curriculum and accountability team … · 2007 – 2008 k-6 learning improvement plan 3 a....

CURRICULUM AND ACCOUNTABILITY TEAM · www.tcdsb.org>Programs K-12

© TORONTO CATHOLIC DISTRICT SCHOOL BOARD, 2007-2008

GLOSSARY OF ACRONYMS

DI .................. Differentiated Instruction

DIP ............... Data Integration Platform

EDI................ Early Development Instrument

FOS .............. Family of Schools

HYS .............. High Yield Strategies

JLI ................ Junior Literacy Intervention

LNS .............. Literacy Numeracy Secretariat

LSA .............. Leading Student Achievement (Lead Principals)

MISA............. Managing Information for Student Achievement

NTIP ............. New Teacher Induction Program

OFIP ............. Ontario Focused Intervention Program

ONAP .......... Ontario Numeracy Assessment Program

PELN............ Professional Early Learning Network

PFLC ............ Parenting and Family Literacy Centre

PLC .............. Professional Learning Community

PLN .............. Professional Learning Network

PLS............... Professional Learning Series

PRIME ......... Professional Resources and Instruction for Mathematics Educators

SKIPPA ........ Senior Kindergarten Intervention Program for Phonological Awareness

SMART......... Strategic and Specific, Measurable, Attainable, Results Based & Time Bound

TLC............... Teaching Learning Cycle

WTK ............. Welcome to Kindergarten™ Program

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

2007-2008 K-6 LEARNING IMPROVEMENT PLAN

TABLE OF CONTENTS Glossary of Acronyms

System Priorities

Ontario Catholic Graduate Expectations.................................................... 1

Board Profile ......................................................................................... 2-11

Early Years ......................................................................................... 12-22

Literacy ............................................................................................... 23-36

Numeracy ........................................................................................... 37-54

Target Setting Flowchart.......................................................................... 55

OFIP 1, 2, 3 ........................................................................................ 56-57

OFIP 4 Literacy........................................................................................ 58

OFIP 4 Numeracy ............................................................................... 59-60

School Learning Plan Cycle................................................................ 61-62

Professional Learning Networks ......................................................... 63-64

2007 – 2008 K-6 LEARNING IMPROVEMENT PLAN 1

ONTARIO CATHOLIC GRADUATE EXPECTATIONS

Within the Toronto Catholic District School Board we envision students who are:

• Discerning believers formed in the Catholic faith community who celebrate the signs and sacred mysteries of God’s presence through work, sacrament, prayer, forgiveness, reflection and moral living;

• Effective communicators who speak, write, and listen honestly and sensitively, responding critically in light of gospel values;

• Reflective, creative and holistic thinkers who solve problems and make responsible decisions with an informed moral conscience for the common good;

• Self-directed, responsible, life-long learners who develop and demonstrate their God-given potential;

• Collaborative contributors who find meaning, dignity and vocation in work which respects the rights of all and contributes to the common good;

• Caring family members who attend to family, school, parish, and the wider community;

• Responsible citizens who give witness to Catholic social teaching by promoting peace, justice and the sacredness of human life.

As educators informed by our Catholic vision and values, we believe in the value and sanctity of every student who comes to us. The Board is committed to providing an inclusive curriculum that promotes positive knowledge, skills, behaviours, and attitudes towards the values, experiences, and achievements of its diverse community. We know that the strategy that truly has the greatest impact is found in the relationships we forge with our students as we learn and grow together. The strategy with the highest yield is to care.


Board Profile Through a Christ-centered vision and in partnership with parents, parishes and the community, the Toronto Catholic District School Board serves 90,000 students from diverse cultural, linguistic and ethnic backgrounds in its 201 elementary and secondary schools. ONTARIO FOCUSED INTERVENTION PROGRAM (OFIP) STRATEGY BOARD TEAM MEMBERS Mark Fenwick, Superintendent of Education, Curriculum + Accountability Team Dolores Cascone, Lead Teacher, Kindergarten and Early Years Gina Iuliano Marrello, Program Coordinator, Mathematics and Numeracy Teresa Paoli, Program Coordinator, Literacy and Library Services Marina Vanayan, Senior Coordinator, Educational Research The following TCDSB staff were consulted or contributed in part to the Board’s Action Plan: Josie DiGiovanni, Superintendent of Schools Maria Kokai, Chief Psychologist Jim Saraco, Superintendent of Special Services Bridget Harrison, Student Achievement Officer, Literacy Numeracy Secretariat Camilla Martin, Student Achievement Officer + Co-Leader, Toronto and Region Team, Literacy Numeracy Secretariat Curriculum + Accountability Team Coordinators Special Services Coordinators The plan was shared with the following TCDSB stakeholder groups: Elementary Principals, Vice-Principals and teaching staff, Trustees, CSAC Chairs, Superintendents of Education


