Constructing and using educational performance indicators đủ

Constructing and Using Educational Performance Indicators Dr Ken Rowe Principal Research Fellow, Australian Council for Educational Research and Professor Denise Lievesley Director, UNESCO Institute for Statistics, Montreal, Canada Background paper for Day of the inaugural Asia-Pacific Educational Research Association (APERA) regional conference Educational Performance Indicators: Their construction and use ACER, Melbourne April 16-19, 2002 Abstract: Within the context of a growing international movement toward the adoption of ‘outcomes-based’ modes of educational provision and governance, this paper focuses on the context, nature, purpose and construction of educational performance indicators Key issues related to types and sources of indicators, essential features of useful indicators, constructing and using performance indicators to advantage, and key elements of Education Management Information Systems (EMIS) are presented and discussed ====================================================== Correspondence related to this paper should be directed to Dr Ken Rowe, Research Director (Learning Processes & Contexts), Australian Council for Educational Research, 19 Prospect Hill Road (Private Bag 55), Camberwell, Victoria 3124, Australia; Tel: +61 9277 5584; Fax: +61 9277 5500; Email: rowek@acer.edu.au; Web: www.acer.edu.au Educational Performance Indicators =1 Rowe & Lievesley THE NATURE AND PURPOSES OF EDUCATIONAL PERFORMANCE INDICATORS: International and national perspectives What are performance indicators? In general, performance indicators (PIs) are defined as data indices of information by which the functional quality of institutions or systems may be measured and evaluated Typically, within the context of specified goals and objectives, PI data are ‘measures’ of various operational and functional aspects of organizations and/or systems, and provide evidential bases for determining the extent to which such goals and objectives have and are being met PIs serve various purposes, the most notable of which are for monitoring, policy formulation, target-setting, evaluating and reforming Although the essential features of educational PIs are consistent with their counterparts in other government and corporate enterprises, they also have unique characteristics – key aspects of which are highlighted in this paper At the outset, however, it is helpful to note the importance of educational PIs in the prevailing international context The importance of PIs in an international context There is a growing body of opinion throughout the international community that a crucial task of national governments, including that of local and international support agencies, is the collection of data to construct key educational PIs for monitoring purposes Whereas the high level political significance attached to the ‘declaration’ of goals established at World Education Conferences such as Education for All is to be welcomed, it is important that they be turned to advantage – particularly to the advantage of developing countries Since the specified indicators are dependent upon achieving responses from as many countries as possible, with keen attention being paid to the poorest countries, the gaps in data can be highlighted and resources sought to assist those countries to collect the relevant data Such data are powerful for advocacy purposes and enable the international community to co-ordinate appropriate actions; with the targets being useful for accountability purposes.1 However, through the mechanism of world conferences, goals chosen without reference to their measurability or other logistic attributes, are often endorsed by countries before there has been an opportunity to consider characteristics such as: • • • • • • Are they realistic? Can they be measured? Will they show sufficient change over time to be valuable as yardsticks? Have relevant benchmarks been specified? Are the goals universal, and they make sense in different parts of the world? Are they coherent with what has been used in the past? Following such ‘declarations’, goals cannot be changed easily Typically, the translation of goals into indicators is viewed merely as a technical process Too rarely is there recognition that both conceptual development and fieldwork are needed to develop reliable indicators Since indicators are often expressed in terms of change over time (e.g halving adult illiteracy by a specified date), the unquestioned assumption of the availability of adequate baseline data can be problematic Nevertheless, the selection of appropriate goals is critical since ideally, such goals should be realistic and achievable It has been proposed that countries should be stretched Asia-Pacific Educational Research Association regional conference 2002 Educational Performance Indicators =2 Rowe & Lievesley to achieve them, but if they are too difficult to reach this can be detrimental since it perpetuates a sense of failure It is not easy to see how this can be managed with a set of identical indicators for all countries of the world, which are of course at very different stages of development Skeptics of education indicator programmes often cite the fact that indicators produced from goals ‘declared’ at World Conferences are unrealistic for many of the developing countries that endorse them, and that all specified targets have been missed consistently For interesting perspectives on these issues, see Scheerens (2001a,b).2 Because of the need to collect the same data for all countries (or a large number of them) the indicators must reflect the lowest common denominator Nevertheless, inertia in the system, together with anxiety that no changes should be made to the agreed set of education indicators, have unfortunate consequences of placing constraints on their potential for growth Moreover, it can dissuade countries from developing new indicators and entrench the selection made at a particular point in time Incidentally changing an indicator is often confused with ‘changing the goal posts’ even though the indicator may have been, in the first instance, an inadequate proxy for the goal Whilst recognizing the value of indicators they should not be regarded as encapsulating the whole contribution to education policy development The dangers are twofold: First indicators should not be imbued with more meaning than is justified by their content Second, to concentrate on PIs for monitoring and advocacy alone is to ignore the broader value of PI information in formulating evidence-based policies Work on indicators should therefore be complemented by support to develop rich databases about the state of education A common and fallacious impression is that the priority indicators are the only statistical outputs a country needs – even for its own governance A further problem, and perhaps one of the most difficult, is the dilemma between open accountability and national sovereignty in relation to what data are collected, the methods used to collect and analyze them, and who is to have access to the results The nature and purpose of educational PIs During the last decade, education systems throughout the world have been subject to considerable reform and change – all justified on the grounds of improving the quality of school education A key feature of this change has been the frequent revisions of style and policy focus, especially in the area of PIs, with major emphases being placed on the assessment and monitoring of student learning outcomes Indeed, current policy activities related to ‘outcomes-based’ educational PIs and their links with growing demands for accountability, standards monitoring, benchmarking, school effectiveness and reform are widespread and well established in many developed countries.3 Such emphases are aptly illustrated in the reported proceedings of a recent meeting under the auspices of the Summit of the Americas,4, which states: Although it is now part of daily life in schools and in debates between specialists, education assessment has recently become a relevant topic for governments and society, especially because of the economic crisis and the acceleration of the globalization process, which made investments in education a strategic point while the resources available for the sector have shrunk In many developed countries, much of this activity has been (and continues to be) directed away from concerns about inputs and processes of educational systems (e.g., physical resources and curriculum provision) to outputs (e.g., improvements in student achievement outcomes, as well as in school and system performance) A major effect of such activity has been to signal shifts in government policy intention to: Asia-Pacific Educational Research Association regional conference 2002 Educational Performance Indicators =3 Rowe & Lievesley • encourage system accountability to ensure both efficient and effective utilization of resources, and • bring the delivery of educational services into public sector accounting, underscored by a concern to ensure that such services represent ‘value for money’ Since schooling accounts for a significant proportion of public and private expenditure, as well as generating a substantial quantity of paid employment for teachers and administrators, the enduring interest by governments in the relative performance of school education is not surprising This is an especially sensitive issue at the present time given the level of consensus regarding the importance of school education as an element of micro-economic reform and in meeting the constantly changing demands of the modern workplace in the context of increasing globalization of the world economy.5 Whereas the provision of quality education is critical to the development of all countries, it is especially the case for developing countries where there is considerable pressure to increase access to education, but not at the expense of quality Hence, the demand is to ensure that PIs not provide a partial, and thus potentially misleading picture of either quality or effectiveness, as has often been the case in the past Despite the difficulties entailed in defining educational effectiveness at the school or system level, and reaching consensus on the relevant criteria, a good deal of discussion has focused on what is meant by quality schooling, and how it might be measured and improved Although