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ACCESS PANEL DISCUSSION NOW: The Power of Student Agency: The Impact of Voice and Choice in Learning

ACCESS PANEL DISCUSSION NOW: The Power of Student Agency: The Impact of Voice and Choice in Learning

  • 12 May 2025
  • AuthorLearning Bar Staff
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    How School Districts Are Driving Real Change

    How School Districts Are Driving Real Change

    • 29 April 2025
    • AuthorLearning Bar Staff
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      Breaking Barriers: Amplifying student voice and agency for real change

      • 9 April 2025
      • AuthorLearning Bar Staff
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        In Their Own Words: Students stories of impact

        • 9 April 2025
        • AuthorLearning Bar Staff
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          Measuring Impact: How student agency drives improved outcomes

          • 9 April 2025
          • AuthorLearning Bar Staff
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            Shaping Learning Environments: Empowering student voice in decision-making

            • 9 April 2025
            • AuthorLearning Bar Staff
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              Engaging the imagination of students

              Engaging the imagination of students

              • 3 April 2025
              • AuthorLearning Bar Staff
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                The OurSCHOOL survey: Delivering reliable insights without the hidden costs

                The OurSCHOOL survey: Delivering reliable insights without the hidden costs

                • 27 March 2025
                • AuthorLearning Bar Staff
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                  ACCESS WEBINAR NOW: Building Leadership Capacity: Leveraging Data to Drive Literacy Improvements

                  ACCESS WEBINAR NOW: Building Leadership Capacity: Leveraging Data to Drive Literacy Improvements

                  • 11 March 2025
                  • AuthorLearning Bar Staff
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                    ACCESS THIS COMMUNITY OF PRACTICE: Targeted Teaching: Leveraging Data for Differentiated Instruction

                    ACCESS THIS COMMUNITY OF PRACTICE: Targeted Teaching: Leveraging Data for Differentiated Instruction

                    • 10 February 2025
                    • AuthorLearning Bar Staff
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                      LITERACYINTERVENTION PRE-READING ASSESSMENT MEASUREMENT Confident LearnersFoundations Confident Learners Early YearsEvaluation-Pre-ReadingAssessment Systematic ReadingInstruction Optional Assessment Reporting INTERVENTION PROFESSIONAL SERVICES SUPPORT SERVICES Systematic ReadingInstruction Virtual Literacy Mentoring Live Course Facilitation Leadership Mentoring In-Person Literacy Mentoring On- Demand Helpdesk Customer SuccessManager LMS Training Live Online Training Program Manager PROFESSIONALLEARNING Teaching Resources
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                          Confident Learners Program Overview

                          The Confident Learners framework was developed over the course of a three year research partnership with 32 First Nations communities to develop a scalable program, informed by best evidence, and designed to meet the literacy needs of each child, school and community. To outline some of the key challenges we addressed through our research, and evidence underlying the program’s approach and design, we have developed the Confident Learners Program Overview. To receive the Overview directly in your inbox please provide us with your contact details below.

                          The Confident Learners program provides a rigorous curriculum aligned with teaching activities, assessments and quality professional development. The program covers all pre-literacy to literacy skills required to achieve reading fluency by the end of 3rd grade. The foundational model of literacy and language development that the Confident Learners Literacy Program uses, draws upon is the widely recognized and validated ‘Simple View of Reading.’ This model has two critical and complementary dimensions:

                          Code-related skill: Concepts about print, phonological awareness, letter knowledge, and reading fluency (decoding and spelling, recognition and spelling, speed and prosody).

                          Language skill: Vocabulary, receptive language, expressive language, and written language.

                          Children must master both to read proficiently.

                          Click to view a Code-Related Instructional Activity  or Language-Related Instructional Activity.

                          Leading indicators versus trailing Indicators

                          School monitoring programs and national and international studies such as PISA provide trailing indicators of student’s outcomes. The primary aim of trailing indicators is to assess changes in system performance across schools and districts, and over time. 

                          Educators need leading indicators to inform timely school policy and instructional decisions.  Leading indicator data allow you to not only focus on what is happening in your school now, but also to predict what will happen as a result (e.g. high bullying rates now will lead to high anxiety rates later). Leading indicator data are collected before learning occurs or as it is occurring. They typically employ short tests and administer surveys more frequently. The data can be used to:

                          • provide a framework for intervention (i.e., a response-to-intervention (RTI) program);
                          • guide school policy and practice in order to improve school climate;
                          • stimulate discussion about school reform;
                          • identify issues relevant to particular students or groups of students;
                          • identify students who need extra support;
                          • involve parents in meaningful ways; and
                          • increase student and teacher engagement.

                          We enable schools to continuously monitor several leading indicators that can help guide school policy and practice and assess the effects of school reforms.

                          How do you make sure your data is accurate?

                          High accuracy of reported measures is best achieved by having 100% of students participate.  However, a reasonable estimate can be achieved by having as few as 30 students participate.

                          Click here to get more details on the data accuracy generated by the OurSCHOOL survey.
                          Why do measures need to be valid?