K-6 Learning Improvement Plan 2007-2008


A. Contextual Data

The data are based on the 2006-2007 school year. Source: EQAO Assessments of Reading, Writing and Mathematics - Primary and Junior Divisions.

Grade 3 Grade 6 • 6,243 Grade 3 students participated, 50% boys and 50% girls • 7,061 Grade 6 students participated, 51% boys and 49% girls • 14% of Grade 3 students are identified as having special

needs (13% in the province) • 19% of Grade 6 students are identified as having special

needs (17% in the province) • 3% of Grade 3 students are identified as ESL/ELD learners

(8% in the province) • 3% of Grade 6 students are identified as ESL/ELD learners

(5% in the province) • 17% of Grade 3 students are born outside of Canada (11% in

the province) • 18% of Grade 6 students are born outside of Canada (12% in

the province) • The first language learned at home for 30% of Grade 3

students was not English (17% in the province) • The first language learned at home for 36% of Grade 6

students was not English (17% in the province) • 12% of Grade 3 students speak mostly or only another

language (or other languages) at home (8% in the province). 20% of Grade 3 students reported that at home, people speak to them mostly or only in another language (or other languages) (13% in the province)

• 10% of Grade 6 students speak mostly or only another language (or other languages) at home (6% in the province. 20% of Grade 6 students reported that at home, people speak to them mostly or only in another language (or other languages) (12% in the province)

• 11% of Grade 3 students are in their first year of attendance in their current school (13% in the province). 66% of Grade 3 students entered their current school prior to 2004-2005 (55% in the province)

• 10% of Grade 6 students are in their first year of attendance in their current school (22% in the province) 72% of Grade 6 students entered their current school prior to 2004-2005 (51% in the province)

• 4% of Grade 3 students were exempted in all three subjects (3% in the province)

• 3% of Grade 6 students were exempted in all three subjects (3% in the province)

General Observations • A considerable percentage of students are born outside of Canada, enter school speaking only or mostly a language other

than English and their first language learned at home is other than English. • Compared to the province, a higher percentage of students in our board entered their current school prior to 2004-2005.


B. EQAO RESULTS (i) Primary Division student EQAO results over time for TCDSB and Ontario (Percentage at or above the provincial standard – Levels 3 and 4) Total number of TCDSB Grade 3 students in 2006-2007 = 6243

Grade 3 Reading Results Over Time: All Students

4953 55

62 60

50 5459 62 62

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Toronto Catholic District School Board Ontario

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Grade 3 Writing Results Over Time: All Students

5862 63

70 69

55 58 61 64 64

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Grade 3 Mathematics Results Over Time: All Students

5463 61

66 68

5764 66 68 69

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Over the past five years, the percentage of Grade 3 TCDSB students who performed at or above the provincial standard

• increased 11% from 49% to 60% in reading • increased 11% from 58% to 69% in writing • increased 14% from 54% to 68% in mathematics.

The gains of TCDSB students are consistent with students in the Province and in some areas they exceed those observed in the Province. Results for writing remain consistently higher than the Province. In addition, the percentage of TCDSB schools where less than a third of students are achieving the provincial standard in Grade 3 reading has decreased from 16% to 7% between 2002 and 2007.


(ii) Junior Division student EQAO results over time for TCDSB and Ontario (Percentage at or above the provincial standard – Levels 3 and 4) Total number of TCDSB Grade 6 students in 2006-2007 = 7061

Grade 6 Reading Results Over Time: All Students

57 58 58 61 6356 58

63 64 64

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Grade 6 Writing Results Over Time: All Students

58 57 5865 64

54 5459 61 61

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Grade 6 Mathematics Results Over Time: All Students

5157 54

58 5853

57 60 61 59

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Over the past five years, the percentage of Grade 6 TCDSB students who performed at or above the provincial standard

• increased 6% from 57% to 63% in reading • increased 6% from 58% to 64% in writing • increased 7% from 51% to 58% in mathematics.