the term quality is likewise problematic, the “ measurement of the quality of schooling is of critical importance at a time when so much school reform in so many parts of the world is being undertaken.”6 In fact, concerns about the quality of school education and its monitoring have long been high priority policy issues in all OECD countries.7 An illustration of this priority is evident in recent developments by Nepal Following its endorsement of the 1992-2000 plan of action at the Jomtien Conference in 1991 to implement the World Declaration on Education for All (EFA) and The Framework of Action to Meet Basic Learning Needs, Nepal prepared its own National Plan of Action (NPA) in order to achieve the EFA goals These goals were: universal primary education and literacy, policies to promote basic and primary education, and attainment of education for all As a prelude to specifying targets of the NPA, the Nepalese state:8 Learning achievement is one of the most important measures of the quality of education It is also intricately linked to school efficiency because the promotion and repetition rates are directly related to the learning achievements of the students, to which in turn school drop-out can be attributed In a similar vein, Manno9 asserts: When judging educational quality, either we focus on what schools spend – or one of its many variants – or we focus on what students achieve, what they know and can Those who advocate a focus on outcomes in judging educational quality hold one common belief: we must specify what we expect all children to learn, and we must assess them to determine whether they have learned it While measures of student learning outcomes are prime PIs of education systems and the services they provide and for which they are responsible, there are many others (including both inputs, processes and outputs) that constitute useful bases for informed planning and decision-making, followed by implementation and reform (see below) If decisions for improvement are to be informed rather than based on political whim or ideology, then useful, dependable and timely information on indicators is required Indeed, such bases constitute key purposes of specifying, gathering and using PIs for educational change and reform In particular, PI information allows systems and their constituent Asia-Pacific Educational Research Association regional conference 2002 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Educational Performance Indicators =4 Rowe & Lievesley organizational elements to: (1) formulate strategic policy priorities and their related targets, (2) specify achievable objectives, (3) implement them, and (4) evaluate the extent to which those target objectives have been attained Thus, as indicated earlier, performance indicators (PIs) are usefully defined as data indices of information by which the functional quality of institutions or systems may be measured and evaluated, providing evidential bases for determining the extent to which specified goals and targets are being achieved PIs serve various purposes, the most notable of which are for monitoring, policy formulation, target-setting, evaluating and reforming Types and sources of performance indicators The types of input-output PIs are many and varied Among the major educational PIs that may be collected include: • Indicators of resource provision and funding, specified against stipulated targets; • Access rates at: pre-school, elementary, secondary, vocational and tertiary levels – per capita of age/stage cohort population, and inequities in access to education; • Participation rates in education at all levels, barriers to participation, characteristics of children out of school; • Repetition rates and completion of five years of schooling; • Percentage of GDP devoted to education; • Per capita costs at each of these levels; • Class sizes; teacher:student ratios; • Provision of teacher training and participation in in-service professional development; • Measures of cross-sectional, age/grade-level, cohort and student achievement outcomes in core curricular; • Longitudinal achievement progress indicators and measures of factors affecting students’ progress rates; • Measures of impact of strategic interventions for students with special needs and those from disadvantaged backgrounds The types and range of educational PIs that many countries collect are well illustrated in the UNESCO Education For All (EFA) Year 2000 Assessment program web site at: http://www2.unesco.org/efa/wef/countryreports/country.html Leading up to the World Education Conference in Dakar in April 2000, the 18 Core EFA indicators and related targets for improvement by the Year 2000 were specified as follows: Indicator 1: Gross enrollment in early childhood development programs, including public, private, and community programs Indicator 2: Percentage of new entrants to primary Grade who have attended some form of organized early childhood development program Indicator 3: Apparent (gross) intake rate in Grade as a percentage of the population of official entry age Indicator 4: New entrants to primary Grade who are of the official primary school entrance age as a percentage of the corresponding population Indicator 5: Gross enrollment rate (Grades 1-5 total) Indicator 6: Net enrollment rate (Grades 1-5 total) Indicator 7: Public current expenditure on primary education as: a percentage of GNP; and per pupil as percentage of GNP per-capita Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Asia-Pacific Educational Research Association regional conference 2002 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Educational Performance Indicators =5 Rowe & Lievesley Indicator 8: Public expenditure on primary education as a percentage of total public expenditure on education Indicator 9: Percentage of primary school teachers having the required academic qualifications Indicator 10: Percentage of primary school teachers who are certified to teach according to national regulations Indicator 11: Teacher:pupil: ratios Indicator 12: Repetition rates at Grade and Indicator 13: Survival rate to Grade Indicator 14: Coefficient of efficiency to Grade Indicator 15: Achievement Test Scores and Basic Learning Competencies in Language, Mathematics and Social Studies Indicator 16: Literacy rate of population 15-24 years old Indicator 17: Literacy rate of population 15+ years old Indicator 18: Gender parity index (female to male literacy rate) The following six goals were established at the World Education Conference 2000 in Dakar: (i) (ii) (iii) (iv) (v) (vi) expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children; ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality; ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes; achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults; eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls' full and equal access to and achievement in basic education of good quality; improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills Consultations are currently underway to determine the appropriate indicators to measure these goals, and to ensure their coherence with the Millennium Declaration Goals.10 Note that while these are PIs at the country-level, they are also needed at the international level In Dakar 2000 it was determined that no country should be thwarted in their achievement of these goals through a lack of funds, provided that they have a credible education plan Two key questions to answer are: How does one determine whether or not an education plan is ‘credible’?, and How does one determine whether a country has adequate funds? These indicator/targets for improvement include: resource funding provisions; student access, participation and retention rates; teacher qualifications, training and certification; student achievement progress; and population literacy rates However, one of the main problems for the creation of indicators in many countries is the lack of correspondence between the population data and the education data For example, in Saudi Arabia, the education data collected provide counts for Saudi children only, whereas the population data include resident non-Saudi children Sources from which PI data may be obtained are inherently multilevel and multi-faceted That is, data can be gathered from multiple levels of a system, namely: student, class, school, district, region or province, state, national and international – such as the Third International Maths and Science Study (TIMSS).11 The data may also be gathered from Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Asia-Pacific Educational Research Association regional conference 2002 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Educational Performance Indicators =6 Rowe & Lievesley administrative data, school surveys, household surveys and population censuses The ways such data are gathered range from rudimentary manual methods to sophisticated computer-based management information systems implemented by governments and their supporting bureaucracies (see below) In the latter case, the rapid development of information and communication technology, increased pressures to ‘measure’ student, school and system performance, are major factors that have influenced the development of powerful education management information systems (EMIS) The purpose and role of EMIS are discussed in more detail later ESSENTIAL FEATURES OF USEFUL INDICATORS A useful performance indicator (PI) is one that informs the processes of strategic decisionmaking and taking – resulting in measurable improvements to desired outcomes following implementation Similarly, the quality of a PI is comprised of many components including: • Validity; • Reliability; • Relevance to policy; • Potential for disaggregation (e.g., by gender, socioeconomic and ethnic groupings, education administrations, etc.); • Timeliness (i.e., currency and punctuality); • Coherence across different sources; • Clarity and transparency with respect to known limitations; • Accessibility and affordability (i.e., cost effectiveness); • Comparability through adherence to internationally agreed standards; • Consistency over time and location; and • Efficiency in the use of resources The optimum combination of these components is dependent upon the use to be made of the data Data acceptable for one purpose might be inadequate for another and, since most data are used for many different