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All you need to know about NANS success plans

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This is a presentation about putting together your success plan. Adapted from a presentation by Claude Girard.

This is a presentation about putting together your success plan. Adapted from a presentation by Claude Girard.

Published in: Education

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    • 1. 1 All You Need to Know about NANS Success Plans Adapted from the presentation by Claude Girard
    • 2. 2 Topics  The structure of NANSThe structure of NANS  Success plans in NANS schools andSuccess plans in NANS schools and feedback provided by the MELSfeedback provided by the MELS  2008-2009 NANS Steering Committee2008-2009 NANS Steering Committee Action plan regarding Success PlansAction plan regarding Success Plans
    • 3. 3 The Structure of NANS ComitComité National dué National du Pilotage (CNP)Pilotage (CNP)  MinistryMinistry  School boardsSchool boards  UnionsUnions  ParentsParents The ComitThe Comité des Interventionsé des Interventions en Milieu Defavoriséen Milieu Defavorisé (CIMD)(CIMD)  Nicole LefebvreNicole Lefebvre  3 MELS specialists3 MELS specialists  4 school board specialists4 school board specialists on loan to the MELS ( a 5on loan to the MELS ( a 5thth one to be added)one to be added)  1 secretary1 secretary  1 technician (being1 technician (being recruited)recruited)
    • 4. 4 NANS (CIMD) versus SMS  1 coordinator1 coordinator  1 secretary1 secretary  8 specialists8 specialists  123 schools (primary)123 schools (primary)  Island of MontrealIsland of Montreal  1 coordinator1 coordinator  1 secretary1 secretary  1 technician (recruiting)1 technician (recruiting)  8 specialists8 specialists  189 secondary schools189 secondary schools (NANS since 2002)(NANS since 2002)  64 secondary schools and64 secondary schools and 571 primary schools571 primary schools (NANS since 2007)(NANS since 2007)  824 schools in total!824 schools in total!
    • 5. 5 Success plans in NANS schools and feedback provided by the MELS
    • 6. 6 A reminder: the GB of all schools, whether in NANS or not, must:  Analyze the situation of their school (EA, s. 74)Analyze the situation of their school (EA, s. 74)  Adopt an educational project and make it availableAdopt an educational project and make it available to the public (EA, s. 74 + 83)to the public (EA, s. 74 + 83)  Approve a success plan and make it available toApprove a success plan and make it available to the public (EA, s. 75 + 83)the public (EA, s. 75 + 83)  Evaluate the educational project periodicallyEvaluate the educational project periodically (s.74) and the success plan annually (s.83)(s.74) and the success plan annually (s.83)
    • 7. 7 What makes NANS schools different?  NANS schools have to submit to the MELS,NANS schools have to submit to the MELS, annually, their analysis of the situation, theirannually, their analysis of the situation, their educational project and their success plan (theeducational project and their success plan (the three components which, together, make up athree components which, together, make up a “NANS success plan”)“NANS success plan”)  The MELS makes explicit what is expected in aThe MELS makes explicit what is expected in a portrait and analysis of the situation, anportrait and analysis of the situation, an educational project and a success plan for a schooleducational project and a success plan for a school serving students in a disadvantaged areaserving students in a disadvantaged area  The competency to plan is aThe competency to plan is a NANS objectiveNANS objective  Support in the planning process is offered by theSupport in the planning process is offered by the MELS – CIMD and SCAMELS – CIMD and SCA
    • 8. 8 Support by the MELS and SCA  CIMDCIMD  Documents made available on elementsDocuments made available on elements expected in the success plans, checklistsexpected in the success plans, checklists  Feedback on what was coded after analyzingFeedback on what was coded after analyzing each success planeach success plan  Provincial trends and regional and SCA trendsProvincial trends and regional and SCA trends  Support to regional offices and the SCASupport to regional offices and the SCA regarding success plans –research, support, etcregarding success plans –research, support, etc
    • 9. 9 Support by the MELS and SCA  SCASCA  Coordination of translation of MELSCoordination of translation of MELS documentsdocuments  Information and/or training sessions offered toInformation and/or training sessions offered to School Boards or schools pertaining toSchool Boards or schools pertaining to documents provided by the CIMDdocuments provided by the CIMD  Individual feedback to schools or school boardsIndividual feedback to schools or school boards regarding success plans submittedregarding success plans submitted
    • 10. 10 An annual NANS success plan: what for?  Such a plan is regarded as one of the conditionsSuch a plan is regarded as one of the conditions for school improvement and increased studentfor school improvement and increased student success in disadvanged areas.success in disadvanged areas.  Those elements which comprise NANSThose elements which comprise NANS success plan quality indicators (e.g. use of asuccess plan quality indicators (e.g. use of a wide variety of data, factors explaining thewide variety of data, factors explaining the data) are those that are found in succssfuldata) are those that are found in succssful schools serving disadvantaged areas.schools serving disadvantaged areas.