The gains observed in the TCDSB mirror those of the Province. In writing, results for TCDSB students remain higher than those of the Province. In addition, over 5 years, the percentage of TCDSB schools achieving 75% or higher in Grade 6 reading has increased from 17% to 30%.


(iii) Comparing the Same Cohort of Students over time

TCDSB

EQAO Assessment Area Grade 3 2003-2004 Grade 6 2006-2007 Net Results Student Achievement Levels (3, 4)

Reading 53% 63% +10% Writing 62% 64% +2% Mathematics 63% 58% -5%

ONTARIO

EQAO Assessment Area Grade 3 2003-2004 Grade 6 2006-2007 Net Results Student Achievement Levels (3, 4)

Reading 54% 64% +10% Writing 58% 61% +3% Mathematics 64% 59% -5%

Highlights of Cohort Data

• There have been increases in reading and writing results for this year’s cohort; cohort data for mathematics in the Junior Division show some decline.

• The greatest improvements are observed in reading.

(iv) Board Achievement Results in Relation to Targets set

Ambitious three-year Board Targets were set with the goal of achieving 75% in reading, writing and mathematics in Grade 3 and Grade 6 in 2007-2008.

Area of Focus 2006/07 Target Actual Performance 2006/07 Grade 3 Reading 69% 60% Grade 3 Writing 73% 69% Grade 3 Mathematics 71% 68% Grade 6 Reading 68% 63% Grade 6 Writing 70% 64% Grade 6 Mathematics 67% 58%


C. POSSIBLE CHALLENGES

High turnover of both administrators and teaching staff (Source: EQAO Principal and Teacher Questionnaire)

• A total of 90% of principals have been in their current school for less than five years (39% 0-2 years and 51% 3-5 years). • 20% have between 0 and 2 years of experience as a principal. • Of the Grade 3 teachers, 47% have taught less than 5 years in the primary grades and 68% have taught Grade 3 less

than 5 years. • Almost half (47%) of the Grade 3 teachers do not have a Reading Additional Qualification Course/Specialist and over

half (53%) do not have a Mathematics Additional Qualification Course/Specialist. • Of the Grade 6 teachers, 49% have taught less than 5 years in the junior grades and 69% have taught Grade 6 less than

5 years. • 46% of the Grade 6 teachers do not have a Reading Additional Qualification Course/Specialist and about half (49%) do

not have a Mathematics Additional Qualification Course/Specialist. Increase in students with special needs over time

• Increase in Grade 3 students with special needs from 11% in 2003-2004 to 14% in 2006-2007. • Increase in Grade 6 students with special needs from 13% in 2003-2004 to 19% in 2006-2007.

Demographics

• Compared to the province, a higher percentage of students are born outside of Canada, enter school speaking only or mostly a language other than English and their first language learned at home is other than English.

Implementation of new initiatives

• Effective implementation of new initiatives, consolidation of new learning, and sustainable improvement in student

achievement require time and persistence.


D. WHAT WE KNOW WORKS: Our TCDSB Professional Learning Community Focus on three system priorities Nurturing our Catholic Community Improving student learning and achievement Building capacity to lead and learn Collaboration LNS Initiatives in partnership with Student Achievement Officers OFIP Tutoring initiatives Professional Learning Networks Inter-departmental initiatives Leading Student Achievement (Principal Learning Teams) Family of Schools dialogue facilitated and monitored by Superintendents of Schools 5th Block/JLI mentoring/coaching in Literacy Math Tutors and Reps Parent engagement (e.g., Parent and Family Literacy Centres; Family Literacy Collection; Welcome to Kindergarten; Math Family Nights) Alignment of professional learning and resources Job-embedded professional learning 2 provincial priority focused professional development days Professional development for new teachers (NTIP) Professional Learning Series Shared inventories of resources and differentiated supports Infusion of classroom learning resources Research-informed practice Ontario Focussed Intervention Partnership (OFIP) Instructional alignment informed by “high yield” instructional strategies Differentiated Instruction (DI) as a strategic direction Data-driven decision making Common assessment tools: Assessment for learning, as learning, of learning School Learning Plan with narrow and precise focus, using SMART goals TCDSB Data Integration Platform (DIP) Managing Information for Student Achievement (MISA) initiatives Research to inform program efficacy


E. MONITORING OF PROGRESS: Assessment for Learning, as Learning, of Learning All Students K – 8 Assessment Area Grades Timelines

Balanced Literacy Student Measures

Alphabet knowledge; Letter-Sound recall; Letter-sound recognition; Rosner test of auditory analysis; Spelling Writing sample Running Records

JK-3 Ongoing Running Records input:

• October 19 • January 18 • April 18

Literacy in the Middle Years Student Measures

Reaching Readers QCA Quick Comprehension Reading Motivation Survey Vocabulary; Spelling Writing Samples Running Records for students below level P Miscue Analysis/Cloze Reading Comprehension

4-8

October September September Every Term Optional: As required Optional: As required

February End of year As Required Every Term Optional: As required Optional: As required

Mathematics Nelson Mathematics: Jump In/Getting Started Diagnostic Chapter Lessons Key Assessment Questions Section/Chapter Tasks Assessment for Feedback Chart ONAP – Ontario Numeracy Assessment Program by Nelson, Grade 5 (OFIP 4 Numeracy), Grade 7

K - 8

Ongoing

Ongoing

EQAO Reading, Writing and Mathematics 3 May/June May/June Canadian Cognitive Abilities Test (CCAT)

Verbal reasoning Oral vocabulary Relational concepts, Quantitative concepts Figure classification, and matrices

4 Fall For selection to the Gifted Program

EQAO Reading, Writing and Mathematics 6 May/June May/June

Canadian Achievement Test, Third Edition (CAT/3)

Reading; Language; Mathematics; Vocabulary; Spelling Language /Writing conventions; Computation & Numerical Estimation

2, 5, 7 Spring Spring

RAD Reading 7,8,9 October February Report Card • Reading

• Writing • Mathematics

JK - 8 Ongoing Report Card Grades • November 28 • March 6 • June 26


F. Our Professional Commitments Our TCDSB Learning Improvement Plan is aligned with the Literacy and Numeracy Secretariat’s School Effectiveness Framework and is consistent with current research. Our professional commitments are grounded in four essential components and through persistent implementation of effective high-yield strategies embedded throughout the Board Plan. ESSENTIAL LEARNING COMPONENTS:

Student learning and achievement Instructional leadership Assessment and evaluation Curriculum and instructional strategies

HIGH-YIELD STRATEGIES: Professional Learning Communities

• parental engagement • collaborative planning • job-embedded learning • common assessments • teacher moderation

Alignment of

• curriculum • instruction • professional learning • resources • school learning plan

Data-driven decision making • assessment for learning, of learning and as learning • ambitious target setting for all students • Differentiated Instruction

Systematic monitoring of

• student learning and achievement • school and board learning plan

Non-negotiables for classroom practice

• dedicated blocks of time for Literacy and Numeracy • intentional focus on communication/oral language • meaningful integration of technology • intellectually demanding tasks that require problem solving and higher

order thinking


G. Our SMART Goal is: That each one of our 169 elementary schools sets ambitious, attainable achievement targets for their current Grade 3 and Grade 6 cohorts in reading, writing and mathematics, informed by student assessment data and based on effective instructional strategies that address the needs of the individual learner.

How to develop a Professional Learning Community: Passion and Persistence

Excerpts from Rick DuFour’s PLC Video Text

Identify your shared

Hopes and dreams of the School you might create.

Organize the school into

Genuine teams – People working

Interdependently To achieve a common goal.


