Page 76 - Assurance Continuous Improvement Framework

East Central Catholic School Division
•Are the school authority EP and school EPs aligned?
•The school authority has an aligned accountability/assurance system for schools, enabling continuous improvement and evi- dence- informed decision-making.
Education Structure
Outcomes
Outcomes are measurable statements of what the school authority seeks to achieve. In broad terms, outcomes answer the question, What are we trying to achieve or what will this look like when we get to where we want to be? Outcomes are “end states”: they are the changes in the individuals (students, teachers, school leaders, etc.) or the system that have occurred when the work has been completed.
The outcomes for your EP should:
•focus on a small number of priorities identified from the inputs outlined above;
•clearly describe the desired future; and,
•are realistic and measurable.
Outcomes can be developed in relation to any of the domains based on data and priorities. Given that the priority of the K-12 education system is the success of every child in school, outcomes for student growth and achievement will be a priority. Outcomes for other domains should be developed not only to address priori- ties within the domain, but also based on their potential impact on student growth and achievement.
Continuous Improvement Cycle
Measures
Measures assess progress on achieving the outcomes and the effectiveness of the strategies. Measures answer the question: How will we know that we have achieved the outcome?
The measures selected should:
•be appropriate to the identified outcomes;
•reflect what would be seen in the short, medium and/or long term to know that progress is being made;
•be effective for providing useful data to determine the impact of strategies and progress toward out- comes; and,
•be a combination of provincial (required or supple- mental) and locally developed/ selected measures.
Note:
The set of measures that best assess progress toward achieving the outcomes should include measures of both frequency and quality.
Local measures should be robust enough to provide useful data that shows progress toward achieving the outcomes in your school authority education plan (EP), and to deter- mine the impact of the strategies associated with the out- comes.
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