    • 11. 11 An annual NANS success plan: what for?  In order for the Provincial SteeringIn order for the Provincial Steering Committee (CNP) to monitor the progressCommittee (CNP) to monitor the progress of NANS schools regarding Objective 9 ofof NANS schools regarding Objective 9 of the NANS Strategy.the NANS Strategy. Other monitoring mechanisms include theOther monitoring mechanisms include the use of questionnaires, interviews and siteuse of questionnaires, interviews and site visits (by the NANS evaluation team).visits (by the NANS evaluation team).
    • 12. 12 An annual NANS success plan: what for?  In order for the MELS to account for theIn order for the MELS to account for the impact of the NANS annual allocation onimpact of the NANS annual allocation on school improvement at the level of eachschool improvement at the level of each individual school.individual school.
    • 13. 13 Why give feedback to each school regarding the success plan submitted? In order to help each school measureIn order to help each school measure progress regarding the presence, in itsprogress regarding the presence, in its success plan, of quality indicators which aresuccess plan, of quality indicators which are characteristic of efficient schools incharacteristic of efficient schools in disadvantaged areas.disadvantaged areas.
    • 14. 14 For whom is the feedback intended?  NANS school principals andNANS school principals and improvement teamsimprovement teams  School board NANS coordinatorsSchool board NANS coordinators  NANS personnel at SCANANS personnel at SCA
    • 15. 15 What is important is That each NANS school be madeThat each NANS school be made aware of how close its success plan isaware of how close its success plan is to the “ideal plan”, as measured by anto the “ideal plan”, as measured by an outside analyst working for the MELS.outside analyst working for the MELS.
    • 16. 16 The role of your coordinator  Help the school identify available dataHelp the school identify available data Either from the MELS (e.g., Fiche-Either from the MELS (e.g., Fiche-ÉÉole) or available at the schoolole) or available at the school (e.g., attendance data) or school board level (e.g., SB data on(e.g., attendance data) or school board level (e.g., SB data on demographics, strategic plan indicators)demographics, strategic plan indicators)  Help the school to try and explain the data or to startHelp the school to try and explain the data or to start asking questions which will help in the analysis of theasking questions which will help in the analysis of the situation.situation.  Help the school to try and explain the data or to startingHelp the school to try and explain the data or to starting asking questionsasking questions  Assist schools in integrating the ‘Elements Attendus’ intoAssist schools in integrating the ‘Elements Attendus’ into their planningtheir planning
    • 17. 17 Conditions necessary for success plans to have an impact  Personnel has to be actively engagedPersonnel has to be actively engaged  Choices made have to strategic: a limited numberChoices made have to strategic: a limited number of objectives and meansof objectives and means  Approach has to be systemic – student, class,Approach has to be systemic – student, class, school, family, communityschool, family, community  Professional development has somehow to beProfessional development has somehow to be embeddedembedded  MeansMeans have to behave to be monitoredmonitored,, ObjectivesObjectives have tohave to bebe evaluatedevaluated  Success plan must be updatedSuccess plan must be updated continuouslycontinuously
    • 18. 18 Context  Success plans have been a core element ofSuccess plans have been a core element of thethe theory of actiontheory of action proposed in NANS.proposed in NANS.  There seems to be a correlation between theThere seems to be a correlation between the formal quality of plans submitted by someformal quality of plans submitted by some schools and other success indicatorsschools and other success indicators (climate, teacher engagement).(climate, teacher engagement).
    • 19. 19 Advantages  Preparing success plans can:Preparing success plans can:  Help make the right choices through aHelp make the right choices through a comprehensive analysis of the situation;comprehensive analysis of the situation;  Allow teacher engagement at various phases ofAllow teacher engagement at various phases of the process;the process;  Support professional development and newSupport professional development and new teaching strategies in disadvantaged areas;teaching strategies in disadvantaged areas;  Help structure and coordinate actions;Help structure and coordinate actions;  Help ensure chosen means will be monitored.Help ensure chosen means will be monitored.
