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TCDSB BLIP Draft 3 1 September 10, 2010


TABLE OF CONTENTS

TCDSB Priorities, Action Statements Supporting Priorities 3 – 7

SMART Goals K-12 Report Back 8 – 10

BLIP Smart Goal Template 11 – 12

Catholicity, Community, Culture and Caring Goal K-6 13 – 18

Catholicity, Community, Culture and Caring Goal 7 – 12 19 – 25

Literacy Goal K- 6 26 – 33

Literacy Goal 7 – 12 34 – 40

Numeracy Goal K- 6 41 – 49

Numeracy Goal 7 – 12 50 – 58

Pathways Goal K- 6 59 – 63

Pathways Goal 7 – 12 64 – 70

TCDSB BLIP Consultation Process 71-75


Toronto Catholic District School Board Board Learning and Improvement Plan

For Student Achievement and Well Being

Ontario Ministry of Education Priorities

TCDSB System Priorities

Increased Student Achievement Nurturing Our Catholic Community

Reduced Achievement Gaps Improving Student Achievement

Increased Public Confidence Building Our Capacity to Lead & Learn

Action Statements Which Support Our System Priorities Nurturing Our Catholic Community Instil in students the Catholic Graduate Expectations, as the whole TCDSB community lives out our mission through the Ministries

of Word, Worship and Witness Fostering excellence in Catholic Education through a Faith development model that supports a safe, inclusive and healthy

learning environment Promoting the benefits of Catholic education through active support and implementation of a variety of local and system

initiatives to increase enrolment and retention in grades JK – 12 Improving Student Achievement Board and School Improvement Plans will be informed by evidence based decision making and self reflective practices anchored

in Professional Learning Community dialogue. The job embedded learning strategies of the Teaching Learning Critical Pathway(TLCP) and Numeracy Assessment for Learning

Cycle (NAfLC) will be supported by the focused, equitable alignment of Ministry and Board resources and staff. The systematic program review, which began in Special Education in 2008-09, will continue over the next 3 years in the areas of

Literacy (2009-10), Numeracy and Student Success.

Building Our Capacity to Lead and Learn Strengthening a culture where every staff member is empowered to be responsible for student achievement and well being Ongoing communication and engagement with school and system staff, parents and wider Catholic community Supporting succession planning and mentorship opportunities to ensure sustainable growth in leadership


Our TCDSB Professional Commitments K-12 Our TCDSB Board Learning and Improvement Plan is grounded in our Catholic values and faith community. It is consistent with and aligned to the Ministry’s evolving, equitable vision for student achievement and success, and with our TCDSB strategic priorities. Our professional commitments are grounded each year by four strategies and foci. Our goals are achieved through persistent communication and implementation of effective evidence informed strategies which are embedded in the four pillars within our Board Learning and Improvement Plan.

Key Strategies and Foci for 2010-11: Reaching Every Student Through…

Support for 21 Century Teaching and Learning

Capacity Building in Literacy and Numeracy

Learning for All & Inclusive Education

Assessment for/as / of Learning The four strategies identified are infused throughout the K-12 Board Learning Improvement Plan, regardless of pillar. Each is seen as critical to our stated mission to reach every student and to bring all students to the fulfillment of their personal potential. Foundational to our plan is the belief in the critical nature of relationship and the need for: Caring Adults at the Heart of our Catholic Communities

Evidence Informed Strategies & Collective Commitments: Our Foundation: Catholicity Community Culture and Caring (CCCC):

- Primacy of Faith-based programming, centrality of the student and Gospel values as the foundation for all decision making

- Belief in Nurturing the Whole Child and honouring the dignity of every learner - Encouraging student engagement and leadership, and valuing the student voice - Focused professional learning to build understanding regarding the social-emotional, cultural, specific learning styles

and needs of students recognizing our diverse student population. - Focused educational programs and presentations for parents/guardians - Awareness and capacity building regarding pyramid of interventions


Learning for All & Inclusive Education: - All students can succeed - Each student has his or her own unique patterns of learning framed within the context of their social, cultural matrix - Successful instructional practices are built on universal design and informed by evidence-based research, tempered by

experience - Differentiated instruction is an effective means of meeting the learning or productivity needs of any group of students - Classroom teachers are the key educators for a student’s literacy and numeracy development - Classroom teachers need the support of the larger educational community to create a learning environment that

supports all students - Fairness is not sameness – students with unique learning needs (eg., special education) or cultural backgrounds (eg.

Aboriginal) require learning material and teaching strategies that match their needs Reflective Practice in Learning Networks:

- Responsive to local needs - Professional Development delivered regionally - Promising Practice celebrated and shared - Modelling of PD framework and best practice - Time for purposeful, focused planning and collaboration - Developing Professional Learning Networks (i.e., Kindergarten, Aboriginal Education, Health and Physical Education)

Alignment of and Sustainability for:

- Curriculum and Assessment – within and across schools - Equitable and Inclusive Education - Catholic Leadership Framework and Mentorship - Instruction and capacity building processes (Consider Student Success Learning Networks (SSLNs) & Hubs; Differentiated

Instruction (D.I.); Comprehensive Literacy; Teaching Learning Critical Pathway (TLCP)/Numeracy Assessment for Learning Cycle (NAfLC) processes)

- Exchange of information process for all students - Purposeful staffing to key roles in learning networks - Resources, strategies and initiatives to SMART goals and System needs - Academic Instructional Technology to system SMART goals - School Learning Plan and Board Improvement Plan - Professional Learning - Safe and Caring School Plan


Instructional Leadership and Professional Collaboration - Collaborative Planning - Department Planning - Divisional Planning - Cross-Dept (i.e Spec Ed and ELL with Depts) - Cross Panel (7-8 with SS) - Student Success Teams - LSA Principal Learning Teams

- Job-embedded - Assessment for Learning / TLCP & NAfLC / Common Assessments & Teacher Moderation - Support differentiated based on size and need

Increased Support and Monitoring of Student Achievement:

- Continued implementation of Differentiated Instruction resources – connect to Learning Network / TLCP, NAfLC and School Based Support Learning Teams (SBSLT) processes

- Continued implementation of TCDSB High Yield Strategies document (v2) - Differentiated levels of support from central teams / increased participation in job embedded learning - System SMART goals by pillar, targeting specific subgroups as appropriate, i.e., Students in applied level courses, Boys,

ELLs and students with special needs. - TLCP and NAfLC cycles; grounded in collaborative inquiry and focused on student work - Ensuring mid-point data is used to refine and adjust planning for individual students - Increased opportunities for in class coaching, mentoring and co-teaching

Evidence-Informed Decision Making: - School Effectiveness Framework / District Review - TCDSB Data Integration Platform - SMART goals to guide Board Learning Improvement Plans (BLIP) and School Learning Improvement Plans (SLIPs) - Collaborative inquiry and reflection and use of surveys - Support for OFIP, Support Schools, Schools in the Middle (SIMS) and School Work Support Initiative

Expansion of Pathways Opportunities:

- Availability of pathway programs which honour all student learning needs - Increased age appropriate experiential learning opportunities K-12 - TCDSB Fast Forward (School to Work) programs growing to 27


- 4 Dual Credit Programs in 13 schools - Specialist High Skills Major (SHSM) programs in 13 schools in 2010 - Requirement for Locally Developed Compulsory Course (LDCC) offerings in all grade 9 core courses - Increased awareness with staff, students and parents regarding secondary school pathway opportunities

Safe, Healthy and Caring Schools - Caring adult for all students, especially those at-risk - Enhancing student voice, resiliency and pro-social skills - Progressive discipline, beginning with a welcoming teacher and an engaging program - Safe, Healthy Learning Environment - Safe and Caring School Planning

Parent and Community Engagement

- Nurturing our connection with Parish communities - Purposeful outreach to and involvement of our parent community - Enhancing the parent voice - Engaging our community partners


TCDSB Board Learning Improvement Plan

SMART Goals K-12 Report Back 2010-11 School Year

DRAFT

Pillar Goal Achieved Result Literacy K-6

To increase the number of students achieving level 3 and 4 in reading by 3% as measured through both the primary and junior EQAO assessments in May 2010.

Overall decrease of 2% on EQAO

grade 3 reading.

Overall increase of 1% on EQAO

grade 6 reading.

Gains for grade 6 boys of 9% in

reading.

Literacy 7-12 To increase the overall TCDSB success rate of fully-participating first-time eligible students taking applied-level courses from 59% to 62% on the April 2010 administration of the OSSLT.

Overall decrease of 1% on

OSSLT –

Decrease of 5% in success

rate for applied level students to

54%; results remain 2% better

than TCDSB‟s results 2007-08.

Success rate for ELLs is at 66%,

which is 3% higher than the

provincial average

(with a higher percentage of

students eligible to write the

OSSLT from an ELL background

within TCDSB than the

province.)

Success rate of 56% for

Identified students, 2% better

than the province

Numeracy K-6 To increase the number of students achieving levels 3 and 4 in Mathematics by 3% as measured through both the primary and junior EQAO assessments in May 2010 (from 72% in 2008-09 to 75% in 2009-10 for Grade 3 and from 62% 2008-2009 to 65% 2009-2010 for Grade 6).

Decrease of 4% on the

Primary EQAO Mathematics

Assessment

Decrease of 4% on the Junior

EQAO Mathematics Assessment.


Numeracy 7-12

To increase the number of students achieving levels 3 and 4 on Grade 9 Applied Mathematics EQAO Assessment by 5% as measured by the 2009 - 2010 Grade 9 Applied EQAO Assessment of Mathematics (from 34% in 2008 - 2009 to 39% in 2009 - 2010).

To increase the number of students achieving levels 3 and 4 on Grade 9 Academic Mathematics EQAO Assessment as measured by the 2009 - 2010 Grade 9 Academic EQAO Assessment of Mathematics (from 75% in 2008 - 2009 to 78% in 2009 - 2010).

Increase of 4% on the EQAO

Academic Mathematics

Assessment.

Increase of 1% on the EQAO

Applied Mathematics

Assessment.

Pathways K-6

Students will participate in at least 2 authentic age-appropriate experiences focused on Pathways exploration as measured by a survey of teachers in May 2010. The majority of students will indicate that their school emphasizes authentic age-appropriate experiences focused on Pathways explorations as measured by a system survey of grade 6 students in winter, 2010.

Discussion and exploration

experiences did take place.

Awareness levels increased. Only

a beta survey of grade 6 students

was conducted. This serves as

base-line data for 2010-2011

BLIP planning

Pathways 7-12

To increase the participation of students in grades 7, 8 and 10 to access age-appropriate authentic Pathways experiences by 3% (or 373) as measured by evidence collated in June, 2010.

Increase of 14% (1740) in age

appropriate authentic Pathways

experiences due to the enhanced

system-wide participation in

Skills Canada events and

experiential activities

CCCC K – 6

Students will demonstrate engagement within our TCDSB school communities as measured by feedback from surveys and focus groups in selected schools in the spring of 2010. Data and feedback gathered this year will form baseline data upon which future years will build.

29 of 30 invited schools participated in the MSMV elementary Survey; 2331 grade 6 and 8 students 74% reported loving or liking school 57% identify that there is a caring adult they could speak to if they had a problem 94% identified that their school promotes Catholic values


CCCC 7-12

There will be an increase of 3% from 54 % to 57 % in positive student engagement within our school communities as measured by responses to questions about school attitude in surveys such as “Transitions” in October, 2009 and “My School My Voice” in April 2010.

MSMV Survey – 1787 gr 10’s and 1632 grade 12’s: Increase of 3% in the number of student who love or like school Increase of 4% (Gr 10 & 12) to the Q; If you wanted to talk to someone at school, is there a caring adult in your school that you feel comfortable talking to? (represents an increase of 8% over 2 years) Increase in positive responses on EVERY question related to School Climate. Transition Survey 2093 grade 9 students Increase of 1% to 84% of grade 9 students who report loving or liking high school by end of October of the grade 9 year. Increase of 4% (Grade 9) to the Q: If you wanted to talk to someone at school, is there a caring adult in your school that you feel comfortable talking to? (represents an increase of 11% increase over 2 years)


K – 12 Board Improvement Plan

System Priorities: TEMPLATE Nurturing Our Catholic Community Improving Student Learning and Achievement Building Capacity to Lead and Learn

School Year: _____2010-11_______

Focus: ___________________ (i.e, K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal:

Should offer specificity and measurability to priorities; they provide direction, define desired results, and communicate expectations for improvement.

Specific

Needs Assessment: Which specific area have you targeted for improvement?

Consider the following:

Student subgroup achievement data

School trends identified through school self-assessments or district reviews

Indicator data e.g. EQAO results, credit accumulation, mark distribution etcetera.

Demographic data. Data:

Based on the data, what is the identified area of concern?

Provide an overview of area of concern.

Be specific in providing a rationale for choosing this data.

Measurable

Measures of Success:

Which data are you examining? What are the mid-point assessment tools/data sources?

How are you measuring success in your area of concern?

Attainable

Targeted Evidence-Based Strategies/Actions

What strategies/actions will help to attain your goal?

Should be grounded in sound, research-based, effective school practices.

Specify the student subgroup or schools targeted by the intervention.


Can be implemented deeply and can be supported with monitoring and feedback

Should indicate how each strategy will be monitored and measured to ensure effective implementation

Focus on what should happen in classrooms.

Professional Learning

What professional learning opportunities are planned to help attain your goal?

Focus on job-embedded professional learning.

Strategically sequence coaching/mentoring strategies to support the transfer of new learning into proficient classroom practice.

Results-Oriented

Resources

What resources have you identified that can aid you in achieving desired results?

Differentiate human resources based on school needs

Differentiate financial resources based on school need

Timeline –

Monitoring and Responsibility

Describe mid-course correction opportunities.

Outline explicit dates/weeks for monitoring.

Articulate the type of data to be collected and analyzed.

Identify who is responsible for monitoring each part of the BIP and the timeline.

Evaluation:

Compare planned with achieved outcomes – What is different for students?

Describe how results will be communicated to stakeholders.

Describe how lessons learned will be applied to the next cycle of improvement planning.

Conduct collaborative research to help inform practice and improve learning.



