1. Student Success Reaching Every Student TCDSB CSAC Conference
Presented by
TCDSB Student Success Department
Loretta Notten, Supt. of Student Success
October 2006
We can make a difference…
One student at a time
One Teacher at a time
Welcome you to what we hope will be a unique day
Sincerely thank you for the commitment you have made in coming out today
You are truly making one of the most important decisions a parent can make – that is – you are becoming involved in your child’s education.
We hope you will find this a worthwhile day.
In a few moments I will speak to the guiding philosophy, principles and strategies that inform Student Success for the Ministry and for our Board.

2. TCDSB CSAC Conference Welcome Parents 2006 to
Your commitment means everything – particularly in Secondary School where children often need our guidance and love more than ever,
But where more often than not, parental involvement drops off!

3. Through Me
Through me let there be kind words and warm heart and a caring smile,
Through me let there be a willingness to listen and a readiness to understand,
Through me let there be dependability, steadfastness, trust and loyalty.
Through me let there be compassion, forgiveness, mercy and love.
Through me let there be every quality I find
in Thee, O Lord. Amen
Begin with a prayer

4. Agenda: Part One Student Success Overview & The Four Pillars
Pathways Program & Fast Forward
Key Goals & Strategies for the Year
Ministry’s Student Success Commission:
Student Success Initiative 06-07
SSTs & CR
Credit Recovery
Key experiential learning programs
Overview, organizational structures; particular focus on Pathways, etc…

5. The challenge of preparing our children for an unknown future.
4 Fundamental Questions
How do we encourage our children to “aim for the stars” in light of rapidly changing times and an uncertain future?
Which form, if any, of post-secondary education will be the best for my child?
Can my child lead a successful and productive life with or without a university degree or a college diploma?
My child will be challenged to meet the rigorous demands of a high school diploma. What hope is there for my child?
Please read
We’re all looking for hope – want the best for our children.
Seems particularly daunting in these rapidly changing times.
Doctor versus plumber anecdote

6. A Catholic Community
Our Board’s mission is “to educate students to their full potential”
We strive to provide:
Programs and Supports
Hope and Opportunity
Honour and Dignity
Excellence and Success for ALL !
Teachers and schools as agents of hope
Success for all as our tag line…
Prophetic….our mission
Our covenantal relationship and our vocation

7. Year 2000 Ontario Student Flow from Grade 9 to Post-Secondary Destinations
OSSD to Work
24%
Grade 9 Enrolment = 100%
OSSD to University
OSSD to College
28%
23%
Alan King one of the foundational documents that provided the impetus for the Ministry’s Student Success initiative
Government goal of 85% graduation rate by 2010.
Note the need to be realistic regarding our own child’s strengths, weaknesses and passions
25%
Leave Before OSSD
Alan King, Double Cohort Study (Phase II Report, p. 18), October 2002

8. “Why are some students failing courses in Grades 9 and 10?”
Is the transition from elementary school to secondary school more difficult than expected?
Are the demands of the curriculum too difficult?
Are students enrolled in courses and programs that do match their interests, aptitudes and abilities?
Key focus of Ministry and Board initiatives of late. (Transition…)
Also need to explore our methodology as practitioners….

9. The Parenting Challenge !!
Balance the dreams and aspirations you have for your child with their real-life strengths, abilities and interests.
Consider the statistics as you make educational and career decisions with your child.
Help them “follow their bliss”

10. Schools are Communities of Dignity
Our children should be at peace in the knowledge that they are supported by their parents, their teachers, and their schools.
Catholic schools have comprehensive programs that prepare all students for their chosen
post-secondary destination:
University
College
Apprenticeship/College
Workplace /”On the Job” Training
Speak to the 4 pathways and the 3 possible entry points in terms of level of study in grade 9. (elaborate 2 slides further…)

11. Program Pathways
A program pathway consists of the combination or “package” of secondary school courses that make up a student’s educational program and the supports that are provided in offering that program.
A program pathway is designed to lead a student to a particular destination within a large grouping of jobs that are related to each other in some special way.
Difference between recommending a level for grade 9 versus recommending a door to a pathway leading to a career…