purposes, the process of determining ‘fitness for purpose’ is extremely complex and requires wide consultation The features of five of these characteristics of useful PIs, are outlined in more detail below Relevance: Judgments related to the relevance of a given PI depend on the purposes for which is it gathered and how it is used to inform policy, planning, practice and reform Moreover, the relevance of any PI is location-specific and context-dependent in terms of prevailing policy priorities and demands for information In general, however, a PI is deemed to be relevant if it provides useful information for strategic decision-making and decision-taking For example, a key guiding principle of the UNESCO Institute for Statistics (UIS) in their work of supporting PI data-gathering in 189 member countries and states is that PI data should not be collected for their own sake, but rather, because they are needed for specific policy purposes In this regard, a visit to the UIS web-site is helpful, at: http://www.unescostat.unesco.org/ Cost-effectiveness: Regardless of the perceived usefulness of particular indicators, costeffectiveness and logistic feasibility are important considerations that need to be taken into account In the case of indicators of students’ achievement outcomes, for example, the cost and feasibility of obtaining estimates derived from full cohort or population data collections may be unjustifiably great compared with those obtained from appropriately designed samples Decisions about the cost-effectiveness of PIs, however, must be balanced against considerations of their utility to inform policy, planning and reform Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Asia-Pacific Educational Research Association regional conference 2002 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Educational Performance Indicators =7 Rowe & Lievesley Timeliness has two components: currency and punctuality Indeed, an important characteristic of the usefulness of PIs is their availability at times when key policy and planning decisions need to be made At such times, the absence of PI information often leads to misinformed enterprises that have a tendency to rely on opinion rather than evidence Whereas the relevant information for some PIs require longer periods to collect and analyze (e.g., student achievement progress rates), findings at key stages of the data collection should be reported to inform policy makers and planners of possible trends and other PI factors affecting those trends Reliability: Determining the reliability of a PI involves evaluating how accurately it has been measured This is a crucial technical issue for the formulation and interpretation of PI information that is frequently overlooked by gatherers, purveyors and consumers Rather, obtaining and reporting evidence concerning the reliability and sources of measurement error for PIs are fundamental responsibilities of PI developers The same applies to largescale monitoring procedures employed in national or system-wide testing and public examination systems that involve the estimation of composite scores from multiple modes of assessment At the very least, evidence about the uncertainty associated with observed scores is required to minimize the potential ‘risks’ of misinterpretation Validity: In the present context it should be noted that an estimate of the reliability of a PI is not necessarily commensurate with its validity – both content validity and criterion-related validity.12 While it is possible to have a highly reliable PI that lacks validity (e.g., an assessment task), a valid PI that has low reliability is of little or no value For example, conclusions about students’ achievements are valid only when measured reliably and based on evidence about intended and achieved learning outcomes Nonetheless, the content validity of an indicator – including its face validity and logical validity (see Note 12) – may only be established via a rational analysis of its content and utility, based on subjective judgment, albeit by consensus In sum, useful PIs are those that are relevant, cost-effective, timely, reliable and valid – in terms of their capacity to inform the processes of strategic decision-making and decision-taking – resulting in measurable improvements to desired outcomes CONSTRUCTING AND USING PIs TO ADVANTAGE Among the justifications for system-wide, student achievement monitoring programs is that the provision of accurately measured, responsibly analyzed and presented PI data has the potential for generating improvements in teaching, as well as in students’ learning and achievement outcomes If such improvements are to be realized, access to such data – particularly those measured on common scales over time – is essential However, in the absence of explanatory, ‘value-added’ indicators (see below), any improvement strategies adopted are likely to be unproductive since mere measurement and location of students on performance scales does not, ipso facto, generate improvement, regardless of how well or often student progress is measured and monitored Moreover, estimation of the effects of factors influencing students’ educational outcomes and the identification of major sources of within- and between-school variation are not possible Nonetheless, one of the most promising features of the current international emphasis on ‘outcomes-based’ educational PIs is the emerging effort by several countries (and state/province systems within them) to focus on gains or improvements in student performance rather than simply attainment levels at a given point in time In this context it is worth noting the increasingly popular approach of PI feedback services such as those offered by the Curriculum, Evaluation and Management Centre (CEM) at the University of Durham (UK) In recent promotional literature published by the CEM,13 it is claimed Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Asia-Pacific Educational Research Association regional conference 2002 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Educational Performance Indicators =8 Rowe & Lievesley “…we have become the largest provider of performance indicators to schools and colleges in the world” (their emphasis) The promotional information continues thus: We develop, produce and provide tests and questionnaires to be completed by students under standardized conditions We analyze these and provide clear graphical feedback, and comparisons with many hundreds of other schools and colleges Data on pupil progress (value-added) is provided when outcome measures become available At each stage we try to measure what matters, be it attitudes, safety, relationships, learning and teaching processes, etc Having high quality, externally analyzed data, with fair comparisons, greatly assists schools in validated self-evaluation and management These PI services are provided to participating schools throughout the years of schooling, ranging from: Performance Indicators in Primary Schools (PIPS Baseline Assessment for Year-old children); PIPS (for children aged 6-11 years); the Middle Years Information System (MidYIS for 12-14 Year-olds), the Year 11 Information System (Yellis for 1516 Year-olds); and the A-level Information System (Alis+ for 17-18 Year-olds) These Information Systems are illustrated in Figure below Figure CEMs PI Information Systems Although such PI services to schools have the potential to be powerful and effective modes of engendering strategic improvements and reform, their inherent weakness lies in the fact that even with the availability of repeated measures on the same students at different stages of their schooling, the outcome measures derive from assessments of Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Asia-Pacific Educational Research Association regional conference 2002 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an =9 Educational Performance Indicators Rowe & Lievesley performance on discrete standardized tests In other words, since the items from each of the tests across the Performance System levels have not been calibrated on a common measurement scale,14 claims of ‘value-added’ progress cannot be made legitimately Moreover, any explanatory modeling of the performance data in terms of factors affecting student ‘growth’ or ‘rates of progress’ for policy-related intervention purposes, is neither possible nor justifiable In contrast to this approach, a feature of ACER’s Longitudinal Literacy and Numeracy Study (LLANS)15 is that since students’ performances in Literacy and Numeracy are measured on common, qualitatively-described developmental scales, it is possible to model ‘growth’ and determine the magnitude of factors affecting that growth Figure 2.1 illustrates and describes the Literacy progress made by one student during the first two years of schooling (i.e., assessment occasions per year), and Figure 2.2 presents the modeled growth curves for 10 students in one class over the same time period Longitudinal Literacy and Numeracy Study (LLANS) INDIVIDUAL STUDENT REPORT FOR: Writes a variety of simple sentences; selects and controls content of own writing Listens to a text and infers the reason for an event without picture clues Uses full stops and capital letters to separate sentences Identifies the purpose of parts of a text (eg, glossary, caption) Listens then gives a comprehensive summary of a picture story book or reader Reads aloud with word-for-word accuracy an early reader that develops a complete factual account with some support from illustrations Connects some ideas in own writing Segments or blends four phonetically regular syllables in an unfamiliar word Manipulates beginning, middle and end sounds in short words to make new words Reads many irregularly spelt words (eg, would, because) Spells many words correctly in own writing Listens to a text and connects pictures and text to explain events Reads a short text to locate explicitly stated information Uses ‘and’,‘but’ or ‘then’ to join ideas in a sentence Names and describes the purpose of common punctuation marks Reads aloud with moderate accuracy an early reader that portrays a predictable event with extensive repetition of phrases Explains explicitly stated ideas in short narrative and factual texts Lists simple ideas in own writing Generates a word that rhymes with a given word Uses simple sentences in own writing Writing includes many unconventional