System Priorities: Nurturing Our Catholic Community Improving Student Learning and Achievement Building Capacity to Lead and Learn

School Year: 2010-2011 Focus: CCCC K-6

SMART Goal: An increase of 3% in students’ sense of belonging and engagement within school communities as measured by feedback from the survey, My School, My Voice in Spring 2011.

Specific

Needs Assessment:

Professional development and capacity building of educators and support staff as “caring adults”

Which specific area have you targeted for improvement?

Roots of Empathy is an evidence based program supporting students‘ emotional health and pro-social skills. 97% of students in the program indicated that they learned that it is important for a baby‘s brain development and growth to have loving relationships.

Implement I’m a Great Kid program in every elementary schools helps students gain understanding of themselves and others and grow in appreciation of each.

Impact of Friends Program

Evidence based social-emotional programs to increase student engagement.

Where school staffs (teachers, support staff, administrators) have an increased awareness and understanding of students‘ behaviour, and the underlying developmental, cognitive and social-emotional issues they will be better equipped to recognize and address problems, including mental health problems. This knowledge is crucial for being able to provide support to these students.

Overview of area of concern:

Some students face difficulty relating in a positive and trusting manner with their peers and with adults, resulting in a disconnection from the school community, lack of success in their studies and social integration.

Rationale:

Engagement in school is defined as students‘ psychological investment in learning; how students value and perceive


themselves in school. Student engagement in school is critical to student achievement and emotional well-being. Motivated and engaged students are more likely to persevere and experience success when faced with challenging tasks. Informed by our understanding that learning occurs in a cognitive, social and emotional context, three practical ways to engage students in school are: Through their minds: intellectually and academically Through participating in school life: socially and behaviourally Through their hearts: emotionally and spiritually

A school culture that honours the voice of all students fosters student engagement. (Research into Practice K-12 , Issue No. 1, Summer 2010)

Measurable

Measures of Success: From the School Effectiveness Framework (April 2010) Draft: Staff, students and school community promote and sustain student well-being and positive student

behavior in a safe and healthy learning environment. ( 2.5) Job-embedded and inquiry-based professional learning builds capacity, informs instructional

practice and contributes to a culture of learning. ( 2.4) The teaching and learning environment is inclusive and reflects individual student strengths, needs

and learning preferences. (3.1) School programs incorporate student‘s stated priorities and reflect the diversity, needs and interests

of the school population. (3.2) Explicit strategies are in place to enable students to demonstrate strong citizenship skills such as

leadership, teamwork and advocacy. ( 3.4) Students, parents and community members are engaged and welcomed as respected, valued

partners. (6.2) How are you measuring success in your area of concern?

Data from surveys such as My School, My Voice will be used as measures of progress.

Number of TCDSB staff participating in capacity building PD activities that cultivates their role as a caring adult. Although the Catholicity, Community, Culture, Caring Pillar may not have quantitative school level testing tools

available, surveys such as My School, My Voice have questions that link directly to many of the indicators listed below. Mid-point assessment will be more difficult as these surveys are yearly. From both a mid-point perspective as well as year-end, school communities will benefit greatly from reviewing and reflecting upon the indicators from the School Effectiveness Framework draft indicated above. Sources of evidence which support these indicators will serve as


authentic assessment tools for improvement planning for school communities.

In the previously quoted Research into Practice K-12, Issue No. 1, Summer, 2010, we are advised by our Educational Research department that indicators of student engagement include:

Regular attendance

Participation in class discussions

Active learning

Homework completion

Participation in extra-curricular activities

Student voice

Peer to peer collaboration

Feelings of belonging in school

Friendships

Decrease in incidences of problematic behavior

Students who feel engaged within their school communities will answer favourably to questions relating to the above topics on surveys such as ―My School, My Voice‖

Increased co-curricular/extra-curricular involvement of students will be seen as an increase in the engagement of students within their school –as measured by surveys such as ―My School, My Voice‖.

Attainable




This is year 2 of our 3 year TCDSB pastoral plan of Word, Worship, Witness, with activities and reflections intended to help students grow in faith and responsible behavior through the theme of Worship. One full day of professional development is planned for one teacher from each school to assist with the implementation of this.

TCDSB elementary schools will access related PD opportunities offered through CCCC for example I-lite conference—for students and teachers.

The Safe Schools Department will continue to facilitate and promote safe and healthy school communities through their certification series and in-services.

Safe and Healthy Schools/Physical and Health education program.

There will be continued implementation of the Catholic monthly virtues intended to support character education and aimed at concentrating school-wide focus on one virtue monthly.

Continued in-service of Friends program providers in order to expand the program

Teacher in-services for I’m A Great Kid program

Continue to support the training of new instructors for Root of Empathy next year to expand the number of programs currently delivered within TCDSB elementary schools.

Expand the number of TCDSB elementary schools offering the FRIENDS program by 3%. Currently it is in 17 schools, with the expansion to 5 more schools, we will achieve a 3% expansion.


Results-Oriented

Resources What resources have you identified that can aid you in achieving desired results?

Curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance departments.

Continue support of the 17 TCDSB elementary schools offering the FRIENDS program through their Guidance, Social Work or Psychology staff.

Partnership with Mood Disorders Association of Ontario

Ontario Guidance Counsellors Association website

Timeline –


Identify who is responsible for monitoring each part of the BLIP:

Student Success Leader:

Collaboratively work with all pillar chairs to develop system inquiry and reflection tools to serve as system monitoring tools

Ensure alignment in the planning, monitoring and evaluation practices across all four pillars

Ensure budget reflects SMART Goal priorities

Review system mid-point data, in combination with survey data to determine mid-point corrections to Board plan

Ensure consistent system communication so that all system leaders and stakeholders are aware of system priorities and the related alignment of resources and professional development

Support all system leaders in developing, implementing and reviewing system SMART Goals

School Administrators: Help lead, model and celebrate the ministries of Word, Worship and Witness.

At the mid-year review of the School Learning Improvement Plan, principals will assess progress made in achieving their school‗s CCCC goals. Some of the indicators which will assist them in their assessments will be sources of evidence identified in the SEF as well as improved academic achievement, improved interpersonal relationships and reduced behavioural problems.

Collaborate with staff in setting school SMART goals related to the CCCC pillar and monitor progress with school staff.

Provide support, encouragement and time for divisional dialogue and CCCC related activities.

Monitor progress with persisting questions.

Superintendents:

Ensure a consistent and continuous board-wide focus on student achievement, using system and school data to monitor progress, and supports and encourages the same for schools


Ensure that learning is at the centre of planning and resource management

Develop Catholic Learning Communities (Teaching-Learning Networks and Hubs) in collaborative and growth oriented cultures

Monitor implementation and progress of school CCCC SMART goal using persisting questions

Collaboratively works with SSL, CCCC Expert Panel Chairs to embed key strategies and ensure alignment of pillar SMART goals and priorities

Participate in district reviews

Meet with Central Student Success team to review progress, identify areas of growth and target intervention strategies.

Research Department: Educational Research and collaborative inquiry projects

Focus group meetings

System survey for elementary teachers (new for 2010-11)

Elementary Guidance Counsellors:

Help in the coordination of CCCC initiatives such as Roots of Empathy and Friends.

Provide information and support to students and parents around student engagement, mental health and importance of attendance.

Teachers and Support Staff:

Live out and celebrate the ministries of Word, Worship and Witness

Attend professional learning sessions, read professional literature to expand their own awareness of Mental Illness

Be attentive to modeling the attributes of a caring adult within their classes

Reflect on results of My School My Voice to create welcoming classrooms with an engaging program Create safe, caring, healthy and inclusive classrooms and the whole school environment

Identify students requiring additional support and make connections to the appropriate support team

Central Catholicity Community Culture Caring Team:

The Central Curriculum and Accountability/Special Services department/Student Success and Safe Schools Teams will deliver local, regional and centrally offered PD opportunities throughout the 2010-2011 school year.

The Central Student Success Team will continue to capitalize on its partnership with Mood Disorders Association of Ontario, facilitating presentations for staff and parents throughout the 2010-2011 school year.

A variety of resources accessible through the Student Success website.

Ongoing support to Guidance, Social Work or Psychology staff currently trained in delivering the Friends program and support additional training to new staff for programming

Teacher participation as co-leaders in the Friends and Roots of Empathy Programs.

Guidance counselors, Child and Youth Workers will be trained as Roots of Empathy instructors in August, 2010.


Participation by elementary counselors, social workers and APT/PAT staff in the Mental Health Agency Fair, October 2010 to expand awareness around community agency liaison.

Evaluation:





We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our

SMART goals by asking all member of our learning community (teachers, administrators, superintendents) to engage in dialogue around the

following persisting questions:

What specific capacity-building opportunities have been provided to staff to increase their adult faith development and their student faith development?

What are the community/spirit building opportunities that exist within your school to increase the level of engagement of all your students? (e.g. Reflective of their interests and backgrounds; identify those aimed at typically disengaged students.)

What specific capacity-building opportunities have been provided to staff to increase their understanding of students‗ mental health needs and other individual special needs?

In collaboration with the Educational Research Team we will continue to engage in reflective inquiries to help inform practice and improve learning. Student outcomes as stated in the pillar SMART goal will be analyzed. Additional data gathering may include surveys, interviews and focus groups. 67




School Year: 2010-2011 Focus: CCCC 7-12

SMART Goal: An increase of 3% in positive student engagement within our school communities as measured by the survey, My

School My Voice in Winter 2011 and Transitions in October 2010.

Specific

Needs Assessment: Which specific area have you targeted for improvement?


Engagement of students within their school is a multi-faceted issue. Often teachers play a pivotal role in enhancing the opportunities for students to feel that they belong within their school community.

School staffs (teachers, support staff, administrators) need to have an increased awareness and understanding of students‘ behavior, and the underlying developmental, cognitive and social-emotional issues, in order to recognize potential underlying reasons, such as mental health problems or personal issues. This is crucial for being able to provide support to these students and also for students to feel sufficiently empowered to seek assistance within the school

A positive, supportive relationship with a ―caring adult‖ is important for all students, but it is critical for students at risk in order to prevent school disengagement; grade 9 is especially crucial for future student success, and the role of the ―caring adult‖ is even more critical during this time.1

Increased awareness and sensitivity within school staff with respect to diversity, student needs and/or signs and symptoms of mental health and other issues will help to avoid misunderstanding of student behaviour which risks increased disengagement and assist school communities in being proactive in addressing student needs.

Individual secondary schools will set local goals around improving student attitudes and perceptions around caring adults that they would access within their schools if they had a social/emotional concern.


Some students face an inability to connect to a caring adult in their school which can result in their disconnection from the school community, lack of success in their academics and early school leaving. The 2009-2010 administrations of the TCDSB system surveys on Transitions and Student Voice indicated that 13% of grade 9 students (482 students) report that if they were struggling

1 “Early School Leavers” research by Dr. Bruce Ferguson


with an academic, social or spiritual problem, there is no one at the school with whom they feel sufficiently engaged in order to discuss these difficult topics. Additionally, mental health has been indicated to be a major health issue for students that interferes with academic development and puts them at risk for dropping out of school.2. The impact of increased student engagement in TCDSB schools is very significant if we consider that nationally, it is estimated that about 15% of children and youth experience mental health problems according to the Canadian Council on Learning.

Rationale:

Engagement in school is defined as students‘ psychological investment in learning; how students value and perceive themselves in school. Student engagement in school is critical to student achievement and emotional well-being. Motivated and engaged students are more likely to persevere and experience success when faced with challenging tasks. Informed by our understanding that learning occurs in a cognitive, social and emotional context, three practical ways to engage students in school are:

Through their minds: intellectually and academically Through participating in school life: socially and behaviourally Through their hearts: emotionally and spiritually

A school culture that honours the voice of all students fosters student engagement. (Research into Practice K-12 , Issue No. 1, Summer 2010)

Measurable


From the School Effectiveness Framework (April 2010) Draft: Staff, students and school community promote and sustain student well-being and positive student

behavior in a safe and healthy learning environment. ( 2.5) The teaching and learning environment is inclusive and reflects individual student strengths, needs

and learning preferences. (3.1) School programs incorporate student‘s stated priorities and reflect the diversity, needs and interests

of the school population. (3.2) Explicit strategies are in place to enable students to demonstrate strong citizenship skills such as

leadership, teamwork and advocacy. ( 3.4) Timely and tiered interventions, supported by a team approach, respond to individual student

learning needs. (4.7)

2 Canadian Council on Learning, Lessons in Learning: A barrier to learning: mental health disorders among Canadian youth (April 15, 2009)


Students, parents and community members are engaged and welcomed as respected, valued partners. (6.2)


Although the Catholicity, Community, Culture, Caring Pillar may not have quantitative school level testing tools available, surveys such as My School, My Voice and Transitions have questions that link directly to many of the indicators listed below. Mid-point assessment will be more difficult as these surveys are yearly. From both a mid-point perspective as well as year-end, school communities will benefit greatly from reviewing and reflecting upon the indicators from the School Effectiveness Framework draft indicated above. Sources of evidence which support these indicators will serve as authentic assessment tools for improvement planning for school communities .

In the previously quoted Research into Practice K-12, Issue No. 1, Summer, 2010, we are advised by our Educational Research department that indicators of student engagement include:

Regular attendance

Participation in class discussions

Active learning

Homework completion

Participation in extra-curricular activities

Student voice

Peer to peer collaboration

Feelings of belonging in school

Friendships

Decrease in incidences of problematic behavior

Students who feel engaged within their school communities will answer favourably to questions relating to the above topics on surveys such as ―My School, My Voice” and ―Transitions”

Increased co-curricular/extra-curricular involvement of students will be seen as an increase in the engagement of students within their school –as measured by surveys such as ―My School, My Voice‖, ―Transitions‖ and others

Attainable

Targeted Evidence-Based Strategies/Actions What strategies/actions will help to attain your goal?

Opportunities for TCDSB staff participation in capacity-building activities in order to help them cultivate their role as caring adults will be held throughout the year.

Student symposium on Mental Health in November, 2010 with an aim to support each participating school with the creation of Safe and Healthy School teams within all schools.