The Full Day Senior Kindergarten Program • Continue to offer the Full Day Senior Kindergarten Program in 7 schools across the system (Blessed Margherita of Citta di

Castello, St. Thomas More, St. Boniface, St. Dorothy, St. Teresa, St. Luigi, and St. Augustine Catholic Schools) • Collaborate with the Kindergarten teachers, principals and Kindergarten Support Team members (Speech-Language,

Social Work and Psychology staff) to monitor student achievement and ensure program efficacy • Update The Full Day Senior Kindergarten Handbook to reflect current research and Ministry documents

Parent Engagement Initiatives a) Welcome to Kindergarten™ Program (WTK)

• Expand the Welcome to Kindergarten™ program from 62 to 90 schools across the system • Collaborate with the Learning Partnership and TCDSB Educational Research Team to evaluate the implementation of

the program and its impact on school readiness b) Parenting and Family Literacy Centre Initiative (PFLC)

• Establish Parenting and Family Literacy centers in 8 priority neighbourhood schools (St. Dorothy, St. Charles Garnier, St. Francis de Sales, St. Wilfrid, Our Lady of the Assumption, St. Barbara, St. Barnabas and Blessed John XXIII Catholic schools)

• Provide ongoing support and professional learning for facilitators on a monthly basis • Monitor program implementation and effectiveness through attendance records, parent and principal feedback

Resources: • The Kindergarten Program (MET 2006) • A Guide to Effective Instruction in Reading (MET 2003), A Guide to Effective Instruction in Writing (MET 2005), • A Guide to Effective Instruction in Mathematics, K to Grade 6 (MET 2006), Nelson Mathematics: Kindergarten (2005),

Education for All (MET 2005), • The Full Day Senior Kindergarten Handbook (TCDSB 2005) • Parenting and Family Literacy Handbook (MET 2007) • Visits to TDSB Parenting and Family Literacy Centres • Kinder-Connections newsletters • Professional Early Learning Network (PELN) Teachers, Coordinators, Resource Teachers

EARLY YEARS Student Learning and Achievement




EARLY YEARS Student Learning and Achievement Strategies Responsibility

Evidence of Implementation

Monitoring of Progress Timelines/ Communication

Continue to implement the Full Day Senior Kindergarten Program

Early Years Lead

Full Day Senior Kindergarten Teachers

Principals

Kindergarten Support Team Staff (Speech-Language, Social Work and Psychology staff)

Kindergarten support team meetings occur once per term

Differentiated Instruction is in place meeting the needs of all students (e.g. SKIPPA, guided reading)

Parent engagement activities are planned and delivered based on need

Full day senior kindergarten teacher meetings are planned and delivered based on need

Classroom/school visits by Early Years Lead, school principal and superintendent

The Full Day Senior Kindergarten Program Reflection Tool completed by Kindergarten Support Team

SKIPPA assessment tools by Speech-Language Pathologists

Balanced Literacy Student measures collected and reviewed by principal

Running records data inputted into running records companion

January and April 2008 General meetings Bi-monthly meetings Establish and communicate dates for full day senior kindergarten teacher meetings

Establish Parenting and Family Literacy Centres (PFLC)

Early Years Lead

PFLC Facilitators

Principals

Early Years Staff team

8 Parenting and Family Literacy Centres are established in school and the community

PFLC facilitators engage in monthly professional learning sessions

Ongoing reflection and feedback

PFLC visits by Early Years Lead, Ministry of Education Manager, school principal and superintendent

Analysis of monthly attendance records

Conferences and goal setting meetings established and conducted by Early Years Lead, PFLC facilitators and principals

First Friday of every month PFLC facilitator meetings January 2008 Conference and goal setting meetings


Extend the Welcome to Kindergarten™ (WTK) program

Early Years Lead Professional Early Learning Network (PELN) Teachers Principals Early Years Staff Teams Community Partners

Identification of participating schools Early Years Staff new to the WTK program attend an in-service planning session Information regarding WTK is shared with parents by Principal and Early Years Staff Parent-Child orientation sessions are planned and delivered by early years staff teams and community partners

Feedback surveys are completed and submitted by principal and Early Years Staff team to Early Years Lead Attendance records at sessions

January 2008 Early Years Staff and principal in-service Feb-March 2008 Delivery of WTK resources May-June 2008 Parent-Child orientation sessions Program evaluation


