PUT TITLE HERE Student Success 2011 Summer Program NAME OF YOUR MODULE HERE Student Success 2011 Summer Program Student Success School and Cross Panel Teams

Learning Goals Participants will : Review provincial Taking Stock data and Re-engagement data to inform practice Explore the findings and implications of the latest research in the area of Transitions (i.e. through the eyes of our young people) Identify key strategies and interventions in response to the research findings Use Learning Teams to identify student learning needs and drive educator learning Apply their understanding of the research to a school improvement planning process Focus on elementary-secondary collaboration as a key component of planning and implementation

Session Overview Minds On Review Data – Taking Stock and Re-engagement Research Study – Fresh Starts and False Starts: Young People in Transition Action Identify strategies to support implementation of key recommendations Use of the Professional Learning Cycle to meet identified student needs and the focus for educator learning Consolidation Implications for school improvement planning 3

High Levels of Student Achievement Reducing the Gaps in Student Achievement Increased Public Confidence in Our Publicly Funded Schools Provincial Context: Core Priorities

The Moral Imperative “Focuses on raising the bar and closing the gap in student learning and achievement for all children regardless of background.” Fullan, The Moral Imperative Realized. 55

PROGRAMS  Specialist High Skills Major  Dual Credits  Expanded Cooperative Education  Ontario Skills Passport  Board Specific Programs LEADERSHIP DEVELOPMENT Student Success Leaders Student Success Teachers Student Success School and Cross Panel Teams EFFECTIVE INSTRUCTION  Differentiated Instruction  Math GAINS  Literacy GAINS  Professional Learning Cycle  Student Voice  School Effectiveness Framework INTERVENTIONS  Credit Rescue / Recovery  Transitions Supports/Taking Stock  Children and Youth in Care  Re-engagement Strategy  Supervised Alternative Learning  School Support Initiative Student Success Grades 7-12 Key Elements

Program Change In-School & In-Class Preventions (e.g., Transitions, DI, education and career planning) Re-entry to School S.A.L. In-School Interventions (e.g. Credit Recovery) In-Class Interventions (e.g. Credit Rescue) ALL SOME FEW Pyramid of Preventions and Interventions

PUT TITLE HERE Student Success 2011 Summer Program NAME OF YOUR MODULE HERE Taking Stock – A Provincial Perspective

Taking Stock Boards provide the number of grade 9 and 10 students who are deemed to be at risk of not graduating and are provided with: Caring adult Strength and needs based profile Individual timetabling Supports for education and career planning

Board Definitions of “at risk” There is a broad spectrum of board definitions for which students are deemed “at risk” – however, similar criteria are being used across the province. In all cases – whether using a narrow or broad definition – it is the tracking and monitoring of these students that is critical. Taking Stock allows you to support students and provides the information we need to support you. 10

Board Definition of “at risk” Grade 9 The majority of boards use academic achievement (at or below Level 1) combined with social, emotional, behavioural challenges that may impact academic performance and school attendance. 11

Board Definition of “at risk” Grade 10 The majority of boards use academic achievement (6 or fewer credits accumulated by end of grade 9) and/or social, emotional, behavioural issues that interfere with school attendance/engagement. 12

There is a 22 % drop OSSD Completion in 5 Years or Less by Number of Courses Failed (% Students; Base Grade 9 Cohort) The Impact of Failing Course(s) in Grade 9

Taking Stock Gr. 9 Provincial Observations and Trends November Submission Percentage of students considered ‘at risk’ based on board definition (87% of boards reporting) Grade 9 – 23% 60% of the boards reported averages between 16 and 29 percent. Percentage of Grade 9 students considered ‘at risk’ for whom the following are in place: Caring Adult – 84% Individualized Timetable – 70% Strength and Needs-Based Student Profile – 76% Education and Career Pathway Planning Supports – 73% 14

Taking Stock Gr. 10 Provincial Observations and Trends November Submission Percentage of students considered ‘at risk’ based on board definition (87% of boards reporting) Grade 10 – 21% 60% of the boards reported averages between 14 and 24 percent. Percentage of Grade 10 students considered ‘at risk’ for whom the following are in place: Caring Adult – 75% Individualized Timetable – 58% Strength and Needs-Based Student Profile – 64% Education and Career Pathway Planning Supports – 68% 15

Taking Stock Gr. 11, 12 and 12+ Provincial Observations and Trends November Submission Percentage of students deemed to be at risk based on credit count (Based on 87% of boards reporting) Grade 11: 13% Grade 12:17% Grade 12 + : 18% 16

Board Indicator Data Reports Sample Credit Accumulation, Grade 9 and 10 YearGrade 9 Provincial Grade 10 Provincial Grade 9 Board Grade 10 Board 8 or 8+ credits16 or 16+ credits 8 or 8+ credits16 or 16+ credits Year I80%69%80%70% Year II 81%71%82%74% Year III 82%73%86%71% 17

Background The Re-engagement (12&12+) Initiative of the spring and fall of 2010 required boards to contact students who had not returned to school or were not in attendance but were with a credit accumulation that could enable their graduation by spring Late leaver students were contacted, strategies and programming were developed, students were re-engaged and many exemplary practices were implemented. The Re-engagement Initiative (12&12+) 18

Re-engagement Initiative (12 &12+) Who were they? What caused them to leave? When did they leave? Where do they go? How can we support them to re- engage? 19

Credit Accumulation of Early Leavers

Re-engagement Initiative (12 &12+) 11,000+ students were contacted to return to school 5,000~ students have re-engaged through the initiative 4,500+ students were still enrolled as October 31, ,000+ credits are being attempted 70% of those who returned are taking three or more credits 22

Re-engagement Initiative (12 &12+) Of the students contacted who had 25 or more credits approximately 2000 returned Approximately 50% of all students who returned needed 5 or fewer credits to graduate Over 3,000 students did not have their Community Involvement Hours completed 23

PUT TITLE HERE Student Success 2011 Summer Program NAME OF YOUR MODULE HERE Transition Key Findings from Previous Research

Four Corners “My first day as a teacher I felt like I was in (a) …”

PUT TITLE HERE Student Success 2011 Summer Program NAME OF YOUR MODULE HERE Fresh Starts and False Starts: Young People in Transition from Elementary to Secondary School

Being, Belonging and Becoming They hurt you at home and they hit you at school, They hate you if you're clever and they despise a fool, When they've tortured and scared you for twenty odd years, Then they expect you to pick a career… (working-class hero, John Lennon)

Transition You are a teacher of Grade 9 students, it is their first day of high school. What 8 pieces of advice would you give these students to help them experience success in their new school?

The Answer Is! Here are the top 8 picks from the students: 1.Don’t be scared 2.Be yourself 3.Make smart choices 4.Have the right attitude 5.Do your work 6.Ask for help if you need it 7.Join as many activities as possible 8.Make new friends

Executive Summary – Jigsaw Activity Participants are divided into 4 groups Review of Literature Findings Recommendations – Policy and Implementation Recommendations – Education Practice

Applying our learning  How does the research inform our practice?

Strategies to Support Implementation of Key Recommendations Transition Programs – Academic, Social Classroom Instruction: In and Outside of Class Supports for Students in Risk Situations Extracurricular: Sports, Social, Non-engaged Parent Engagement School Community Engagement Professional Learning Opportunities School Policies Processes and Structures

PUT TITLE HERE Student Success 2011 Summer Program NAME OF YOUR MODULE HERE Link to School Improvement and Professional Learning

School Effectiveness Framework

Curriculum, Teaching and Learning 4.7 Timely and tiered interventions, supported by a team approach, respond to individual student learning needs.

37 Supporting the Instructional Core Leading Learning – Leadership

Example School (SIP) Classroom (planning for teaching and learning) Professional Learning Cycle (collaborative inquiry) Board (BIP) Literacy: Writing Gr. 9 & 10 Applied/Open Literacy: Writing Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart) 38

A Professional Learning Cycle 39

40 School Improvement Planning Professional Learning Cycle PLAN ACT OBSERVE REFLECT Work of the Student Success School Cross Panel Team as a Learning Team

Reflect and capture your insight Through your review and sharing, what did you react strongly to? Insight: ‘ah ha’ moment Concern: “whoa, that is a red flag” Affirmation: “ya, right on!” Prepare to share these insights