Expansion of Stop the Stigma initiative from 9 to 20 secondary schools.


The ―Fourth R program‖ within grade 8 where students will learn about healthy relationships, conflict, bullying and gangs, consequences of drug abuse, influence of media, and effective decision making and problem solving.

Student leadership activities as supported by the CCCC pillar in order to increase the engagement of students as leaders within their schools.

Expansion of student leadership opportunities for students: (5 days at Camp Olympia for 1 student from each secondary school, SMILE camp, 7 Habits training, 7 Habits summer camp, Power-Up camp, Leadership training camp).

Professional Learning What professional learning opportunities are planned to help attain your goal?

TCDSB elementary and secondary schools will access related PD opportunities offered centrally through next year‘s theme of Worship within the TCDSB three year pastoral plan of Word, Worship, Witness.

Mental Health Agency Fair to expand the ability of guidance counselors, school chaplaincy team members, Student success teachers, social workers, APT/PAT to expand their understanding and awareness of referral agencies and to help access these resources for their students and their families.

Support of Strengths-Based approach within a resiliency framework for encouraging growth by building on strengths rather than compensating for needs (to be piloted within two secondary schools).

Continued partnership with Mood Disorders Association of Ontario partnership expanding the ―Stop the Stigma‖ initiative to include from 9 schools to 20 schools.

Access to Mood Disorders Association of Ontario resource library for all TCDSB secondary schools during 2010-2011.

Distribution of other emotional/psychological/pro-social resource materials provided through CCCC to secondary schools.

Participation in professional organization conferences: OSCA, OCEA, OGLA

Continued training in Solution Focused strategies

Continued training in Motivational Interviewing

Results-Oriented


Curriculum and human resources from the Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance departments

Continued partnership with the MDAO

CCCC Expert Panel

Community Mental Health Agencies

Friends Anxiety Program

School Based Solution Focused Strategies by Nancy McConkey

MDAO staff and library

E-Mental Health web site


Kids Help Line & web site

Psychology & Social work departments

Web based Graduation Tracker

Timeline –


Monitoring and Responsibility Identify who is responsible for monitoring for each part of the BLIP

Student Success Leader:







Central Catholicity Community Culture Caring Team:

Will deliver local, regional and centrally offered PD opportunities throughout the 2010-2011 school year

Will continue its partnership with the Mood Disorders Association of Ontario to deliver presentations to staff, students and parents

Will facilitate access to MDAO resource library for all TCDSB secondary schools during 2010-2011

A variety of resources accessible through the Student Success website: ongoing

Teachers and Support Staff :

Model daily the role of the caring adult

Help lead, model and celebrate the ministries of Word, Worship and Witness

Help lead, model equity and inclusive education particularly when it comes to student with mental health difficulties

Monitor, implement intervention strategies for students identified at risk

Create safe, caring, healthy and inclusive classrooms and the whole school environment

Identify students requiring additional support and make connections to the appropriate support team

School Administrators:

Help lead, model and celebrate the ministries of Word, Worship and Witness.


At the mid-year review of the School Learning Improvement Plan, principals will assess progress made in achieving their school‗s CCCC goals. Some of the indicators which will assist them in their assessments will be sources of evidence identified in the SEF as well as improved academic achievement, improved interpersonal relationships and reduced behavioural problems.

Chair and/or participate in Student Success Team meetings.

Collaborate with staff in setting school SMART goals related to the CCCC pillar.

Provide support, encouragement and time for divisional dialogue and CCCC related activities.

Monitor progress with persisting questions and SEF indicators and sources of evidence.

Superintendent:

Ensures a consistent and continuous board-wide focus on student achievement, using system and school data to monitor progress, and supports and encourages the same for schools

Ensures that learning is at the centre of planning and resource management

Develops Catholic Learning Communities (Teaching-Learning Networks and Hubs) in collaborative and growth oriented cultures

Monitors implementation and progress of school CCCC SMART goal using persisting questions

Collaboratively works with SSL, CCCC Expert Panel Chairs to embed key strategies and ensure alignment of pillar SMART goals and priorities


Meet with Central Student Success team to review progress, identify areas of growth and target intervention strategies.

Evaluation:





We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals by asking all members of our learning community (teachers, administrators, superintendents) to engage in dialogue around the following persisting questions:

What specific capacity-building opportunities have been provided to staff to increase their adult faith development and their student faith development?


What supports are in place in your school to ease the transition of students: a) from grade 8 to 9; b) arriving mid-year or from other programs such as the Orientation Centre, Fresh Start or Section 23; and c) from grade 12 to post-secondary?

How does your school respond to the diverse needs of your student population within your co-curricular needs (e.g., cricket, oragami club, steel band)?

What specific capacity-building opportunities have been provided to staff to increase their understanding of student mental health issues and other special needs?

In collaboration with the Educational Research Team, we will engage in reflective inquiry to help inform practice and improve learning. Student outcomes as stated in the pillar SMART goal will be analyzed. Additional data gathering may include surveys, interviews and focus groups.




School Year: 2010-2011 Focus: Literacy K – 6

SMART Goal: To increase the number of students achieving level 3 and 4 in reading by 2 % as measured through both the

primary and junior EQAO assessments in May 2011. Specific

EQAO results on the grade 3 and 6 assessments from May 2010 indicate the following achievements:

Grade 3 EQAO Assessment of Reading, Overall Results

PERCENTA GE OF AL L STUDENTS AT OR ABOVE THE PR OVINCIAL STAND ARD (LEVELS 3 AND 4 ) OVER TIME

Year TCDSB Province

2009 – 2010 60% 62%

2008 – 2009 62% 61%

2007 – 2008 62% 61%

Grade 6 EQAO Assessment of Reading, Overall Results

PERCENTA GE OF AL L STUDENTS AT OR ABOVE THE PR OVINCIAL STAND ARD (LEVELS 3 AND 4 ) OVER TIME

Year TCDSB Province

2009 – 2010 67% 72%

2008 – 2009 66% 69%

2007 – 2009 64% 66%

Areas Targeted for Improvement:

The identified area of concern is ―reading for meaning‖ and open response questions as indicated on the Item Information Report (-10)

Historically, we have focused on students‘ open responses and responses targeting implicit understanding

Focus on the following sub-groups: boys and students with special needs

Rationale:

Students did not perform as well on questions measuring Reading Skill 2 ― implicit understanding‖ and Reading Skill 3 ―making connections‖ (extending understanding) in a reading selection.

Students did not perform as well on questions targeting expectations 1.0 ―reading for meaning‖.


Measurable

Measures of Success

From the School Effectiveness Framework (April 2010 Draft)

Students and teachers share a common understanding of the learning goals and success criteria (SEF 1.1)

Assessment tasks are aligned with the curriculum, collaboratively developed by teachers and the resulting demonstrations of student learning are analyzed to ensure consistency with success criteria.

A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment and to determine next steps (SEF 1.5)

A culture of high expectations supports the belief that all students can learn, progress and achieve (SEF 4.1) Which data are you examining?

EQAO Detailed Board Report

PSAI (Profile of Strengths and Areas for Improvement)

EQAO released IIR for 2010

EQAO sub-group data (boys, students with special needs)

Running Record and QCA classroom assessments to determine student needs

Grade 2 and Grade 5 CAT-4 data What are the mid-point assessment tools/data sources

Teaching Learning Critical Pathway: pre and post assessment progress and student work/artefacts

Running Record Data – collected three times a year

QCA Data – collected twice a year

Report Card Data

SLIP/SEF self-reflection

Data gathered through TCDSB Literacy Review/Collaborative Inquiry (2009-2011)


EQAO 2011 student achievement in reading as measured through the primary and junior EQAO assessments

Based on 2011 IIR, indicating specific areas of concern (e.g. open response questions)

Attainable

Targeted Evidence-Based Strategies/Actions: What strategies or actions will help you attain your goal? Literacy Learning Block - Daily

120 minutes of uninterrupted time in primary (grades 1 – 3)

90 – 100 minutes in junior (grades 4 – 6)

45 – 60 minutes literacy-related activity in kindergarten Parental Engagement

share resources and strategies with parents through TCDSB portal and presentation at annual CIPC conference

support schools in preparing for parent literacy events


Key Strategy: Assessment for/as/of learning, grounded in the gradual release of responsibility Organize our school teams to learn collaboratively in teaching learning networks/hubs.

Ensure professional learning is inquiry based

Hubs (all schools)

Schools in the Middle (designated schools)

SWSI project (as indicated in SIM plan)

OFIP schools (as applicable) Focus on reading for meaning using guided reading as an instructional strategy to support all students.

use the gradual release of responsibility within the reading workshop (in particular guided reading)

use the Teaching Learning Critical Pathway as a professional learning cycle to build alignment of expectations and instructional practices across grade levels

incorporate co-operative learning strategies to enhance student engagement and oral language development

focus on student work moving beyond moderated marking to teacher moderation

connect learning goals, success criteria and descriptive feedback

develop robust thinking tasks that support critical literacy and inquiry based learning

support oral language development (accountable talk) as a precursor to reading achievement

incorporate practices that support the Equity and Inclusive Education Strategy and Learning for All

integrate the use of technology to enhance student learning and engagement

incorporate the principles embedded in Growing Success

capacity building sessions for teachers across the system; as well as Special Education teachers, APTs, etc.

foster networking, co-learning and collaborative inquiry

TCDSB Literacy Assessments

utilize system wide assessments : running records, Comprehensive Literacy Assessments, QCA and Literacy in the Middle Grades Assessments to support responsive instruction

implement the principles of Growing Success

utilize TCDSB Data Integration Platform to support evidence based instructional practices

Collaborate with Special Services in supporting L4A schools )

focus on SBSLT model

in-service for teachers in LD course, Empower Reading

develop Special Education/Literacy Resource document (ongoing)

collaborate with Special Services teams to develop accountability framework documents (ongoing)


Intervention Programs

1. Tier 2 & 3 Interventions:

5th Block program available in 82 schools for students at risk in grades one and two

JLI program available in 41 schools for students at risk in grades four and five

5th Block and JLI coaches provide mentoring to assigned schools/divisions

5th Block and JLI teacher provide in-school support to classroom teachers using a coaching model

JLI coaches focus support on using technology to support student learning (Premier Assistive technology)

Empower Reading available in designated schools for students with special needs (Gr. 2-6)

Premier Assistive Technology available system wide (home license also available)

2. OFIP Tutoring/After School Literacy Program

for designated schools to provide support for students in grades 3-6 from February 2011-May 2011

program focuses on oral language, differentiated instruction and the integration of technology

program developed by TCDSB Literacy Team; delivered by our teachers

3. Tutors in the Classroom

Literacy Resource Teachers in-service pre-service teachers who will then work with students using Premier assistive technology

Collaboration and Inquiry to Inform Practice and Improve Learning

1. Literacy Review TCDSB

review of TCDSB Literacy Programs including 5th Block and JLI

collaborate with TCDSB Research Team to engage in a system wide review including: programs, resources, research literature

review OFIP, 5th Block and JLI research; as well as reflective inquiries carried out over the last three years

formal review of classroom resources and materials

formal review of classroom/instructional practices through a collaborative inquiry

2. School Effectiveness Framework (SEF): District Reviews and School Self-Assessment

work in collaboration with SEF Coordinator, and Educational Research team and local School Improvement Teams including school principals and field superintendent

release time provided for School Improvement Teams to develop, implement and monitor the School Learning and Improvement Plan with a focus on evidence informed decision making



Learning Networks/Hubs – partnership with local superintendents, Student Achievement Officers to support job embedded professional learning; focus on TLCP, DI and focused literacy instruction

Literacy Coaching provided by Literacy Resource Team, JLI and 5th Block coaches

Workshops for teachers “new” to grade/division focused on TCDSB Literacy Assessments; provide in class coaching as needed/requested

Schools in the Middle-capacity building sessions, school based PLCs, additional support for SIT teams

OFIP Professional Learning Sessions-focus on evidence based strategies

SEF- Literacy Team participates in district reviews and supports Professional Learning with School Improvement Teams

ELKP-collaborate with ELKP central team to facilitate professional learning for ELKP school teams

Literacy Reps for all elementary schools –three meetings per academic year (feedback gathered); information shared with local schools; focus on Growing Success, Equity and Inclusive Education, Learning for All

Technology – using Premier to differentiate instruction (focus on designated JLI schools and SIM schools)

PLS-Professional Learning Series: in collaboration with Research Team

Literacy Workshops: one per term offered after school to highlight new resources

Library Inservices: focus on TCDSB databases and OSLA document/vision for school libraries Together for Learning

LSA project: support as requested

International Languages Instructors: support as requested * Reflective inquiry grounds all our work. This is done in collaboration with our research team and embedded in all our strategies. Additionally, the effectiveness of the strategies and actions noted will be assessed using feedback collected, exit slips and surveys.

`Results-

Oriented

Resources – Professional learning will focus on the following TCDSB and LNS resources Comprehensive Literacy Handbook; Comprehensive Literacy Assessments (Revised 2009) Literacy in the Middle Grades (TCDSB); Literacy in the Middle Grades Assessments (Gr. 4-6) Reaching Readers: QCA assessment (Gr. 3-6) Literature Circles (TCDSB) 5th Block Program and materials and JLI Program and materials ELKP Curriculum (MOE) Equity and Inclusive Education (MOE) Learning for All (MOE) Growing Success (MOE) Together for Learning (OSLA) OFIP After School Tutoring Program and materials TCDSB Portal: On the Same Page (e-newsletter to all teachers) Centrally purchased texts and professional resources as listed on the TCDSB portal Premier Assistive Technology MOE/LNS Resources/Webcasts/monographs/e-workshop


Timeline –


Describe mid-course correction opportunities Outline explicit dates/weeks for monitoring Articulate the type of data to be collected and analyzed

Running Record Data (K-Gr. 3) – collected three times a year (available on DIP)

QCA Data (Gr. 3-6)– to be collected twice a year (available on DIP)

TLCP pre/post assessment – every 6 – 8 weeks; shared at network meetings

Report card data

Student work

Identify who is responsible for monitoring each part of the BLIP Curriculum & Accountability Superintendent & Student Success Leader:

Collaborate with Superintendents and all pillar chairs to develop system inquiry and reflection tools to serve as system monitoring tools






Literacy Coordinator

Collaborate with Literacy Team members to develop system inquiry and reflection tools to serve as system monitoring tools

Collaborate with all pillar chairs, Research, SEF Lead and Student Success, ELKP, Special Services Teams


Review system mid-point data to determine mid-point corrections

Facilitate professional learning opportunities including workshops, in-services, hub meetings and professional networks;

revise and update material and communicate information through school Literacy Rep; support implementation of TLCP

Plan course of action with Literacy Team in consultation with full Integrated Team, SAOs, C/A team , Superintendents

Support school leaders in developing, implementing and reviewing school literacy SMART Goal Superintendents

Facilitate Teaching Learning Networks/Hubs

Monitor implementation and progress of school Literacy SMART goal using persisting questions



Principals, Vice-Principals

Facilitate work of professional learning community focusing on student work, teacher moderation and TLCP

Use the School Effectiveness Framework to guide school learning plans

Monitor implementation and progress

Facilitate and participate in Teaching Learning Networks/Hubs as co-learners

Monitor implementation of TCDSB framework for instruction: Comprehensive Literacy & Literacy in the Middle Grades Literacy Resource teachers

Facilitate professional learning opportunities including workshops and job-embedded PD

Participate in and support district reviews

Support Teaching Learning Networks/Hubs

Revise and update materials and communicate information through school Literacy Reps

Support implementation of the Teaching Learning Critical Pathway

Support implementation of Comprehensive Literacy, Literacy in the Middle Grades

Model and incorporate the use of technology and co-operative learning to enhance teaching and learning School Literacy Reps

Share information and resources provided at regional meetings

5th

Block and JLI Teachers and Coaches Provide support and coaching to divisional teams (within their assigned schools) focused on assessment for learning

Support networks and hubs School Effectiveness Lead

Support school leaders in developing dynamic and responsive school learning plans

Facilitate district reviews

Support SIM and SWSI initiative Research Team

Facilitate inquiry/research and support evidence based decision making Classroom Teachers

Participate in job-embedded professional learning

Participate in the work of the networks/hubs and PLCs as co-learners

Participate in the TLCP and teacher moderation sessions

Administer TCDSB Literacy Assessments, implement the revised Kindergarten and/or Language Arts Curriculum, Comprehensive Literacy, Literacy in the Middle Grades, The Guides to Effective Literacy Instruction and the gradual release of responsibility in their daily teaching

Participate in SEF district review and self-assessment

Use Learning for All, Growing Success and Equity and Inclusive Education documents to guide practice


Evaluation:

□ Compare planned with achieved outcomes—What is different for students? □ Describe how results will be communicated to stakeholders. □ Describe how lessons learned will be applied to the next cycle of improvement planning. □ Conduct collaborative research to help inform practice and improve learning.

We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals by asking all members of our learning community (teachers, administration, superintendents) to engage in dialogue around the following persisting questions:

□ Based on Running Record and QCA data (initial and/or final results), what area(s) of student need - i.e. skills - have been targeted school wide and what instructional strategies have been employed to address the identified area(s) of need? □ What specific student subgroups are you targeting - boys, English Language Learners, students with special needs, etc.? What specific interventions/supports are in place for these specific student subgroups? (daily guided reading, specific, differentiated texts/resources, assistive technology, etc.) □ What percentage of students with an IEP uses Premier or other assistive technology on a regular basis and for EQAO?

In collaboration with the Educational Research Team, we will engage in reflective inquiry to help inform practice and improve learning. Student outcomes as stated in the Literacy SMART goal will be analyzed. Additional data gathering may include surveys, interviews and focus groups.



System Priorities: Nurturing Our Catholic Community Improving Student Learning and Achievement

Building Capacity to Lead and Learn School Year: 2010 – 2011 Focus: Literacy 7 – 12 SMART Goal: To increase the success rate of students in applied-level courses by 5% from 54% to 59% on the April 2011 administration of the OSSLT.

Specific

Needs Assessment: Which specific area have you targeted for improvement? Success rate for students in applied-level English classes:

Year TCDSB Province

2009 59% 62%

2010 54% 60%

Note: ―The purpose of the OSSLT is to determine whether a student has the literacy (reading and writing) skills required to meet the standard for understanding reading selections and communicating in a variety of writing forms expected by The Ontario Curriculum across all subjects up to the end of Grade 9.‖3 By examining OSSLT data, we will also be able to assess cross-panel and cross-curricular literacy strategies, actions and professional learning in terms of their impact on student learning and achievement as demonstrated on the OSSLT.

Measurable

Measures of Success From the School Effectiveness Framework (April 2010 Draft)

Students and teachers share a common understanding of the learning goals and related success criteria (SEF 1.1)

A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment, and to determine next steps (SEF 1.5)

A culture of high expectations supports the belief that all students can learn, progress and achieve (SEF 4.1) Which data are you examining?

First-time eligible students‘ success rate on the OSSLT 2010

EQAO released IIR for OSSLT 2010 to identify target areas for TLCPs

Subgroup data within applied-level courses

What are the mid-point assessment tools/data sources? Grade 10, applied, midterm and semester one final achievements in English, Science, and Social Science

Teaching-Learning Critical Pathway (TLCP): pre and post assessment progress in grades 9/10 applied courses (English, Science, and Social science)

Research – focus group; randomly selected schools; self-reflection of SLIP, particularly relating to Literacy

3 Framework: Ontario Secondary School Literacy Test. http://www.eqao.com/pdf_e/08/Xe_Framework_07.pdf

http://www.eqao.com/pdf_e/08/Xe_Framework_07.pdf


How are you measuring success in your area of concern? OSSLT 2011 FTE success rates, for students in applied-level courses

Based on IIR, implicit understanding (R2) as demonstrated on open response questions (OR)

Attainable

Targeted Evidence-Based Strategies/Actions: What strategies or actions will help to attain your goal?

Key Strategy: Assessment for/as/of Learning through the Gradual Release of Responsibility

Assistive Technology: Premier / Kurzweil- in collaboration with AICT and Special Services, select five secondary schools (offering GLE/GLS in grade ten) provide professional learning and support throughout the year

Blended Learning – support pilot in collaboration with AICT and Research Departments Board ELL Document - Development of Board policy document on identification of ELLs with exceptionalities to

support work in schools to close this identified gap Continuing Education Literacy Programs – Grades 7/8 summer and after school literacy programs and secondary after

school literacy programs

Differentiated Instruction – incorporate into stage four of TLCP and additional department work

ELL Needs: link ELL Resource teacher with Literacy Resource teacher to support 7 Literacy Committee in the area of meeting the needs of ELLs (schools identified by OSSLT 2010 results)

ESL/ELD Web Companion: revision of elementary ELL Tracking Form to reflect new Ministry reporting and STEP initiative; creation of new Secondary ESL/ELD Web Companion in order to more effectively track and program for ELLs

Literacy Link/On the Same Page – Biweekly evidence-based cross-curricular strategies; collected from Think Literacy and Stepping Out; forwarded to all secondary/elementary school teachers; student work highlighting the strategies to be shared at various meetings, including Literacy Lead Teacher meetings

Nelson 9 and The Ten- continue to support Nelson 9 resources – link to work with literacy committee at local schools; share promising practices at the English Heads‘ Meeting

Ontario Comprehension Assessment (OCA) – September/January (7/8); September/February(9); may be uploaded to DIP; may be used to ground TLCP cycles in each secondary school and elementary school (grades 7, 8, and 9); support teacher moderation

PHAST / PACES – tier two intervention; delivered in 12 secondary schools (11 of the schools offering both part one and part two); targeted reading instruction for struggling readers; research component attached to 11 secondary schools (conducted by HSC)

FMNA-continue to support schools in offering Grade 11 native studies course SBSLT SWAT: Writers-in-Residence – 15 secondary schools; partner secondary English teacher with published writer; once a

week/ 10 weeks; focus on developing students‘ writing skills; anthology publication Teaching Learning Critical Pathway – All Grade 8 teachers; as well as Special Education

teachers; two cycles per secondary school supported through SSLNs; focus on reading or writing skills as identified in school IIR and OCA; supported by regional PD sessions for science, English, and social science department heads; support teacher moderation as part of TLCP, focus on differentiated instruction, technology, cooperative learning, and Equity and


Inclusive Education Professional Learning: What professional learning opportunities are planned to help attain your goal?

Key Strategy: Assessment for/as/of Learning through the Gradual Release of Responsibility Differentiated Instruction in Literacy – Training to accompany Ministry DI resources provided to Central Team;

Central Team to in-service local SSLNs on resource – training provided and embedded into TLCP and OCA via SSLNs Differentiated Learning –English Department Heads – Four meetings per academic year; information shared with

local departments; topics include focused literacy instruction, equity and inclusive education, teaching-learning critical pathway, and assistive technology in English

ESL/ELD Teachers - In-service all ESL/ELD teachers on Board, Ministry documents and initiatives that support English language learners; continue coaching teachers on strategies that best support best practices in language development of ELLs across the curriculum

Karen Hume Conference– Inquiry-based learning, differentiated instruction, gradual release, technology, and boys‘ engagement for grades nine/ten applied English teachers

Literacy Coaching relating to the TLCP (assessment for learning), particularly question design, focused literacy instruction, teacher moderation, use of technology in the classroom, and differentiated instruction

Literacy Lead Teachers – four meetings per academic year (feedback gathered); shared responsibility/capacity building (Special Education, Administrator, and Literacy Lead Teacher) in the areas of literacy instruction, TLCP, and equity and inclusive education; information shared at local level; provide long term planner; supported by Literacy Resource Teachers; on-going, regular support to the literacy committee; connect to Literacy Leader Guide

English Department Heads: Incorporate Growing Success; Learning for All and Equity and Inclusive Education into meetings with this group; explore benefits of student choice in text selection and using a variety of texts (comics, graphic novels) to differentiate learning; highlight promising practices in digital learning in the English classroom

Live Ink (Pearson) – introduce at Student Success Literacy Conference (Karen Hume); continue in-servicing at English Department Heads‘ Meeting; grade 10 applied English courses

Stepping Out (Reading and Writing) – focus on teachers in grade 9 and 10 applied-level courses English, Science, Social Science, and Religion; APTs/PATs include in planning and PD; modeling the use of technology (i.e. SMART board) to support explicit literacy instruction

Student Success Conference – Literacy development session included in the two-day conference

Student Success Learning Network (SSLN) – Partnership between each secondary school and elementary schools; cross-panel teams focus on transition planning from grades 7/8 to 9; tracking and monitoring tools to support transitions; networking and sharing of artifacts; use of Ministry DI resources in grades 7-10; focus on TLCP, DI, focused literacy instruction, and EIE

Student Success Regional Sessions – work with secondary schools to create School Learning and Improvement Plan Support School Initiative: focused support given to 7 secondary schools through Student Success Support School Lead

and Differentiated Instruction Resource Teacher to support job-embedded professional learning focusing on increasing use of DI resources and practice

Teacher Librarians –Four meetings per academic year ; introduce the library as a learning commons through Together for Learning: A Vision for the 21st Century; literacy-related information shared with local schools with a particular focus on resources that support equity and inclusive education and technology in the library (i.e. EBSCO)


Results-Oriented

Resources: What resources have you identified that can aid you in achieving desired results?

The following resources will support the Literacy Action Plan: Differentiated Instruction Educator’s Package 2010 (contains Guide, Scrapbook and Reference Cards) Equity and Inclusive Education in Ontario Schools High Yield Strategies’ Document Learning for All Literacy is Everybody’s Business and On the Same Page (e-newsletter to secondary and elementary teachers) Live Ink My Nelson 9 Ontario Comprehension Assessment (OCA) Premier Assistive Technology Stepping Out: Reading and Writing Supporting Literacy Success: A Guide for Literacy Leaders The Ten Think Literacy Growing Success Together for Learning: A Vision for the 21st Century Differentiate human resources based on school needs

Through Support School Initiative, focused support given to 7 secondary schools through Student Success Support School Lead and Differentiated Instruction Resource Teacher to support job-embedded professional learning focusing on increasing use of cross-curricular and subject-specific literacy resources and practice

Literacy Resource Teachers (2) to support professional learning focusing on increasing use of cross-curricular and subject-specific literacy resources and practice

Literacy Coach – to support identified secondary schools focusing on classroom instruction based on target area

ELL Resource Teacher (1) to support…

Writer in Residence – 15 secondary schools supporting English classrooms Differentiate financial resources based on school need

Additional Release Days to support professional learning relating to Stepping Out, PHAST/PACES

Resources – Stepping Out (focusing on literacy instruction: reading and writing across the curriculum); Pearson Live Ink

Software focusing on assistive technology, literacy support, and differentiated instruction

Student Success Learning Network (SSLN) – allocation of release days to support team planning/sharing/teaching facilitated by Central Team and local teams; focus on literacy and DI professional learning

Support School Initiative – allocation of release days and funding for resources for 7 secondary schools to support team planning/sharing/teaching; focus on literacy and DI professional learning


Timeline –

Monitoring and Responsibility Describe mid-course correction opportunities

Midterm achievement and semester one final (grade 10 applied; English, science, and social science) via DIP

End of first TLCP and student work (grades 7 – 10) – to inform second TLCP

OCA January/February (grades 7 – 9) – to assess strategies employed in first term and inform next steps via DIP Outline explicit dates/weeks for monitoring Literacy Calendar for Secondary School Literacy Committees OCA – September/October and January/February TLCP: Elementary: on-going; Secondary: September/October and January/February Midterm Data and of End of Semester– November, January, April, and June Articulate the type of data to be collected and analyzed

TLCP data and student artifacts (grades 7-10)

EQAO OSSLT and IIR

Midterm achievement and overall success rates (grade 10 applied; English, science, and social science)

Classroom assessments (grades 7-10)

OCA – Initial and Final Achievements

Who is responsible for monitoring each part of the BLIP? (Monitoring and Responsibility) Student Success Leader:


