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Student Success Reaching Every Student TCDSB CSAC Conference

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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.

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