ONTARIO FOCUSED INTERVENTION PARTNERSHIP (OFIP)

1. ONTARIO FOCUSED INTERVENTION PARTNERSHIP (OFIP) Dr. Avis E. GlazeRuth Mattingley Ontario’s Education Commissioner & Senior Executive Officer Senior Adviser to the Minister of Education The Literacy and Numeracy Secretariat May 2008

2. What is the OFIP Strategy? • The goal of the OFIP program is to partner with boards and schools to improve student achievement • Schools identified to be low-performing and/or “static” (based on EQAO results in grades 3 and 6 over three years) are provided targeted support in order to improve student achievement • Efforts are focused on the implementation of high-yield classroom and school strategies through school and board improvement planning processes • OFIP funds are used for professional learning opportunities, resources, release time to allow teachers to participate collaboratively in professional learning in their schools and also may be used for literacy and numeracy coaches and other high yield strategies. The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

3. Key Purposes of OFIP • Ensure equity of outcomes for all students across the province • Provide support for low-performing schools • Strengthen and support instructional leadership and classroom practices for implementing precise interventions • Build collective responsibility within the schools towards continuous student learning and improvement • Implement research-based strategies to improve student learning • Collaboratively build capacity in boards and schools to ensure long-term sustainability and high levels of student achievement The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

4. OFIP 1 Schools • Schools with less than 34% of students at Level 3 and 4 in Reading for 2 of the past 3 years OFIP 3 Schools • Schools with 51-74% of students at Levels 3 and 4 in Reading • Achievement has been “static” or “declining” over the past 3 years. OFIP 2 Schools • Schools with 34% to 50% of students at Levels 3 and 4 in Reading • Achievement has been “static” or “declining” over the past 3 years Components of theOFIP Strategy OFIP The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

5. OFIP 1 SchoolsCriteria • OFIP 1 schools have less than 34% of students achieving Levels 3 and 4 on EQAO assessments of reading in any two of the past three years • In schools with both grades 3 and 6, where only one grade satisfies this criteria, the school is included in OFIP 1 if the achievement in the non-qualifying grade is less than 50%. • A minimum number of students is required for the school to qualify. The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

6. OFIP 2 SchoolsCriteria • OFIP 2 schools have between 34% and 50% of students achieving Levels 3 and 4 on the most recent EQAO assessments of reading and show a three-year “declining" or “static" trend • In schools with both grades 3 and 6, achievement in both grades would have to have be in the 34-50 % range with any combination of “declining” or “static” trends in both grades 3 and 6 • A minimum number of students is required for the school to qualify The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

7. OFIP 3 Schools Criteria • OFIP 3 schools have between 51% and 74% of students achieving Levels 3 and 4 on the most recent EQAO assessments of reading and show a three-year “declining" or “static" trend • Schools with both grades 3 and 6 can have with any combination of “declining” or “static” trends in reading for both grades 3 and 6 • A minimum number of students is required for the school to qualify The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

8. Benefits of Involvement in OFIP • Direct support for low-performing schools and student groups • Support for improvement planning • Short-term resource support (human and financial) • Assistance in the use of assessment, monitoring and evaluation of improvement strategies • Capacity-building opportunities for school and board staff • Opportunities for staff to be active participants in professional learning communities in their school • Opportunities for networking and sharing within and across boards and schools The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

9. OFIP 1 and OFIP 2 School Strategy The goal is to: • Provide intensive support for low-performing schools (OFIP 1) and “static” and/or “declining” schools (OFIP 2) • Strengthen and support instructional leadership and classroom practices and implement precise interventions • Share best practices and implement focused strategies effective in supporting low performing, “static” and/or “declining” schools The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

10. OFIP 1 and OFIP 2 School Strategy Student Achievement Officers will support OFIP 1 and 2 schools by: • Developing a plan for differentiated support for the school, including number and timing of visits • Reviewing and assisting in revising School Improvement Plans and targets for student achievement • Assisting with analysis of assessment data to identify strengths and weaknesses and ways to improve student achievement • Reviewing school timetables to ensure uninterrupted blocks of learning time for literacy and numeracy learning • Supporting the development of professional learning communities focused on student learning and achievement, • Monitoring the progress of individual schools and revising support (where necessary) The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