Ensure alignment in the planning, monitoring and evaluation practices across all four pillars Ensure budget reflects SMART Goal priorities Review system mid-point data, in combination with survey data to determine mid-point corrections to Board plan Ensure consistent system communication so that all system leaders and stakeholders are aware of system priorities and

the related alignment of resources and professional development Support all system leaders in developing, implementing and reviewing system SMART Goals

Literacy Coordinator:

Collaboratively work with Central Team members to develop system inquiry and reflection tool to serve as system monitoring tool

Collaborate with all four pillar chair, Student Success, Special Services and Research Teams


Ensure budget reflects SMART Goal priorities Facilitate professional learning opportunities including workshops and in-services with a focus on Assessment for

Learning; revise and update material and communicate information through school Literacy Lead Teachers; support implementation of TLCP (Assessment for Learning cycles)

Plan course of action with Literacy Team in consultation with Expert Literacy Panel; participate and support district reviews

Support school leaders in developing, implementing and reviewing school literacy SMART goal

Classroom Teachers: Participate in professional learning sessions, support cross-curricular literacy development through differentiated

instruction, participate in TLCP and teacher moderation sessions, and deliver curriculum Monitor student progress through analysis of student achievement (TLCP, report card data, DIP, etc.) and student work

samples

Literacy Coach: Provide support and coaching to secondary schools relating to the TLCP (assessment for learning cycle), particularly

question design, focused literacy instruction, teacher moderation, and differentiated instruction

Literacy Lead Teachers: Share information and resources provided at regional and lead teacher meetings Monitor student progress through analysis of student achievement (TLCP, IIR, DIP, etc.) and student work samples

Principals and Vice-Principals:

Facilitate work of professional learning community focusing on student work, evidence of student learning, TLCP, differentiated instruction, literacy instruction, and transition planning

Monitor progress using persisting questions

Research Team: Facilitate inquiry and research and support evidence-based decision making

Resource Teachers: Facilitate professional learning opportunities including workshops and in-services;

support implementation of TLCP; support literacy actions/strategies/pilots; support focused literacy instruction and differentiated instruction

Participate and support district reviews Model use of technology to enhance teaching and learning

School Effectiveness Lead: Support school leaders developing dynamic and responsive school learning plan; facilitate district reviews

Student Success Central Team:


Facilitate professional learning opportunities including workshops and in-services; participate and support district reviews; support literacy actions/strategies; support focused literacy instruction and differentiated instruction

Superintendents:

Monitor implementation and progress of school Literacy SMART goal using persisting questions

Evaluation:

□ Compare planned with achieved outcomes—What is different for students?

□ Describe how results will be communicated to stakeholders.

□ Describe how lessons learned will be applied to the next cycle of improvement planning.

□ Conduct collaborative research to help inform practice and improve learning.

We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals by asking all members of our learning community (teachers, administration, superintendents) to engage in dialogue around the following persisting questions:

□ Based on OCA data (initial and/or final results), what area(s) of student need - i.e. skills - have been targeted school wide and what instructional strategies have been employed to address the identified area(s) of need? □ What specific student subgroups are you targeting - students in applied-level courses, boys, English Language Learners, etc.? What specific interventions/supports (e.g., PHAST/PACES, Empower, GLE/GLS) are in place for these specific student subgroups? □ What percentage of students with an IEP uses Premier or other assistive technology on a regular basis and for the OSSLT?

In collaboration with the Educational Research Team, each of the four pillars – Literacy, Numeracy, Pathways and CCCC will engage in reflective inquiry to help inform practice and improve learning. Student outcomes as stated in each pillar SMART goal will be analyzed. Additional data gathering may include surveys, interviews and focus groups. An evaluation plan will be designed and implemented during the period September 2009 to June 2010. An annual report describing lessons learned will be shared in early September of each year to inform the next cycle of improvement planning.




School Year: 2010 - 2011 Focus: Numeracy K - 6

SMART Goal: To increase the number of students achieving levels 3 and 4 in Mathematics by 2% as measured through both the

primary and junior EQAO assessments in May 2011 (from 68% in 2009-10 to 70% in 2010-11 for Primary and from 58% in 2009-2010 to 60% in 2010-2011 for Junior).

Specific

Needs Assessment: Which specific area have you targeted for improvement? Student Achievement Data: Which specific area have you targeted for improvement?

EQAO Assessment of Mathematics, Overall Results, Percentage of Students at Level 3, 4 Primary Junior TCDSB Ontario TCDSB Ontario 2009 – 2010 68% 71% 58% 61% 2008 – 2009 72% 70% 62% 63%

2007 – 2008 68% 68% 59% 61%

2006 – 2007 68% 69% 58% 59%

Overview of Area of Concern: the identified area of concern is student achievement in the Mathematical Process of Problem Solving,

based on the Primary and Junior EQAO results, in particular the Open Responses questions

the Four-Step Problem-Solving model provides a framework for helping students to think about a


question before, during, and after the problem-solving experience

the four steps include: understand the problem, make a plan, carry out the plan, and look back

these steps are also included in the Thinking category of the achievement chart

Rationale: Problem Solving is central to most current definitions of mathematical literacy. Through Problem

Solving, students can select and apply strategies they have learned to deepen their conceptual understanding. Problem Solving is the vehicle by which students make sense of mathematics. (Mathematics Education: A Summary of Research, Theories and Practices, August 2002, Thomson Nelson)

Measurable


From the School Effectiveness Framework (April 2010 Draft)



A culture of high expectations supports the belief that all students can learn, progress and achieve (SEF 4.1)

Data to be Examined:

Grade 2 and Grade 5 CAT-4 scores

students’ overall achievement on EQAO Assessment of Mathematics: 2009-2010, 2008-2009, 2007-2008, 2007-2006

EQAO Open Response scores from the Item Information Report (IIRs): 2009-2010, 2008-2009, 2007-2008, 2007-2006

Profile of Strengths and Areas of Improvement (PSAI): 2009-2010, 2008-2009, 2007-2008, 2007-2006

Numeracy Assessment for Learning Cycle (NAfLC) Artefacts

Report card marks

How are you measuring success in your area of concern? Midpoint Assessments:

DIP data: report card results

comparison of pre- and post-assessment results

artefacts from NAfLC in-services (student assessment samples, Bansho, etc.) Year End Assessments:

students’ overall achievement on EQAO Assessment of Mathematics

EQAO Open Response scores from the Item Information Report (IIRs)


students’ ability to problem solve as demonstrated in the Open Response questions in the EQAO Assessment of Mathematics

comparison will be made between CAT-4 Grade 2 and Grade 5 scores and Primary and Junior EQAO scores, and report card results, respectively

Numeracy Assessment for Learning Cycle (NAfLC) Artefacts

Attainable

Targeted Evidence-Based Strategies/Actions What strategies/actions will help to attain your goal?


Key Strategy: Supporting teachers and administrators as they work through the Numeracy Assessment for Learning Cycle. All other strategies listed below support this core strategy. Numeracy Assessment for Learning Cycle (NAfLC)

o Opportunity for teachers to take part in capacity building sessions across the system o Opportunity for teachers to take part in co-teaching sessions on a voluntary basis o Opportunity for teachers to take part in self-selected professional learning sessions

Focused on:

o four to six half day sessions o the collection and analysis of student achievement data and artefacts of student learning

(e.g., Data Integration Platform (DIP), pre- and post-assessment data) o using the Nelson Mathematics program, LNS materials (Guides to Effective Instruction,

monographs, pod casts, etc.) and implementing evidence-based strategies and assessment tools

o teacher moderation o incorporating evidence-based strategies in lessons e.g. three–part lesson, problem solving,

and cooperative learning structures. o co-planning and co-teaching opportunities o integration of technology and manipulatives o implementing effective assessment strategies (for, as, and of learning) o meeting the needs of all students through differentiated instruction o implementing on-going, accurate, timely, and descriptive feedback


Differentiated support for Schools in the Middle within the NAfLC cycle supporting evidence-based strategies and assessment tools and the Nelson Mathematics program

o additional support through SEF lead o participation in After-School Numeracy Tutoring Program o participation in Tutors in the Classroom Program

Student Work Study Teachers (SWST) – 15 Schools in the Middle o Literacy/Numeracy SWSTs will be working with schools to provide classroom support by:

assessing samples of student work in relation to curriculum expectations and learning goals

determining the level of each student’s work and determining the learning gaps providing specific feedback and coaching to students as they improve their work determining next steps to instruction

OFIP Intensive Support (To support NAfLC) o work in collaboration with SAOs, school superintendent and principals, as well as school

staff to provide intensive support for K-6 classroom teachers and Special Education teachers

o differentiated support within the NAfLC o support for co-planning, co-teaching, teacher moderation o integration technology and manipulatives

OFIP After-School Numeracy Tutoring Program (To Support NAfLC) o January 2011 – May 2011 o participants: Schools in the Middle o After-School Tutoring programs in Numeracy for designated schools to provide support for

students in Grades 3-6 to help develop their mathematical understanding and provide a professional learning opportunity for teachers

School Effectiveness Framework (SEF) District Reviews (Assessment for Learning Process - board-wide)

o Math Resource Teachers work in collaboration with the SEF Coordinator, members of Educational Research Team, Literacy Team, the School Improvement Teams (SIT), and the school staff

o analyze data using DIP, discuss evidence-based strategies, share artefacts, and set goals and next steps

o additional support provided for Schools in the Middle

Collaborative Inquiry for Learning – Mathematics (CIL-M)(Assessment for Learning Process ) o Math Resource Teachers work in collaboration with LNS to support CIL-M schools


Early Learning Program - (ELP) o Math Resource Teachers work in collaboration with Early Learning Team and Curriculum

and Accountability Team to support ELP teachers and schools

Support for Special Services (To Support NAfLC) Math Resource Teachers:

o provide support for school staff involved in Learning for All schools o provide in-servicing for LD Teachers in Intensive Support Program (ISP) classes twice (one

workshop on NAfLC, one workshop on Assistive Technology) o in-service APT/PAT on NAfLC o participate in Learning Disabilities Accountability Framework Committees o collaborate with Special Services to complete the Special Education Program Overview and

Improvement Planning Templates

Tutors in the Classroom (To Support NAfLC) o Math Resource Teachers in-service pre-service teachers who will then work with students

using Assistive Technology with Mathematics o tutors will integrate assistive technology in order to support students in math classes

Math Rep Meetings three times per year with all elementary schools (To support NAfLC)) o professional learning opportunities focusing on evidence-based strategies, resources,

problem solving process, communication, assessment, and technology

Professional Learning Series (PLS) (To Support NAfLC) o provide collaborative professional learning opportunities for Curriculum and

Accountability staff, superintendents, school administrators, and other school-based leaders

Family Math Nights

o Math Resource Staff provide schools with the opportunity to host Family Math Nights at their schools

o Purpose:

provide an opportunity for parents to become more familiar with the mathematics curriculum

promote mathematical literacy

raise parent awareness of ways they can support their children at home by playing mathematics games and activities

introduce parents to fun and easy ways to engage their children in order to promote both their children’s appreciation and understanding of mathematics concepts


OWARE o in support of the New Ministry Equity and Inclusive Education Policy, OWARE games

were purchased (African Game Board) in order to introduce students to a variety of Mathematics games played by children in different parts of the world (Africa, the Caribbean, the Philippines, etc.)

Numeracy Resource Teachers Professional Learning (To support Assessment for Learning Process) o OMCA meetings September 2010 – June 2011 o TEAMS Mini Math Conference October 2010 o OMCA Conference January 2011

o OAME Leadership Conference March 2011

o OAME Provincial Conference May 2011

o Catholic Curriculum Corporation Elementary Council 2010-2011

o OMCA meetings September 2010 – June 2011 o Catholic Curriculum Corporation elementary council 2010-2011

Results-

Oriented


Resources: Support for Schools

Four K-6 Math Resource Teachers will be working with schools in the following way: o provide capacity building sessions related to NAfLC o provide support for co-teaching sessions upon request o provide opportunities for self-selected professional learning sessions

OFIP After-School Tutoring Program o for Schools in the Middle

Tutors in The Classroom Program

o for Schools in the Middle

Schools in the Middle


o Math Team supports the work of the Schools in the Middle through the NAfLC sessions o OFIP After-School Tutoring Program

Timeline –


Describe mid-course correction opportunities.

based on: evidence collected (e.g., student artefacts, pre- and post-assessment data)

differentiated support for teachers (e.g., in-service structure, selection of content, evidence-based strategies and resources, NAfLC, co-teaching, group structure)

Timelines: Outline explicit dates/weeks for monitoring

Numeracy Assessment for Learning Cycle (NAfLC) (September 2010 – June 2011) o opportunity for teachers in schools across the system to take part in capacity building sessions

to be held as a series in regional settings

o opportunity for teachers to take part in co-teaching sessions on a voluntary basis

o opportunity for self-selected professional learning sessions

OFIP Numeracy Support (Nov 2010 – June 2011) o differentiated support in the form of job-embedded professional learning (co-teaching,

teacher moderation, etc.)

OFIP After School Numeracy Tutoring Program (January 2011 – May 2011) o participants: Schools in the Middle

half day in-service, on-going support on-site for teachers o grade 3-6 students

School Effectiveness Framework (SEF) District Reviews (September 2010 – June 2011) o 4 half-day sessions, K-8 teachers support

Schools in the Middle (September – June 2011) o differentiated support in the form of job-embedded professional learning (co-teaching,

moderated marking, OFIP After-School Program, etc.)

Math Rep Meetings (September 2010 – April 2011) o 3 after-school meetings (4:15-5:30) at 4 locations, 170 schools

Support for Special Services (October 2010 – May 2011) o Learning for All Support Team - workshop on NAfLC – workshop on Assistive Technology o APT/PAT - NAfLC o in-service for LD Teachers in ISP classes twice throughout the year o collaborate with Special Services to complete the “Special Education Program Overview

and Improvement Planning Templates”


o participate in Learning Disabilities Accountability Framework Committees

Tutors in the Classroom o September to January 2011 (Term 1) o February to June 2011 (Term 2)

Types of Data Articulate the type of data to be collected and analyzed

o classroom pre- and post-assessments o student artefacts (e.g. Bansho samples, student tasks, tests, etc.) o results from 2010-2011 EQAO Assessment of Mathematics o report card grades

Monitoring and Responsibility Identify who is responsible for monitoring each part of the BLIP. Math Coordinator

plan course of action with Numeracy Team

ensure alignment with Numeracy, Literacy, Student Success, Special Services, & Research Teams

collaboratively, with other central board members, develop system inquiry and reflection tool and monitor system progress using this tool

ensure budget reflects SMART goal priorities

Numeracy Resource Teachers

provide professional learning through NAfLC sessions

facilitate co-teaching and integration of technology

monitor progress and respond to system needs collaboratively with central team Classroom Teachers / Math Reps

attend professional learning sessions, read professional literature, implement the revised Ministry Mathematics Curriculum, implement problem solving strategies in their daily teaching, practice teacher moderation, reflect on practice as it pertains to assessment (for, of, as learning)

monitor student progress through analysis of DIP data and student artefacts

School Administration

monitor progress using SEF Indicators, support and encourage staff involvement, provide time for divisional dialogue, co-teaching, and teacher moderation

Superintendents

monitor progress using SEF Indicators to dialogue with school administration and staff


School Effectiveness Lead

support school leaders in developing dynamic and responsive school learning plans

facilitate district reviews

Research Department

Educational Research- Collaborative Inquiry Projects o NAfLC feedback forms o focus group meetings

Evaluation:





We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine

our SMART goals by inviting all members of our learning community (teachers, administration, and superintendents) to engage in dialogue

around the following persisting questions:

What student needs have been identified using data (DIP data) and what evidence based strategies are being implemented to

address these needs? (e.g. problem-solving, 4-step Problem Solving process, 3 part lesson design, Bansho, evidence of “math talk”

as part of classroom practice, effective questioning, learning tools - manipulatives and technology)

What is the evidence that assessment for/as/of learning is consistently used to inform instruction? (e.g. anecdotal notes, student

interviews, diagnostic testing, pre- and post-assessments are recorded in teacher planner or Math developed forms, moderated

marking has occurred, collaborative planning and reflection has taken place, etc.)

Is a daily numeracy learning block in place: 60-75 minutes in grades 1-6 and 20-30 minutes of numeracy related activity in

kindergarten and is there a consistent use of the Nelson Math program as the primary and core resource across all grades in the

school?

In collaboration with the Educational Research Team, we will engage in reflective inquiry to help inform practice and improve learning.

Student outcomes as stated in the pillar SMART goal will be analyzed. Additional data gathering may include surveys, interviews and focus

groups.



System Priorities: Nurturing Our Catholic Community Improving Student Learning and Achievement

Building Capacity to Lead and Learn School Year: 2010 - 2011 Focus: Numeracy 7 – 12 SMART Goal:

To increase the number of students achieving levels 3 and 4 in Grade 9 Applied Mathematics by 3% as measured by the 2010 - 2011 Grade 9 Applied EQAO Assessment of Mathematics (from 35% in 2009 - 2010 to 38% in 2010 - 2011).

To increase the number of students achieving levels 3 and 4 in Grade 9 Academic Mathematics by 2% as measured by the 2010 - 2011 Grade 9 Academic EQAO Assessment of Mathematics (from 80% in 2009 - 2010 to 82% in 2010 – 2011).

Specific

Needs Assessment:


Data: Applied Level EQAO Assessment of Mathematics overall results: 2009-2010 (35% TCDSB versus 40% in Ontario at Level 3& 4) 2008-2009 (34% TCDSB versus 38% in Ontario at Level 3 & 4) 2007-2008 (28% TCDSB versus 34% in Ontario at Level 3 & 4) 2006-2007 (27% TCDSB versus 35% in Ontario at Level 3 & 4) Academic Level EQAO Assessment of Mathematics overall results: 2009-2010 (80% TCDSB versus 82% in Ontario at Level 3 & 4) 2008-2009 (75% TCDSB versus 76% in Ontario at Level 3 & 4) 2007-2008 (72% TCDSB versus 75% in Ontario at Level 3 & 4) 2006-2007 (65% TCDSB versus 71% in Ontario at Level 3 & 4) Overview of area of concern: The area of concern is student achievement in mathematics, specifically in the process of problem solving (4 steps: Understand the Problem, Make a Plan, Carry Out the Plan, Look Back/Reflect). Interrelated aspects of problem solving include: representing, reflecting, connecting, reasoning and proving, selecting tools and computational strategies, and communication.


Rationale: Problem solving is central to most current definitions of mathematics literacy. Through problem solving, students can apply procedures they have learned and deepen their conceptual understanding. Problem solving is the vehicle by which students make sense of mathematics. Mathematics Education: A Summary of Research, Theories and Practices, August 2002, Thomson, Nelson

Measurable

Measures of Success: From the School Effectiveness Framework (April 2010 Draft)



A culture of high expectations supports the belief that all students can learn, progress and achieve (SEF 4.1)

Data to be examined: Grade 7 CAT-4 scores

Students’ overall achievement on the EQAO Assessment of Mathematics.

EQAO open response scores from Item Information Reports (IIRs): 2009-2010, 2008-2009, 2007-2008, 2006-2007

Profile of Strengths and Areas of Improvement (PSAI): 2009-2010, 2008-2009, 2007-2008, 2006-2007

Numeracy Assessment for Learning (NAfLC) teacher and student artefacts e.g., Bansho, KWL, chapter tasks, Key Assessment Questions, moderated marking tasks, etc.

Report card marks

How are you measuring success in your area of concern? Evidenced-based decision making within the Numeracy Assessment for Learning Cycle (grades 7 –

12):

Grades 7 and 8 DIP data: Grade 6 and 9 EQAO , Grade 7 CAT-4 results, report card results Teacher NAfLC feedback

Secondary School DIP data: Grade 7 CAT-4, Grade 8 and 9 report card results, Grade 9 EQAO Pass/Fail Rates (Grades 9 -12) Teacher NAfLC feedback


Midpoint Assessments: Grade 7 & 8 teachers work through the Numeracy Assessment for Learning Cycle to chart student

improvement and inform instruction using the following tools: DIP data: Grade 7 & 8 report card results Comparison of pre- and post-assessment results Artefacts from NAfLC in-services (student assessment samples, Bansho, etc.)

Grade 9 -12 teachers work through the Numeracy Assessment for Learning Cycle to chart student improvement and to inform instruction using the following tools:

DIP data: Grade 9 report card results EQAO-type open response questions and exemplars Comparison of pre- and post-assessment results Artefacts from NAfLC in-services (student assessment samples, Bansho, etc.) Pass/Fail Rates (Grades 9 -12)

Year End Assessments (Grade 7 -12) :

Students’ overall achievement on the EQAO Assessment of Mathematics.

EQAO open response scores from Item Information Reports (IIRs): 2009-2010, 2008-2009, 2007-2008, 2006-2007

Students’ ability to problem solve as demonstrated in the open response questions in the EQAO Assessment of Mathematics.

Numeracy Assessment for Learning (NAfLC) Artefacts

Pass/Fail Rates (Grades 9 -12)

Report Card results

Attainable





Key Strategy: Supporting teachers and administrators as they work through the Numeracy Assessment for Learning Cycle. All other strategies listed below support this core strategy.

As stated in EQAO Summary of Results and Strategies for Teachers, 2008-2009: Some of the suggested Strategies for Improvement for Grade 9 Applied and Academic mathematics are:


o Model problem-solving processes for students, and provide opportunities for students to demonstrate and discuss problem-solving strategies.

o Provide students with multi-step problems in various contexts across all strands. o Require students to provide more than one solution to problems and to make connections

between solutions. o Provide students with opportunities to use manipulatives (concrete materials) to visualize

abstract concepts [to develop a conceptual understanding of mathematics]. o Have students make connections among the different representations of linear relationships

(e.g., graphs, equations, tables of values). o Support students by providing exemplars at various levels of performance. o Provide opportunities for mixed-gender group work. Rotate roles in the groups [co-operative

learning] to give all members opportunities to experience leadership. o Differentiate instruction for all students but particularly for those with special education

needs. o Provide multiple opportunities for English language learners to solve contextualized

problems using a variety of tools, such as manipulatives (concrete materials) and graphic organizers.

Catholic Graduate Expectations will be embedded in all Professional Learning: A graduate is expected to be

1. A Discerning Believer Formed in the Catholic Faith Community 2. An Effective Communicator

3. A Reflective and Creative Thinker

4. A Self-Directed, Responsible, Life Long Learner

5. A Collaborative Contributor

6. A Caring Family Member

7. A Responsible Citizen Numeracy Assessment for Learning Cycle (NAfLC):

Math Resource Team, in collaboration with Academic ICT, will in-service all grade 7 teachers to support the integration of technology in the teaching and learning of mathematics; and

Provide professional learning for all Grade 9 & 10 teachers with a focus on assessment and

integration of technology in the teaching and learning of mathematics. Professional learning will be comprised of the following components:

o Evidenced-based decision making within the Numeracy Assessment for Learning Cycle

Grades 7 & 8 data


DIP data: Grade 6 EQAO, Grade 7 CAT-4 results, report card results

Secondary School data

DIP data: Grade 7 CAT-4 results, Grade 8 and 9 report card results

Pass/Fail Rates (Grades 9 -12) o Teacher moderation (use selected questions from Nelson program, TIPS4RM Continuum

and Connections, ONAP 7, 8 and 9) o Incorporating evidence-based strategies in lessons e.g. three-part lesson, problem solving

and cooperative learning structures o Incorporate technology, specifically working with AICT to support grade 7 students

involved in the Strategic Planning roll out of teacher laptop and classroom notebook computers

o Collecting student achievement data o Collecting artefacts of student learning o Co-planning and co-teaching opportunities o Meeting the needs of all students through differentiated instruction o Implementing effective assessment strategies (for, as and of learning) o Implementing on-going, accurate, timely and descriptive feedback

Support School Initiative (To Support NAfLC) Math Coach provides support:

o for classroom teachers as they implement evidence-based strategies and technology in their teaching practice

o for teachers in developing lessons using Ministry approved resources and software (CLIPS, Gizmos, TIPS4RM), SMART Boards

o NAfLC (moderated marking sessions, co-planning, co-teaching, etc.) o for Grade 9 math teachers in preparation for EQAO

Math Department Professional Learning for Secondary School Math Department Heads and Numeracy

Partners (To Support NAfLC) o To develop facility in implementing differentiated instruction in all areas of the secondary

math curriculum o Provide support and resources for the implementation of the current mathematics

curriculum and Ministry initiatives o Share promising practices in problem solving, evidence-based strategies, differentiated

instruction, and the use of technology and learning tools o Continue to provide support in using effective assessment practices (for, as and of)

learning

Math-focused Student Success Learning Network meetings (To support NAfLC)


o Provide teachers with an opportunity to dialogue about how to facilitate the transition from elementary to secondary school and explore pathway opportunities in the area of mathematics.

Co-Teaching Opportunities (grades 7 – 10) (To support Assessment for Learning Process and the integration of technology in the teaching and learning of mathematics)

Integration of Technology (To Support NAfLC ) o AICT & MATH Team Joint Grade 7 Integration of Technology through NAfLC sessions o TI-Nspire project – approximately 12 schools are involved in a pilot project to share

lessons and integrate the use of TI-Nspire with students in Math classes o Integrate technology during all in-services (e.g. SMART Board, calculators, virtual

manipulatives and other Board and Ministry software)

Support for Administrators and Special Services (To support NAfLC) o Invitation to NAfLC session

Numeracy Resource Teacher (To Support Professional Learning) o Attend Math CAMPPP, August 2010 o Attend TI-Nspire Summer Institutes, July 2010 o OMCA meetings September 2010 – June 2011 o TEAMS Mini Math Conference October 2010 o GAINS Math Series offered by the Ministry 2010-2011 o OMCA Conference January 2011 o OAME Leadership Conference March 2011 o OAME Provincial Conference May 2011

o OISE Consortium for Grade 9 Applied 2010-2011 o College Math Project 2010-2011 o Catholic Curriculum Corporation elementary council 2010-2011

Results-

Oriented

Resources

What resources have you identified that can aid you in achieving desired results? Human Resources:

Math Resource Teachers will provide professional learning opportunities for: All Grades 7 teachers - Numeracy Assessment for Learning Cycle

January-February: Two full days per teacher facilitated by Academic ICT

March-May: o two full days (half day facilitated by AICT Resource Staff and half

day facilitated by the Math Department 7 – 12 Resource Staff) o one full day NAfLC support facilitated by the Math Department 7 –


12 Resource Staff o Optional Opportunity: one full day job embedded learning with a

focus on technology in mathematics (co-teaching, moderated marking, planning lessons, developing common assessments, etc.)

All Grades 9 & 10 Mathematics Teachers - Numeracy Assessment for Learning Cycle

October – December: o Two full days o Provide job embedded learning opportunities (optional)

All 7-12 Mathematics Teachers opportunity for self-selected professional learning sessions

Math Coach Provide support for schools in Support School Initiative as well as other secondary

schools Continued support for identified secondary schools Co-teaching opportunities

Research Department – Collaborative Inquiry Projects NAfLC – focus on Promising Practices through focus group discussion, feedback forms TI-Nspire: feedback forms Math Department Heads/Numeracy Partners: feedback forms

AICT Collaborate with AICT to roll out Strategic Plan – integration of technology for grade 7

teachers and students

Financial Resources: Code days

NAfLC: o two full days for each grade 9 & 10 teacher o two half days plus one full day for grade 7 teachers o optional opportunity: one full day job-embedded learning

Math Dept. Heads and Numeracy Partners Professional Learning: two full days TI-Nspire: two full days

Print and Online Resource Refer to document: Supporting Student Success: Mapping High Yield Strategies to Student

Learning Needs

Timeline –


Describe mid-course correction opportunities. o Interventions will occur through the Numeracy Assessment for Learning Cycle by reflecting

on the following data pre- & post- Assessment data


student artefacts

Outline explicit dates/weeks for monitoring. March 2011 – May 2011 o Numeracy Assessment for Learning Cycle for Grade 7 teachers

1 cycle per school to occur from with Math Resource Support October 2010 – December 2010 o Numeracy Assessment for Learning Cycle for Grades 9 & 10 teachers

1 cycle per school to occur from with Math Resource Support

Types of Data: o Classroom teachers bring pre- and post- assessments and student artefacts of problem solving

tasks for discussion and moderated marking o 2009-2010 results of the EQAO Assessment of Mathematics o Report Card Results o Various research data (research department)

Monitoring and Responsibility o Student Success Leader:


Ensure alignment in the planning, monitoring and evaluation practices across all four pillars. Ensure budget reflects SMART Goal priorities Ensure consistent system communication so that all system leaders and stakeholders are

aware of system priorities and the related alignment of resources and professional development.