spellings that are phonetically plausible Listens, then gives a relevant detail from a narrative or factual text Matches the same first sound or the same rhyme in or words in any order Reads some common words (eg, do, little, are, from, one) Identifies beginning, middle and end sounds in regular one-syllable words Predicts a story from the cover of a book Names and describes the purpose of a full stop Writes some recognisable words Reads a few common words (eg, you, my, and, the, is) Sounds and names at least 10 alphabet letters Scale of developing literacy achievement Alexander Radevski Provincial School of Excellence Indicates correct direction for reading Writes own name correctly Uses clues from pictures to connect events This student’s achievement progress Distinguishes a letter from a word 9Oth % tile 75th % tile Expresses own meaning using unconventional writing Locates the front of a picture story book Identifies a word 50th % tile 25th % tile 10th % tile Achievement progress of all students in the study Note: The indicators listed on this side of the scale have been derived from the tasks completed in the LLANS assessments Only a selected sample of these indicators has been used to describe developing achievement in literacy Australian Council for Educational Research Figure 2.1 Report of individual student progress on LLANS Literacy Scale Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Asia-Pacific Educational Research Association regional conference 2002 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 19 NZC Level Areas for learning focus Suggested Learning intentions (SEG p19) Possible indicators to show the learning intention has been achieved (and how learning develops across the levels) Knowledge, understandings, and skills relating to sexual development – physical, emotional, and social A4: Celebrating individuality and affirming diversity To revise te whare tapa wha model of hauora and apply it to sexuality situations, students can describe how each dimension of hauora relates to sexuality (and gender) for two very different people giving focus to what people think, feel and (eg a female from one culture and a male from a different culture, or a young person who is gay/lesbian and one who is straight) Students can describe how the dimensions inter-connect for each person and in so doing highlight aspects of their individuality A1: Reflecting on personal values and choices After participating in values continuum activities exploring a range of sexuality issues and situations, students can reflect on their own values about a selection of sexuality related situations and write reflective comments (in their learning journal) to say what they believe is important (what they value) and why, and how this is similar or different to others values Applying understanding of values is required for all Level AS A1: Maintaining and enhancing well-being in intimate relationships, including rights and responsibilities After revisiting understandings of rights and responsibilities, students can describe the rights and responsibilities of people in a range of different relationship situations [See also D2 below] AS90974 A1: Making choices about sexual activities After revisiting the steps of decision making, students can use a decision-making process to make a reasoned decision about involvement in sexual activities AS90975 A3: Identifying risks and developing skills for safer sexual practices, including preventing pregnancy and sexually transmissible infections After revising understanding that ‘sexual health’ includes preventing unplanned pregnancy and preventing sexually transmissible infections (and an overview of the sorts of conditions called STIs), and being introduced to a range of contraceptive and STI-prevention methods, students can describe some features, advantages, disadvantages of these methods and how to use and access them AS90973 AS90974 NZC Achievement Objectives from which the suggested sexuality education learning intentions derive Students will: A1 Personal growth and development: Investigate and understand reasons for the choices people make that affect their well-being and explore and evaluate options and consequences A3 Safety management: Demonstrate understanding of responsible behaviours required to ensure that challenges and risks are managed safely in physical and social environments A4 Personal identity: Demonstrate an understanding of factors that contribute to personal identity and celebrate individuality and affirm diversity C1 Relationships: Demonstrate an understanding of how individuals and groups affect relationships by influencing people’s behaviour, beliefs, decisions, and sense of selfworth C2 Identity, sensitivity, and respect: Plan and evaluate strategies recognising their own and other people’s rights and responsibilities to avoid or minimise risks in social situations C3 Interpersonal skills: Plan strategies and demonstrate interpersonal skills to respond to challenging situations appropriately D1 Societal attitudes and values: Analyse societal influences that shape community health goals and physical activity patterns D2 Community resources: Advocate for the development of services and facilities to meet identified needs in the school and the community D3 Rights, responsibilities, and laws: Compare and contrast personal values and practices with policies, rules, and laws and investigate how the latter contribute to safety in the school and community D4 People and the environment: Investigate the roles and the effectiveness of local, Knowledge, understandings, and skills to enhance sexual and reproductive health NCEA links Contributes to learning that could be assessed by these Achievement Standards Understanding and application of hauora is potentially required for all Level AS To manage potentially risky sexual situations students can demonstrate the use of interpersonal skills such as negotiation of condom use [see C3 below] Personal and interpersonal skills and related attitudes D2: Evaluating community sexual health and support agencies After identifying a range of sexual health and relationship situations students their age might need professional help to manage, and the services available to young people in their school and community (finding out what this service provides (what would you go there for), what students would need to to access this service, and any other information about the service from the internet (where relevant) to decide which service would be suitable for young people), students can identify services in their school and community that are not available or accessible to young people and write to a local health provider making recommendations to make this service more available/accessible AS90974 A1: Problem-solving and decision-making in relation to sexual activity and changes After learning about a range of problem solving models (eg problems that belong to an individual, or problems shared between two or more people) students can apply a relevant problem-solving model to respond to conflict or pressure in a relationship scenario AS90973 AS90975 A3: Identifying risks and planning for safe engagement in a range of social contexts (for example at parties) After investigating the Health Promotion Agency (HPA) recommendations for planning safe parties, students can identify aspects of the planning that have particular relevance for their sexual and social safety AS90974 AS90975 NZHEA Sexuality Education indicators of learning progression Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 20 national, and international organisations that promote well-being and environmental care Drawing on prior learning about decision making and the personal management and interpersonal communication skills needed to put decision making into action, students can apply a detailed understanding of a decision making process to a sexual situation involving alcohol use, to make a health enhancing decision and evaluate why this was the most health enhancing decision in this situation A4: Demonstrating understanding of personal identity factors: gender, sexual identity, and friendships [Adding to A4 above] After exploring a range of factors (personal/internal factors, interpersonal factors shaped by friends and family and other people, and societal factors like culture and media) that ‘influence’ or ‘affect’ or give shape to people’s identity and well-being, students can, for each of their descriptions that link aspects of sexuality and gender to the dimensions of hauora, suggest a factor that has influenced this aspect of the person’s individuality Basic understandings of personal, interpersonal, and societal factors are potentially required for all L1 AS C2: Identifying influences and pressures, including family, media, youth cultures, online [Continuation of above] After reading a short story, viewing a film or TV programme about a young person (with themes in the story related to sexuality and/or gender), students can identify factors that are positively and negatively influencing the well-being of the character(s) in the story Students can (also) identity actions or strategies that minimised risky situations, and/or showed when the character was exercising their rights and responsibilities in a way that supported their well-being [See also C2 below] [See A1 above] AS90974 C2: Taking responsibility Understandings and skills to enhance relationships; think critically about sexuality in society C3: Demonstrating interpersonal skills for responding to needs, changes, and challenges After revising a range of interpersonal communication skills – effective listening, assertiveness, ‘I’ statements, negotiation, giving feedback, and shared problem solving students, working in small groups, can apply a relevant combination of skills in a rehearsal/skill demonstration to respond to conflict or pressure in a relationship scenario [Demonstration of skills is peer assessed.] AS90973 AS91097 C3: Demonstrating interpersonal skills to advocate for others’ rights [Added to above] After learning what it means to ‘advocate’ for someone or something, students identify a sexuality related situation where they and others might need to advocate for change to ensure another person’s rights are observed eg a bystander stepping in to take action when someone is being bullied about their sexual orientation or body appearance, or someone is being treated