2009 - 2010 · Pathways) • OCA (2008-2009 first and second administration & possibly 2009-2010 first administration) • Credit accumulation reports ... Curriculum, implement DI

Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: Convertini, Anna

TRUSTEE: Maria Rizzo

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

Dante Alighieri Academy

Josephine Nespolo

60 Playfair Ave Toronto ON M6B 2P9

1364STUDENT ENROLMENT:

www.tcdsb.org

Catholic Edducation Cent80 Sheppard Avenue East Toronto ON M2N 6E8

Curriculum and Accountability Team

Josie Di GiovanniSuperintendent of Education,

Angela GauthierAssociate Director, Academic Services

Angela KennedyChair of the Board

Director of Education

2009 - 2010

IMPROVEMENT PLANSCHOOL LEARNING

9 - 12

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

Dante Alighieri Academy20092010

School

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

SMART Goal :


Focus : Literacy / 7-12

20092010School year:

Specific

1) Applied: Results for the 2009 OSSLT indicated the following: •59% of First-time Eligible students in applied-level courses, who fully participated in the test, were successful •The success rate for this sub-group has increased from 38% in 2008 2) ELL: Results for the 2009 OSSLT indicated the following: •60% of First-Time Eligible ELL students, who fully participated in the test, were successful •The success rate for this sub-group has increased from 45% in 2008

To increase the overall success rate of first-time eligible students writing the OSSLT from 73% to 75% on the April 2010 administration of the OSSLT. To increase first-time eligible students success rate taking applied courses from 59% to 62%. To increase the overall success rate of first-time eligible ELL students writing the OSSLT from 60% to 70%.

Measurable

We will use the following data: •Grade 8 diagnostics •OSSLT School Detailed Reports (SDR) 2008 and 2009 •OSSLT Item Information Reports (IIR) for 2008 and 2009 to identify targets for the TLCPs (Teaching Learning Critical Pathways) •OCA (2008-2009 first and second administration & possibly 2009-2010 first administration) •Credit accumulation reports •Mark distribution reports •Correlation between student achievement on OSSLT (FTE and PE) and achievement level in senior-level courses, particularly at the college-level, to inform on-going improvement planning Mid-point assessment data sources will include: •Grade 10, applied, mid-term and semester one final achievements in English, Science and Social Sciences •TLCP: pre and post assessment progress in grades 9/10 applied courses (English, Science and Social Sciences) •OSSLT mock tests using the school’s Grade 10 OSSLT Student Preparation Booklets We will use the 2010 OSSLT success rates for First-time Eligible using 1) 2010 School Detailed Report and 2) Item Information Report for reading text-implicit understanding (R2) and text-understanding meaning (R3) as demonstrated on multiple-choice (MC) and open- response (OR) questions.

Attainable

-A Cross-Curricular Literacy team to meet regularly to plan literacy initiatives -Literacy initiatives to be publicized to staff through the use of the Literacy link on the School’s Web Site; Public Teacher folder; Dante Weekly -Ontario Comprehension Assessment (OCA) to be administered in September and February and marking of OCAs to be completed by a Moderated Marking Team consisting of Grade 9 teachers; - results to be shared with staff; and to be used to form the basis of TLCP cycles -A workshop to be provided for Grade 9 teachers on Take Your Kids to Work Day as a follow-up to the first administration of the OCA -OSSLT Student Preparation Booklets to be distributed to Grade 9, First-time Eligible and Previously Eligible students; Grade 9 and 10 teachers to follow the proposed exercise schedule in the Student Preparation Booklet -An After School Remedial Literacy Program to be scheduled in each semester; Grade 10 students who are at risk of being unsuccessful on the test (who have achieved lower achievement rates on the OCA and failures in Grade 9 and Grade 10 English courses and PE students who are not enrolled in the ELS course -A video to be created for the purpose of informing parents and students of Ministry, TCDSB and school literacy initiatives -A literacy link on the school’s web site and a student literacy board to be created for the purpose of posting announcements and helpful reading and writing tips -A literacy information handout to be distributed to parents during Grade 9 Curriculum Night for the purpose of informing them of school board and provincial literacy initiatives -Incoming grade 8 Students to write a literacy diagnostic in April 2010 -Special Education students, particularly Grade 10 students writing in the OSSLT, to be in-serviced in the use of Premiere Assistive Technology -PHAST/Paces to be offered in each semester targeting reading comprehension for struggling readers -SWAT: Writers-in-Residence program to be implemented weekly for ten weeks -DEAR (Drop Everything and Read) to be implemented at the Beatrice campus