Support all system leaders in developing, implementing and reviewing system SMART goals. o Math Coordinator Plan course of action with Numeracy Team Ensure alignment with Numeracy, Literacy, Student Success, Research & Academic ICT

Teams Collaboratively, with other central board members, develop system inquiry and reflection tool

and monitor system progress using this tool Ensure budget reflects SMART goal priorities

o Numeracy Resource Teachers - provide professional learning through NAfLC sessions, facilitate co-teaching and integrate technology, support SSLNs, administer feedback forms, support system needs collaboratively with central team

o Classroom Teachers & Special Education Teachers– attend professional learning sessions, read professional literature, implement the revised Ministry Mathematics Curriculum, implement problem solving strategies in their daily teaching, practice moderated marking of common


assessments, reflect on practice, monitor student progress through analysis of DIP data and student artefacts

o Secondary Math Heads – same as above, model and support department members as they focus on problem solving strategies

o Secondary Numeracy Partners – same as Secondary Math Heads o School Administration – monitor progress using SEF Indicators, support and encourage staff

involvement, provide time for departmental dialogue, co-teaching, and moderated marking o Superintendents – monitor progress using SEF Indicators to dialogue with school administration

and staff o School Effectiveness Lead – support school leaders in developing dynamic and responsive school

learning plans, facilitate district reviews o Research Department – Collaborative Inquiry Projects

Feedback Forms Focus Group Meetings

o AICT – Support Math Resource Team Integration of Technology in delivering the mathematics curriculum as outlined by the

Strategic Plan

Evaluation:





We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine

our SMART goals by asking all members of our learning community (teachers, administration, superintendents) to engage in dialogue around

the following persisting questions:

What student needs have been identified using data (DIP data) and what evidence based strategies are being implemented to

address these needs? (e.g. problem-solving - 4-step Problem Solving process, 3 part lesson design, Bansho, Evidence of “math talk”

as part of classroom practice, Effective questioning, learning tools - manipulatives and technology, Effective Questioning)

What is the evidence that assessment for/as/of learning is consistently used to inform instruction? (e.g. anecdotal notes, student

interviews, diagnostic testing, pre and post assessments are recorded in web marks, teacher planner or Math developed forms,

moderated marking has occurred, collaborative planning and reflection has taken place, etc.)

In collaboration with the Educational Research Team, we will engage in reflective inquiry to help inform practice and improve learning.

Student outcomes as stated in the pillar SMART goal will be analyzed. Additional data gathering may include surveys, interviews and focus

groups.


.K – 12 Board Improvement Plan


School Year: 2010-2011 Focus: Pathways K-6

SMART Goal: To support the delivery of at least one additional engaging and relevant career exploration experience for primary and junior aged students beyond the existing curriculum. This will be measured by feedback from classroom teachers throughout the 2010-2011 academic year.

Specific

Needs Assessment:

Overview of area of concern: During the elementary years of education student attitudes and perceptions are formed, if students are not purposefully exposed to all career options, it can lead to the continuation of a biased preference for the traditional career pathways of university and college. While college and university are very valid, successful choices presented in isolation they can be perceived as the most valuable ones to younger student consequently devaluing the pathways to work and apprenticeship. These perceptions can impact self-esteem, high school choice and course level choice.

Rationale: By introducing career education earlier and more often teachers will be able to help create more positive perceptions and

attitudes toward all post-secondary pathway options. Exposure to all pathway opportunities and experiences will create a more

inclusive and healthy environment for students to make inquires and decisions in, paving the way for higher self-esteem and

better high school choices.


For the first year of administration of the beta version of My School, My Voice for elementary schools, 22 % of the students surveyed indicated that they had started thinking about high school choices before grade 6.

Students in primary and junior grades are able to participate and understand lessons, activities and experiences which


allow them to grow in self knowledge and to explore the world around them .

Explore and Discover (resource document) connected to existing Family Life and Social Studies curriculum to be distributed to primary and junior teachers.

Skills Canada presentations in local schools to include grade 6 teachers where possible, to help build teacher awareness.

Junior Achievement programs for students in grade 5.

Local career fairs within schools or family of schools.

Use of Paws in Jobland.

Self awareness activities

Measurable

Measures of Success: From the School Effectiveness Framework (April 2010 Draft) Authentic learning experiences and experiential learning are built into all subject areas and

programs (5.2) Resources for students are relevant, current, accessible and inclusive. (SEF 4.6) Students have opportunities to build on in-school and out-of-school experiences and activities to

further explore personal interests, strengths and career options. (SEF 5.4) Students, parents, and teachers understand the full range of pathways, options, programs and

supports that are available. (SEF 5.3) The teaching and learning environment is inclusive and reflects individual student strengths,

needs and learning preferences. (3.1) What data are you measuring?

Level of teacher awareness of pathways and career development.

Use of Paws in Jobland by elementary schools from ______to _______ in the primary/junior level.

School participation in Junior Achievement from --------- to ------------.

Local career days in our schools from ________to ___________.

Gr 6 students participating in Skills Canada presentations.

Implementation of Explore and Discover in every classroom

Mid Point Assessment:

Consultation with elementary schools in February, 2011 to assess progress-preference is to administer a self-assessment tool to elementary teachers to help them assess their own attitudes and awareness levels.


Year End Assessment: Summaries from elementary schools and through central Pathways team in summarizing data measured.

Attainable


What strategies/actions will help to attain your goal? Counsellor collaboration with Primary/Junior teachers

Provide primary and junior teachers with ready to use pathway career lessons

Presentations to administrators at the elementary and secondary levels

Presentations to guidance counsellors at the elementary and secondary level


What professional learning opportunities are planned to help attain your goal? One half-day PD session for one primary teacher and one junior teacher from each school — to help them access/share

pathways resources ie, Explore and Discover, Paws in JobLand etc.—with the intent to help infuse pathways lessons within existing curriculum.

This would be part of a three year plan so that by year three, teachers at all grade levels (1-6) will have participated in this workshop.

Teacher participation within the Skills Canada presentations to expand their own knowledge and ability to introduce a wide variety of career options within their classes.

Pathways development session included in two-day Student Success Conference

On-going elementary counselor in-services.

Learning Partnership presentations for educators.

Results-Oriented


Explore and Discover –resource support document with pathways lessons for each grade

Pathways to Prosperity- Employer Registry Site (guest speakers, workshops, tours, etc.)

OSCA website

http://resources.elearningontario.ca

The Learning Partnership: www.Class2Careers.com

Community Agencies (Science Centre, Local Conservation Assoc., Local Government Agencies, etc., Evergreen Brickworks http://www.evergreen.ca/en/get-involved/events.sn)

Timeline –


Identify who is responsible for monitoring each part of the BLIP In a mid-year review of the School Learning Improvement Plan, elementary principals will assess progress made in

http://www.class2careers.com/


achieving their school‗s Pathway goal.

Principals will be invited to share their promising practices at K-8 meeting in January/February within the framework of a discussion of progress made in achieving the BLIP pathways goal. Consideration will be given to produce a document over the next year aimed at highlighting promising pathways practices within TCDSB

Teacher-survey inventory results will be compiled and reviewed by the Central Pathway team, with the support of the Research department. Feedback from this survey will serve as a possible indicator of change in the teacher-delivery of classroom experiences.

Year-end survey results to be compiled and reviewed by Research Department and Central Pathway team.

Strategies for implementation include a shared ownership of program delivery between teachers, administrators and central staff.

Board engaging in strategic discussion around a corporate feed-back tool which measures parent awareness and feedback on various topics including Pathways is currently being conducted.

Student Success Leader: Collaboratively work with all pillar chairs to develop system inquiry and reflection tools to serve as system monitoring

tools

Ensure alignment in the planning, monitoring and evaluation practices across all four pillars.


Review system mid-point data, in combination with survey data to determine mid-point corrections to Board plan.

Ensure consistent system communication so that all system leaders and stakeholders are aware of system priorities and the related alignment of resources and professional development.

Support all system leaders in developing, implementing and reviewing system SMART goals.

Pathways Coordinator: Plan a course of action with Pathways team

Collaboratively work with Central Team members and elementary guidance counsellors to develop system inquiry and reflection tool to serve as a system monitoring tool

Facilitate professional learning opportunites (including workshops and inservices focused on supporting classroom teachers in providing pathways experiences for their students)

Align allocation of budget with SMART goal priorities

Ensure alignment with Numeracy, Literacy, CCCC, Student Success and Research Teams

Engage in Student Success team dialogues with Superintendents to review progress, identify areas of need and provide support.

Elementary Guidance Counsellors: Work with primary and junior division teachers within their schools to infuse Choices into Action curriculum within

Language Arts, Fully Alive, and Social Studies curriculum.

Provide in-services and support within their schools for the pathways support document-Explore and Discover.

Work collaboratively with Central Pathways team to deliver half day in-service on new career lessons from Explore & Discover

Work with Central Pathways team and others to support experiential learning opportunites for their students (Junior


Achievement, Skills Canada activities, etc)

Classroom Teachers: Infuse pathways experiences within their classes.

Include experiential learning opportunites within their curriculum where possible (ie. Junior Achievement, excursions, activities through the Learning Partnership www.class2careers.com)

School Administrators: Collaborate with staff in setting school SMART goals related to Pathways.

Provide support, encouragement and time for divisional dialogue with respect to building awareness and experiential learning opportunities for students..

Monitor progress with persisting questions.

Superintendents:

Monitors implementation and progress of school Pathways SMART goal using persisting questions.

Collaboratively works with SSL, Pathways Coordinator to embed key strategies and ensure alignement of pillar SMART goals and priorities.

Research Department: Educational Research and collaborative inquiry projects

System self-reflection tool for elementary teachers (new for 2010-2011)

System survey: My School, My Voice for all grade 6 students in Winter 2011 (beta version new for 2009-10 school year)

Evaluation: Compare planned with achieved outcomes – What is different for students?




We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals by asking all members of our learning community (teachers, administrators, superintendents) to engage in dialogue around the following persisting questions: How has your school supported the expansion of pathways experiential learning for students in each grade?

What specific capacity-building opportunities have been provided to staff to increase their understanding of Pathways? In collaboration with the Educational Research Team, we will engage in reflective inquiry to help inform practice and improve learning. Student outcomes as stated in the pillar SMART goal will be analyzed. Additional data gathering may include surveys, interviews and focus groups. K – 12 Board Improvement Plan

http://www.class2careers.com/



School Year: 2010-2011 Focus: Pathways 7-12 SMART Goal: By June 2011, we will support expansion in Specialized Programs-- Fast Forward by 10% from our current 24 programs in 19 schools to 27 programs in 23 schools and Specialized Programs--

Specialist High Skills Major by 20% from 13 programs to 16 programs within the TCDSB.

Specific

Needs Assessment:

Which specific areas have you targeted for improvement?

In the 2009-2010 school year, there are 20 secondary schools (24 programs) that support workplace destinations through explicit Fast Forward program pathways.

There are 9 secondary schools with existing SHSM programs which support all destinations (apprenticeship, college, university, workplace)

Three new Fast Forward programs have been identified for implementation in 2010-2011 which will bring our total to 27..

Four new SHSM programs have been approved for TCDSB by the Ministry of Education for implementation in 2010-2011 which brings our total to 13 programs.

It is our collective responsibility to establish pathways and programs to address all destinations (community, workplace, college, apprenticeship and university) within our schools.


Currently secondary schools within TCDSB are challenged to provide courses and programs supporting the school to work pathway, in order to make it possible for students to access program pathways that meet their ability, interests and needs. In schools where these programs are not yet offered, it will be challenging for students to access courses at their level of study. For example, locally developed and workplace courses are not offered at all schools limiting student option selection choices. In addition, lack of parent information about pathways programs may further limit the choices some students are allowed to make.

Rationale:

Access to the appropriate level of study and the program pathway of most interest will provide students multiple opportunities to be successful and remain engaged with their courses, studies and school community. Ultimately this will result in fewer school leavers, higher graduations rates and higher satisfaction on the part of our students..


Measurable

Measures of Success: From the School Effectiveness Framework (April 2010 Draft) School programs incorporate students‘ stated priorities and reflect the diversity, needs and interests

of the school population. (3.2) Programs, pathways and career planning meet the learning needs and interest of all students. ( 5.1)

Students, parents and teachers understand the full range of pathways, options, programs and supports that are available(5.3)

Students have opportunities to build on in-school and out-of-school experiences and activities to further explore personal interests, strengths and career options. (5. 4)

How are you measuring success in your area?

Increase in teacher awareness of specialized programs in the Reflective Practice summary from x to y

Increase in number of students who are enrolled in specialized programs from x to y

Increase in number of graduates from SHSM programs from 69 to y

Expansion of the number of student experiences related to existing and new sectors

Expansion of school based pathway initiatives (i.e. Funny Money, etc)

Expansion of school based pathway initiatives as measured by number of times the Employer Registry (Passport to Prosperity) is accessed by our communities.