    • 20. 20 Context  Improvement of plans is aided by feedbackImprovement of plans is aided by feedback and support given to schools regarding theand support given to schools regarding the planning processplanning process  97% of new NANS schools submitted a97% of new NANS schools submitted a partial success plan for 2008-2009: apartial success plan for 2008-2009: a remarkable first-year effortremarkable first-year effort
    • 21. 21 For schools in NANS since 2002  Development of a new success plan for June 2009,Development of a new success plan for June 2009, with particular emphasis on:with particular emphasis on:  Teacher engagement in the process;Teacher engagement in the process;  Professional development;Professional development;  Choice of means based on best practicesChoice of means based on best practices  Greater emphasis onGreater emphasis on analysisanalysis of situationof situation  Monitoring and evaluation of effect of meansMonitoring and evaluation of effect of means  Evaluation of objectivesEvaluation of objectives
    • 22. 22 For new NANS schools  Complete the success plans begun in 2007-Complete the success plans begun in 2007- 2008:2008:  add elements to the portrait;add elements to the portrait;  analyze the data collected;analyze the data collected;  choose priorities, objectives and means;choose priorities, objectives and means;  plan for monitoring of means andplan for monitoring of means and evaluation of objectives.evaluation of objectives.
    • 23. 23 For new NANS schools  PrimaryPrimary schools: at a minimum, addschools: at a minimum, add readingreading readinessreadiness andand social skillssocial skills to elements covered into elements covered in the portraitthe portrait  SecondarySecondary schools: at a minimum, addschools: at a minimum, add motivatiomotivationn andand school/career aspirationsschool/career aspirations to elementsto elements covered in the portraitcovered in the portrait More information on what is expectied isMore information on what is expectied is forthcoming (early 2009)forthcoming (early 2009)
    • 24. 24 Success plan:planning processes (K. Leithwood et al. 2006) 5. Monitoring 6. Communication 1.School Improvement Planning Process 2. Success Plan Contents 3. Success Plan Implementation 4. Outcomes 7. School Leadership 8. Parent Participation 9. Teacher Ccollaboration 10. SB Support and Context 11. Provincial Support and Context Back
    • 25. 25
    • 26. 26
    • 27. 27
    • 28. 28 ADMD: The aim of the project  Promote the adoption of practices leading toPromote the adoption of practices leading to increased student successincreased student success  strengthening the practices which have provenstrengthening the practices which have proven to be effective in these schoolsto be effective in these schools  transforming or adding new practices bettertransforming or adding new practices better adapted to the schools in disadvantaged areas.adapted to the schools in disadvantaged areas.
    • 29. 29 The goal To encourage the implementation of measuresTo encourage the implementation of measures and conditions for effective intervention inand conditions for effective intervention in order to provide:order to provide:  expertiseexpertise to the greatest number ofto the greatest number of professional staff in school boards andprofessional staff in school boards and schoolsschools  adapted supportadapted support by the greatest number ofby the greatest number of professional staff in school boards andprofessional staff in school boards and schoolsschools
    • 30. 30 • Promote the active participation of allPromote the active participation of all the stakeholders within the educationalthe stakeholders within the educational community.community.
    • 31. 31 • Carry out thorough planningCarry out thorough planning • First steps include creating a portrait ofFirst steps include creating a portrait of the situationthe situation • This involves building on the successThis involves building on the success planplan • Requires schools to look at the ‘bigRequires schools to look at the ‘big picture’picture’
    • 32. 32 Identify the characteristics,Identify the characteristics, strengths (protective factors),strengths (protective factors), vulnerabilities (risk factors) andvulnerabilities (risk factors) and problemsproblems associated withassociated with thethe educational situation of students.educational situation of students.
    • 33. 33 What is the outcome of a strategy for disadvantaged areas? Increased educational success for students from disadvantaged areas, and aIncreased educational success for students from disadvantaged areas, and a reduction in the gap between areas that are advantaged and those that arereduction in the gap between areas that are advantaged and those that are disadvantaged.disadvantaged. This may take some time, as certain conditions must be put into place.This may take some time, as certain conditions must be put into place. An essential conditionAn essential condition: The adoption of practices that are adapted to disadvantaged: The adoption of practices that are adapted to disadvantaged areas by schools and particularly, by teachers.areas by schools and particularly, by teachers. This requires, on the part of teachers, schools and school board personnel anThis requires, on the part of teachers, schools and school board personnel an integration of practical expertise and knowledge of appropriate interventions forintegration of practical expertise and knowledge of appropriate interventions for disadvantaged areas.disadvantaged areas.
    • 34. 34 Questions?
    • 35. 35 Agents de developpement en milieu defavoriseesAgents de developpement en milieu defavorisees Patricia PeterPatricia Peter ppeter@emsbppeter@emsb.qc.ca.qc.ca Holly HampsonHolly Hampson hhampson@emsbhhampson@emsb.qc.ca.qc.ca