Key Questions 1.What was one thing (finding, idea) in the presentation that surprised you? 2.What are the implications for action resulting from the presentation? Focus = reducing achievement gaps

Closing Achievement Gaps for Aboriginal Students Overall sense of seriousness and urgency Implications for action Student (context, personalisation, knowing the student) Family (parents, engagement, common language) Teacher education (pre- and in-service, aboriginal culture, sensitivity, instructional practices) Policy (implementation of Framework) Research questions Do we need an approach to assessment that is more congruent with aboriginal worldview and experience? What can we learn from other jurisdictions?

Closing Gender Gaps in Student Achievement Questioning of the nature and extent of the gender gap Implications for action Revisit what literacy entails, and how we define success Increase understanding of the complexity of the multiple influences on gender achievement- encourage a more reflective and contextual stance Need syntheses of the state of knowledge on gender gap Focus on good instructional practices Research questions What other factors are embedded within gender disparities in achievement? How to bring both quantitative and qualitative dimensions in assessments? How do notions of masculinity and femininity affect instructional practice?

Poverty and Education: Closing Achievement Gaps Overall emphasis on the importance of community partnership Implications for action Integrating the school in the community by building reciprocal relationships –Engage parents, families and teachers –Integrated services model –Encourage teacher participation in the community Foster teacher collaboration Require community partnerships in Ministry sponsored research and evaluation Research How can we deepen our understanding of complex factors, i.e. social justice, systemic racism, cultural understanding How can we mobilize what is known about engaging families and communities?

Closing Achievement Gaps: English/French Language Learners Implications for action Effective instructional practices Improved professional development, better communication and collaboration between teachers, breaking silos School as a community hub with integrated services for families and students Research Questions Need to disaggregate data to understand and similarities

Closing Achievement Gaps: Students with Special Needs Implications for action Knowledge brokers in school boards Caring adults in schools More effective pre-school and early interventions Collaboration and community engagement Research How consistent are our identification systems? Need for research on reducing rotary in elementary, more long-term impact data, more attention to cost- benefit analysis, more mental health data

Overarching Themes OERS 2009 Foster effective and contextually relevant instruction to reduce achievement gaps A positive student self-identity is integral to success Reposition the school-community relationship as one of reciprocity The issues are complex but not intractable

Ontario Education Research Panel Thank you: OERP members AERO Ministry of Education Research & Evaluation Policy Branch

Ontario Education Research Panel Matchmaker, Make me a match. Un premier anniversaire

Be visionary, not hallucinatory

Complex times require conspicuous optimism

New learning destroys old truths

Moral energy is a renewable resource

Supporters sustain us; resistors make us wise

A person who has ceased to learn ought not to be allowed to wander around loose in these dangerous days…. [A.Toffler]