2015-2016 SCHOOL IMPROVEMENT PLAN for STUDENT ACHIEVEMENT & WELL-BEING (K-GRADE 12+)
Meeting our 2015 - 16 Board Improvement Plan for Student Achievement and Well-Being SMART Goals requires collective, intentional and precise efforts. All schools contribute to meeting our BIPSA goals.
This means for 2015 – 2016 an average number of students per school (section/grade) must move forward to meet the standards set. Families of Schools Improvement Plans (FOSIP) and
School Improvement Plans (SIP) are aligned to the four pillars of the Board Improvement Plan for Student Achievement and Well Being.
TDSB School Improvement Cycle 2015-16
PILLARS / COLLECTIVE STUDENT ACHIEVEMENT & WELL-BEING TARGETS / IMPLEMENTATION STRATEGIES, ACTIONS & TACTICS / MONITORING & TRACKING ACTIONSLiteracy / What do we expect students to do at the conclusion of this timeframe?
DANFORTH CTI / What are the targeted, evidence-based instructional strategies we will use to achieve our SMART goal? / What evidence will we use to show that students are making progress? When will we collect this evidence?
* Using OSSLT results, increase 2015-16 OSSLT (Level 3) pass rate among first-time eligible, full-participating students by 5% from 67% to 72% -- UPHS/SIP goal.
March 2015: 67%
March 2014: 62%
April 2013: 69%
March 2012: 67%
* Using OSSLT results, increase the 2015-16 OSSLT (Level 3) pass rate among previously eligible, fully participating students by 5% from 36% to 41%.
March 2015: 36%
March 2014: 29%
April 2013: 27%.
March 2012: 40%
* Increase pass rate of Grade 9 and 10 Applied English students by 3% --UPHS/SIP goal.
Gr. 9 Applied pass rates (Ontario Reports)
2014-15 English: 74%
2013-14 English: 81%
2012-13 English: 88%
2011-12 English: 67%
Gr. 9 LDCC pass rates
2014-15 English: 74%
2013-14 English: 84%
Gr. 10 Applied pass rates
2014-15 English: 88%
2013-14 English: 92%
2012-13 English: 89%
2011-12 English: 81%
Gr. 10 LDCC pass rates
2014-15 English: 68%
2013-14 English: 100% / SCHOOL
*Literacy Committee to coordinate cross-curricular supports for identified areas of need relative to OSSLT achievement—e.g. Think Literacy and other documents including past tests
*OSSLT prep tutorials & clinics—lunchtime & after-school booster program (UPHS)
*Focused training for members of the Literacy Committee to support initiatives in the school. (UPHS)
*Use learning goals, success criteria and descriptive feedback to improve learning and in the designing of next steps for instruction / CLASS
*Embedded reading & writing strategies deployed across the curriculum in Grades 9 & 10 based on OSSLT format & requirements
* Subject-based Literacy Action Plans across the curriculum
* Use of ELS2O course to provide targeted support for second-time OSSLT-takers
*GLE2O Literacy Test Prep sessions during class time to offer additional assistance to Special Education students. *Enrichment of Assistive Technology such as earphones, USB and computer programs to support students with IEP’s in their regular accommodations (inclusive and universal design)
*Use of Global learning perspectives e.g. local and global issues and there inter-connections, environmental stewardship and infusion of social justice action in students’ learning through an inquiry-based approach / SCHOOL
* OSSLT (June)
* On-going monitoring of Report Cards (x 3)
* Credit accumulation (year-end)
* Meetings re at risk Grade 9 and 10 students (October/November)
* Year-end UPHS report / CLASS
* Student-specific OSSLT data to support/direct targeted intervention. Meet with students with a score of 290-300 to support with strategies for re-test
* Individual class pass rates for identified courses
2015-2016 SCHOOL IMPROVEMENT PLAN for STUDENT ACHIEVEMENT & WELL-BEING (K-GRADE 12+)
Meeting our 2015 - 16 Board Improvement Plan for Student Achievement and Well-Being SMART Goals requires collective, intentional and precise efforts. All schools contribute to meeting our BIPSA goals.
This means for 2015 – 2016 an average number of students per school (section/grade) must move forward to meet the standards set. Families of Schools Improvement Plans (FOSIP) and
School Improvement Plans (SIP) are aligned to the four pillars of the Board Improvement Plan for Student Achievement and Well Being.
COLLECTIVE STUDENT ACHIEVEMENT & WELL-BEING TARGETS / IMPLEMENTATION STRATEGIES, ACTIONS & TACTICS / MONITORING & TRACKING ACTIONSMathematics & Numeracy / What do we expect students to do at the conclusion of this timeframe?
DANFORTH CTI / What are the targeted, evidence-based instructional strategies we will use to achieve our SMART goal? / What evidence will we use to show that students are making progress? When will we collect this evidence?
* Improve year-end EQAO Level 3 performance of Applied students by 5% from 16% to 21%--UPHS/SSI and SIP goal.
2014-15: 16%
2013-14: 16%
2012-13: 19%.
2011-12: 12%
* Increase pass rate of Grade 9 Applied Math students by 5% from 65% to 70%--UPHS/SSI and SIP goal.
Gr. 9 Applied pass rates (Ontario Reports)
2014-15 Math: 65%
2013-14 Math: 77%
2012-13 Math: 55%
2011-12 Math: 65%
* Increase pass rate of Grade 10 Applied Math students by 5% from 72% to 77%--UPHS/ SIP goal.
Gr. 10 Applied pass rates
2014-15 Math: 72.5%
2013-14 Math: 86%
2012-13 Math: 72%
2011-12 Math: 74%
*Grade 9 LDCC pass rates
2014-15 Math: 91%
2013-14 Math: 80% / SCHOOL
* Coordinated Focus on Math initiative—a shared undertaking of parents and teachers of Math—to improve student performance and assessment of Grade 9 Mathematics and increase parental engagement (October/April)
* Increased supports for Grade 9 and 10 Math students via after-school Math clinics (UPHS)
* Increased use of technology in support of instructional practices—Smartboards, computers, graphing calculators, i-pads, clickers, Google Docs etc. through the Teaching and Learning with Technology committee
*Mega Game Day Events– celebration of mathematical processes in game based lunch time events in support of fundamental mathematics principles
* Sci-Tech Fair allows students to develop an inquiry based approach to problem solving as part of our MaST program enrichment
*Use learning goals, success criteria and descriptive feedback to improve learning and in the designing of next steps for instruction / CLASS
*Intentional focused PD provided for cooperative and collaborative course planning. Common assessment & evaluation practices and use of moderated marking and co-planning in course teams (SSI) using triangulation of data for evidence
* Collaborative planning in support of early assessment of Grade 9 and 10 Math students to facilitate appropriate level/course placements
* Math specific PD oriented to improve instructional and assessment & evaluation practices —e.g. MFM1P evidence based instructional tools and A & E (SSI)
* PD for Math teachers re use and implementation of instruction-friendly technology to engage students—e.g. Smartboards, clickers, i-pads, Academic Workspace (AW), etc. (UPHS/SSI)
*Use of resources such as manipulatives and assistive technology for the appropriate accommodations by teachers for students at all levels / SCHOOL
* EQAO Assessment of Grade 9 Mathematics (September)
* On-going monitoring of Report Cards (x 3)
* Credit accumulation (year-end)
* Meetings re at risk Grade 9 and 10 students (October/November)
* Year-end UPHS report / CLASS
* SSI reporting cycles x 4 (November, February, April and June)
* Review and daily use of existing Math resources to ensure appropriateness for program delivery(SSI)
* Use of student-specific marks by Math teachers to facilitate course placement accuracy and promotion procedures as well as intervention strategies.
* 4 instructional rounds/year through visits to SSI classes to inform structural and instructional influence and decisions
* Individual class pass rates for identified courses
COLLECTIVE STUDENT ACHIEVEMENT & WELL-BEING TARGETS / IMPLEMENTATION STRATEGIES, ACTIONS & TACTICS / MONITORING & TRACKING ACTIONS
Pathways / What do we expect students to do at the conclusion of this timeframe?
DANFORTH CTI / What are the targeted, evidence-based instructional strategies we will use to achieve our SMART goal? / What evidence will we use to show that students are making progress? When will we collect this evidence?
Focus: Transitions (Grade 8 to 9; Grade 9 to 10; Grade 10 to Grade 12 & OSSD/OSSC)
* Increase credit accumulation among Grade 9 students by 3%- from 72% to 75% —UPHS/SIP goal.
*Credit Accumulation – Grade 9: (SS Dashboard)
2014-15: 8 credits =72%
2013-14: 8 credits = 74%
2012-13: 8 credits = 70%
2011-12: 8 credits = 67%
* Increase credit accumulation among Grade 10 students by 3%--from 70% to 73% —UPHS/SIP goal.
* Credit Accumulation – Grade 10:
2014-15: 16 credits = 70%
2013-14: 16 credits = 69%
2012-13: 16 credits = 60%
2011-12: 16 credits = 62%
* Reduce average number of full days absent/student (Grades 9-12) to 15.0—UPHS/ SIP goal.
* Average number of full days absent/student in:
2014-15: 19.1
2013-14: 21.5
2012-13: 14.0
2011 -12: 19.7
* Gr. 9 Applied pass rates (Ont. Reports)
2014-15 English: 74%; Geography: 67%; Science: 81%; Math : 65%
2013-14 English: 81%; Geography: 75%; Science: 78%; Math: 79%
2012-13 English: 88%; Geography: 79%; Science: 88%; Math: 55%
2011-12 English: 67%; Geography: 83%; Science: 88%; Math: 65%
* Gr. 10 Applied pass rates
2014-15 English: 88%; History: 83%; Science: 93%; Math: 72%
2013-14 English: 92%; History: 81%; Science: 94%; Math 87%
2012-13 English: 89%; History: 79%; Science: 90%; Math: 72%
2011-12 English: 81%; History: 79%; Science: 92%; Math: 74%
* Civics (Grade 10) pass rate
2014-15: 85%
2013-14: 82%
2012-13: 81%
2011-12: 84%
* Careers (Grade 10) pass rate
2014-15: 84.5%
2013-14: 86%
2012-13: 79%
2011-12: 81% / SCHOOL
* Experiential learning opportunities are sufficiently accessible to all students across subjects and grade levels—e.g. co-operative education, OYAP, dual credits, SHSM (Hospitality, Transportation potentially), Centre of Innovation and Skills Technology, and MaST
* Further expand Danforth Ambassadors program to engage at-risk students, promote leadership, and build community
* Increase cross-panel collaboration involving teachers and admin to facilitate “soft” landing for Grade 9s—e.g. feeder school outreach initiative.(May timeline, and Special Education visits in May) (UPHS)
*Grade 7 Skills Competition to increase awareness of STEM (MaST) pathways with a particular emphasis on Technological Studies as a composite school
* School focus on implementing the Individual Pathway Plan (IPP) to proactively drive the exit plan of every student for post-secondary
*Student Success – 2 half days for interim credit rescue by subject teachers (January/April)
*Access to shared technology resources for all open level courses *Effective implementation of attendance teams including VP’s, Guidance and CYC/SW or Student Success Teacher for a proactive approach to engagement
*Fine tune operations of the IST/SST team through effective implementation of our pyramid of intervention
* Learning for All – Student Success focused session to further investigate inclusionary practices for all students
*Intentional focus on building capacity of staff in use of Google Docs/Forms as part of instructional practices and use of current technology devices /software to engage students / CLASS
* Students are appropriately placed in courses and programs and have the benefit of timetabling flexibility to meet their learning needs
* Students with identified learning exceptionalities are appropriately supported by means of the IEP process. Implementation of IEP transition plan and program support offered by GLE courses
* Targeted credit rescue for GLE/GLS students at risk of failing (UPHS)
* Celebrate student success—e.g. 8 of 8 reception for Special Education and mainstream students recognition
*Notice of Concern letters for Grade 9 at-risk students with timely recognition and intervention as required / SCHOOL
* Whole staff PD re the Individual Education Plan and key elements for students receiving Special Education support
*Targeted staffing to support most at-risk students—e.g. Student Success teachers; Child & Youth Worker; GLS/GLE programs for flagged at-risk Grade 9s (UPHS)
* On-going monitoring of Report Cards (x 3)
* Credit accumulation (year-end)
* Year-end UPHS report
* MyBlueprint data on IPP completion
*Review Critical Path for Transitions (Promotion, Transfer and Retention Policy) with Student Success Team
*Distribution of Transitions pamphlet to parents at Moving On Up, Grade 9 Curriculum night and Grade 8 Parent Info Nights / CLASS
* Subsidize cost of transportation (TTC) and to provide supplemental nutritional programs in support of students facing financial need (UPHS)
* Meetings re at risk students in Grades 9 & 10 (first reporting period)
* Student Success data reporting deadlines
*Use of the Transition Tool to identify and report on students at risk
* IST and SST as sources of anecdotal and quantitative evidence related to specific students who may be at risk and positive intervention
* Cross-panel Transitions meetings in May--an opportunity to analyze and assess data pertaining to incoming Grade 9s for appropriate placement
COLLECTIVE STUDENT ACHIEVEMENT & WELL-BEING TARGETS / IMPLEMENTATION STRATEGIES, ACTIONS & TACTICS / MONITORING & TRACKING ACTIONS
Community, Culture and Caring / What do we expect students to do at the conclusion of this timeframe?
DANFORTH CTI / What are the targeted, evidence-based instructional strategies we will use to achieve our SMART goal? / What evidence will we use to show that students are making progress? When will we collect this evidence?
School priority is to shape a culture of engagement, community and caring at DCTI with a focus on mental health and well-being. Shared commitment to student engagement, parent engagement, school safety, and equity.
* Decrease total number of suspensions to between 50-70 students.—UPHS/SIP goal.
2014-15 suspension rates – total number of suspensions: 59
2013-14 suspension rates – total number of suspensions: 78
2012-13 suspension rates – total number of suspensions: 112
2011-12 suspension rates – total number of suspensions: 122
*2015 School Climate Survey:
59% student completion rate (523 students)
84% students feel safe in the classroom
77% students feel safe in the hallways
60% students feel safe in washrooms/changerooms
74% students feel safe in stairways
68% students feel safe on the school property
70% students feel safe in the community around the school
58% of students indicated they have a relationship with at least one caring adult in the building for personal support, advise or help
69% students indicated they feel they belong or are included in the school / SCHOOL
* Continue school wide initiatives to promote mental health and well- being through focused committee work such as Wellness Wednesdays, Positive School Climate Updates
Equity
*Students will be intellectually engaged in culturally relevant and responsive tasks which reflect high expectations for their learning. Students will experience engagement that reflects culturally relevant and responsive themes