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Student Success Reaching Every Student TCDSB CSAC Conference

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Student Success Reaching Every Student TCDSB CSAC Conference Presented by TCDSB Student Success Department Loretta Notten, Supt. of Student Success – PowerPoint PPT presentation

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Title: Student Success Reaching Every Student TCDSB CSAC Conference


1
Student SuccessReaching Every StudentTCDSB
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

2
Welcome Parents
to TCDSB CSAC Conference 2006
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

4
Agenda Part One
  • Student Success Overview
  • The Four Pillars
  • Pathways Program Fast Forward
  • Key Goals Strategies for the Year
  • Ministrys Student Success Commission
  • Student Success Initiative 06-07
  • SSTs CR
  • Credit Recovery
  • Key experiential learning programs

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?

6
A Catholic Community
  • Our Boards 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 !

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
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?

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.

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

11
Program Pathways
  • A program pathway consists of the combination
    or package of secondary school courses that
    make up a students 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.

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.

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.

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
SchoolWork 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 childs post secondary
    destination, its 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 childs 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.

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
Substitutions for Compulsory Courses
Multiple-Credit Technological Education
Locally Developed Compulsory Courses
Promote OSSD, OSSC and COA
20
Schools offering Fast Forward Programs
Phase One Schools
Construction
Transportation
Hospitality/Tourism
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

22
Student SuccessLiteracy 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

23
The Literacy Plan
DepartmentalTeam Time In-ClassMentorship
Allocation 4 x 1/2 day Allocation 4 x 1/2 day
Dialogue Gap Analysis Identify Strategies Coaching Feedback Reflection
Focus on
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.

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

26
Student Success.Numeracy
  • Discovering new modes of learning
  • TIPs
  • Manipulatives
  • Technology
  • LIFT
  • Math Trek
  • CLIPs
  • SMART Boards

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

29
Student Success
  • Reach every student
  • One student at a time
  • One teacher at a time

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)

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

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

Personalization
Precision
Moral Purpose
Professional Learning
Triple P Core Components
35
  • Mapping the data to action
  • Yes, soand now what?
  • The School Learning Plan as roadmap

36
Our key strategies
  • High expectations
  • Mentorship and coaching
  • Precise effective teaching
  • Using data to inform practice
  • Differentiation
  • Experiential Learning

37
Student Success Strategy 2006-2007Focus 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

38
Student Success Teachers (SST)Guiding Principles
  • Member of the Schools 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

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 2006-07 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-opFocus 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

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
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