Page 77 - Assurance Continuous Improvement Framework

East Central Catholic School Division
Continuous Improvement Cycle
Measures (Continued)
Having a combination of measures of both frequency and quality allows you to make confident inferences that a strategy is working, and that progress is being made toward achieving the outcomes of your EP.
Local measures allow you to tell the story of how data is inform- ing instructional decisions, as well as measuring progress toward outcomes from your education plan (EP) when you share your re- sults via your annual education results report (AERR). The priori- ties for your EP will be informed by:
•insights from the analysis of your most recent data, and re- flected in your annual education results report;
•insights from the analysis of data arising from stakeholder engagement to develop priorities;
•the outcomes from the Alberta Education Business Plan; and,
•considerations for the time frame (minimum three years). You may develop outcomes in your EP for which progress toward meeting the outcomes is best measured by including local measures.
Strategies
With outcomes and measures in place, you will need to iden- tify the strategies that will help achieve your outcomes. Strategies answer the question: How will we achieve the outcome?
When identifying strategies, consider:
•the results analysis, particularly insights into the fac- tors that contributed most to the results;
•current research into effective strategies;
•input from colleagues and stakeholders to better un- derstand challenges and identify practice- informed strategies with promising results;
•the local and societal context of your school authority;
•networking with other school authorities who may be facing similar challenges or are already using strategies of interest; and,
•strategies that are broad enough to allow the diversity of schools in your authority to develop school-based strategies that consider their local context.
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