12. Program Pathways
Within each program pathway, students may take Academic, Applied, Locally Developed, and Open courses in Grades 9 and 10.
The program pathway will also include a variety of courses in Grades 11 and 12. These may include Open or College, University and Workplace Preparation courses.
Indicate courses where students typically have a choice between D, P and LDCC
Versus Open courses…. (Religion, Phys Ed, Arts, etc)

13. University Program Pathways
Courses for 9 & 10 are taken at:
ACADEMIC -- “D”
Applied – “P”
OPEN -- “O”
COLLEGE/UNIVERSITY – “C/U/M”
You Should Consider this Pathway if:
You have experienced good academic success in English ,Science, and Mathematics.
You have demonstrated that you can work independently.
You have demonstrated that you can work cooperatively with others.
You have an excellent attendance record.
Attendance as an indicator of engagement….

14. Apprenticeship and College Program Pathways
Courses for 9 & 10 are taken at :
Academic --“D”
Applied --“P”
Locally Developed – “LDCC”
Open -- “O”
You should consider this pathway if:
You are able to effectively communicate at grade 5 to grade 7 level.
You have demonstrated an aptitude working on practical projects and with concrete objects.
You are able to work independently with some guidance, supervision and can follow directions when given.

15. School–Work Transition Program Pathways
Opportunities to:
complete secondary school diploma or certificate requirements,
meet the entry-level requirements of a specific industry,
develop employability and industry-specific skills, and obtain experience in the workplace.
Students develop the knowledge and the range of skills (literacy, numeracy, life, technical and employability) required to make a direct entry into the work force.

16. Experiential Learning
Regardless of your child’s post secondary destination, it’s beneficial to have a solid understanding of the real-life demands of the workplace.
Experiential learning includes guest speakers, industry tours, “job shadowing”, “job twinning”, and work experience.

17. Which “program pathway” is right for my child?
Choose a program pathway that is clearly aligned with your child’s strengths and learning styles.
Choose a program pathway that your child is likely to regard as relevant and meaningful.
Choose a program pathway that will allow your child to experience early success.
Remember, a program pathway is not a permanent commitment … it may be revised or redirected as skills develop and interests change.
Strengths, Learning Styles, Relevant, Interests…

18. What Can Parents Do to Identify the Right Program Pathway?
Engage your children in discussions to identify future goals and dreams.
Take an active interest in completing their Annual Education Plan.
Become a career coach to your children.
Encourage your children to attend career fairs.

19. Multiple-Credit Technological Education
“Essential Skills”
Substitutions for Compulsory Courses
Experiential Learning Opportunities
Authentic Workplace Documents
Technical Skills
Industry-Recognized Certification
Life Skills
Note brochures
Locally Developed Compulsory Courses
Promote OSSD, OSSC and COA

20. Schools offering Fast Forward Programs Bishop Marrocco/Thomas Merton
Phase One Schools
Hospitality/Tourism
Transportation
Construction
The phase one pilot programs are in Construction, Transportation and Hospitality and Tourism.
Significant infusion of money into facility and program.
The model adopted this year has three schools offering one of the featured programs. As you can see Hospitality & Tourism is being offered at Don Bosco and Blessed Mother Teresa; also St. Patrick’s – but they are not one of our official sites..
Each of the pilot schools has a pathway leader working on the implementation of this program.
In addition, every school in our system was asked to appoint a pathways leader to attend learning institutes and keep their staff informed of the implementation process
St. Patrick
Archbishop Romero
Bishop Marrocco/Thomas Merton
Mary Ward
Don Bosco
Blessed Mother Teresa
J. Cardinal McGuigan
St. Mary
Jean Vanier
Fr. Henry Carr

21. The 4 Pillars of Student Success:
Pathways…
Literacy
Numeracy
Catholicity, Community, Culture and Caring
Began with Pathways
Most relevant to you – at this particular time.
Also want to briefly highlight the other three foundational pillars.
Note – “S” in clipart was selected to signify “Success” – not money!!

