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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.

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All you need to know about NANS success plans All you need to know about NANS success plans Presentation Transcript

  • All You Need to Know about NANS Success Plans Adapted from the presentation by Claude Girard
  • Topics
    • The structure of NANS
    • Success plans in NANS schools and feedback provided by the MELS
    • 2008-2009 NANS Steering Committee Action plan regarding Success Plans
  • The Structure of NANS
    • Comit é National du Pilotage (CNP)
    • Ministry
    • School boards
    • Unions
    • Parents
    • The Comit é des Interventions en Milieu Defavorisé (CIMD)
    • Nicole Lefebvre
    • 3 MELS specialists
    • 4 school board specialists on loan to the MELS ( a 5 th one to be added)
    • 1 secretary
    • 1 technician (being recruited)
  • NANS (CIMD) versus SMS
    • 1 coordinator
    • 1 secretary
    • 8 specialists
    • 123 schools (primary)
    • Island of Montreal
    • 1 coordinator
    • 1 secretary
    • 1 technician (recruiting)
    • 8 specialists
    • 189 secondary schools (NANS since 2002)
    • 64 secondary schools and 571 primary schools (NANS since 2007)
      • 824 schools in total!
  • Success plans in NANS schools and feedback provided by the MELS
  • A reminder: the GB of all schools, whether in NANS or not, must:
    • Analyze the situation of their school (EA, s. 74)
    • Adopt an educational project and make it available to the public (EA, s. 74 + 83)
    • Approve a success plan and make it available to the public (EA, s. 75 + 83)
    • Evaluate the educational project periodically (s.74) and the success plan annually (s.83)
  • What makes NANS schools different?
    • NANS schools have to submit to the MELS, annually, their analysis of the situation, their educational project and their success plan (the three components which, together, make up a “NANS success plan”)
    • The MELS makes explicit what is expected in a portrait and analysis of the situation, an educational project and a success plan for a school serving students in a disadvantaged area
    • The competency to plan is a NANS objective
    • Support in the planning process is offered by the MELS – CIMD and SCA
  • Support by the MELS and SCA
    • CIMD
      • Documents made available on elements expected in the success plans, checklists
      • Feedback on what was coded after analyzing each success plan
      • Provincial trends and regional and SCA trends
      • Support to regional offices and the SCA regarding success plans –research, support, etc
  • Support by the MELS and SCA
    • SCA
      • Coordination of translation of MELS documents
      • Information and/or training sessions offered to School Boards or schools pertaining to documents provided by the CIMD
      • Individual feedback to schools or school boards regarding success plans submitted
  • An annual NANS success plan: what for?
    • Such a plan is regarded as one of the conditions for school improvement and increased student success in disadvanged areas.
      • Those elements which comprise NANS success plan quality indicators (e.g. use of a wide variety of data, factors explaining the data) are those that are found in succssful schools serving disadvantaged areas.
  • An annual NANS success plan: what for?
    • In order for the Provincial Steering Committee (CNP) to monitor the progress of NANS schools regarding Objective 9 of the NANS Strategy.
    • Other monitoring mechanisms include the use of questionnaires, interviews and site visits (by the NANS evaluation team).
  • An annual NANS success plan: what for?
    • In order for the MELS to account for the impact of the NANS annual allocation on school improvement at the level of each individual school.
  • Why give feedback to each school regarding the success plan submitted? In order to help each school measure progress regarding the presence, in its success plan, of quality indicators which are characteristic of efficient schools in disadvantaged areas.
  • For whom is the feedback intended?
    • NANS school principals and improvement teams
    • School board NANS coordinators
    • NANS personnel at SCA
  • What is important is That each NANS school be made aware of how close its success plan is to the “ideal plan”, as measured by an outside analyst working for the MELS.
  • The role of your coordinator
    • Help the school identify available data
    • Either from the MELS (e.g., Fiche- É ole) or available at the school (e.g., attendance data) or school board level (e.g., SB data on demographics, strategic plan indicators)
    • Help the school to try and explain the data or to start asking questions which will help in the analysis of the situation.
    • Help the school to try and explain the data or to starting asking questions
    • Assist schools in integrating the ‘Elements Attendus’ into their planning
  • Conditions necessary for success plans to have an impact
    • Personnel has to be actively engaged
    • Choices made have to strategic: a limited number of objectives and means
    • Approach has to be systemic – student, class, school, family, community
    • Professional development has somehow to be embedded
    • Means have to be monitored , Objectives have to be evaluated
    • Success plan must be updated continuously
  • Context
    • Success plans have been a core element of the theory of action proposed in NANS.
    • There seems to be a correlation between the formal quality of plans submitted by some schools and other success indicators (climate, teacher engagement).
  • Advantages
    • Preparing success plans can:
      • Help make the right choices through a comprehensive analysis of the situation;
      • Allow teacher engagement at various phases of the process;
      • Support professional development and new teaching strategies in disadvantaged areas;
      • Help structure and coordinate actions;
      • Help ensure chosen means will be monitored.
  • Context
    • Improvement of plans is aided by feedback and support given to schools regarding the planning process
    • 97% of new NANS schools submitted a partial success plan for 2008-2009: a remarkable first-year effort
  • For schools in NANS since 2002
    • Development of a new success plan for June 2009, with particular emphasis on:
      • Teacher engagement in the process;
      • Professional development;
      • Choice of means based on best practices
      • Greater emphasis on analysis of situation
      • Monitoring and evaluation of effect of means
      • Evaluation of objectives
  • For new NANS schools
    • Complete the success plans begun in 2007-2008:
      • add elements to the portrait;
      • analyze the data collected;
      • choose priorities, objectives and means;
      • plan for monitoring of means and evaluation of objectives.
  • For new NANS schools
    • Primary schools: at a minimum, add reading readiness and social skills to elements covered in the portrait
    • Secondary schools: at a minimum, add motivatio n and school/career aspirations to elements covered in the portrait
    • More information on what is expectied is forthcoming (early 2009)
  • 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
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  • ADMD: The aim of the project
    • Promote the adoption of practices leading to increased student success
    • strengthening the practices which have proven to be effective in these schools
    • transforming or adding new practices better adapted to the schools in disadvantaged areas.
  • The goal
    • To encourage the implementation of measures and conditions for effective intervention in order to provide:
      • expertise to the greatest number of professional staff in school boards and schools
      • adapted support by the greatest number of professional staff in school boards and schools
    • Promote the active participation of all the stakeholders within the educational community.
    • Carry out thorough planning
      • First steps include creating a portrait of the situation
      • This involves building on the success plan
      • Requires schools to look at the ‘big picture’
      • Identify the characteristics, strengths (protective factors), vulnerabilities (risk factors) and problems associated with the educational situation of students.
  • What is the outcome of a strategy for disadvantaged areas?
    • Increased educational success for students from disadvantaged areas, and a reduction in the gap between areas that are advantaged and those that are disadvantaged.
    • This may take some time, as certain conditions must be put into place.
    • An essential condition : The adoption of practices that are adapted to disadvantaged areas by schools and particularly, by teachers.
    • This requires, on the part of teachers, schools and school board personnel an integration of practical expertise and knowledge of appropriate interventions for disadvantaged areas.
  • Questions?
    • Agents de developpement en milieu defavorisees
    • Patricia Peter
    • [email_address] .qc.ca
    • Holly Hampson
    • [email_address] .qc.ca