unfairly because of their sexual or gender identity; students, can apply a relevant combination of skills in a rehearsal/skill demonstration to respond to conflict or pressure in the scenario [Demonstration of skills is peer assessed.] AS90973 AS90974 D1: Analysing influences affecting pregnancy, screening, and other aspects of sexual health After searching on the internet for recent local/NZ news articles about sexual health topics eg unplanned pregnancy or STI statistics, rates of cervical or prostate screening, students can analyse the information in the article to identify likely influences on why these well-being situations are not improving, or getting better or worse A1: Investigating the reasons for choices that other people make C2: Recognising different values and taking responsibility [See C2 story or film activity above] After revising what ‘values’ are and exploring how to recognise a person’s values (eg through a continuum activity that highlights how people think and believe different things about a situation), students can recognise the values of someone in a sexuality or gender situation (eg the male in a relationship thinks he should make all the decisions and his girlfriend should as she’s told because that’s what his culture has taught him, or the school’s top sports team always uses homophobic language as part of the way the communicate on and off the field) NZHEA Sexuality Education indicators of learning progression Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn AS90974 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 21 C3: Planning strategies and demonstrating interpersonal skills for responding to needs and challenges D1: Advocating for health services and the promotion of diversity in the school and community D3: Comparing and contrasting different values regarding sex, intimacy, and gender identities, and taking ethical standpoints D3 & 4: Investigating community initiatives and organisations, human rights, and laws related to gender, equity, and sexual diversity and identify the responsibilities of each of the people in the situation to ensure a healthy outcome for everyone involved [See C3 activities and indicators above] After collecting school data that showed non-heterosexual students were not supported in the school (and reading a recent research report saying the same thing) students discussed ways they could better promote acceptance of and respect for diversity in the school They decided that they couldn’t this by themselves so as a class agreed they could raise awareness of the issue around the lack of inclusiveness of diversity but they needed the teachers and principal to bring about some changes as well Through writing letters to the principal and BoT requesting a change to [xxx] students showed they can identify factors that affect the well-being of students and how to act in ways that have the potential to bring about change [For health services see Level activities and indicators] After learning about school policies and national laws related to protecting people’s rights in sexuality and gender situations, and after locating and discussing recent news articles that show examples of people being in breach of policies, rules, and laws (eg people being denied a job because of physical appearance, transgender people experiencing lack of suitable toilet facilities at school/in the community, conservative cultural values denying rights for same sex attraction etc) student can describe the differences between what the law says and what some people believe (is right or wrong), and how laws (or rules and policies) contribute to people’s safety in the school and/or community After students are guided toward a basic understanding of the NZ Human Rights Act (particularly around discrimination), what it protects in relation to gender and sexuality situations (making use of websites such as the Human Rights Commission, Citizens Advice Bureau, and Youth Law), the Employment Act (related to harassment issues), and finding out what United Nations Convention of the Rights of the Child (UNCROC) is for, students engage in a class brainstorm to identify what they know about current organisations, events and programmes aimed at supporting people in gender or sexuality related situations With teacher guidance, groups of students each investigate a different organisation, service, programme, event (etc) so that students can prepare an overview of the organisation and its services (as relevant) share what it is their selected organisation (etc) does, and how it supports well-being Each group’s summary is compiled into a digital resource for sharing NZHEA Sexuality Education indicators of learning progression Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn AS90973 AS90974 AS90974 AS90974 AS90974 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 22 NZC Level NZC Achievement Objectives from which the suggested sexuality education learning intentions derive Students will: A1 Personal growth and development: Assess their health needs and identify strategies to ensure personal well-being across their lifespan A3 Safety management: Analyse the difference between perceived and residual risks in physical and social environments and develop skills and behaviour for managing responsible action A4 Personal identity: Critically evaluate societal attitudes, values, and expectations that affect people’s awareness of their personal identity and sense of self-worth in a range of life situations Areas for learning focus Suggested Learning intentions (SEG p20) Possible indicators to show the learning intention has been achieved (and how learning develops across the levels) NCEA links Contributes to learning that could be assessed by these Achievement Standards Knowledge, understandings, and skills relating to sexual development – physical, emotional, and social A1: Identifying lifespan issues After discussing and revising in groups how each dimension of hauora is linked to aspects of sexuality for younger people, students draw on ideas from their own families, TV programmes, films an books to identify sexuality considerations across the lifespan and with possible male and female differences Students can relate aspects of sexuality across the lifespan to each dimension of hauora, highlight what changes over time and what stays the same, what is different for males and females AS91237 AS91239 A3: Identifying risks in intimate relationships After gathering survey data about young people’s viewing of pornography, and viewing a recent documentary, students are able to identify ways pornography is impacting on what young people think is ‘normal’ sexual behaviour and how this is putting well-being at risk AS91239 A4 and C2: Critically evaluating beliefs, attitudes, and practices that reinforce stereotypes and influence choices After developing understanding of the difference between attitudes, values, beliefs and actions/behaviours, and after exploring a selection of social situations eg families, friendship or interest groups, schools, sports clubs etc, or investigating different forms of media that feature situations involving considerations of gender and/or sexuality, students can recognise stereotypical attitudes related to gender and/or sexuality in a range of situations and identify the values and beliefs of people that perpetuate and reinforce sexual and gender stereotypes [In conjunction with A4/C2 above] After developing understanding of the concepts of gender roles and heteronormativity investigating the way some gender and/or sexual stereotypes have remained (and changed) over time students can describe how gender and sexuality ‘norms’ persist in communities or in wider society, and how these impact on the well-being of individuals, groups, and society as a whole AS91239 C1 Relationships: Analyse the nature and benefits of meaningful interpersonal relationships C2 Identity, sensitivity, and respect: Analyse the beliefs, attitudes, and practices that reinforce stereotypes and role expectations, identifying ways in which these shape people’s choices at individual, group, and societal levels C3 Interpersonal skills: Evaluate information, make informed decisions, and use interpersonal skills effectively to manage conflict, competition, and change in relationships A4: Critically evaluating how social and historical gender and sexuality norms continue to affect identities and practices After learning what the terms heterosexual, homosexual (and other associated sexual identity language) and ‘heteronormative’ mean, students each ‘analyse’ one copy of a magazine (that they would often look at and read), a film they are viewing or book they are reading (either for learning in English, or for their own entertainment), or a TV programme they regularly watch, for the number of relationships that show opposite and same sex couples On sharing all analyses carried out by the class students can draw conclusions about and justify whether or not the combination of literature they read/TV or films they watch are ‘heteronormative’ D1 Societal attitudes and values: Analyse ways in which events and social organisations promote healthy communities and evaluate the effects they have D2 Community resources: Evaluate school and community initiatives that promote young people’s well-being and develop an action plan to instigate or support these D3 Rights, responsibilities, and laws: Evaluate laws, policies, practices, and regulations in terms of their contribution to social justice at school and in the wider community AS91239 A4: Evaluating and managing personal identity in changing relationships Knowledge, understandings, and skills to enhance sexual and reproductive health A1: Identifying sexual health needs and developing strategies to ensure well-being A3: Understanding safer sexual practices After exploring what changes in young people’s lives when they begin and end a romantic (and sexually intimate) relationship, and societal expectations of young people in these situations, students can identify how aspects of personal identity and self-worth may either support a person in times of change, and/or how personal identity might be challenged, shaped and influenced by such relationship changes After revising safer sex practices required to maintain sexual health, where in their community support for sexual health needs can be accessed, and issues such as legal age, students can identify what changes for young people as they progress through their teenage years in relation to sexual health and relationship needs [See NZC Level A3 and use in conjunction with above ] NZHEA Sexuality Education indicators of learning progression Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn AS91327 May link to AS91236 depending on learning context selected C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 23 D1: Understanding how community events and organisations promote sexual health or sexual diversity D2: Advocating for community agencies and student health centres D3: Evaluating human rights and school policies Personal and interpersonal skills and related attitudes C3: Evaluating information, making informed decisions, and demonstrating relationship skills C3: Evaluating relationship changes and demonstrating skills to manage conflict, breakups, and other changes Understandings and skills to enhance relationships; think critically about sexuality in society C3 & D2: Using personal, interpersonal, and societal strategies to address issues related to gender and sexuality A4: Evaluating societal and cultural influences on partnerships, families, and childcare relationships A4: Explaining influences on gender and sexual identities C1: Analysing close friendships, partnerships, and social interactions After developing understanding about what it means to ‘promote’ health and wellbeing, and identifying a range of local community events (or events that feature in the news in other regions of the country) that aimed to promote well-being related in some way to gender or sexuality, students can identify ways communities take action to promote diversity (for example) After surveying a selection of peers, or family members, (or other relevant group) about their knowledge and attitude related to the health promotion event, students can evaluate (make a judgement about how well) the action met its intended aims [See also D2 below] After developing understanding of a range of actions that could be considered ‘advocacy’, students decide on an action related to the promotion of sexual health or diversity that they can collectively support, backed up with evidence to show that they can take action to advocate for change to support the well-being of students at the school After selecting a recent event or extracts from a recent biography (local or somewhere else in the country, or elsewhere in the world) that focused on people being unfairly treated because of gender or sexual identity, and developing a basic understanding of the NZ Human Rights Act and where to find support information for making use of the Act, students can review their school policy statements related to developing a safe school to check that their school policy meets requirements (eg cyber safety, anti-harassment or bullying etc) After identifying a range of interpersonal situations where there is potential for wellbeing to be compromised (eg conflict in a romantic or sexual relationship, sexual harassment, exclusion or other form of bullying due to difference, etc) students can identify the combination of personal and interpersonal communication skills needed to manage the situation to achieve a healthy outcome After exploring a range of reasons why romantic/sexually intimate relationships break up, how relationships end, how this impacts on the well-being of the people directly and indirectly involved, students can select and demonstrate a range of skills to show they can show empathy to someone else who has had a relationship break up, be assertive when someone they are trying to break up with won’t accept the situation, what they would say to end a relationship respectfully, etc Students can show understanding of how a combination of personal, interpersonal and societal strategies (see above and below) need to come together to promote and sustain well-being in gender and sexuality situations After carrying out a ‘case study’ of a social situation in groups, (eg a family depicted in a movie, book or TV programme, young people from a named cultural group), students can identify societal attitudes, values, and expectations that appear to contribute to the well-being of the people in the case study, and whether this appears to positively or negatively affect people’s personal identity and their sense of self-worth Contributes to understanding for AS91238 After selecting, viewing, discussing a range of current popular music videos, students can analyse the messages young people might take from the video images and song lyrics about what it means to be male and female, and the nature of romantic/sexual relationships They can also identify which messages they believe are fair and inclusive and which messages may have a negative impact on young people’s identity and sense of self-worth After exploring a range of different interpersonal relationships, eg friendships, family relationships, romantic/sexual relationships, work or school-peer relationships, relationship with those in authority, etc, and developing a language that can make a distinction between these different types of relationships, students can describe the AS91239 NZHEA Sexuality Education indicators of learning progression Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Contributes to understanding for AS91238, as well as strategies for AS91236, AS91327, and AS91329 AS91238 AS91238 Contributes to strategies for AS91236, AS91327, AS91328 Contributes to strategies for AS91236, AS91327, AS91328 Contributes to AS91237 Contributes understanding of interpersonal relationships required for all Achievement Standards C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 24 similar and different features of a range of relationships and the need for different forms of interpersonal relationships C2: Analysing beliefs, attitudes, and practices that reinforce stereotypes and influence choices (such as sexism, homophobia) After exploring what is meant by ‘power imbalances’ in relationships and how this leads to unfair treatment by some people of others, developing knowledge of the similarities and differences (by definition and in law) between bullying, harassment and discrimination (and abuse), and knowledge of terms such as homophobia, sexism, heteronormativity, students can recognise stereotypical comments, and understand the values and beliefs that perpetuate these stereotypes, and why stereotypes are unfair and impact on individual and societal well-being Students can recognise situations where people are being bullied, harassed or discriminated against on the basis of gender or sexuality and understand how power imbalances in relationships contribute to these situations AS91328 D2: Advocating for diversity [See D2 above] After exploring the concept of social justice’ in relation to values such as fairness, and inclusiveness, and non-discriminatory actions, as well as revising interpersonal communication skills needed to convey the values of social justice and the attitudes and values of individuals who believe in a sense of social justice, students can apply the values of social justice when advocating for change to a school (or other community) practice or system where they believe inclusiveness of diversity is not being considered (eg uniform choice, access to/opportunity for a variety of sports and cultural activities) AS91237 NZHEA Sexuality Education indicators of learning progression Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 25 NZC Level NZC Achievement Objectives from which the suggested sexuality education learning intentions derive Students will: A1 Personal growth and development: Critically evaluate a range of qualitative and quantitative data to devise strategies to meet their current and future needs for well-being A3 Safety management: Critically analyse dilemmas and contemporary ethical issues that influence their own health and safety and that of other people A4 Personal identity: Critically analyse the impacts that conceptions of personal, cultural, and national identity have on people’s wellbeing Areas for learning focus Suggested Learning intentions (SEG p21) Possible indicators to show the learning intention has been achieved (and how learning develops across the levels) NCEA links This learning could contribute to assessment for these Achievement Standards Knowledge, understandings, and skills relating to sexual development – physical, emotional, and social A1: Critically evaluating data and devising strategies to meet current and future sexual health and relationships needs After accessing published population data about aspects of sexual health, students can interpret what the data is indicating (eg about unplanned teenage pregnancies, contraceptive use by young people, or rates of STI transmission) to decide what the issue is (what is cause for concern) AS91461 AS91465 After surveying peers about their experiences (eg viewing of pornography), students use the data to advocate for change to support well-being After discussing and investigating (sexual) health services accessible to young people in the school and community, students can recommend actions they can take to help all students in the school know how and where to access support for sexual health issues if they need to After developing detailed understanding of the political, economic and cultural determinants of health (and the ways the social determinants of health are combinations of these determinants acting in different ways and in particular contexts), and their application to sexual health or gender and sexuality issues, students can use data (qualitative and quantitative) to recommend strategies to bring about healthier outcomes by changing a relevant combination of cultural attitudes and values, legislation, and the economic environment C1 Relationships: Critically analyse the dynamics of effective relationships in a range of social contexts C2 Identity, sensitivity, and respect: Critically analyse attitudes, values, and behaviours that contribute to conflict and identify and describe ways of creating more harmonious relationships C3 Interpersonal skills: Analyse and evaluate attitudes and interpersonal skills that enable people to participate fully and effectively as community members in various situations D1 Societal attitudes and values: Critically analyse societal attitudes and practices and legislation influencing contemporary health and sporting issues, in