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LUMIX FAIR 3

LUMIX FAIR 3

Overall learning goal

By the end of the session, participants will have:

  • drafted a portrait of WOTP in their school board

  • Reported on the number of students who receive certification from a WOTP program

  • Shared their questions and insights regarding their use of Lumix to attain data and how the data is subsequently used

  • Monitored the progress of students in the PWT and TCST to assess progress towards certification

  • Assisted in the design of a follow-up session

Instructional design

Introduction

The organiser of the Lumix fairs, facilitated by the Evidence Based Practice (EBP) Project, welcomes all the participants to the one day session.  The EBP facilitator introduces her co-facilitators from English Montreal School Board (EMBS) and MELS for the day.

The purpose of the day is shared.  It is to continue to build capacity, within the english community, with regards to the development, implementation and use of Lumix tools and to share experience and expertise.Fair three addresses goal 3 of the MELS partnership agreement, and focuses on the Work oriented Training Paths (WOTP).  Goal three is to increase the number of students within the 7 year cohort identified as having learning or behavioural difficulties and the number of at-risk students with an Individualised Education Plan (IEP) who will graduate with a Diplome D’etudes Secondaires (DES) and Diplome D’etudes Professionnelles (DEP). It is also to increase the number of students within the 7 year cohort identified as having handicaps who will graduate with qualification of Pre-Work Training Certificate (PWTC) and Training Certificate for Semi-Skilled Trade (TCST).

Connections are made to the previous session and the day’s structure is shared.

Development
Activity 1: Participant survey

Participants are asked to complete an informal survey to gauge their level of knowledge about: WOTP, Lumix, Excel, strategic planning, and working in collaboration.

Following reflection on their own expectations for the day, participants share them with colleagues at their table.

A ‘Team Question Sheet’ is distributed, to allow teams to keep a record of their own questions and ideas for further discussion. The facilitators recommend that any interpretation of the data be turned into a question, becoming a working hypothesis to be proved or disproved.

The MELS facilitator presents the salient features of the PWT and TCST programs, and describes the profile of students who are expected to be enrolled these types of programs.

Activity 2: Three WOTP tasks

Following a short demonstration of the dashboard by the EMSB-IT group, school board teams complete three tasks using WOTP data specific to their board. For each task, teams are provided with a series of questions. Between each of the tasks, teams share their findings and conclusions.

 

Task 1: Draft a portrait of WOTP students in your board for 2012-13
Task 2: Report on certification rates for WOTP in your board for 2012-13

Task 3: Monitor current students’ progress to assess to what extent TSST students are on track for certification in June 2013

The day ends with a question and answer session, which is supported by the EBP and EMSB.

Conclusions

The day concludes with a couple of questions directed at participants. A tour de table lets participants share what they will do first once they get back to their school boards.

Participants are then asked to share what their next learning step is and if their expectations for the day have been met.

The facilitators are thanked for their contribution and participants for their attendance.

Evaluation

Participants are asked to complete feedback forms, including what they were expecting, what they experienced, and what they hope for next time.