Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Maria Pereira

TRUSTEE: Barbara Poplawski

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

Bishop Marrocco/Thomas Merton Catholic S. S.

Jim Saraco

1515 Bloor St W Toronto ON M6P 1A3

894STUDENT ENROLMENT:

www.tcdsb.org

Catholic Education Centre80 Sheppard Avenue East Toronto ON M2N 6E8

Superintendent of Education, Curriculum and Accountability Team

Josie Di Giovanni

Angela GauthierAssociate Director, Academic Services

Ann AndrachukChair of the Board

Director of Education

2010 - 2011

IMPROVEMENT PLANSCHOOL LEARNING

9 - 12

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

Chair of the BoardAnn AndrachukDirector of Education Bishop Marrocco/Thomas Merton Catholic S. S.Ann Perron

20102011

Natalie Rizzo, Student Trustee12. Nancy Crawford11. Angela Kennedy10. Barbara Poplawski9. Jo-Ann Davis, Vice-Chair8. Tobias Enverga7. John Del Grande6. Frank D'Amico5. Maria Rizzo4. Patrizia Bottoni3. Sal Piccininni2. Ann Andrachuk, Chair1. Peter Jakovcic

Wards

2010 - 2011

School

(i.e. 9-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Bishop Marrocco/Thomas Merton Catholic S. S.

Focus : Literacy / 9-12

20102011School year:

Attainable

- Assistive Technology: Premier and Kurzweil to target Grade 10 Applied students - Literacy Lead / - Bi-weekly evidence-based cross curricular strategies collected from "Think Literacy and Stepping Out" - OCA ( Sept. and Jan. 2009 / 2010 ) uploaded from DIP - Provide staff with strategies from the "Supporting Literacy Success: A Guide for Secondary School Leaders" document to support cross-curricular literacy development. - Teacher Moderation - support teacher moderation within TLCP. - Differentiated learning - Literacy Lead teacher to share resources with department heads regarding implementing inferencing and main ideas with supporting evidence strategies. - to assist ESL / ELL teachers with literacy strategies that best support best practices in language development of ELLs across the curriculum. - Jeffrey Wilhelm Conference - Oct. 2009 -Litercy Lead Teacher - to attend the four scheduled Board meetings per year. -SST to attend the Regional Professional Learning Sessions to share literacy strategies with staff. -

Specific

There will be an overall improvement of 3% in Grade 10 Applied level student achievement ( from 65% in 2008/ 2009 to 68% in their EQAO scores in 2009/ 2010 ), as will be measured through the 2009/10 assessment of literacy with more emphasis on inferencing and developing main ideas with supporting evidence.

Measurable

- OCA results ( 2008 /2009 ) - Mock Test results ( Nov. 2009 ) Specific consideration of inferencing and developing main ideas with sufficient supporting material questions. - Grade 10, Applied, Mid-term and Semester 1 final achievements in English, Science and Social Science scores on 2009 OSSLT - Will measure through the OSSLT 2010 ( First time eligible ) success rates and the IIR ( Item Information Report ) specifically inferencing and main ideas with supporting evidence.

There will be an overall improvement of 3% in Grade 10 Applied level student achievement ( from 65% in 2008/ 2009 to 68% in their EQAO scores in 2009/ 2010 ), as will be measured through the 2009/10 assessment of literacy with more emphasis on inferencing and developing main ideas with supporting evidence.

Evaluation:

Results- Oriented

- increasing use of Cross-curricular and subject specific literacy resources and practice. - SST supported initiatives ( TLCP - Release time to support professional learning related to teacher moderation. - Resources: Stepping Out / Stepping Up / Think Literacy - Software: focusing on assistive technology, literacy support and differentiated instruction - Support from Central team ( Board Literacy teachers and local teams - Resource ) - PLN focus on literacy and DI professional learning

Timeline

- Year long plan - Mid-term achievement - Grade 9 and 10 Applied level - English,Science and Canadian and World Studies - TLCP (2008 / 2009) (2009 / 2010) Data and student artifacts to be collected. - OCA Sept. 2009 and Feb. 2010 - OSSLT and IIR Responsibilities: - classroom teachers to participate in professional learning sessions - teachers to support cross-curricular literacy development -participate in TLCP and teacher moderated sessions and implement curriculum - Literacy coach to provide support and coaching to student success support schools relating to the TLCP

School

(i.e. 9-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Bishop Marrocco/Thomas Merton Catholic S. S.

Focus : Numeracy / 9-12

20102011School year:

Specific

There will be a school overall improvement of 4% in Applied student achievement (from 18 % in 2009-2010 to 22% 2010-2011), as measured through the 2010-2011 Grade 9 EQAO Assessment of Mathematics with a focus of implementing more communication and problem solving strategies. DATA: EQAO Assessment of Mathematics overall results: 2006-2007 (16% in our school versus 27% in TCDSB at level 3 and 4) 2007-2008 (12% in our school versus 28% in TCDSB at level 3 and 4) 2008-2009 ( 29% in our school versus 34% in TCDSB at level 3 and 4) 2009-2010 ( 18% in our school versus 35% in TCDSB at level 3 and 4) Overview of area of concern: One area of concern is student achievement, specifically in the process of communication and problem solving. The second area of concern is their lack of retention of math knowledge during the semester and from one grade to the next. basic Numeracy skills are also lacking. Rationale: Communication is extremely important in deciphering the concepts presented before the students and understanding what a problem is asking in order for students to choose appropriate strategies to implement to solve the problems. Without adequate retention of basic math skills and knowledge, students face struggles in mastering higher level content.

There will be a school overall improvement of 3% in Applied student achievement (from 29% 2008-2009 to 32% 2009-2010), as measured through the 2009-2010 Grade 9 EQAO Assessment of Mathematics with a focus of implementing more communication and problem solving strategies.

Results- Oriented

Target:

Attainable

TARGET: There will be a school overall improvement of 4% in Applied student achievement (from 18% 2008-2009 to 22% 2009-2010), as measured through the 2009-2010 Grade 9 EQAO Assessment of Mathematics. There will be a school overall improvement of pass rates in all mathematics courses, through 2010-2011 .

Measurable

Area of Concern: Students' ability to comprehend a general mathematics and/or problem solving question posed to them in the course of study or the EQAO. Students' ability to demonstrate and employ an appropriate strategy to solve a problem solving question such as the open response questions given in the EQAO assessment. Measure(s) of Success: EQAO open response scores from Item Information Reports (IIRs): 2010-2011 Teacher use of assessment and evaluations to chart student improvement and to inform unstruction at regular intervals within each strand.

Evaluation:

Timeline

Timeline for 2010-2011: -Data collection from evaluations from overall evaluations from each math course per semester throughout the school year. -Results of the 2009-2010 EQAO Assessment of Mathematics Observations and Suggested Strategies for Improvement - Increased focus on basic numeracy skills to fill in gaps missing from elementary school; - Focus on literacy and vocabulary skills related to the math curriculum; - Incorporating TIPS4RM & EQAO assessment type questions during lessons throughout each unit of study; - Allowing students to develop proficiency through paired learning and tutoring; - Setting positive classroom "norms" that are created in union with teacher and student; - Presenting pathways and opportunities that mathematics provides for students after secondary school; - Promoting a more visible math homework club; and - using technology such as the SMART board and e-class and other software. Staff Involved - Classroom Teachers - Resource teachers - School Administration - Student Success Teacher

School

(i.e. 9-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Bishop Marrocco/Thomas Merton Catholic S. S.

Focus : Pathways / 9-12

20102011School year:

Specific

Building on Strengths: Transition grade 8 students through workshops into the Art Certificate Program. Further develop and expand courses offered at all levels to support our Fast Forward and our newly MET awarded SHSM programs. Goal: to increase the credit accumulation of students enrolled in all art classes by 3%. This goal will support the expansion of Specialist programs in the e-Arts and Culture Fast Forward and SHSM pathways by creating more opportunities for students preparing for workplace and post secondary opportunities related to the arts. Grade 10 and 11 class visits during option selections in February to encourage and increase enrolment in COOP, an integral part of pathway planning. SPECIFIC in addition to the Fast Forward program in Arts and Culture intended for workplace bound students - awarded to BMTM in June 2008 - the SHSM program in Arts and Culture was confirmed in June 2010, to be implemented in the 2010-2011 school year. The SHSM program includes a "bundle” of eight courses at the senior level that prepares students for arts based programs at College or University. We will track the number of students who register in grade 9 as Arts Certificate Students over four years, recording the percentage that select enrolment in either the fast Forward or SHSM programs in Grade 11. The Fast Forward and SHSM pathways at BMTM will increase the engagement of students in the learning process while in high school by providing them with a variety of professional options related to a career focus.

Building on Strengths: Transition grade 8 students through Workshops into the Art Certificate Program. Further develop and expand our open level courses to support our Fast Forward Arts and Culture Program. Goal: To increase the credit accumulation of students enrolled in all art classes by 3%. This goal will support the expansion of Specialist programs in the Arts and Culture Fast Forward Pathway by creating more opportunities for work bound students. -Facilitate participation in opportunities related to Pathways/Fast Forward programs including Take Our Kids To Work, College and University Fairs, Skills Canada, OYAP presentations, and Career Studies classes. -Grade 10 and 11 class visits during option selection time in February to encourage and increase enrollment in co-op programs.

Attainable

We hope to increase the number of students currently registered in the Arts Certificate program from the current ??? of the grade 9 population to ??? of our grade 9 population in 2011 – 2012. Course selections will be expanded to support our Fast Forward/SHSM. This will encourage students planning for workplace, college, or university destinations to embrace the Arts and related COOP opportunities at BMTM.

Measurable

We anticipate an increase in the number of students participating in the Fast Forward Arts and Culture program, and in the current school year, plan to initiate enrolment in the new SHSM program in Arts and Culture. Students enrolled in Fast Forward/SHSM programs will be exposed to careers in the arts by opportunities to participate in career fairs such as ED; community partnerships including NFB and the Ontario Arts Council Artists in Schools Programs; Dual Credit COOP opportunities. Student pass and fail stats will be reviewed to inform program planning and classroom practice. The possible tracking of graduates who opt for post secondary studies or workplace options in Arts and Culture will be explored for reviewing college and university application selections and by creating an alumni area on our school website.

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 goal.

Evaluation:

Results- Oriented

- Co ordinate initiatives by subject based teachers connnected to Pathways/Fast Forward programs and Co-op teachers to provide workplace learning opportunities for students enrolled in Pathway programs. -Explore and access opportunities for MET funding -Invite Student Success/Fast Forward Board facilitator to in-service staff on Pathway/Fast Forward program plan, process and implementation strategies. -Community Partnerships

Timeline

Throughout the school year The Art Department will: --Investigate, select and develop new courses to support new experiences and maximize student's opportunities for success and increase student's awareness of Arts and Culture Careers. --Highlight the virtues and benefits of the Art Certificate to focus students on their Pathway. --Communicate to grade 8 teachers, Principals, Guidance Councilors, students and staff. --We need to develop a" Pathways Committee" who will meet bi-monthly to identify and assist our students who apply for the Arts and Culture Fast Forward and provide consistent support and awareness. --This "Fast Forward Pathways team" (Guidance, Co-op, Religion Arts teacher and Art Department Head) will increase the focus to ensure that administration , students, parents and teachers are informed of the opportunities in the Arts through experiential learning in our Fast Forward Program. --Work with Co-op department to get more Arts students in Arts and Cultural placements. --Need to have grade 8 students identify us as a "specialty program" on their application forms. --By second semester we hope to get more Arts students involved in dual credit opportunities. --The Fast Forward team will search out more community arts opportunities for our school to work students.

School

(i.e. 9-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Bishop Marrocco/Thomas Merton Catholic S. S.

Focus : CCCC / 9-12

20102011School year:

Attainable

What strategies/actions will help to attain your goal? --Efforts will be made to provide and present students with more possibilities of community engagement activities --Participation in the wide variety of activities that are available via the Director's Bulletin and other community partners Professional Learning--What professional learning opportunities are planned to help attain your goal? --Staff opportunities to participate in Board led initiatives such as WFMP, Cultural Symposiums and Student Success Forums --Staff Wellness activities that will help foster a greater sense of community

Specific

--Students sense of belonging and participation in extra curricular activities --Students sense of school pride and empowerment --Students awareness of community partners and resources accessible to them --Student participation in volunteer activities

Measurable

--Students will participate in the My School My Voice survey that will measure specific Criteria, (All questions relating to the Positive School Climate category). --Statistics will be kept from year to year to measure change.

An increase in 4% in positive student engagement within our school communities as measured by internal surveys completed in November 2009 and then compared with June 2009.

Compare planned with achieved outcomes - What is different for students? --Surveys will be measured and interested parties will meet to discuss what steps need to be taken to improve results.

Evaluation:

Results- Oriented

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 partners with local community agencies

Timeline

Identify who is responsible for monitoring each part of the BIP and the timeline. --Administration, Religion Department Head, Guidance Teachers, CYWs, Social Worker and Student Success Teacher, along with other interested community members --Share results with CSAC on an annual basis