relation to the need to promote mentally healthy and physically safe communities D2 Community resources: Establish and justify priorities for equitable distribution of available health and recreational resources and advocate change where necessary D3 Rights, responsibilities, and laws: Demonstrate the use of health promotion strategies by implementing a plan of action to enhance the well-being of the school, community, or environment A4: Critically analysing gender and sexuality in society Knowledge, understandings, and skills to enhance sexual and reproductive health A1: Evaluating future sexual health needs D1: Critically analysing practices and legislation After exploring the attitudes (and underpinning values and beliefs) inherent in the portrayal of gender or sexuality, coming from a variety of sources (eg friends, family, peers, media – news , advertising, entertainment), students can use evidence to explain how a diversity of factors contributes to the way society portrays gender or sexuality in social/cultural situations, or in the media Students can then link these influences to impacts on people’s well-being After exploring issues relating to sexual and reproductive health (eg HPV vaccine, cervical cancer screening, prostate cancer screening, (in)fertility, contraception etc), students can identify possible knowledge they may need to meet future sexual health needs (information sources, services, personal support systems etc After exploring legislation as a political determinant of health, relating to gender or sexuality (eg Human Rights Acts, age related legislation, Employment Act) and any practices related to these (eg how to lay a complaint of workplace harassment or discrimination) students can explain the pros and cons of the practices/legislation for the well-being of people and society AS91461 AS91462 After exploring what is meant by contemporary, alternative and traditional health practices, the philosophy of each type of practice, what is government funded and supported by legislation, in relation to a range of approaches to managing an aspect of health related to gender or sexual health eg infertility, birthing, menstrual problems, menopause, prostate or breast cancer (etc), students can describe the range of practices available to manage or treat the particular health situation in New Zealand, and how inclusive these practices are of diverse communities and individual needs and why AS91463 NZHEA Sexuality Education indicators of learning progression Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Contributes ideas for AS91465 Contributes ideas for equitable outcomes for issues explored in AS91461 and AS91462 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 26 D2: Justifying equitable access to services Personal and interpersonal skills and related attitudes After developing understanding of equity (and how this is different to equality), and what is meant by ‘equitable outcomes’ for well-being, students can give reasoned arguments and use supporting evidence to justify equitable access to services that support sexual health, or gender and sexuality related issues After revising the nature and features of a range of different interpersonal relationships, eg friendships, family relationships, romantic/sexual relationships, work or school-peer relationships, relationships with those in authority, etc, and exploring what is meant by ‘relationship dynamics’ and what an ‘effective’ relationship would look, feel and sound like in a range of these social contexts, students can describe the dynamics of effective relationships and how these dynamics are integral to maintaining the interpersonal relationship and personal well-being Contributes ideas for equitable outcomes for issues explored in AS91461 and AS91462 Contributes ideas for equitable outcomes for issues explored in AS91461 and AS91462 and health promotion actions for AS91465 After revising interpersonal skills [see C3 at levels 5&6] and understanding of the concept of social justice [see D2 at level 7], students can identify and demonstrate a range of interpersonal skills needed to achieve social justice in a particular situation where inclusiveness of diversity has not been exercised, or where people have been treated unfairly based on gender/sexuality (skill such as empathy, assertiveness, effective communication, problem solving etc) Students can explain the selection and use of these skills in the chosen context After revising what is meant by ‘safer sexual practices’, and identifying legislation (nationwide laws or local policies) related to these practices, students can describe the attitudes and values that underpin these laws/ policies and how this impacts on the well-being of people (As above) A1: Critically analysing the impact of parenting and child care After developing understanding of the determinants of health, students can describe a range of ways political, cultural and economic determinants (and selected social determinants that combine aspects of these) impact on the ability to be an effective parent (parents who can support the well-being and development of their children and themselves in context of their family and community) May relate to AS91461 depending on selected context A3: Analysing ethical issues and dilemmas that influence sexual health A3 & D1: Critically analysing new technologies and current legislation After exploring a selected ethical issue related to sexual health, gender or sexuality (eg embryo selection to choose the gender of babies, abortion, circumcision, female genital mutilation, censorship and pornography, equal rights for diverse sexual or gender identities, access to fertility treatments, immunisation – including HPV vaccine, etc), students can identify and explain the values and beliefs of people or groups holding different perspectives on the issue AS91464 C1: Critically analysing effective relationships in diverse contexts C3: Analysing and evaluating interpersonal skills and issues of social justice and equity D1: Critically analysing attitudes, practices, and legislation for promoting safer sexual practices and well-being Understandings and skills to enhance relationships; think critically about sexuality in society May relate to AS91461 depending on selected context Students can explain the impact of the practice (and whether or not it is currently legal practice) for the well-being of people directly impacted by the issue and the impact on society C2: Promoting positive, equitable, and supportive relationships in families and partnerships After exploring a social health issue such as family violence or teenage pregnancy, students can recommend and justify strategies (based on changing factors that contributed to the issue in the first place) that promote positive relationships and equitable health outcomes NZHEA Sexuality Education indicators of learning progression Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn AS91461/AS91462 C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 27 C2 & D1: Critically analysing gender, sexuality, and equity issues and advocating for social justice D1: Critically evaluating societal attitudes to sex and sexuality, including in families, communities, religious contexts, and online After exploring a gender or sexuality related issue in another country (eg something topical such as the treatment of girls and women, women’s right to control their fertility, HIV AIDs, sex slavery, pornography, lack of legal rights around same sex relationships, female infanticide etc), students can apply their knowledge of the determinants of health to show understanding about why the situation has arisen/what is sustaining it and how the situation is impacting on people’s wellbeing AS91462 (when assessment specifications provide opportunity for this) D2: Critically evaluating health practices and policies and advocating for equitable distribution of resources [Related A1 and D1 above] After exploring local community or national practices or policies relating to sexual health or gender/sexuality issues, students working in groups, prepare a submission to a select committee (or other group), showing they can give a reasoned account of the situation (the issue) and what practices/policies needs to change Students can advocate for improvements in order to encourage social justice and equitable health outcomes for all AS91461/ AS91462 D3: Using health promotion strategies to enhance sexual health and affirm diversity After developing understanding of health education models for health promotion (behaviour change, self-empowerment and collective actions, and the advantages and disadvantages of each), along with the Ottawa Charter, Bangkok Charter and/or Te Pae Mahutonga model, students can select and apply relevant models for health promotion to a sexual health or gender/sexuality situation to show how the aspects of the model could be applied to positively change the current situation and achieve sustainable well-being outcomes As91461/AS91462 AS91465 NZHEA Sexuality Education indicators of learning progression Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Indicators for Systems-Level Change The indicators for systems-level change were developed through support from the Nellie Mae Education Foundation as part of the evaluation of the foundation’s multi-state District-Level Systems Change initiative The initiative provided funding to 10 New England school districts from 2012 to 2019 to develop and implement whole school models of student-centered learning (SCL) The initiative aims to transform the educational system around the principles of SCL- that learning is personalized; competency-based; student-owned; and can occur anytime, anywhereto support improved student outcomes The indicators for systems-level change were developed in coordination with the college and career readiness indicators Unlike the college and career readiness indicators, which were conceived as a “dashboard” of a small set of mostly quantifiable measures from surveys and other data sources, developing indicators that are sensitive to systems-level change are more complex There are fewer easily identifiable and quantifiable data sources related to systemslevel variables, and there is more difficulty in bounding the set of indicators For this reason, we have identified a set of “systems keys,” core elements of practice and policy that are vertically and horizontally