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TCDSB BLIP Draft 3 1 September 10, 2010
TCDSB BLIP Draft 3 2 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
TCDSB BLIP Draft 3 3 September 10, 2010
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
TCDSB BLIP Draft 3 4 September 10, 2010
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
TCDSB BLIP Draft 3 5 September 10, 2010
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
TCDSB BLIP Draft 3 6 September 10, 2010
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
TCDSB BLIP Draft 3 7 September 10, 2010
- 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 BLIP Draft 3 8 September 10, 2010
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.
TCDSB BLIP Draft 3 9 September 10, 2010
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
TCDSB BLIP Draft 3 10 September 10, 2010
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)
TCDSB BLIP Draft 3 11 September 10, 2010
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.
TCDSB BLIP Draft 3 12 September 10, 2010
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.
TCDSB BLIP Draft 3 13 September 10, 2010
K – 12 Board Improvement Plan
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
TCDSB BLIP Draft 3 14 September 10, 2010
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
TCDSB BLIP Draft 3 15 September 10, 2010
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
Targeted Evidence-Based Strategies/Actions
Professional Learning
What professional learning opportunities are planned to help attain your goal?
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.
TCDSB BLIP Draft 3 16 September 10, 2010
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 –
Monitoring and Responsibility
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
TCDSB BLIP Draft 3 17 September 10, 2010
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.
TCDSB BLIP Draft 3 18 September 10, 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:
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 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
TCDSB BLIP Draft 3 19 September 10, 2010
K – 12 Board Improvement Plan
System Priorities: Nurturing Our Catholic Community Improving Student Learning and Achievement Building Capacity to Lead and Learn
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?
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.
Overview of area of 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
TCDSB BLIP Draft 3 20 September 10, 2010
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
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) 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)
TCDSB BLIP Draft 3 21 September 10, 2010
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?
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.
TCDSB BLIP Draft 3 22 September 10, 2010
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
Resources What resources have you identified that can aid you in achieving desired results?
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
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Kids Help Line & web site
Psychology & Social work departments
Web based Graduation Tracker
Timeline –
Monitoring and Responsibility
Monitoring and Responsibility Identify who is responsible for monitoring for 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
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.
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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
Participate in district reviews
Meet with Central Student Success team to review progress, identify areas of growth and target intervention strategies.
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, 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?
TCDSB BLIP Draft 3 25 September 10, 2010
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.
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K – 12 Board Improvement Plan
System Priorities: Nurturing Our Catholic Community Improving Student Learning and Achievement Building Capacity to Lead and Learn
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‖.
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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)
How are you measuring success in your area of concern?
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
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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)
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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
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Professional Learning
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
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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
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
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
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
Ensure budget reflects SMART Goal priorities
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
Participate in district reviews
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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
TCDSB BLIP Draft 3 33 September 10, 2010
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.
K – 12 Board Improvement Plan
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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
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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
TCDSB BLIP Draft 3 36 September 10, 2010
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)
TCDSB BLIP Draft 3 37 September 10, 2010
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
TCDSB BLIP Draft 3 38 September 10, 2010
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:
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
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
TCDSB BLIP Draft 3 39 September 10, 2010
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:
TCDSB BLIP Draft 3 40 September 10, 2010
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.
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K – 12 Board Improvement Plan
System Priorities: Nurturing Our Catholic Community Improving Student Learning and Achievement Building Capacity to Lead and Learn
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
TCDSB BLIP Draft 3 42 September 10, 2010
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
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)
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)
TCDSB BLIP Draft 3 43 September 10, 2010
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?
Professional Learning What professional learning opportunities are planned to help 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
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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
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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
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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 What resources have you identified that can aid you in achieving desired results?
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
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o Math Team supports the work of the Schools in the Middle through the NAfLC sessions o OFIP After-School Tutoring Program
Timeline –
Monitoring and Responsibility
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”
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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
TCDSB BLIP Draft 3 49 September 10, 2010
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:
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 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.
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K – 12 Board Improvement Plan
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:
Which specific area have you targeted for improvement?
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.
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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)
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)
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
TCDSB BLIP Draft 3 52 September 10, 2010
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
Targeted Evidence-Based Strategies/Actions
What strategies/actions will help to attain your goal?
Professional Learning
What professional learning opportunities are planned to help 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.
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:
TCDSB BLIP Draft 3 53 September 10, 2010
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
TCDSB BLIP Draft 3 54 September 10, 2010
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)
TCDSB BLIP Draft 3 55 September 10, 2010
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 –
TCDSB BLIP Draft 3 56 September 10, 2010
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 –
Monitoring and Responsibility
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
TCDSB BLIP Draft 3 57 September 10, 2010
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:
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 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
TCDSB BLIP Draft 3 58 September 10, 2010
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:
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:
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.
TCDSB BLIP Draft 3 59 September 10, 2010
.K – 12 Board Improvement Plan
System Priorities: Nurturing Our Catholic Community Improving Student Learning and Achievement Building Capacity to Lead and Learn
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.
Which specific area have you targeted for improvement?
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
TCDSB BLIP Draft 3 60 September 10, 2010
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.
TCDSB BLIP Draft 3 61 September 10, 2010
Year End Assessment: Summaries from elementary schools and through central Pathways team in summarizing data measured.
Attainable
Targeted Evidence-Based Strategies/Actions
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
Professional Learning
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
Resources What resources have you identified that can aid you in achieving desired results?
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 –
Monitoring and Responsibility
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
TCDSB BLIP Draft 3 62 September 10, 2010
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.
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.
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
TCDSB BLIP Draft 3 63 September 10, 2010
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?
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, 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
TCDSB BLIP Draft 3 64 September 10, 2010
System Priorities: Nurturing Our Catholic Community Improving Student Learning and Achievement Building Capacity to Lead and Learn
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.
Overview of area of concern:
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..
TCDSB BLIP Draft 3 65 September 10, 2010
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:
TCDSB BLIP Draft 3 66 September 10, 2010
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
Targeted Evidence-Based Strategies/Actions
What strategies/actions will help to attain your goal?
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
Professional Learning What professional learning opportunities are planned to help attain your goal?
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
TCDSB BLIP Draft 3 67 September 10, 2010
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 –
Monitoring and Responsibility
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:
TCDSB BLIP Draft 3 68 September 10, 2010
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.
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.
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
TCDSB BLIP Draft 3 69 September 10, 2010
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
TCDSB BLIP Draft 3 70 September 10, 2010
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:
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, 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.
TCDSB BLIP Draft 3 71 September 10, 2010
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
TCDSB BLIP Draft 3 72 September 10, 2010
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
TCDSB BLIP Draft 3 73 September 10, 2010
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)
Program Coordinators
and the resource
teacher teams
Content of BLIP
Goals, Strategies,
Timelines
Ongoing – May and
June 2010
Expert Panels
(Literacy,Numeracy,
Pathways, CCCC)
Program Coordinators
(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
TCDSB BLIP Draft 3 74 September 10, 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
TCDSB BLIP Draft 3 75 September 10, 2010
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
Recommended