Establishment of formal pathway advisory teams in each school that runs specialized programs (SHSM)

Students are supported in education and career planning and will have access to creating a web-supported AEP through myBlueprint–the number of students who formulate Annual Education Plans on-line can be measured

Midpoint Assessments:

Review course completion rates and assess failure rates

Assess pathway course progress: common course calendar listing, option selection availability

Marketing campaign progress and feedback from presentations

Assess progress of local community partnership building

In early March, after option selection process in each school, review number of students choosing locally developed, cooperative education and workplace courses

Year End Assessment:


Review course completion rates and failure rates

Compare course offerings with number of courses running as part of scheduling decisions made locally (respecting locally developed, cooperative education and workplace courses)

Review number of students expressing interest in school to work pathway (graduation tracker)

Assess local community partnerships

Attainable



Continue to work with individual secondary schools to build equitable access for School to Work pathways in all

TCDSB schools

Promote experiential learning opportunities for students and teachers to promote the development of specialized programs

Provide support to TCDSB schools to develop program pathway which includes courses, experiences and certifications as well as community partnership

Implementation process for new programs

Initial meeting with school (admin., co-op, spec. ed, guidance, & core subject teacher) & central team

Follow up meeting to verify the pathway program & discuss community partnerships

Presentation to department heads and or staff on pathway program creations

School Pathway team to meet with Central Pathway team


School College Work Initiative (SCWI) activities

Planning sessions for schools that identify a FF pathway to support the process through to implementation

Passport to Prosperity presentations within secondary schools

Presentations to entire school staff for potential new pathway schools and to assist in creating instruction supports for students to make informed and appropriate choices to support their successful transitions.

Collaborative planning sessions with pathway teams within schools

Expansion of the Sector Advisory membership to reflect all program sectors including new sectors

Parent presentations at potential new program schools

Presentations to administrators at the elementary and secondary levels

Presentations to guidance counsellors at the elementary and secondary level

Presentations to Student Success teachers at the secondary level with a focus on Equity and Inclusive Education as well as Learning for All

One half day professional development session for GLC teachers to assist with resources within GLC as well as with pathways supports

Elementary (Grade 7 & 8) parent pathway information evenings


On-going Smart Board in-servicing for central team and school based pathway teams

On-going My Blueprint web based career tool in-servicing at all schools

Results-Oriented

Resources What resources have you identified that can aid you in achieving desired results? Within the Pathway Pillar the allocated resources support central team staff, school based pathway team and students within TCDSB.

Sector Advisory Panel (including experts from all sectors within our FF and SHSM programs)

Pathway Expert Panel

Learning Partnership

Passport to Prosperity

Connecting GTA

OSCA

OCEA

OGLA

GTACEA

myBlueprint

Career Cruising

OYAP - website, print materials

Central team – (OYAP resource teacher, guidance resource teacher, cooperative education resource teacher, student success resource teacher, SHSM resource teacher, Fast Forward resource teacher)

Timeline –


Describe the Mid-point correction opportunities:

Within the Pathway pillar mid-point correction relates to the program development rather than student achievement. The expectation at the mid-point would be for schools to have reflected on their current practice, where they can improve their opportunities and to have made some progress in expanding their pathway programs.

December of Development year:

Assess & adjust course offerings within the school-to-work pathway program

Monitor that Common Course calendar reflects LDCC and workplace courses as well as university and college courses

Monitor Marketing/Communication campaign for parents and entire community

Assess progress of local community partnership building

Outline explicit dates for monitoring:


Initial meeting with prospective schools June 2010

Follow up meetings in September/October 2010

Presentation staff(s) by mid-November 2010

Include specialized program in common course calendar

December –February support the creation of marketing materials

February-March—distribution of marketing/communication materials to impact on option selection timeline

On-going PD sessions to targeted groups; September 2010-May 2011

Initial review of all Fast Forward programs to determine readiness for application to SHSM, Autumn 2010

Support the application & development process of schools with FF programs to assist the with implementation of the Specialist High Skills Major Programs, October –November 2010

Monitoring and Responsibilities: Student Success Leader:

Collaboratively work with all pillar chairs to develop system inquiry and reflection tools to serve as system

monitoring tools

Ensure alignment in the planning, monitoring and evaluation practices across all four pillars.


Review system mid-point data, in combination with survey data to determine mid-point corrections to Board

plan.

Ensure consistent system communication so that all system leaders and stakeholders are aware of system

priorities and the related alignment of resources and professional development.

Support all system leaders in developing, implementing and reviewing system SMART goals.

Pathways Coordinator:

Plan a course of action with Pathways team

Ensure alignment with Numeracy, Literacy, CCCC, Student Success and Research Teams

Align allocation of budget with SMART goal priorities

Work with school Principals in supporting the expansion of pathways programs within schools

Assist in the development of reflective system inquiry tools and persisting questions

Engage in Student Success team dialogue with Superintendents to review progress, identify areas of need and

provide support


Pathways Resource Teachers:

Provide support in goal-setting

Provide job-embedded professional learning opportunities and workshops for teachers

Organize experiential learning opportunities for students on a board-wide scale

Review participation numbers after each event to evaluate progress toward the overall goal within two weeks of

each event.

Participation numbers as well as written [& perhaps electronic] evaluations will be reviewed.

Coordinate development of original, authentic pathways resources.

Research, source and distribute pillar-specific resources and marketing materials to the field

Collaborate with Research department in development of teacher and student surveys

Guidance Counsellors:

Identify courses and experiential learning opportunities to assist students in making informed pathways choices.

Assist students with the development of their Annual Education Plans within an electronic web-based modality

such as myBlueprint.ca

Coordinate and deliver pathways presentations to grade 8 teachers within the Take Our Kids to High School

days at participating secondary schools.

Provide information and support to students and parents around transitions.

Classroom Teachers:

Attend professional learning sessions, read professional literature to expand their own awareness of Pathways

Infuse pathways experiences within their classes

School Administrators:

Collaborate with staff in setting school SMART goals related to Pathways

Assess readiness for expansion of Pathways programs within their school

Provide support, encouragement and time for dialogue and program planning to address the learning needs of

all students

Monitor progress with persisting questions


Superintendents:

monitor progress using SEF Indicators to dialogue with school administration and staff

School Effectiveness Lead:

support school leaders in developing dynamic and responsive school learning plans, facilitate district reviews

Evaluation:





We will examine our indicators of success on an ongoing basis to determine if we are making progress or need to further develop and refine our SMART goals by asking all members of our learning community (teachers, administrators, superintendents) to engage in dialogue around the following persisting questions:

How are the needs of University/College-bound students balanced with those of Workplace/Apprenticeship students when making scheduling/staffing decisions? (prompts: review of credit accumulation and mark achievement rates in applied and college level courses as well as academic and university level courses)

How has your school supported the expansion of experiential learning opportunities such co-operative education, industry tours, interactive career fairs, college camps, etc?

What specific capacity-building opportunities have been provided to staff to increase their understanding of Pathways?

In collaboration with the Educational Research Team, we will engage in reflective inquiry to help inform practice and improve learning. Student outcomes as stated in the pillar SMART goal will be analyzed. Additional data gathering may include surveys, interviews and focus groups.


Process for Consultation

Our TCDSB BLIP is the product of many months of system wide consultation with our various educational stakeholders. Below is

an overview of the process that has informed our 2010-11 plan. (Those captured in grey in the Stakeholder column were newer

to this year’s consultation process than in the past.)

Stakeholder Group

Membership Focus of Discussion

Date(s)

Joint Central Team

Superintendents,

Coordinators

representing C&A,

Student Success and

Special Ed, SEF,

Educational Research

and EIE/field

Central team

collaboration and

alignment;

Ensuring the BLIP is

THE plan;

SEF / BLIP alignment

March 5th

April 1st

May 5th

June 8th

June 25th

Ministry of Education MOE, SSLs, SEF leads

Spec Ed?

Introduction of

K-12 BIP and SEF for

2010-11

March 31st – BIP Memo

May 5th - SSL/SEF Mtg

June 16th - SSL Mtg

Education Council Senior Staff Format of BLIP

template;

Updates regarding

feedback

fromconsultations, ASLI

sessions and Joint

Team Mtgs;

Content of BLIP –

“Collective

Commitments”.

Strategic Planning

Session discussion of

System Priorities.

April 8th- Memo

debrief;

April /early May –

confirm design

May / June – Strategic

Planning

June – Collective

Commitments

June 28th – vet draft of

BLIP for 10-11.

Sept 13th - final

presentation of DRAFT

BLIP 09-10.

ASLI Academic (Field and

Central)

Superintendents

Effective processes to

support Board Learning

Improvement Plan

April 7th

May 12th

May 26th


Leading Instruction development,

Implementation and

Monitoring

(June 9th / June 23rd,)

June 30th

K – 12 Principals Field SOs and

K-12 principals

Consultation re design;

Consultation and group

collaboration re content

and strategies;

Target Setting

Workshop

April mtgs;

May & Sept mtgs

TCSSPA Secondary School

Principals

Recommendations re

design, content, key

strategies and

collective commitments

(March 23rd)

April 20th

May 18th

K – 8 Principals Elementary School

Principals

Recommendations re

design, strategies and

collective commitments

April &/or May mtgs

L4A Lead Principals 10 ES Principals who

participated in L4A pilot

2009-10

Communication to

principals regarding the

role of accountability

frameworks and their

correlation to the BLIP

April 2010

Early Learning

Principals

Principals implementing

Full day Kindergarten

Early Learning Central

Team met with BLIP

development team and

informed process

April 2010

May 2010

June 2010

SyIT Team

SEF Lead (Chair),

Superintendent,

Program coordinators,

Resource Teachers

ES principals, SAOs

Consideration and

recommendations of

how to align SEF and

BLIP process

May or June 2010?

Student Success

Central Team

SSL leads,

Coordinators, Lit, Num,

Pathways, CCCC, ELL,

AICT Resource

Teachers, Chief

Psychologist, APTs,

PATs, Educational

Research

Format of BLIP / SLIP

template;

Collective

Commitments,

Key Strategies/Foci,

“Stop Start Continue”

Key Dates,

SMART Goals and

Ongoing:

April 7th and 28th

May 12th, 19th and 26th

June 2nd and 9th


corresponding

strategies;

Mapping SEF to BLIP.

June 16th

June 23rd

C & A Program

Coordinators

C&A and Student

Success SOs,

Program Coordinators

Overview of K-12 BLIP

and SEF;

Opportunities and

Challenges Discussion

April 16th 2010

May 7th, 2010

June 11th, 2010

Spec Ed Central Team Supt of Spec Ed.,

Coordinators and

Chiefs;

PATs & APTs – focus

group?

Special Education Plan

for 2010-11

April, May, June mtgs;

Ongoing

Pillar Specific Teams

(Literacy,Numeracy,

Pathways, CCCC)


and the resource

teacher teams

Content of BLIP

Goals, Strategies,

Timelines

Ongoing – May and

June 2010

Expert Panels

(Literacy,Numeracy,

Pathways, CCCC)


(Chair)

Supt., Principals, VPs,

Teachers (Elementary

and Secondary

representation)

Identification, review

and refinement of key

strategies to be most

responsive to system

needs and goals.

May and June 2010

(Sept 2010)

BLIP Expert Panel

Chairs

Central

Superintendents,

SEF Lead (Chair)

Literacy, Numeracy,

Pathways, CCCC Expert

Panel Chairs,

Educational research,

Aligning budget and

key initiatives;

Final drafting and

vetting of plan.

Ongoing;

(April, May, June

Sept. and Oct.)

TSU Joint PD

Committee

C&A and Student

Success Supt., SS

Principals/PC, OECTA

Provincial rep and TSU

Executive

Content of BLIP –

specifically PD plans

(Working Committee on

ALP – ongoing Feb/Mar

2010)

April 15th, 2010

May 27

June 22nd; Ongoing

TECT Joint PD

Committee

C&A Supt., ES

Principals/PCs and

TECT Executive

Content of BLIP –

specifically PD plans

April 2010

May 2010

June 2010

TCDSB Teachers

(SS End of Year

40 teachers per

Secondary School

Survey results to

inform PD and

June 2010


Survey) strategies to be

employed by Central

Team based on teacher

readiness and learning

preferences.

TCDSB Teachers

(ES End of year

survey)

20 ES teachers – 2 per

superintendency*;

Focus group discussion

*Field SO’s to nominate

SIT team members

from their area

Focus group results to

inform PD and

strategies to be

employed by Central

Team based on teacher

readiness and learning

preferences.

June 2010

Goal: TCDSB BLIP DRAFT for submission to MOE by Sept 15th, 2010.

PART 2

Process for Development of Final Plan 2010-11

Date Forum Focus Sept & Oct „10 Education Council Vetting of DRAFT Action plan with

Superintendents. Review of SMART goals in

light of new 09-10 data.

EC – S.O. consultation on persisting questions.

Final vetting of BLIP

Sept & Oct „10 Expert Panels Ongoing meetings of Expert Panel Chairs & SSL

Expert Panels to meet on:

o CCCC –

o Pathways –

o Numeracy –

o Literacy –

o Superintendents welcome at any and all

meetings (don’t have to be panel

member)

Sept & Oct „10 Pillar Specific Board- Consultation in development of pillar goals and


level Departmental

Teams (TCDSB

Resource Teachers)

strategies for the Board plan and support for

schools in the development of their school plans.

Sept / Oct „10 Central Team Mtgs Ongoing meeting of Joint Central Team, Full

Central Student Success, C&A and Special

Services Teams to discuss, vet, revise and

perfect plan.

Sept / Oct 10 Literacy and

Numeracy Rep Mtgs.

Presentation of BLIP and consultation with ES

and SS Literacy Reps and Numeracy Reps

Sept „10 K-12 Principal Mtgs Introduction and Orientation to BLIP 2010-11 –

both in terms of format and content

Sept „10 K-8 Principals Orientation to evolving K-12 SEF

Sept ‟10 Student Success

Team Regional PD

(Secondary Teams)

Support development of School SMART goals

and School Learning Improvement Plan

Oct „10 SS Principals Orientation to evolving K-12 SEF

Oct „10 K – 8 Principal Mtgs Model and support the development of SMART

goals and corresponding strategies for

Elementary Principals

Oct „10 SLIP Workshops SLIP workshops delivered by SEF lead (and also

attended by computer services) to assist teams

in development of their SLIPs.

October 2010 Mtg with MOE Team Receive feedback from MOE on Action Plan

Revise as necessary

Oct „10 Administrator Data

Refreshers

Voluntary Data Integration Platform (DIP)

refresher inservices delivered by Research Dept

to assist Principals, VPs and Dept Heads with

data mining.

October „10 Local schools Central team members supporting in local, job-

embedded settings development of SLIPs

October 31st Deadline for submission of FINAL action plan to Ministry

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