integrated in the district system: • Vertical integration implies that there is evidence for this key indicator in data from the state level, district level, school level, and classroom level • Horizontal integration implies that there is evidence for the indicator across major functional domains supporting instructional practice and student learning—for example, finance, scheduling, instruction, professional development, and learning technology Because the system keys are so central to the theory and practice of student-centered learning, they can tell us a great deal about the health of SCL initiatives and the systemic influence of these initiatives Three systems keys were theorized to be central to advancing broad changes in school districts to support SCL: Assessment Collaborative culture Personalization and scaffolding In our Indicators Framework, data collection of the systems keys is coupled with the collection of data on student achievement, participation, and success in rigorous academic experiences The collection of student outcomes data allows correlations to be drawn between changes within the systems keys and the hypothesized measurable improvement for students Education Development Center Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Following, we provide an example of how one systems key—assessment—is vertically and horizontally integrated Assessment as a Case of Vertical and Horizontal Integration In an SCL system, assessment is driven by a common purpose, which is providing reliable, fair, and timely results on the needs and performance of every student in the system This information can then be used to scaffold support, ascertain proficiency, and track individual and collective progress over time Unlike systems that rely on assessment results to reward a comparatively small number of high achievers with privileged access and opportunity, an SCL system relies on assessment to support deeper learning and improve proficiency for all students This system is built on the assumption that all students can learn at high levels Vertical Integration At the classroom level, assessment is an important tool to help students determine whether or how well they’ve mastered core content and to help teachers design additional supports (when and as needed) to accelerate slower or struggling students toward proficiency What’s more, to be authors of their own education, students need to develop the capacity for selfassessment At the school level, well-structured and timely assessment helps teachers create greater consistency across classrooms and provides a basis for informed dialogue about instruction It also opens the door to extended learning opportunities, since the measure of proficiency can be applied across a variety of settings At the district level, a well-developed system of assessments provides detailed information about school performance, the efficacy of instruction, and the success (or struggles) of students from across the learning spectrum This information, in turn, can be used to allocate resources, target innovative responses to identified needs, and communicate progress to parents and the wider community At the state level, high-stakes assessments can be implemented in ways that support and build on these local assessment designs—and not simply ignore or disrupt them Together, these comprise vertical integration, one of the defining characteristics of a systems key Horizontal Integration To develop the necessary skills for administering, scoring, and interpreting results from a wide range of performance assessments, most teachers will require professional development Education Development Center Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an and coaching This kind of professional support has to be extensive and readily available in all participating schools Implementing broad-based SCL assessments across the content areas requires flexibility in scheduling—to allow enough time in the school day and school week to administer and score assessments and to develop appropriate instructional responses to assessment results Professional time—for professional development and for administering and scoring assessments—is expensive, and school and district finances need to be aligned to support this priority Creating, sharing, and administering assessments, as well as preparing assessment results, is increasingly technology-based, and teachers and students will need full access to the appropriate hardware and software to ensure that assessments are secure, timely, efficient, and capable of generating powerful results (i.e., results that can be quickly translated into differentiated instructional methods and learning tasks) One of the chief goals of assessment is to share results with students and their families, so the school and the district will need to provide an accessible and comprehensible system of grading and reporting that accurately captures student progress toward proficiency as well as evidence of deeper learning and college and career readiness These together make up horizontal integration, the other visible instantiation of a systems key The remaining two systems keys—collaborative culture and personalization and scaffolding—can be similarly described, but the point is the same—vertical and horizontal integration that suggest the importance of these keys for achieving SCL goals and for organizing data collection Education Development Center Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Indicators for Systems-Level Change ASSESSMENT Indicator(s) Data source Purposes of assessment Public documents Purposes align with the stated goals for SCL within the schools and with curriculum, instruction, extended learning, and graduation requirements • School board minutes • District strategic plan Classroom, school, and district observations Student, teacher, and administrator interviews Range of assessments Student questionnaire (SQ) Assessment experience items, disaggregated by Reliance on multiple assessments to guide instruction subject area, grade level, and target population and student learning, e.g., state tests, common Teacher questionnaire (TQ) formative assessments, portfolios, performance assessments, capstones, AP tests, PSATs, and SATs Assessment practice items, disaggregated by subject area and grade level Student, teacher, and administrator interviews Classroom observations of teachers’ assessment practices Use of assessments SQ Formal and informal assessments are used regularly to inform practice Teachers rely on assessment to ascertain student strengths and interests (not just their deficits) and to develop strategies for academic growth and acceleration TQ Assessment experience items, disaggregated by subject area, grade level, and target population Assessment practice items, disaggregated by subject area and grade level Student, teacher, and administrator interviews Classroom and school observations COLLABORATIVE CULTURE Indicator(s) Data source Purposes of collaborative culture Documents related to professional practice e.g., school and district policies, teacher labor contracts Purposes align with the stated goals for SCL within the schools and with schoolwide expectations for continued learning and continuous improvement Teacher and administrator interviews Classroom, school, and district observations Professional learning infrastructure TQ Collaborative culture items, including items on Multiple and varied opportunities for teachers, opportunities to work and plan together and to administrators, and others with a role in students’ observe one another teach academic, social, and emotional growth to learn from Teacher and administrator interviews and alongside one another Classroom, department, and school observations Education Development Center Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Teacher evaluation Review of instruments for evidence collected about teacher collegiality and collaboration Review of policies and practices regarding induction and mentoring, onboarding, and evaluation of new teachers, teacher schedule Shared vision and shared understanding TQ Teachers and students have a shared vision and shared understanding of instruction and the role of assessment across classrooms SQ Collaborative culture items, including items on shared vision and shared understanding Student learning experience items, disaggregated by subject area and grade level Classroom, department, & school observations Student, teacher, administrator, and community member interviews Consistent practice TQ Students are experiencing consistent approaches to instructional practice across classroom (within and across subject areas) SQ Collaborative culture items, including items on shared vision and shared understanding Student learning experience items, disaggregated by subject area and grade level Classroom observations Student, teacher, and administrator interviews PERSONALIZATION AND SCAFFOLDING Indicator(s) Data source Purposes of personalization and scaffolding Policy documents Purposes align with the stated goals for SCL within the schools and with schoolwide expectations for access and equity in academic opportunities for all students Reliance on formal and informal assessments to personalize instruction and to develop scaffolds for learning Sections regarding support for all students Classroom observations Teacher and administrator interviews Personalized learning plans and the recommendations of early warning teams to identify struggling students and quickly address their needs (number of teams and students served by the teams; number of students with personalized learning plans) Teachers regularly turn to the results of formal and informal assessments to personalize and scaffold instruction, including data about students who struggle in traditional academic settings Scaffolding Student, teacher, and administrator interviews includes selection of alternative tasks, materials, and Classroom observations timelines that support engagement while sustaining TQ rigor Items on use of instructional technology to support differentiated learning Education Development Center Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.vT.Bg.Jy.Lj.Tai lieu Luan vT.Bg.Jy.Lj van Luan an.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd.vT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.LjvT.Bg.Jy.Lj.dtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn