S. (Phase II) George Webster (Phase II) Willow Park (Phase I) (Also see the 7 Posters) Firgrove Public School: More support and skills to cope with challenges 100 Grade 5 Students' Resiliency Level and Developmental Strengths (Spring 2009) A Neighbouring School Firgrove P.S Resiliency Scores (0-100) High Resiliency (% with Developmental Strengths) Cultural Awareness Based on Child Resiliency: Assessing Developmental Strengths (CR:ADS) Questionnaire Peer Relationship Community Cohesiveness Empowerment

16 George Webster: Increased Staff Engagement Staff Increased Engagement and Involvement in School George Webster P.S. This school had good school spirit and morale 50% 80% 79% Staff worked persistently to reduce conflicts with colleagues 38% 54% 71% School made efforts to accommodate students with social/emotional needs 56% 72% 79% Staff worked ensure the curriculum was inclusive I had adequate/authentic opportunties f professional development 50% 50% 56% 76% 74% 75% Spring 2007 Spring 2008 Spring 2009 collaborative approach to school operations 57% 58% 72% program planning/implementation with colleagues 73% 75% 97% 0% 50% 100% Kingsview Village : Increased Parent Involvement Staff satisfaction with the level of parent involvement in school Kingsview Village Public School: Parent Involvement Spring 2009 Spring 2008 Spring % 50% 63% There are enough opportunities for: parent teacher contacts parent involvement at this school This school provides me enough information about: out-of-school activities for students (trips, excursion) school/parent council activities and how to get involved 85% 94% 92% 84% 89% 94% 79% 86% 91% 80% 82% 92% 0% 50% 100%

17 Willow Park: Students Increased Engagement in School and Learning 100% Students' Increased Engagement in School Willow Park P.S. Spring 2007 Spring 2008 Spring % 50% 59% 61% 56% 66% 68% 74% 79% 65% 65% 68% 77% 30% 35% 40% 0% I like coming to school I enjoy school work I like reading Teacher cares for me Teacher gives me help Model Schools for Inner City: 5 Essential Components Commitment to share successful practice Innovative teaching and learning practices Research, review and evaluation of students and programs Students Support services to meet social, emotional, and physical wellbeing of students School as the heart of the community

18 Some of External Measures Used 1. CAT Canadian Achievement Test a standardized assessment tool to measure students basic skills in reading, writing and math from Grade 2 to 12 with Canadian norms 2. CR:ADS Child Resiliency*: Assessing Developmental Strengths Questionnaire a Canadian based tool developed in early 2000s to measure one s developmental strengths. This tool has been widely used in Canada and by the Toronto Public Health (TPH) in their community youth initiatives. Altogether 31 Developmental Strengths are assessed under 10 resiliency factors 5 external and 5 internal: External resiliency factors family support, peer relationships, school experiences, and community support Internal resiliency factors cultural sensitivity, self control, empowerment, self concept, and social sensitivity 3. EDI Early Development Instrument a community based measure to assess young children s readiness for formal schooling in five developmental areas physical, social, emotional, academic, communication skills and general knowledge. The instrument was developed by the Offord Centre at McMaster U. in late 1990s, and has been widely used at system level across Canada and internationally. *Resiliency is defined as one s ability to cope effectively with life challenges (e.g., stressrelated, at risk or adversarial situations) and to become productive and responsible adults in society.

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