                          Validity refers to whether a set of survey questions is measuring what it is intended to measure.

                          Steps for establishing the validity of an OurSCHOOL measure

                          1. Determine a theoretical definition of the construct by reviewing literature, and by seeking expert opinion. 
                          2. Identify the questions that reflect the construct through thorough discussions with experts, as well as teachers and students in focus groups, and a review of other instruments.

                          Data are analyzed using two psychometric techniques: factor analysis and item response theory (IRT). The analysis provides an indication of how well the questions hold together to provide a measure of a single unified construct, and whether each question contributes to the reliable measurement of the construct.

                          Click here to delve deeper into validity in the OurSCHOOL context.
                          Why do measures need to be reliable?

                          Reliability refers to the consistency of the measurement process and is one of the key criteria for a sound measure of a schooling outcome or school process. 

                          • High reliability is dependent on having multiple well-formulated questions contributing to a measure.
                          • Reliability is usually assessed with a coefficient that ranges from 0 to 1.0, with 1.0 being perfectly reliable. Most of the measures used in our surveys have reliability coefficients ranging from 0.80 to 0.95.
                          Learn more about the level of reliability in the OurSCHOOL Survey.
                          Enhance your school planning

                          Join the OurSCHOOL Engagement Team in one of our personalized interactive sessions. Each session was designed to reach all levels of data literacy, meaning you don’t need to be a data expert or statistician to attend. Let our team of experts guide you in finding your data story!

                          1

                          PRE-SURVEY

                          STRATEGY SESSION

                          2

                          DATA

                          DEEP DIVE

                          3

                          ASSESSING

                          YOUR IMPACT

                          4

                          BUILDING A

                          THRIVING SCHOOL

                          Explore topics such as:

                          In this year-end online debrief, the

                          Engagement Team will provide

                          you with tips and resources you

                          can use to:

                          A school is thriving when teachers,

                          students, parents / guardians, and

                          the community are working together

                          toward a common vision of success.

                          Take a deep dive into your data!

                          • Data-driven planning,

                          • goal setting, and

                          • using survey measures and

                             custom questions to capture

                             actionable evidence.

                          Our experts will:

                          • Review your data

                          • present notable highlights, and

                          • identify areas for further

                             investigation.

                          • Review your progress,

                          • assess the impact of your

                             implemented strategies, and

                          • discuss ways to help your team

                             adjust strategies and set

                             priorities for the coming year.

                          In this session you will:

                          • Explore strategies for how to

                             engage your whole school

                             community and build a culture of

                             consultation and collabora-tion

                             between all stakeholders, and

                          • learn how to triangulate the

                             perspectives of students,

                             teachers and parents to gain

                             deep insight into your school

                             communities' alignment.

                          • This session is available for

                             schools that use the OurSCHOOL

                             suite of surveys (Student, Parent,

                             and Teacher).

                          Leave the session with:

                          Participants will:

                          • Strategies and resources to

                             generate excitement for the

                             OurSCHOOL survey, and

                          • ideas you can use for a

                             successful survey

                             implementation.

                          • Learn to interpret and share

                             their OurSCHOOL findings,

                          • identify areas to celebrate,

                          • pinpoint opportunities for

                             improvement, and develop

                             achievable action plans

                             for further success.

                          Leave the session with:

                          • Knowledge and resources to

                             assess the impact of your

                             current strategies, and

                          • tips and resources for creating

                             a plan before your next survey

                             implementation.

                           * Sessions are available in both online and in-person format with up to 50 attendees. Pricing is based on session details and availability may be limited.

                          Find out how the RTI classification acts as a prediction model of a child being a successful reader at age 8 or 9.

                          The RTI classification includes three tiers, which are based on a prediction model derived from longitudinal data that estimated the likelihood of a child being a successful reader at age 8 or 9, based on his or her EYE-TA domain scores. Children with a greater than 80% chance of becoming a successful reader are classified as having Tier 1 learning needs; those with a 50% to 80% chance of becoming a successful reader are classified as having Tier 2 learning needs; and those with less than a 50% chance are considered to have Tier 3 learning needs. The prediction model takes into account the age of the child at the time of the assessment and his or her skill level in each of the five domains. The results derived from the model weights some skills more heavily than others. Skills in the Cognitive and Language and Communication domains figure most prominently; children’s Awareness of Self and Environment, Social Skills and Approaches to Learning, and Fine Motor skills also contribute to the classification.

                          An RTI classification is not permanent or necessarily long term, nor is it a label assigned to a child. As children are developing their literacy skills, their progress should be monitored on a regular basis, using a variety of formal and informal tests. In practice, teachers use the domain-specific results to plan their instruction. Schools with more than one kindergarten or 1st grade classroom can use the RTI score to ensure the prevalence of vulnerable children is evenly distributed among classrooms.

                          Also, children with Tier 2 or Tier 3 learning needs do not necessarily have a specific learning or intellectual disability. The classification simply indicates that a child may need extra instructional time and resources during the primary school years.