2009 - 2010 · 2011. 10. 25. · School (i.e., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC) SMART Goal : Bishop Marrocco/Thomas Merton Catholic S. S. Focus : Literacy / 7-12 School

Superintendent of Education, Student Success

Loretta Notten

PRINCIPAL: Pereira, Maria

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

858STUDENT 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

Bishop Marrocco/Thomas Merton Catholic S. S.20092010

School

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

SMART Goal :

Bishop Marrocco/Thomas Merton Catholic S. S.

Focus : Literacy / 7-12

20092010School 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., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Bishop Marrocco/Thomas Merton Catholic S. S.

Focus : Numeracy / 7-12

20092010School year:

Specific

There will be a school overall improvement of 3% in Applied student achievement (from 29 % in 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. 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) 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 raising their interest towards mathematics. 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. Problem solving is a central facet of mathematics; through it students can visualize and apply procedures to consolidate their understanding of concepts learnt.

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.

Attainable

TARGET: 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. There will be a school overall improvement of pass rates in all mathematics courses, through 2009-2010 . Observations and Suggested Strategies for Improvement: -Setting up vocabulary word walls and vocabulary quizzes. -Incorporating TIPS4RM and EQAO assessment type questions during lessons throughout each unit of study. -Model problem solving strategies by following the "4 Steps to Success Problem Solving". -Allowing students to explore and develop those strategies by employing various group work teaching strategies. -Setting positive classroom "norms" that are created in union with teacher and student. -Presenting pathways and opportunities that mathematics allows for students after secondary school. -Math homework club -Employing the usage of more technology such as the SMART BOARD. Staff Involved: Classroom teachers Resource teachers School Administration Numeracy resource teachers

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): 2008-2009 Teacher use of assessment and evaluations to chart student improvement and to inform unstruction at regular intervals within each strand.

Evaluation:

Results- Oriented

Target:

Timeline

Timeline for 2008-2009: -Data collection from assessment and evaluations from every unit/strand per semester throughout the school year. -Results of the 2009-2010 EQAO Assessment of Mathematics

School

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

SMART Goal :

Bishop Marrocco/Thomas Merton Catholic S. S.

Focus : Pathways / 7-12

20092010School year:

Specific

--In June 2008 we were identified as "Arts and Culture Fast Forward Pathway" with this identification we recognize the number of students moving from Secondary School to the work force. -We will look at the number of students enrolled in the Arts Certificate program and compare them to the number that appears on the Board Registration "Specialty Program" Form. -We want to compare the number of students who register in grade 8 and the number of students who graduate 4 years later with the Certificate. -Our Arts Pathways will increase students' engagement in their education by providing them a career focus and a wider variety of options. -We will increase the number of experiential learning opportunities for our grade 9 and 10 students.

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.

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

Attainable

--We hope to increase our registered Art students from the current 33% of the grade 9 population to 35% of our grade 9 students in 2010-2011. --We will expand our course offerings to support our Fast Forward Pathway. This will encourage workplace bound students to embrace the Arts Certificate Pathway and our Arts and Culture designation. We will begin to offer a grade 12 open Exploring the Arts and subject specific co-op.

Measurable

-We would like to see an increased number of students participating in the Arts and Culture Fast Forward programs. By taking advantage of the arts community and opportunities in the area, this could solidify their academic and career goals for all students. -We will expose our Fast Forward students to careers in the arts through exposure to career fairs such as ED; partnerships such as the NFB and Ontario Arts Council Artists in the Schools Program; and Dual Credits options such as Lighting at Humber and Digital Art and Design at George Brown. -By consulting the Board data and our school data we should be able to understand the failure rate of our students and expose those at risk students to the Fast Forward possibilities. The data will inform our classroom practice. -We would like to track our graduates and record the number of students who go to postsecondary studies in a career in Arts and Culture by studying college and university applicants and by creating an alumni area on our school website. -Use DIP data to track pass/fail rates in FAST FOWARD CONSTRUCTION, and ARTS & CULTURE

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:

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 monthly to identify and assist our students who apply for the Arts and Culture Fast Forward and provide consistent support and awareness. adm --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., K-6 or 7-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Bishop Marrocco/Thomas Merton Catholic S. S.

Focus : CCCC / 7-12

20092010School 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

How are you measuring success in your area of concern? --Students will participate in locally developed survey that will attempt to measure the above and note changes from beginning of the year to the end of the year. --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 along with other interested community members --Share results with CSAC on an annual basis