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StudentSuccessCSACPresOct06

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StudentSuccessCSACPresOct06 Powered By Docstoc
					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   Parents
              to

          TCDSB CSAC
           Conference
             2006
                 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
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
► CreditRecovery
► Key experiential learning programs
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?
                  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 !
   Year 2000 Ontario Student Flow from
  Grade 9 to Post-Secondary Destinations
                   OSSD to Work


                      24%

                     Grade 9
 OSSD to            Enrolment                   OSSD to
             28%                  23%
University           = 100%                     College


                      25%


              Leave Before OSSD
                            Alan King, Double Cohort Study
                            (Phase II Report, p. 18), October 2002
      “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?
    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.
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
            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.
             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.
 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.
         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.
         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.
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.
    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.
    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.
 Multiple-Credit                           Substitutions for
 Technological                               Compulsory
   Education          “Essential Skills”      Courses


    Experiential                             Authentic
     Learning                               Workplace
   Opportunities                            Documents




   Technical Skills                          Life Skills

                         Industry-
                        Recognized
 Locally Developed      Certification      Promote OSSD,
Compulsory Courses                         OSSC and COA
                 Schools offering Fast Forward
                           Programs

                                         Phase One Schools



 Hospitality/Tourism      Transportation         Construction



                                                    St. Patrick
     Don Bosco          J. Cardinal McGuigan    Archbishop Romero
Blessed Mother Teresa         St. Mary               Bishop
                            Jean Vanier         Marrocco/Thomas
                                                     Merton
                           Fr. Henry Carr
                                                   Mary Ward
The 4 Pillars of Student Success:

►Pathways…
►Literacy
►Numeracy
►Catholicity,
 Community, Culture
 and Caring
 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
  The Literacy Plan
   Departmental                  In-Class
    Team Time                   Mentorship
Allocation: 4 x 1/2 day   Allocation: 4 x 1/2 day

        Focus on                 Focus on




   ► Dialogue               ► Coaching
   ► Gap Analysis           ► Feedback
   ► Identify               ► Reflection
     Strategies
    Cross Panel Connections
► Each secondary school will select 3 local
 elementary schools to participate in the
 dialogues.
► Eachelementary 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.
          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…
Student Success….Numeracy:
►Discovering new
 modes of learning
   TIPs
   Manipulatives
   Technology
    ► LIFT
    ►Math    Trek
    ►CLIPs
    ►SMART    Boards
     Catholicity, Community,
       Culture and Caring


The impact of
 one caring
 adult….
                 Catholicity,
                Community,
             Culture & Caring…
► Attendance
► Behaviour
► Social-emotional
► Transition
► Student   Success
 Team
► Student   Success
 Teacher
    Student Success

Reach every student

One student at a time
One teacher at a time
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)
    Questions school teams should be
      asking throughout the year:
 Credit accumulation
 Literacy Plan
 Numeracy Plan
 Transition plans 7, 8 – 9
 SST allocation/SS Team
               TCDSB PD Model for Student Success Initiatives (7-12)
                                        Consolidation - Alignment

                                                                   Differentiated Support
                   Whole System PD
                                                                     Schools as Identified by
               Initiatives as Identified by                         Ministry*, by StS Steering
               Ministry and Success for All                         Comm and Self-identified
                                                                       *”Sharpening Our Focus”



             C & A / Stud Success                                  C & A / SS Resource Teachers
          Resource Teachers = Network                                  = Network Facilitator
                   Facilitator                                      Regular Team Meetings per region

                              School Teams:
Regular          Floating                         More personal     Mentors:
Workshops                     Principal (or VP)
                                                  interaction;                  PLCs /          Focus
                 Venues;
delivered in                  SSTs                Needs             Literacy                    Schools:
                 PLCs will
                                                  identified        teachers    PLNs –
Family of        be used on   Credit Recovery
Schools /                     Teachers            Where gaps                    Address         Personal
                 occasion                                           Numeracy
                                                  still exist;                  needs           Coaching/
3–6                           Guidance                              teachers
                                                  differentiated                identified in   Mentoring
schools per                   Spec Ed             support           Pathways    central PD
session                                           offered           teachers
                              Literacy Lead
                              Numeracy Lead
                              Coop Teacher
       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
Role of PLC teachers:                              Differentiated/aligned support
•Reflects needs of region                          • Lesson studies
•Represents a constructive voice                   • Dialogue (small group)

•Provides differentiated Support *                 • Personal coaching / mentoring
                                                   • Facilitator to other support / master
•Attends all system inservices                     teachers
        Breakthrough Model…
► Precision
► Personalization
► Professional   Learning
                             Moral
                            Purpose




      Triple P Core Components
► Mapping the data to
        action
► “Yes, so…and now
       what…?”

The School Learning
  Plan as roadmap
Our key strategies:
► High  expectations
► Mentorship and
  coaching
► Precise effective
  teaching
► Using data to inform
  practice
► Differentiation
► Experiential Learning
          Student Success Strategy
                2006-2007
   Focus: The classroom teacher and the individual student

 The Four Targeted Student Success Priorities

1. Increasing Grade 9 & 10 credit accumulation
2. Ensuring the total Student population does better
3. Supporting the culture shift in secondary schools
4. Introducing greater student access to more choice
        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
     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 2006-07 boards should be
    demonstrating movement towards
    achieving an SST allocation of 1.0 FTE
SST & the Student Success Team
►   Every school to have a Student
    Success Team
►   2 primary functions of Student
    success Team
      1.   To develop school procedures and
           models for the effective delivery of all
           student success initiatives
      2.   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
           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
       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
                   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
             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.
         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
What does Student Success look like
       at the local school:


Reach every student
One student at a time
One teacher at a time
Next Steps to Student Success:

     Be involved
      Be aware
    Be supportive

 …Be an agent of hope

				
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