22. Student Success…Literacy plan
It is about more than a successful result on the OSSLT
Students need literacy skills in order to succeed in ANY subject in school
History/research has shown that the more credits a student fails in grade 9, the more likely they are not to complete secondary school
Therefore this plan is about “Success for All” – positioning students to succeed in all their courses – not just an EQAO standardized test.
Select schools participating. Each secondary school has involved three elementary schools.
Cross-curricular approach – more than just Eng dept participating.
Thus we did not just use one Success for All indicator – used three…
Literacy Test
Graduation Rate
Number of students in LDCC courses

23. Departmental Team Time
The Literacy Plan
Departmental Team Time
In-Class Mentorship
Allocation: 4 x 1/2 day
Dialogue
Gap Analysis
Identify Strategies
Coaching
Feedback
Reflection
Focus on
Focus on
Subject specific departments in selected secondary schools will meet a minimum of…4 times for 1/2 day for “team time”.
Teams will collaboratively discuss /decide upon strategies to employ to close the gaps.
Gap analysis: where are the students succeeding, where are the gaps?
Local Data: (i.e., TCDSB Data Integration Platform (DIP) and local classroom assessment results.)
Each meeting will be followed by an opportunity for
Mentorship and Collaboration: teachers working with teachers to identify gaps, and identify and solidify best practices.

24. Cross Panel Connections
Each secondary school will select 3 local elementary schools to participate in the dialogues.
Each elementary school will send 2 teachers to participate in the dialogues; one school per SS department.
Grade 8 teachers / Elementary schools will be selected based on natural PLN connections.
Selecting the grade 8 schools: i.e., proximity to S.S. and identified need as a school also serving an “at risk” population, (i.e., indicator 9 – grade 7 and 8 students at risk).
Total of 6 ES teachers per SS participating. (2 per dept??)
Strengthening the ties; benefiting from each other’s expertise.

25. Team Learning Process Begin with the data Analyze the data
Prioritize the needs
Develop a collaborative plan
Identify improvement strategies
Teachers use agreed upon strategies
Establish specific measurable standards or goals
Monitor results Collect new data
Compare results…
Transitional slide – applies to all pillars – but most especially Literacy and Numeracy…
Re DATA –
Theme here is continuous improvement once again – data is the starting and the ending point.
The notion is “Begin with the end in mind”
Teachers decide upon the strategies you wish to emphasize collaboratively – and the separate handout gives you some suggestions as to how you might do that.
What I would suggest is that you don’t want to do everything – you want to focus on a limited few (and do them well)
You are working towards explicit instruction that helps students with their metacognition regarding the practices they need to employ to be effective readers and writers.
And again – you need to monitor your results individually and collectively.

26. Student Success….Numeracy:
Discovering new modes of learning
TIPs
Manipulatives
Technology
LIFT
Math Trek
CLIPs
SMART Boards
Again – actively exploring the ways we allow students to access the material / content.

27. Catholicity, Community, Culture and Caring
The impact of one caring adult….

28. Catholicity, Community, Culture & Caring…
Attendance
Behaviour
Social-emotional
Transition
Student Success Team
Student Success Teacher
Acapella
Speak to each bullet
5 deliverables for Transitions:
Defined transitions plan including orientation activities, strategies and interventions.
Fall monitoring of all students at risk.
Each at risk student in grade 9 has a designated caring adult who will act as an advocate.
Each at risk student in grade 9 has a semester one timetable that reflects his/her interests and strengths.
A mechanism for sharing student information between elementary and secondary schools exists and is utilized by the board.

29. Student Success Reach every student One student at a time
One teacher at a time
Every student can learn
All students deserve a good outcome
“What we desire for ourselves we wish for everyone” Stephen Lewis
Crevola, Fullan & Hill clear on this point – as is the Ministry –
Every student must be seen as a student who can achieve regardless of the challenges they bring.

30. Student Success Keys themes for 06-07: Consolidation and Alignment
Transition
Differentiated Instruction
“Starting Right in Grade 9”
Layered on each of those is:
Use of Data – evidence based decision making (assessment literacy)
Need for sustainability
Exchange of Information:
From ES to SS
From SS to ES (re success – or lack thereof – of former students)
Focus on top part of slide – key themes (Proactive approach)
Busy times in education –
Historically working on same themes but working to some degree in silos….each off to meetings
Trying here to bring all key players and key initiatives on to the same page….reduce the “noise”
And “make the main thing the main thing”…..student achievement.
We are using an aligned approach to PD from K – 12…as I’ll show in a moment
We are consolidating and supported by all the players…

31. Questions school teams should be asking throughout the year:
Credit accumulation
Literacy Plan
Numeracy Plan
Transition plans 7, 8 – 9
SST allocation/SS Team
Each school and each SO invited to ask the following Q’s re Student Success –
The themes from the previous slide and these Q’s are the focus every time.
These are the themes and Q’s for the year…we are not wavering from these foundational statements –
They will be our roadmap for the year.

32. TCDSB PD Model for Student Success Initiatives (7-12)
Consolidation - Alignment
Whole System PD
Initiatives as Identified by Ministry and Success for All
Differentiated Support
Schools as Identified by Ministry*, by StS Steering Comm and Self-identified *”Sharpening Our Focus”
C & A / Stud Success Resource Teachers = Network Facilitator
C & A / SS Resource Teachers = Network Facilitator
Regular Team Meetings per region
School Teams:
Principal (or VP)
SSTs
Credit Recovery Teachers
Guidance
Spec Ed
Literacy Lead
Numeracy Lead
Coop Teacher
Regular Workshops delivered in Family of Schools /
3 – 6 schools per session
Here – just draw attention to composition of school team
Team model in delivery
Team model in reception
Mentoring / coaching – shining light on good practice is vital.
Floating Venues; PLCs will be used on occasion
More personal interaction; Needs identified
Where gaps still exist; differentiated support offered
Mentors:
Literacy teachers
Numeracy teachers
Pathways teachers
PLCs /
PLNs –
Address needs identified in central PD
Focus Schools:
Personal Coaching/Mentoring

33. TCDSB PD Model for Key Initiatives (K – 12) Consolidation – Alignment
Ministry
Curriculum & Accountability / Student Success
Literacy
Numeracy
Pathways
Regional Team Meetings
Literacy RT, Numeracy RT, Mentors, PLT, Staff Dev.,
Set Direction for the region based on Central Initiatives and Needs of Region – ensure reciprocal dialogue
*Methods of providing Differentiated/aligned support
Lesson studies
Dialogue (small group)
Personal coaching / mentoring
Facilitator to other support / master teachers
Role of PLC teachers:
Reflects needs of region
Represents a constructive voice
Provides differentiated Support *
Attends all system inservices

34. Breakthrough Model… Precision Personalization Professional Learning
Moral
Purpose
Professional Learning
Data / Assessment for learning
to diagnose students’ strengths and weaknesses and to plan for explicit instruction using a range of powerful instructional strategies
Differentiation – in teaching practices, in ways we allow students to interact with curriculum, in ways we assess for learning
For students to make significant learning gains, instruction must be focused on meeting the needs of the individuals within the classroom and not merely on following the set anthology, core text, or prescribed textbook”. (Fullan and Crevola)
PLCs
Lateral capacity building is crucial for spreading knowledge and increasing commitment. Lateral capacity building consists of strategies that enable schools to learn from each other.” (Fullan and Crevola)
Guided by our central moral purpose – the main thing – all students deserve a good outcome –
What would you want for your child?
Why did you get in to teaching?
Triple P Core Components

35. Mapping the data to action “Yes, so…and now what…?”
The School Learning Plan as roadmap
CSAC webpage – can access school sites and school learning plan
Data rich….we want to be “information rich” as well –
What does the data mean and how does it call us to action.
The expression continually used which should be a bit of a mantra for us is:
Raise the bar…
Close the gap…
We can only do that by using evidence based decision making….

36. Our key strategies: High expectations Mentorship and coaching
Precise effective teaching
Using data to inform practice
Differentiation
Experiential Learning
High standards:for students AND for ourselves
All students can learn; all students will learn
Asa Hilliard anecdote re standards in highly challenged neighbourhoods, etc
Tipping Point anecdote – what do we allow / accept?
Today zeroing in on the 4th bullet – but they are all interconnected.
Over the course of the year all will be inserviced and stressed.