Based on the results of the evaluation of this year's SLIP, the SLIP team will further refine and develop our goals for 2010-2011.

Evaluation:

Results- Oriented

Print: Student Success High Yield Strategies document; OSSLT Framework; Think Literacy: Cross-Curricular Approaches, 7-12 and subject-specific documents; Stepping Out; Differentiated Instruction Kit; Research Success @ Your Library; Many Roots, Many Voices (ELL) Software: Premier Assistive Technology; OERB; Reading and Writing Achievement Program Human: Literacy Lead Teacher; Resource Teachers; Guidance Department Financial: additional release days (TLCP, teacher moderation, OSSLT)

Timeline

-OCA (February) will be used to assess strategies employed in first term and inform next steps -Mid-term achievement (Grade 9/10 applied; English, science and social sciences) will be reviewed -End of the first cycle of the TLCP – for the purpose of informing the second cycle Data to be collected and analyzed will include: -TLCP data -OCA data for 1st administration -Mid-term achievement (Grade 9/10 applied; English, science and social sciences) -Classroom assessments Responsibilities Principal and Vice-Principals – facilitate work of professional learning community -Classroom Teachers - participate in professional learning sessions; support cross-curricular literacy development; participate in the TLCP and teacher moderation sessions, and implement curriculum -Resource and ESL Teachers - support focused literacy instruction with differentiated instruction -Guidance – provide support to classroom teachers -Literacy Lead Teacher – share information and resources provided at regional and lead teacher meetings

School


SMART Goal :


Focus : Numeracy / 7-12


Specific

EQAO Assessment of Mathematics overall Applied School Results at Levels 3-4: Trend data indicates that results have steadily increased EQAO Assessment of Mathematics overall Academic School Results at Level 3 & 4: Trend data indicates that results at Academic level have been steady with the exception of a large increase in 2007-2008 Overview of area of concern: After examining the various categories (KU, AP, and PS), there were difficulties encountered in 7/12 KU questions and 6/13 PS questions. The main area of concern was in 16/17 Application questions . The goal is to increase in the overall academic student achievement in levels 3 and 4 by 8% by focusing on the process of application, in multiple choice and open response questions. For the applied level students, the goal is to stay above board and province levels which currently stand at 34% at the Board and 38% at Province Level .

To increase the number of students achieving Levels 3 and 4 in Applied Mathematics by 4% as measured through the 2009 - 2010 Grade 9 Applied EQAO Assessment of Mathematics To increase the number of students achieving Levels 3 and 4 in Academic Mathematics by 8% as measured through the 2009 - 2010 Grade 9 Academic EQAO Assessment of Mathematics To increase by 15% academic student performance in the mathematical process of application, as measured through the multiple choice and/or open response questions in the 2009-2010 Grade 9 EQAO Assessment of Mathematics.