11. OFIP 3 Schools Strategy The Secretariat Team Leader will work with OFIP Board Leads, Supervisory Officers and School Effectiveness Leads to: • Identify the focus of the board-wide strategy • Prioritize the needs of schools • Review current board improvement plans and targets and assist in revising where necessary • Support board-wide use of The School Effectiveness Framework • Determine the deliverables and indicators of success • Develop monitoring strategies • Assess and identify progress of OFIP 1, 2, and 3 schools • Determine specific intervention strategies for “static” or “declining” schools The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

12. OFIP 3 Schools Strategy (cont’d) • Develop and prioritize a differentiated approach to OFIP 3 schools drawing on the successes of strategies implemented in OFIP 1 and 2 schools in 2006-07 • Work with the board to develop and embed a plan for OFIP 3 schools into the Board Improvement Plan • Support the development and implementation of literacy/numeracy coaches • Advise on alignment of supports (human and resource) for schools • Work with Superintendents of Schools to support improvement in family/cluster of schools • Identify and implement capacity building strategies to strengthen instructional effectiveness for teachers, principals and supervisory officers • Foster professional learning networks within schools and across clusters of schools • Make school improvement and student achievement a whole school priority in every school The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

13. Expectations for Schools Schools will be expected to have in place: • Uninterrupted blocks of time for literacy and numeracy • A common assessment tool for primary and junior divisions • A School Improvement Team that uses the School Effectiveness Framework as a guide to examine data, identify instructional interventions and to plan for next steps in meeting ambitious targets for student learning • A School Improvement Plan (S.I.P.) revised based on the school’s self-assessment and linked to the Board Improvement Plan (B.I.P) • Resources to implement a comprehensive literacy and numeracy program across the school • A process to regularly monitor the growth and progress of specific students to ensure equity of outcome • Interventions for struggling students The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

14. The School Effectiveness Framework’s Role within OFIP The School Effectiveness Framework will serve as a guide the principals, school staff and school board staff to: • Review school implementation of the essential components: student learning and achievement;instructional leadership;assessment and evaluation strategies; and curriculum and instructional strategies • Diagnose strengths and areas for growth and improvement • Identify key strategies to improve student achievement • Identify strategies for monitoring implementation and improvement The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

15. Role of OFIP Board Lead The following are suggestions regarding the role of the OFIP Board Lead: • Collaborate with the district School Effectiveness Lead • Review board and school strategies and revise when necessary • Work with board personnel to build capacity of staff • Collaborate with board, school teams and Secretariat staff (SAOs) in the development of interventions for low- achieving and static schools • Ensure a common assessment tool is available to all schools in the strategy The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

16. Role of OFIP Board Lead (cont’d) • Provide guidance and support in the development and implementation of data-informed School Improvement Plans • Meet periodically with SAOs to review board and school progress and to discuss next steps • Ensure that resources are in place to achieve equityof outcomes for all students in all schools • Completes and forwards to The Secretariat the OFIP Final Report The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

17. Role of Superintendents with Responsibility for Schools Research indicates that the following actions of superintendents result in improved student achievement: • Visiting schools regularly to meet with principals to review school achievement data and implementation of high-yield strategies • Articulating high expectations for all students in all schools and ensuring strategies are in place to achieve equity of outcomes • Facilitate and monitor the District Review Process in schools • Supporting schools in the analysis of student achievement results including EQAO assessments and other relevant data • Ensuring that targeted interventions for low-achieving and “static” schools are implemented • Providing guidance and support in the development and implementation of data-informed School Improvement Plans • Monitoring School Improvement Plans and ensuring alignment with the Board Improvement Plan • Fostering professional learning networks across clusters of schools • Facilitating job-embedded capacity building The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

18. Role of Superintendents with Responsibility for Schools (cont’d) • Posing critical questions to staff addressing equity issues, such as: • Has achievement data been disaggregated to identify students who are not meeting the provincial standard (Level 3)? • Does the School Improvement Plan identify strategies to meet the needs of specific student populations? • Do professional learning opportunities address equity issues? • Have EQAO exemption rates been examined to ensure that optimum opportunities are provided for students that need to be assessed? • Does the budget provide additional resources for targeted groups? The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

19. Role of Principals Research indicates that the following actions of principals result in improved student achievement: • Ensuring that strategies are in place to provide targeted interventions for specific groups of students who are not meeting their potential • Developing a School Improvement Plan aligned with the components of the School Effectiveness Framework, establishes ambitious targets for student achievement and identifies SMART goals, collaboratively with staff • Ensuring the effective use of data and assessment tools to inform instruction • Monitoring student progress The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

20. Role of Principals (cont’d) • Visiting classrooms on a regular basis to provide support and monitor progress • Overseeing the implementation of targeted interventions • Scheduling and monitoring the implementation of effective blocks of uninterrupted time for literacy and numeracy learning • Aligning budget and resources to the School Improvement Plan • Supporting capacity building for all staff to strengthen instructional effectiveness • Engaging parents and community in student learning and school initiatives The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

21. Role of Teachers Research indicates that the following actions of teachers result in improved student achievement: • Communicating high expectations for all students • Using classroom assessment data to inform instruction • Implementing a range of strategies to meet the needs of diverse learners in order to narrow the achievement gap among specific groups of students • Establishing lesson plans that make optimum use of literacy and numeracy blocks of time • Organizing the classroom to ensure effective use of space and materials • Utilizing a tracking system to monitor the growth and development of each student • Participating in school improvement planning and target-setting The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

22. Role of Teachers (cont’d) • Sharing the responsibility for the implementation of the School Improvement Plan • Working collaboratively with colleagues to extend professional learning • Participating actively in professional development opportunities • Using resources that reflect ethno-cultural, linguistic and racial diversity in positive ways, encouraging children to value their own cultures and appreciate others • Engaging parents and the community in student learning The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

23. Role of Student Achievement Officer • To act as a critical friend to the school staff • To assist with school-self assessment to determine strengths and areas of greatest need • To assist in the implementation of high yield strategies • To meet with staff on a regular basis during professional learning time • To assist in the determination of resources required • To build capacity within the school for continuous improvement • To assist with school improvement planning and monitoring of progress • To provide pressure and support for improvement The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

24. Interventions and Strategies for Improvement Improvement strategies focus on the implementation of instructional and assessment practices outlined in the School Effectiveness Framework. Some examples include: • Teacher moderation of samples of student learning which leads to instructional planning • School and classroom organization and scheduling • Building a school culture that makes school improvement a whole school priority • Professional development and capacity building for teachers and principals aligned to the SEF and the SIP that strengthens instructional practice • Parental involvement and community engagement The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

25. Overcoming Challenging Circumstances • ESL/ELD: OFIP 1 schools have almost three times the proportion of students in ESL/ELD programs compared to the provincial average. • Over a fifth of OFIP1 schools have more than 20% of their students in special education programs. • 65% of OFIP1 schools have more than 16% of their students living in low income households (provincially, 27% of schools meet the same criteria). • Only 1% of OFIP 1 schools have 46% or more students whose parents have some university education (provincially, 23% of schools meet the same criteria). The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

26. High Yield School and Classroom Strategies Although each OFIP school’s support program varies based on specific needs, the combination of strategies that make a difference include: • access to appropriate books and other learning resources • effective professional learning teams, including use of teacher moderation activities and collaborative working to inform instructional strategies • school improvement planning with specific goals, actions and monitoring • raising higher expectations that all teachers can teach and all students can achieve (given sufficient time and supports) • engaging school principals and developing instructional leadership throughout the school. The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

27. High Yield School and Classroom Strategies • effective instruction in comprehensive literacy and numeracy programs • blocks of classroom time for literacy and numeracy teaching and learning • use of student data and assessment for learning strategies to review • student progress and inform classroom practices • identification and supports for struggling learners, including tutoring within classrooms and through before and after school opportunities The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

28. Year 1 Program Findings • Program had a positive impact on professional learning and student achievement • 74% identified the implementation of professional learning communities as a key strategy in the success of the program • 94% of the schools discussed developing or continuing to develop collaborative inquiry through professional learning communities for student improvement and learning The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie

29. Demonstrating Improvement Through Focused Action Provincial assessment show that in 2006-07: • 76% of OFIP1 schools improved in Grade 6 Reading • 66% of OFIP 1 schools improved in Grade 3 Reading • 67% of OFIP 2 schools improved in Grade 6 Reading • 77% of OFIP 2 schools improved in Grade 3 Reading Having a focused intervention leads to success! The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie