Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: Kawun, Oksana

TRUSTEE: Angela Kennedy

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

Notre Dame High School

Bernice Brand

12 Malvern Ave Toronto ON M4E 3E1

704STUDENT 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

Notre Dame High School20092010

School

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

SMART Goal :

Notre Dame High School

Focus : Literacy / 7-12

20092010School year:

Specific

"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." This statement is the foundation for the departments` SMART goals in support of the Literacy pillar. By examining OCA and 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 OCA and OSSLT. In Grade 9, we use the Ontario Comprehension Assessment (Pearson) in a pre-test in September/October and post-test in January to identify areas of strength and improvement for all Grade 9 students. We examine information regarding assessments in DIP (Grade 6 EQAO and Grade 7 CAT3). In OCA we focus on Ontario Curriculum Expectations in Reading: 1.2 Using Comprehension Strategies; 1.3 Demonstrating Understanding of Content; 1.4 Making Inferences; 1.5 Extending Understanding of Texts; and 4.1 Metacognition. On the EQAO Grade 6 (2006-2007) Reading and Writing scores have shown a variable trend over the past three years with students' performances comparable to the Board and Province. Thirty six students' (17%) reading assessment performed in the range between 2.7 and 2.9 (raw score), while twenty students (9.6%) writing assessment performed in the range of 2.7 and 2.9 (raw score). These students are at risk in reading and writing. Grade 10 Ontario Curriculum Expectations in Reading: 1.2 Using Comprehension Strategies; 1.3 Demonstrating Understanding of Content; 1.4 Making Inferences; 1.5 Extending Understanding of Texts; and 4.1 Metacognition. OCA results for 2008-2009 showed an improvement of 10% of level 2 students scoring at or above level 3. The total score moved from 1.9 (initial mean) to 2.1 (final mean) over 208 students involved in the TLCP.

To increase the overall Notre Dame success rate of first-time eligible students in applied and academic courses from 89% to 92% on the April 2010 administration of the OSSLT in support of the Board's literacy pillar goal.

On the EQAO Grade 6 (2005-2006) Reading and Writing scores have shown a variable trend over the past three years with students' performances comparable to the Board and Province. Thirty six students' (17%) reading assessment performed in the range between 2.7 and 2.9 (raw score), while twenty students (9.6%) writing assessment performed in the range of 2.7 and 2.9 (raw score). Also, in the 2006-2007 CAT3, fifty six students scores fell within Stanines 3 and 4 (. Eighteen (18) students were unsuccessful on the previous OSSLT.

Measurable

First-time eligible students’ success rate on the OSSLT 2009 EQAO released IIR for OSSLT 2009 and 2008 to identify target areas for TLCPs Correlation between student achievement on OSSLT (FTE and PE) and achievement (pass/fail) in senior-level core courses, particularly at the college level to inform on-going improvement planning Grade 9 We are examining the results from the Ontario Comprehension Assessment (Pearson) for Grade 9 Literacy. In our initial OCA this year, a maximum of 15% of Grade 9 students scored level 3 or 4 on all questions related to the 5 strategies of reading. Between 36% and 56% scored level 2 on all questions. Pre- and Post-assessment results for the two TLCPs. In previous EQAO Grade 6 results for this cohort, students' raw scores between 2.7 and 2.9 in Reading and Writing. CAT3 Grade 7 results for this cohort, students' Stanines between 3 and 4. Teaching-Learning Critical Pathway: pre and post assessment progress in grades 9 applied courses (English, Science, and Social science) Grade 9, applied, midterm and semester one final achievements in English, Science, and Social Science OCA 2010 success rates Based on OCA responses to text-implicit understanding (Question 3 and 4) as demonstrated on open response questions (OR). Grade 10 We are examining the results from the Ontario Secondary School Literacy Test for Grade 10 Literacy. An initial assessment of the students' strengths, the OSSLT Practice Test, given in October 2009 to all First Time Eligible students. A second assessment, the Mock Literacy Test, is given in March 2010. Item Information Report and Student Questionnaires OCA results from 2008-2009 In previous EQAO Grade 6 results for this cohort, students' raw scores between 2.7 and 2.9 in Reading and Writing. CAT3 Grade 7 results for this cohort, students' Stanines between 3 and 4 Eighteen (18) students unsuccessful on the previous OSSLT. Teaching-Learning Critical Pathway: pre and post assessment progress in grades 10 applied courses (English, Science, and Social science) Grade 10, applied, midterm and semester one final achievements in English, Science, and Social Science OSSLT 2010 FTE success rates Based on IIR, text-implicit understanding (R2) as demonstrated on open response questions (OR)

Attainable

Key Strategy: Assessment for Learning particularly as it relates to the Teaching-Learning Critical Pathway. Assistive Technology: Premier / Kurzweil- Connect assistive technology to OCA and OSSLT; target grade ten applied students, and grade nine and ten Special Education students; measure implementation via use of special versions of OSSLT and Survey Monkey results (June 2009/2010) Continuing Education Literacy Programs – secondary after school literacy programs ESL Companion - Application on Trillium for Secondary schools to identify English Language Learners Literacy Coach: access support and coaching as desired by staff relating to the TLCP (assessment for learning), and differentiated instruction Literacy Link/On the Same Page – make staff aware of biweekly evidence-based cross-curricular strategies; collected from Think Literacy and Stepping Out; forwarded to all secondary/elementary school teachers; student artifacts highlighting the strategies to be shared at various staff meetings, department head meetings, including Literacy Lead Teacher meetings, etc. Student Success Learning Network (SSLN) – 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; venue for TLCP implementation Supporting Literacy Success: A Guide for Secondary School Literacy Leaders – focus on structures, processes, and policies in place at the local level to support cross-curricular literacy development Teacher Moderation – Support teacher moderation within TLCP and OCA; central team and protocol document support; cross-panel (OCA) Teaching Learning Critical Pathway – Grade 9 / 10 applied; two cycles per secondary school; focus on reading and writing skills as identified in school IIR (Grade 10) and OCA (Grade 9); supported by regional PD sessions for science, English, and social science teachers; grades 9/10 teachers – 3 - 4 cycles per semester Grade 9 Two Teaching Learning Critical Pathways by June 2010 focused on Curriculum Expectations for Reading: 1.2 Using Comprehension Strategies; 1.3 Demonstrating Understanding of Content; 1.4 Making Inferences; 1.5 Extending Understanding of Texts; and 4.1 Metacognition. Strategies: 1. Use of assistive technologies for all students, particularly those with IEPs during regular classroom instruction and assessments. 2. Focus on effective, consistent and directed reading session within the regular class experience in all subject areas as a means to differentiate instruction. 3. Student created anchor charts with student exemplars attached.

4. Focused development of student skills and understanding in self and peer evaluation opportunities. 5. Differentiated Instruction in Literacy – access Central Team to in-service local SSLN on resource – training provided and embedded into TLCP and OCA via SSLNs 6. Differentiated Learning –English Department Heads – access four meetings per academic year; share information with local departments; topics include focused literacy instruction reading, and writing and assistive technology in English 7. Access to in-service for ESL/ELD teachers on Board, Ministry documents and initiatives that support English language learners; access to coaching teachers on strategies that best support best practices in language development of ELLs across the curriculum 8. Jeffrey Wilhelm Conference– Inquiry-based learning, gradual release 9. Regional Professional Learning Sessions – Secondary Student Success Teams; networking and sharing of artifacts; team planning/sharing/teaching; focus on TLCP and DI grades 9/10 applied 10. Student Success Conference and Student Success Regional Sessions - focus on two TLCP cycles in grade 9/10 applied-level English, Science, and Social Science courses 11. Technology – Training provided by Academic ICT in the area of blended learning (grades 7, 8, 9/10 applied) and

Results- Oriented

Grade 9 1. We will use differentiated learning techniques in a directed teaching program in all Grade 9 classrooms based on each strategy tested in OCA over a period of 3 to 4 weeks. 2. Release time through Code 83 days (1 full day per FTE) and supported by Administration, ND Literacy Team and Language Arts Coordinator II. 3. Support through Department Heads at regular Departmental meetings and Department Heads meetings. 4. Review of purchasing of materials to focus on development of strategies from OCA, such as Nelson 9 for Grade 9 Applied English, purchased this year. Grade 10 1. We will use differentiated learning techniques in a directed teaching program in all Grade 10 classrooms based on each strategy tested in OSSLT Practice Test over a period of 3 to 4 weeks. 2. Release time through Code 83 days (1 full day per FTE) and supported by Administration, ND Literacy Team and Language Arts Coordinator II. 3. Support through Department Heads at regular Departmental meetings and Department Heads meetings. 4. Review of purchasing of materials to focus on development of strategies from OSSLT Practice Test. Overall 1. Access to Literacy Resource Teachers (2) to support professional learning focusing on increasing use of cross-curricular and subject-specific literacy resources and practice 2. Access to Literacy Coach – to support identified secondary schools focusing on classroom instruction based on target area Differentiate financial resources based on school need 1. Additional Release Days to support professional learning relating to teacher moderation, TLCP, OSSLT preparations, Stepping Out 2. Resources – Top 10 (focusing on grade 9 applied); Stepping Out (focusing on literacy instruction: reading and writing across the curriculum); 3. Software focusing on assistive technology, literacy support, and differentiated instruction

4. 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 5. Support School Initiative – allocation of release days and funding for resources for 7 secondary schools and 21 elementary schools (grades 7 – 12 focus) to support team planning/sharing/teaching; focus on literacy and DI professional learning

Evaluation:

Timeline

Grade 9 - TLCP #1 - 3 October 2009 to 15 January 2010 - TLCP #2 - 8 February 2010 to 7 May 2010 Data Analysis includes pre-, mid- and post-assessment data from two TLCPs. Minimum of 3 assessment results for each student. OCA in September 2009 and January 2010; OSSLT Practice test in February 2010 and May 2010. Collection of Data will be uploaded in DIP (OCA September 2009 and January 2010) and Data walls (4 per TLCP) and monitored at Department Heads meetings, as well as within Departments. These data will be reviewed formally three times during the year (September, January and May). Grade 10 - TLCP #1 - 12 November 2009 to 15 March 2010 Data Analysis includes pre-, mid- and post-assessment data from TLCP. OSSLT Practice test in October 2009 and OSSLT Mock Test February/March 2010 Collection of Data will be placed in spreadsheet for local analysis (Practice Test October 2009 and Mock Test February/March 2010) and Data walls (4 per TLCP) and monitored at Department Heads meetings, as well as within Departments. These data will be reviewed formally three times during the year (November, January and May). Type of data to be collected and analyzed 1. TLCP data and student artifacts (grades 7-10) 2. EQAO OSSLT and IIR 3. Midterm achievement and overall success rates (grade 9/10 applied; English, science, and social science) 4. Classroom assessments (grades 7-10) 5. OCA – Initial and Final Achievements Classroom Teachers – attend professional learning sessions, read professional literature, implement the revised Ministry Mathematics Curriculum, implement problem solving strategies in their daily teaching, practice moderated marking of common assessments, reflect on practice; monitor student progress through analysis of DIP data and student artefacts - Secondary Math Heads – same as above, model and support department members as they focus on problem solving strategies

Evaluation: At Notre Dame, we will: - 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. 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 we targeting? What specific interventions/supports 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?

School

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

SMART Goal :

Notre Dame High School

Focus : Numeracy / 7-12

20092010School year:

Specific

Overview of area of concern: The area of concern is student achievement in mathematics, specifically in the process of problem solving (4 steps: Understand the Problem, Make a Plan, Carry Out the Plan, Look Back/Reflect). Interrelated aspects of problem solving include: representing, reflecting, connecting, reasoning and proving, selecting tools and computational strategies, and communication. Rationale: Problem solving is central to most current definitions of mathematics literacy. Through problem solving, students can apply procedures they have learned and deepen their conceptual understanding. Problem solving is the vehicle by which students make sense of mathematics. Mathematics Education: A Summary of Research, Theories and Practices, August 2002, Thompson, Nelson On the CAT3 Grade 7 (2007-2008) Mathematics scores have shown a variable trend over the past three years. Thirty five students' (18%) Mathematics assessment performed in the range between 3 and 4 (Stanine), while forty eight students (25%) Computation assessment performed in the range of 3 and 4(Stanine). These students are at risk in Mathematics. There is moderate overlap in these areas with 5% outliers below and 10% outliers above. On the EQAO Grade 6 (2006-2007) Mathematics scores have shown a similar variable trend over the past three years with students' performances comparable to the Board and Province. Twenty two students' (11.4%) Mathematics assessment performed in the range between 2.7 and 2.9 (raw score). These students are at risk in Mathematics. The age of the students at the start of the year indicates a younger group of students. In 2008-2009, 67% were 14 years or older at the start of the school year, while 33% were 13 years or younger. In 2009-2010,

To increase the number of students achieving Levels 3 and 4 in Applied Mathematics by 5% as measured through the 2009 - 2010 Grade 9 Applied EQAO Assessment of Mathematics (from 39% 2008 - 2009 to 44% 2009 - 2010) in support of the Board`s Numeracy pillar goal. To increase the number of students achieving Levels 3 and 4 in Academic Mathematics by 3% as measured through the 2009 - 2010 Grade 9 Academic EQAO Assessment of Mathematics (from 83% 2008 - 2009 to 86% 2009 - 2010) in support of the Board`s Numeracy pillar goal.

44% were 14 years or older at the start of the school year, while 56% were 13 years or younger. Transition to high school may prove more challenging for a younger group. We also identified the teacher variable as a significant factor in the success of Grade 9 students in Mathematics, stressing the importance of the teachers of all grade 9 applied and academic mathematics courses holding mathematics qualifications on their OCT record and having teaching experience in mathematics, especially in these courses. Familiarity with the course expectations of MDM1D1 and MFM1P1 coupled with a deep understanding of the EQAO Grade 9 Mathematics Assessment instrument is critical.

Measurable

Data to be examined: 1. Students‘ overall achievement on the EQAO Assessment of Mathematics. 2. EQAO open response scores from Item Information Reports (IIRs): 2008-2009, 2007-2008, 2006-2007 3. Profile of Strengths and Areas of Improvement (PSAI): 2008-2009, 2007-2008, 2006-2007 4. Numeracy Assessment for Learning (NAfLC) Artefacts 5. Grade report cards. We are examining the results from the DIP for previous years. Mathematics grades averaged 75% to 79%, with a standard deviation of 14 or 15. In each of the 5 strands, 18 to 25 students (9.3%) were at risk with marks of 40 to 59. Our first diagnostic assessment of incoming Grade 8 students was completed this year. This data was used to confirm course level decisions. In previous EQAO Grade 6 results for this cohort, students' raw scores between 2.7 and 2.9 in Mathematics are examined. CAT3 Grade 7 results for this cohort, students' Stanines between 3 and 4. Evidenced-based decision making within the Numeracy Assessment for Learning Cycle (grades 7 – 12): DIP data: Grade 7 CAT-3 Results, Grade 7 & 8 Report card results Pass/Fail Rates (Grades 9 -12) Midpoint Assessments 1. Grade 9 & 10 teachers work through the Numeracy Assessment for Learning cycle to chart student improvement and to inform instruction using the following tools: 2. DIP data: Grade 7 CAT-3 Results, Grade 7 & 8 report card marks 3. Embed EQAO-type open response questions 4. Comparison of Pre-assessment and post-assessment results 5. Artefacts from NAfLC inservices (student assessment samples, Bansho, etc.) 6. Pass/Fail Rates (Grades 9 -12) Year End Assessments (Grade 7 -12) : 1. Students’ overall achievement on the EQAO Assessment of Mathematics. 2. EQAO open response scores from Item Information Reports (IIRs): 2006-2007, 2007-2008, 2008-2009 3. Students’ ability to problem solve as demonstrated in the open response questions in the EQAO Assessment of Mathematics. 4. Numeracy Assessment for Learning (NAfLC) Artefacts 5. Pass/Fail Rates (Grades 9 -12) 6. Grade 7 & 8 Report Card Marks

Attainable

Grade 9 Two Secondary Schools Numeracy Assessment for Learning Cycle (NAfLC) by June 2010 focused on Curriculum Expectations for Mathematics. Grade assessments to be marked in a moderated fashion, similar to Literacy. Strategies: 1. Use of manipulatives for all students, particularly those with IEPs during regular classroom instruction and assessments. 2. Focus on effective, consistent and directed instruction sessions within the regular class experience as a means to differentiate instruction. 3. Student created anchor charts with student exemplars attached. 4. Focused development of student skills, understanding and attitudes to Mathematics in self and peer evaluation opportunities. 5. Specific Teacher interventions in Grade 9 applied targeting specific activities and strategies. EQAO Summary of Results and Strategies for Teachers, 2006-2007: Allow students opportunities to solve, in groups and individually, problems that require a multi-step process. Help students understand how to check whether their answers are reasonable within the context of the question. Model appropriate problem-solving strategies (e.g., constructing models, making diagrams, using manipulatives) and provide students with opportunities to solve multi-step problems in a variety of contexts (e.g., oral, written, group, investigative). o Provide students with opportunities to solve problems involving multi-step processes, and model strategies that engage students in these questions (e.g., underlining key words and values, rereading the prompt to ensure they understand the question and making connections to classroom experiences). Encourage students to check the reasonableness and completeness of their answers. ? Numeracy Assessment for Learning Cycle (NAfLC) with all teachers of grade 7 & 8 and Grade 9 & 10 teachers by in-servicing teachers on the following steps: o Evidenced-based decision making within the Numeracy Assessment for Learning Cycle (grades 7 – 12): ? DIP data: Grade 7 CAT-3 Results, Grade 7 & 8 Report card results ? Pass/Fail Rates (Grades 9 -12) o Moderated Marking (use selected questions from Nelson program, TIPS4RM Continuum and Connections, ONAP 7 & 8) o Incorporating evidence-based strategies in lesson plans and implementing strategies in their Math classes o Collecting student achievement data o Collecting artefacts of student learning o Co-planning and Co-teaching opportunities o Math Coach provides support for classroom teachers as they implement evidence-based strategies and technology in their teaching practice o Math Coach supports NAfLC (moderated marking sessions, co-planning and co-teaching, etc.) Math Department Professional Learning for Secondary School Cental Math Departments (To Support Assessment for Learning Process)

o Delving into data, SMART goal, Evidence-Based Strategies (BANSHO, Gallery Walk, Math Congress), Problem Solving Process, Strategies and Questions, 3-Part Lesson, TIPS4RM, CLIPS, Differentiated Instruction (open and parallel tasks), EduGains Math Department Professional Learning for Secondary School Math Department Heads and Numeracy Partners (To Support for Assessment for Learning Process) o Develop mathematical pedagogical content knowledge through problem solving in all areas of the secondary math curriculum o Provide support and resources for the implementation of the 2005 mathematics curriculum and Ministry initiatives o Sharing of best practices in problem solving, evidence-based strategies, and use of technology Numeracy Resource Teachers Professional Learning (To support Assessment for Learning Process) o Attend Math CAMPPP, August 2009 o OMCA meetings September 2009 – June 2010 o TEAMS Mini Math Conference November 2009 o 3 day GAINS Math Coaching Series offered by the Ministry o OMCA Conference

Results- Oriented

Grade 9 1. We will use differentiated learning techniques in a directed teaching program in all Grade 9 classrooms based on each strategy tested in EQAO over a period of 3 to 4 weeks (NAfLC). 2. Release time through Code 83 days (1 full day per FTE) and supported by Administration, ND Literacy Team and Language Arts Coordinator II. 3. Support through Department Heads at regular Departmental meetings and Department Heads meetings. 4. Review of purchasing of materials to focus on development of strategies from EQAO. What resources have you identified that can aid you in achieving desired results? Human Resources: - Math Resource Teachers - All Grades 9 & 10 teachers on Numeracy Assessment for Learning Cycle - Co-teaching opportunities (as desired by staff) - All Math Department and Ministry initiatives that relate to this SMART goal - Math Coach - Provide support for schools in Support School Initiative as well as other secondary schools - Continued support for 2008-2009 Math GAINS Project support schools - Co-teaching opportunities - Research Department – Collaborative Inquiry Projects - Attitudes & Practices for Teaching Math Survey - Feedback Forms - Focus Group Meetings - Code days - 3 full days for each grade 9/10 teacher - approximately 10 full days per secondary school for 1 day of math department professional learning with Math Resource Teachers

Timeline

Grade 9 - NAfLC #1 - 3 October 2009 to 15 January 2010 - NAfLC #2 - 8 February 2010 to 7 May 2010 Data Analysis includes pre-, mid- and post-assessment data from two NAfLCs. Minimum of 3 assessment results for each student. Academic and Applied Mathematics Activity Days in January 2010 and May 2010; EQAO Mathematics in January 2010 and June 2010. Collection of Data will be uploaded in DIP (EQAO January 2010 and June 2010) and Data walls (4 per TLCP) and monitored at Department Heads meetings, as well as within Departments. These data will be reviewed formally three times during the year (September, January and May). Describe mid-course correction opportunities. Interventions will occur through the Numeracy Assessment for Learning Cycle Use student artefacts Through data obtained from Pre- & Post- Assessment data Outline explicit dates/weeks for monitoring. Numeracy Assessment for Learning Cycle Grades 9 & 10 1 cycle per school to occur from October 2009 – December 2009 with Math Resource Support additional cycles to occur from February 2010 – May 2010 Types of Data: Classroom teachers bring student artefacts of problem solving tasks for discussion or moderated marking 2009-2010 results of the EQAO Assessment of Mathematics Various research data (research department) 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. Math Coordinator

Evaluation:

Plan course of action with Numeracy Team Ensure alignment with Numeracy, Literacy, Student Success & Research Teams Collaboratively with other central board members, develop system inquiry and reflection tool an 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 integrate technology, support SSLNs, Administer Attitudes Survey, monitor progress and respond to system needs collaboratively with central team Classroom Teachers – attend professional learning sessions, read professional literature, implement the revised Ministry Mathematics Curriculum, implement problem solving strategies in their daily teaching, practice moderated marking of common assessments, reflect on practice; monitor student progress through analysis of DIP data and student artefacts Secondary Math Heads – same as above, model and support department members as they focus on problem solving strategies Secondary Numeracy Partners – same as Secondary Math Heads School Administration – monitor progress using persisting questions, support and encourage staff involvement, provide time for departmental dialogue, co-teaching, and moderated marking 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

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART Goals. 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 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.)

School

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

SMART Goal :

Notre Dame High School

Focus : Pathways / 7-12

20092010School year:

Specific

The Department Smart Goals for GLC 2O3 2009 - 2010 reflect the school's SMART goals. Goal: To increase the pass rate in GLC 2O3 by 1% per semester. Goal: To increase by 5% the number of students who enrol in Summer School Coop.

Measurable

Regular progress reports to students improves their understanding of what needs to be done. Students are not always aware of any missing assignments or tests. Pass rates and assignment scores can be tracked by using WebMarks. Achievement data will be reviewed, i.e.- credit completion and mark distribution, within school communities to assess whether course offerings are meeting the needs of students. The Student Success Teacher is the primary communicator between at risk students and the regular classroom Teacher. Regular SST communication with the student keeps the student up to date on current standing, so that credit rescue can occur throughout the term. If a student needs assistance to complete any outstanding work, the Student Success Teacher can provide that assistance. Credit Rescue Day allows students one last opportunity to submit missed work/assignments or retake tests if necessary. This procedure starts on the recommendation of the regular classroom Teacher and the SST.

To increase the pass rate in our Grade 10 Careers Course by 2% To increase by 5% the number of students who enrol in Summer School Coop. To enhance the Hospitality Pathway by the addition of one course at Grade 12 level in support of the Board`s Pathways pillar goal.

Results- Oriented

Grade 10 1. We will use differentiated learning techniques in a directed teaching program with at risk students based on strategies identified by the classroom Teacher and the SST. 2. Support through bi-weekly Student Success meetings and at regular Departmental meetings and Department Heads meetings. 3. Review of marks and assignments submitted on a bi-weekly basis. 4. TCDSB Career Fair for students in spring, 2010 5. Career Fair for Grade 11 students in Fall, 2009 6. College/University Fair for Grade 11 students in Fall, 2009

Attainable

Strategies: Classroom teachers to 1. issue bi-weekly progress reports to all students, so that they are aware of any missing assignments or tests 2. maintain regular SST communication, so that credit rescue can occur throughout the term, if a student needs assistance to complete any outstanding work 3. Credit Rescue Day - students will be given one last opportunity to submit missed work/assignments or retake tests if necessary. Classroom teachers to provide missed assignments and test for the Credit Rescue Day. 4. Bi-weekly Student Success Team meetings

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART Goals.

Evaluation:

Timeline

The classroom Teacher in conjunction with the SST will monitor and provide to students - assignment lists and mark updates of Grade 10 students in GLC2O3 classes. - identify and followup on students with assignments missing. The classroom Teacher in conjunction with the SST will - Attend professional learning sessions, read professional literature to expand their own awareness of Pathways - Infuse pathways experiences within their classes Guidance Counsellors: - Identify courses and experiential learning opportunities to assist students in making informed pathways choices. - Coordinate and deliver pathways presentations. - Provide information and support to students and parents around transitions. School Administrators: - Collaborate with staff in setting school SMART goals related to Pathways - Provide support, encouragement and time for dialogue and program planning to address the learning needs of all students - Monitor progress with persisting questions

School

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

SMART Goal :

Notre Dame High School

Focus : CCCC / 7-12

20092010School year:

Specific

The department SMART goal to increase positive student engagement is based on evidence as measured by the My School, My Voice Student Engagement and School Culture Survey 2008-2009, #1. Positive School Climate, indicated a Factor Score in the 1st Quintile based on Question #38. Notre Dame HS presently trails the Board in this measure (TCDSB - 78, NDHS - 75), scores showing in the first Quartile. At present the only students who fail Religion courses are those students with very poor attendance (totally disengaged) or those students who do not submit work. Caring adult in the school Exchange of information meetings with Grade 8 feeder schools has identified students who are at risk for attendance and motivational issues that are normally tracked by the CYWs in a school. Student Leadership ESP group to survey student body regarding Safe School needs and Self-respect Creation of a Liturgical Band

To increase the percentage of positive student engagement through positive school responses on the “My School, My Voice” survey by 5% from 75% to 80% as measured by the survey’s 2010 result in support of the Board`s CCCC pillar goal. To increase the number of students by 5% actively engaged in the Liturgical Life of our Catholic School Community as measured by membership in Chaplaincy and Liturgical Band.

Attainable

The Student Success Team focuses on those students who are not attending class. The Religion Department will focus on those students who do not submit their work or submit it late Caring adult in the school Notre Dame staff will access related PD opportunities offered centrally through TCDSB‘s three year Ministries of Word, Worship, Witness. 2009-10 is the year for emphasis on WORD. We divided the list among the Grade 9 teachers, so that each teacher has one or two students to focus on being a caring adult in the school. Staff awareness of Grade 9 At Risk students in class. Staff followup by calling home based on situation. Classroom teachers report to parents at the following at-risk milestones: - 1 to 5 absences - missed/late assignments - teacher referral of Grade 9 - 10 students to Guidance and Grade 11 - 12 students to Administration

Measurable

My School, My Voice Student Engagement and School Culture Survey 2008-2009, #1. Positive School Climate 2010 questionnaire responses Students who believe that there are opportunities for engagement and understanding within their school communities will answer favourably to these questions. Increased involvement of students in co-instructional activities will also be seen as an increase in the engagement of students within their school. Information gleaned from Exchange of Information meetings with Grade 8 feeder schools by Administration, Guidance and Teacher teams, progressive discipline, beginning with a welcoming teacher and an engaging program ESP group and the Environmental Awareness group have made application for Ministry SpeakUp grants to enhance student engagement, student voice, resiliency and pro-social skills in these major initiatives at Notre Dame. ESP group to present speakers and set up assemblies on issues related to Self-respect and Self-esteem. ESP group to initiate classroom programs, such as Clean and Healthy Classrooms, as competitions with prizes to recognize student leadership, actions and achievement.

We will examine our indicators of success on an ongoing basis (formally in January and June 2010) to determine if we are making our intended progress of need to further develop and refine our SMART Goals.

Evaluation:

Results- Oriented

Release time for 1 full day per FTE and supported by Administration Curriculum and human resources from the Student Success, Physical and Health Education, Religion, Safe Schools, Special Services, Staff Development and Guidance departments. Safe Schools Team hosts assemblies and activities. ESP Team Police Liaison Officers A variety of resources accessible through the Student Success website: ongoing.

Timeline

Classroom Teachers - Attend professional learning sessions - Support the work of the ESP group - Participate in the classroom based activities - Live out and celebrate the ministries of Word, Worship and Witness - Attend professional learning sessions - 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 Principals, Vice-Principals - Facilitate work of professional learning community focusing on student work, student leadership and ESP group - Monitor implementation and progress - Facilitate and participate in Teaching Learning Networks/Hubs Guidance Counsellors: - Support the tracking and support of students at-risk. - Provide information and support to students and parents around student engagement, mental health and importance of attendance. Clean the Classrooms - January 2010 Mixed Company Theatre presentation - March 2010 Conflict Transformation Workshop with Children's Peace Theatre - February 2010 Competing with the officers - ND students to play volleyball against 55 Division Community officers - April 2010