Presentation on theme: "Student Success Reaching Every Student TCDSB CSAC Conference"— Presentation transcript:
1Student Success Reaching Every Student TCDSB CSAC Conference Presented byTCDSB Student Success DepartmentLoretta Notten, Supt. of Student SuccessOctober 2006We can make a difference…One student at a timeOne Teacher at a timeWelcome you to what we hope will be a unique daySincerely thank you for the commitment you have made in coming out todayYou 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.
2TCDSB 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!
3Through MeThrough 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 findin Thee, O Lord. AmenBegin with a prayer
4Agenda: Part One Student Success Overview & The Four Pillars Pathways Program & Fast ForwardKey Goals & Strategies for the YearMinistry’s Student Success Commission:Student Success Initiative 06-07SSTs & CRCredit RecoveryKey experiential learning programsOverview, organizational structures; particular focus on Pathways, etc…
5The challenge of preparing our children for an unknown future. 4 Fundamental QuestionsHow 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 readWe’re all looking for hope – want the best for our children.Seems particularly daunting in these rapidly changing times.Doctor versus plumber anecdote
6A Catholic CommunityOur Board’s mission is “to educate students to their full potential”We strive to provide:Programs and SupportsHope and OpportunityHonour and DignityExcellence and Success for ALL !Teachers and schools as agents of hopeSuccess for all as our tag line…Prophetic….our missionOur covenantal relationship and our vocation
7Year 2000 Ontario Student Flow from Grade 9 to Post-Secondary Destinations OSSD to Work24%Grade 9 Enrolment = 100%OSSD to UniversityOSSD to College28%23%Alan King one of the foundational documents that provided the impetus for the Ministry’s Student Success initiativeGovernment goal of 85% graduation rate by 2010.Note the need to be realistic regarding our own child’s strengths, weaknesses and passions25%Leave Before OSSDAlan 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….
9The 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”
10Schools 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 chosenpost-secondary destination:UniversityCollegeApprenticeship/CollegeWorkplace /”On the Job” TrainingSpeak to the 4 pathways and the 3 possible entry points in terms of level of study in grade 9. (elaborate 2 slides further…)
11Program PathwaysA 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…
12Program PathwaysWithin 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 LDCCVersus Open courses…. (Religion, Phys Ed, Arts, etc)
13University 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….
14Apprenticeship 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.
15School–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.
16Experiential 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.
17Which “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…
18What 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.
19Multiple-Credit Technological Education “Essential Skills”Substitutions for Compulsory CoursesExperiential Learning OpportunitiesAuthentic Workplace DocumentsTechnical SkillsIndustry-Recognized CertificationLife SkillsNote brochuresLocally Developed Compulsory CoursesPromote OSSD, OSSC and COA
20Schools offering Fast Forward Programs Bishop Marrocco/Thomas Merton Phase One SchoolsHospitality/TourismTransportationConstructionThe 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 processSt. PatrickArchbishop RomeroBishop Marrocco/Thomas MertonMary WardDon BoscoBlessed Mother TeresaJ. Cardinal McGuiganSt. MaryJean VanierFr. Henry Carr
21The 4 Pillars of Student Success: Pathways…LiteracyNumeracyCatholicity, Community, Culture and CaringBegan with PathwaysMost 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!!
22Student Success…Literacy plan It is about more than a successful result on the OSSLTStudents need literacy skills in order to succeed in ANY subject in schoolHistory/research has shown that the more credits a student fails in grade 9, the more likely they are not to complete secondary schoolTherefore 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 TestGraduation RateNumber of students in LDCC courses
23Departmental Team Time The Literacy PlanDepartmental Team TimeIn-Class MentorshipAllocation: 4 x 1/2 dayDialogueGap AnalysisIdentify StrategiesCoachingFeedbackReflectionFocus onFocus onSubject 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 forMentorship and Collaboration: teachers working with teachers to identify gaps, and identify and solidify best practices.
24Cross 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.
25Team Learning Process Begin with the data Analyze the data Prioritize the needsDevelop a collaborative planIdentify improvement strategiesTeachers use agreed upon strategiesEstablish specific measurable standards or goalsMonitor results Collect new dataCompare 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.
26Student Success….Numeracy: Discovering new modes of learningTIPsManipulativesTechnologyLIFTMath TrekCLIPsSMART BoardsAgain – actively exploring the ways we allow students to access the material / content.
27Catholicity, Community, Culture and Caring The impact of one caring adult….
28Catholicity, Community, Culture & Caring… AttendanceBehaviourSocial-emotionalTransitionStudent Success TeamStudent Success TeacherAcapellaSpeak to each bullet5 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.
29Student Success Reach every student One student at a time One teacher at a timeEvery student can learnAll students deserve a good outcome“What we desire for ourselves we wish for everyone” Stephen LewisCrevola, 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.
30Student Success Keys themes for 06-07: Consolidation and Alignment TransitionDifferentiated Instruction“Starting Right in Grade 9”Layered on each of those is:Use of Data – evidence based decision making (assessment literacy)Need for sustainabilityExchange of Information:From ES to SSFrom 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 meetingsTrying 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 momentWe are consolidating and supported by all the players…
31Questions school teams should be asking throughout the year: Credit accumulationLiteracy PlanNumeracy PlanTransition plans 7, 8 – 9SST allocation/SS TeamEach 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.
32TCDSB PD Model for Student Success Initiatives (7-12) Consolidation - AlignmentWhole System PDInitiatives as Identified by Ministry and Success for AllDifferentiated SupportSchools as Identified by Ministry*, by StS Steering Comm and Self-identified *”Sharpening Our Focus”C & A / Stud Success Resource Teachers = Network FacilitatorC & A / SS Resource Teachers = Network FacilitatorRegular Team Meetings per regionSchool Teams:Principal (or VP)SSTsCredit Recovery TeachersGuidanceSpec EdLiteracy LeadNumeracy LeadCoop TeacherRegular Workshops delivered in Family of Schools /3 – 6 schools per sessionHere – just draw attention to composition of school teamTeam model in deliveryTeam model in receptionMentoring / coaching – shining light on good practice is vital.Floating Venues; PLCs will be used on occasionMore personal interaction; Needs identifiedWhere gaps still exist; differentiated support offeredMentors:Literacy teachersNumeracy teachersPathways teachersPLCs /PLNs –Address needs identified in central PDFocus Schools:Personal Coaching/Mentoring
33TCDSB PD Model for Key Initiatives (K – 12) Consolidation – Alignment MinistryCurriculum & Accountability / Student SuccessLiteracyNumeracyPathwaysRegional Team MeetingsLiteracy 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 supportLesson studiesDialogue (small group)Personal coaching / mentoringFacilitator to other support / master teachersRole of PLC teachers:Reflects needs of regionRepresents a constructive voiceProvides differentiated Support *Attends all system inservices
34Breakthrough Model… Precision Personalization Professional Learning MoralPurposeProfessional LearningData / Assessment for learningto diagnose students’ strengths and weaknesses and to plan for explicit instruction using a range of powerful instructional strategiesDifferentiation – in teaching practices, in ways we allow students to interact with curriculum, in ways we assess for learningFor 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)PLCsLateral 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
35Mapping the data to action “Yes, so…and now what…?” The School Learning Plan as roadmapCSAC webpage – can access school sites and school learning planData 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….
36Our key strategies: High expectations Mentorship and coaching Precise effective teachingUsing data to inform practiceDifferentiationExperiential LearningHigh standards:for students AND for ourselvesAll students can learn; all students will learnAsa Hilliard anecdote re standards in highly challenged neighbourhoods, etcTipping 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.
37Student Success Strategy 2006-2007 Focus: The classroom teacher and the individual student The Four Targeted Student Success PrioritiesIncreasing Grade 9 & 10 credit accumulationEnsuring the total Student population does betterSupporting the culture shift in secondary schoolsIntroducing greater student access to more choiceSee handout
38Student Success Teachers (SST) Guiding Principles Member of the School’s Student Success TeamProvides key leadership roleKey facilitator for:Direct student advocacy and mentoringStudent monitoringSchool-wide professional learning focused on studentsStudent instruction i.e. Credit Recovery & other intervention strategiesSST reports directly to PrincipalSST to work with Administration, Guidance and Special Education to align services for students at riskBoards are expected to have achieved or be moving toward 1.0 F.T.E. for all secondary schoolsAction plan asks for full accountability around release time.
39Student Success Teachers (SST) Guiding Principles SST to have working relationships with Student Success Leader. Meetings must include:Mentoring of SSTProvide SST with relevant trainingSharing of best practicesData collection, sharing and analysisBy boards should be demonstrating movement towards achieving an SST allocation of 1.0 FTE
40SST & the Student Success Team Every school to have a Student Success Team2 primary functions of Student success TeamTo develop school procedures and models for the effective delivery of all student success initiativesTo track, coordinate and assume responsibility for at-risk students through the SSTThe Credit Recovery Team is a sub-set of the School Student Success Team
41Credit Recovery TeamAs a minimum requirement, Credit Recovery Team must be comprised of the Principal or designate, the SST and Guidance Head or designateWhen discussing placement and where appropriate, team can include professional support staff, Special Education Head or designate, and subject specific teachersTeam will convene periodically to determine Credit Recovery Placement of a student who has failed a course
42Credit 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 levelSummer SchoolNight SchoolCredit RecoveryWhen Credit Recovery is recommended the subject teacher shall provide:The final mark for the courseA breakdown of all marks for the course attached to the Recommended Course Placement FormReasons for Credit Recovery recommendations
43Credit Recovery Some Guiding Principles: Credit recovery is part of whole school culture and has equal status with other forms of course deliveryCredit 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 successThe teacher of the initial program (subject Teacher) must provide the Credit Recovery Team with relevant information to be considered when placing the studentPrograms must be pedagogically sound and credible, recovered credit must demonstrate achievement of the overall course expectations
44Continuous 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.
45Community 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 counsellingIndividualized programmingExperiential learningSmall curriculum modules intertwined with community-service projectsStudents continue working on high school diploma through a core credit package and individual needs.Referral Process in placeExamples of 2 key pilot programs emphasizing experiential learning andIntended to capture students highly at risk.
46What does Student Success look like at the local school: Reach every studentOne student at a timeOne teacher at a time
47Next Steps to Student Success: Be involvedBe awareBe supportive…Be an agent of hopeAs a parent - Take an active interestBe proactive - Know the programs; understand your child’s learning style and needs; be realisticBe an agent of hopeBe the caring adult they need.