37. Student Success Strategy 2006-2007 Focus: The classroom teacher and the individual student
The Four Targeted Student Success Priorities
Increasing Grade 9 & 10 credit accumulation
Ensuring the total Student population does better
Supporting the culture shift in secondary schools
Introducing greater student access to more choice
See handout

38. Student Success Teachers (SST) Guiding Principles
Member of the School’s Student Success Team
Provides key leadership role
Key facilitator for:
Direct student advocacy and mentoring
Student monitoring
School-wide professional learning focused on students
Student instruction i.e. Credit Recovery & other intervention strategies
SST reports directly to Principal
SST to work with Administration, Guidance and Special Education to align services for students at risk
Boards are expected to have achieved or be moving toward 1.0 F.T.E. for all secondary schools
Action plan asks for full accountability around release time.

39. Student Success Teachers (SST) Guiding Principles
SST to have working relationships with Student Success Leader. Meetings must include:
Mentoring of SST
Provide SST with relevant training
Sharing of best practices
Data collection, sharing and analysis
By boards should be demonstrating movement towards achieving an SST allocation of 1.0 FTE

40. SST & the Student Success Team
Every school to have a Student Success Team
2 primary functions of Student success Team
To develop school procedures and models for the effective delivery of all student success initiatives
To track, coordinate and assume responsibility for at-risk students through the SST
The Credit Recovery Team is a sub-set of the School Student Success Team

41. Credit Recovery Team
As a minimum requirement, Credit Recovery Team must be comprised of the Principal or designate, the SST and Guidance Head or designate
When discussing placement and where appropriate, team can include professional support staff, Special Education Head or designate, and subject specific teachers
Team will convene periodically to determine Credit Recovery Placement of a student who has failed a course

42. Credit Recovery Eligibility
For each student who fails a course, the subject teacher shall complete the Recommended Course Placement Form which recommends the following options:
Repeating the entire course at the same or different level
Summer School
Night School
Credit Recovery
When Credit Recovery is recommended the subject teacher shall provide:
The final mark for the course
A breakdown of all marks for the course attached to the Recommended Course Placement Form
Reasons for Credit Recovery recommendations

43. Credit Recovery Some Guiding Principles:
Credit recovery is part of whole school culture and has equal status with other forms of course delivery
Credit recovery is not a replacement for effective instruction and intervention during initial credit attempt.
Decisions regarding final placement in Credit Recovery must consider all factors that limited success
The teacher of the initial program (subject Teacher) must provide the Credit Recovery Team with relevant information to be considered when placing the student
Programs must be pedagogically sound and credible, recovered credit must demonstrate achievement of the overall course expectations

44. Continuous In-Take Co-op Focus: Students who are in danger of not graduating in their current school year.
Students have 20 or more credits but are not experiencing success at present time.
Students can earn anywhere from 1-4+ co-op credits.
Students work on independent modules at flexible locations with CIC teacher support and mentoring.
Home school submits referral form , application and résumé to CIC teacher.
Admission process involves home school, CIC teacher and parent.
Students remain on home school rolls.

45. Community In Community Out Focus: Students 15 years or older who are at risk due to low credit count
Alternative program designed for students who are not fully engaged in regular high school setting.
Program emphasis is on building community and involves:
One-to-one counselling
Individualized programming
Experiential learning
Small curriculum modules intertwined with community-service projects
Students continue working on high school diploma through a core credit package and individual needs.
Referral Process in place
Examples of 2 key pilot programs emphasizing experiential learning and
Intended to capture students highly at risk.

46. What does Student Success look like at the local school:
Reach every student
One student at a time
One teacher at a time

47. Next Steps to Student Success:
Be involved
Be aware
Be supportive
…Be an agent of hope
As a parent - Take an active interest
Be proactive - Know the programs; understand your child’s learning style and needs; be realistic
Be an agent of hope
Be the caring adult they need.