Attainable

Targeted Evidence-Based Strategies/Actions •Pre-diagnostics administered and recommendations made by subject teachers. •DIP data from start of term •Attend Professional Development Workshops •Focus on NAfLC cycle for 2 units •Differentiating Instruction Opportunities •Use of technology (Smart Board, graphing technology, etc) •Use of manipulatives. •After school remedial program for grades 9 •Math clinic •Increase multiple choice questions on all assessments •Mock EQAO assessment in the second term •Provide students with opportunities to solve problems in a variety of real life contexts, allow students to make connections with what they are learning and encourage them to check the reasonableness and completeness of their answers. Professional Learning What professional learning opportunities are planned to help attain your goal. •NAfLC workshops Sept 2, October 22, and November 19, 2009 •Moderated marking sessions •Attend TEAMS Mini Math Conference, OAME Conference, etc •Attend technology in-services such as ECLASS, Smart Board, etc •Sharing best practices among other colleagues at P.D. sessions

Measurable

Data to be examined: •Grade 9 students’ overall achievement on CAT3, EQAO grade 6, and grade 7-8 term marks from DIP. •Grade 9 Assessment of Mathematics 2008-2009 Profile of Strengths and Areas for Improvement Results. •Grade 9 teachers work through the NAfLC to chart student improvement and to inform instruction within each strand using the following tools: -embed EQAO-type open response questions -Comparison of Pre-Assessment and post-assessment results -Student artifacts e.g.; samples of completed assessments •Mock EQAO assessment •Mid-term and final report card


Evaluation:

Results- Oriented

Resources •NAfLC •DI Kit •TIPS4RM •Think Literacy Documents •Use of websites (OAME, OERB, WEBCLIPS, eduGAINS, etc) •EQAO

Timeline

Timeline – Timeline for 2009-2010 •All grade 9 mathematics teachers will attend professional learning sessions, implement the revised Ministry Mathematics Curriculum, implement DI and technology in their teaching, practice moderated marking of common assessments, apply NAfLC at least once each semester, and reflect on practice. •All department members will work collaboratively and to assist with moderated marking.


Evaluation:

School


SMART Goal :


Focus : Pathways / 7-12


Results- Oriented

Guidance counsellors, Technology teachers and Administration will all be involved.

Timeline

early November - review courses ot be offered in 2010/11 mid December - clarroom visits completed mid April- review and tally course options prior to course verifications

Attainable

- grade 9 studnets to visit the main campus technology department before course selection in December -Guidance department to visit all classes before course selection to discuss pathways and to emphasis group 3 requirement -Techological Studies teahcers to arrange classroom visits to promote courses prior to course selection -promote attendance to OYAP presentation to senior students in the fall by announcements and posters.

Specific

Measurable

- significant decrease in the number of sections in technological studies courses in the last two years. - many students in graduating year still need group three course - Science, Technological education or Co-op. -increase the number of sections in grade 10 technology courses by 25% -increase the number osf sections in grade 11 techology courses by 15%

To increase enrolment in Technological Education grade 10 and 11 by 20% for 2010/11 school year

School


SMART Goal :


Focus : CCCC / 7-12


Results- Oriented

Small group meetings with staff and/or students. Daily announcemements. Chek and Connect resources Posters.

Timeline

Staff members will keep an inventory of students with whom they have connected. Student Success Teacher will ensure that "At Risk" students are being referred to a caring adult.

Attainable

Develop an " AtRisk" monitoring list of students using the input of CYW's, Resource Teachers, SST, Guidance Counsellors, Social worker and Administrators in early September. CYW's, Guidance Counsellors, SST, Resource Teachers to meet monthly to discuss studnets deemed "At Risk". Maintain and further develop"Chek and Connect". Promote and encourage students to get involved and participate in after school activities monitored by staff members. Awareness activities will be held to familiarize staff and students with the term "caring adult".

Specific

We are targetting students who would benefit from being matched with a caring adult. We are using data retrieved from the 2009 "My School, My Voice" survey.

Measurable

Results from the May 2010 "My School, My voice" survey , question 22 a ("If you wanted to talk to someone at school, is there a caring adult in your school that you feel comfortable going to talk to?")

Staff members will keep an inventory of students with whom they have connected. Student Success Teacher will ensure that "At Risk" students are being referred to a caring adult.


Evaluation: