Posts tagged ‘People for Education’
People for Education has released a 14-page document titled Measuring What Matters: Phase One: Draft Competencies and Skills (Measuring What Matters web site).
From their news release:
“Our researchers have developed a draft list of the skills, competencies and school conditions that provide a foundation for long-term success” .
From page 1 (one) of the document:
“… we have conducted a wide consultation, elicited ideas at major education conferences and partnered with leading scholars. We are pleased to share the result of this work as a current working draft of the foundational skills/competencies and learning conditions in domains of creativity, citizenship, social-emotional learning, and health. It is important to note that while each domain has a level of discrete meaning, the individual competencies are interrelated. A student may be demonstrating/developing several competencies across the different domains within one learning experience.
Ultimately, the project is working towards re-defining what ‘counts’ for students to be successful in school and life.Instead of expecting the skills related to these domains to occur in students as a by-product of a school system focused on literacy and numeracy, we propose to broaden the goals for education by explicitly naming and evaluating the system’s success in building these core competencies.”
To respond and participate in the discussion click here: “We want to hear from you. Have we captured the broad range of skills and competencies that students need for long-term success? Do the descriptions of the conditions necessary in schools to support broader student success make sense?”
Check this out!
Today, People for Education released their 18th annual report on Ontario’s Publically Funded Schools
From their website: “The report – based on survey responses from 1,196 principals in English, Catholic and French schools from across the province – uncovers challenges in a number of areas including the delivery of special education programs, demands on principals’ time, aboriginal education, and inequities caused by schools’ reliance on fundraising and fees:
People for Education has released a new report titled Parent Involvement Committees: Supporting links between Ontario’s schools boards and Ontario parents.
Here are some of the findings from the survey, as per the announcement page:
- “74% of the respondents said that they are making a difference in terms of reaching parents and increasing student academic success and well-being.
- The main activity undertaken by PIC/CPPs is the organization of events, conferences, and workshops for parents, with the aim of supporting and promoting parent involvement in their children’s learning.
- The size of PIC/CPPs ranges from 2–70 members, with an average of 20.
- 25% of PICs report that school council chairs are automatically part of the PIC/CPP. Only 13% of respondents said that PIC/CPP members are appointed by the board.
- A significant number of PIC/CPPs raised concerns about their limited ability to communicate with school council chairs, including limited/no access to school council chairs’ email addresses.
- Many PIC/CPPs were concerned that their membership did not reflect the diversity of the community.
- A number of respondents said that school boards exert too much control over the PIC/CPP.
- 63% of PIC/CPPs report meeting 4–5 times annually, with the number of meetings per year ranging from 2–10.
- 89% of PIC/CPPs report two-way communication with their school councils, and 95% report two-way communication with senior board administration.
- 53% of PIC/CPPs reported applying for a Parents Reaching Out grant from the Ministry of Education. All of the applications were successful, but 45% got less funding than requested.”
I have to confess that I did not know about PICs and wondered how different they were from school councils. Page 8 of report describes the role of the PICs:
“PIC/CPPs are important advisory bodies to the school board. According to Regulation 612, the mandate of the PIC is to “support, encourage, and enhance meaningful parent engagement at the board level in order to improve student achievement and well-being” by:
- Providing information and advice to the board on parent engagement;
- communicating with and supporting school councils;
- and undertaking activities to help parents support their children’s learning at home and at school. “
Check it out!
People for Education has released a new report titled Guiding Students to Success” Ontario’s School Guidance Program
“A new report from People for Education shows that there may be a disconnect between provincial policy, which stresses the relationship between guidance programs and overall student success, and the reality in Ontario schools.”
From page 1
- 14 % of elementary schools have only one guidance counselor, and of those only 10% have at one full-time
- 99% of secondary schools have at least one guidance counselor, of those 88% are full-time
- in secondary school, the average ratio of students to counselors is 391:1
From page 5 on implications for school guidance
- absence of guidance staff, especially at the elementary level, suggests a gap between government policy and school level resources
- there are regional disparities throughout the province
- need greater opportunities for collaboration between counselors, staff and social workers.
- need greater opportunities to support and facilitate co-op and experiential learning
- consider increasing funding rate to support 1 counselor : 1800 students (elem) and 1:383 (Gr 7 & 8)
Check it out!
People for Education (you should think about bookmarking this Ontario organization too) has created an initiative named Measuring What Matters , that their web page describes as ” The goal of Measuring What Matters is to create a set of reliable, valid measures that are publicly understandable, educationally useful and reflect the broad skills students will need in the workforce and to take their place as engaged citizens.”
The Measuring What Matters site has 5 domains:
- Creativity & Innovation
- Social-Emotional skills
- Quality Learning Environments
And, in each domain ( I like that word domain…so much better than silo) you also have access to People for Education reports, and research and articles from external organizations, plus the opportunity to participate in the conversation/dialogue by adding your own comments.
Check it out!
Source: From the People for Education website:
Major changes coming for school closing process: Currently, school boards must undertake a fairly lengthy public process when they are considering closing or consolidating schools. The Ministry is planning significant changes to the guidelines for the review process. You can review the full document and submit comments.
The new guidelines would:
- shorten the minimum Accommodation Review process from 7 months to 5 months, with 2 public meetings required instead of 4.
- require school boards to outline options and recommendations at the beginning of the Accommodation Review process.
- change the role of the Accommodation Review Committee (ARC). Instead of providing options and voting on recommendations, the ARC would provide a summary of feedback on the board’s recommendations, and act as a conduit for information sharing between the school board and the affected school communities.
- require boards to invite municipalities to be part of the process.
- allow boards to develop a framework for an even shorter process (2 1/2 months) in cases where there is already fairly widespread agreement. In those cases, there would be no ARC. Instead there would be one open public meeting, and the public could make delegations before the board vote.change the role of the Accommodation Review Committee (ARC). Instead of providing options and voting on recommendations, the ARC would provide a summary of feedback on the board’s recommendations, and act as a conduit for information sharing between the school board and the affected school communities.
Check it out!
People for Education has released a new 4-minute video for parents on special education. It provides an overview on what to do if you think your child has a learning difference and needs additional school support. Key points include the importance of advocating for your child and being aware of the range of special education supports available for the student. For schools, this would be a great video to share with parents, and include in newsletters.
Check it out!