Transcript Student Success Strategy - Toronto Catholic District

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
► Credit
Recovery
► 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%
OSSD to
University
28%
Grade 9
Enrolment
= 100%
23%
OSSD to
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
Technological
Education
“Essential Skills”
Substitutions for
Compulsory
Courses
Experiential
Learning
Opportunities
Authentic
Workplace
Documents
Technical Skills
Life Skills
Locally Developed
Compulsory Courses
IndustryRecognized
Certification
Promote OSSD,
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
Marrocco/Thomas
Merton
Jean Vanier
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
Team Time
In-Class
Mentorship
Allocation: 4 x 1/2 day
Allocation: 4 x 1/2 day
Focus on
Focus on
Dialogue
► Gap Analysis
► Identify
Strategies
►
Coaching
► Feedback
► Reflection
►
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.
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
► Student
Success
Team
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
Initiatives as Identified by
Ministry and Success for All
C & A / Stud Success
Resource Teachers = Network
Facilitator
Regular
Workshops
delivered in
Family of
Schools /
3–6
schools per
session
Schools as Identified by
Ministry*, by StS Steering
Comm and Self-identified
*”Sharpening Our Focus”
C & A / SS Resource Teachers
= Network Facilitator
Regular Team Meetings per region
School Teams:
Floating
Venues;
PLCs will
be used on
occasion
Principal (or VP)
SSTs
Credit Recovery
Teachers
Guidance
Spec Ed
Literacy Lead
Numeracy Lead
Coop Teacher
More personal
interaction;
Needs
identified
Mentors:
PLCs /
Literacy
teachers
PLNs –
Where gaps
still exist;
differentiated
support
offered
Numeracy
teachers
Address
needs
identified in
central PD
Pathways
teachers
Focus
Schools:
Personal
Coaching/
Mentoring
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
Role of PLC teachers:
• *Methods of providing
Differentiated/aligned support
•Reflects needs of region
• Lesson studies
•Represents a constructive voice
• Dialogue (small group)
•Provides differentiated Support *
• Personal coaching / mentoring
•Attends all system inservices
• Facilitator to other support / master
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.
2.

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 subset 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