Professional Early Learning Networks • Establish two PELNs with focus on the Early Years (St. Timothy and St. Paul Catholic Schools) to enhance expertise of

early years staff teams in schools in developing quality early years programs • Develop and communicate mission, vision, goals and operational protocols to system • Provide ongoing professional learning opportunities, professional dialogue and sharing of best practices through workshops,

networking meetings and classroom demonstrations • Support and mentor teachers new to Kindergarten • Develop community partnerships • Focus on system priorities in Literacy (with emphasis on high yield instructional strategies) Numeracy (integration) and

assessment for learning (running records, concepts of print) Implementation of Toronto’s Best Start Vision in TCDSB • Establish TCDSB Early Years governance model and Early Years statement of beliefs • Develop and distribute Working Towards Collaborative Early Learning and Care Programs in the Toronto Catholic District

School Board resource • Continue to provide collaborative, professional learning opportunities for early years staff teams • Develop Best Start Early Leader sites • Expand community partnerships

Resources: • Best Start Plan: Toronto Vision for Children, 2006 • Best Start: Getting Started Year 1, 2006 • Toronto First Duty Guide to Early Childhood Service Integration, 2006 • Early Years Study 2: Putting Science into Action, 2007 • The Kindergarten Program, 2006 • Professional Early Learning Networks Operational Protocol, revised November 2007 • Early Years Steering Committee • PELN Teachers

EARLY YEARS Instructional Leadership


TORONTO CATHOLIC DISTRICT SCHOOL BOARD K-6 Learning Improvement Plan 2007-2008

EARLY YEARS Instructional Leadership Strategies Responsibility


Monitoring of Progress

Timelines/ Communication

Use of PELN model to support the professional learning of early years staff in the areas of Literacy, Numeracy and assessment

Early Years Lead PELN Teachers Superintendents Literacy Coordinator and Staff Numeracy Coordinator and Staff Principals Early Years Staff Teams

PLN sites, operational protocols and information are developed and communicated to the system by Early Years Lead and PELN Teachers Increased use of instructional strategies as outlined through OFIP strategy by Early Years Teams Participation at sessions by Early Years Staff Teams

Attendance records Teacher feedback forms for each session Artefacts shared at and photos taken at sessions Discussions at sessions Feedback from steering committee Resource logs PELN annual review

September-October 2007 Communication of PELN vision, goals and plans to system Term meetings Local PELN steering committee Bi-weekly Planning meetings PELN staff and Early Years Lead Regular, ongoing communication to system


Implement Toronto’s Best Start Vision in TCDSB

Early Years Lead Senior Manager of Childcare PELN Teachers Early Years Steering Committee Best Start Early Leaders Superintendents Principals Early Years Staff Teams Community Partners

Clear and ongoing communication to system of Best Start strategy through websites, brochures, site visits and workshops etc. Opportunities for joint professional learning for early years staff teams Development and implementation of an Early Years Statement of Beliefs and Working Toward Collaborative Early Learning and Care Programs resource Development of Best Start early leaders demonstration sites Membership in Best Start committees and working groups

Best Start survey to gain baseline results of collaboration Indicators of change rubrics (Toronto First Duty) Written feedback at professional learning sessions

September-December 2007 Development of professional learning plan and Working Towards Collaborative Early Learning and Care Programs Resource January-June 2008 Collaborative professional learning opportunities Development of Best Start early leaders sites


Balanced Literacy Student Measures for Kindergarten • Review and revise Balanced Literacy Student Measures package for Kindergarten for fall 2008 implementation • Incorporate next steps guide to assist teachers with assessment for learning in literacy • Include oral language developmental continuum • Provide considerations for English Language Learners • Revise protocols and assessment folder • In-service teachers in September-October 2008

Early Development Instrument (EDI) Implementation • Increase system awareness of Early Development Instrument • Collaborate with Educational Research team for 2008 implementation of the EDI • System-wide implementation of EDI in winter of 2008 Resources: • The Kindergarten Program (MET 2006) • Balanced Literacy Student Measures: JK to Grade 3 Teacher’s Package (TCDSB 2000) • A Guide to Effective Instruction in Reading (MET 2003) • A Guide to Effective Instruction in Writing (MET 2005) • Early Development Instrument EDI 2005-2006 Toronto Results (January 2007) http://www.torontodacs.net • Early Development Instrument School Report • Early Development Instrument Riding Profiles • An Early Development Instrument Reflection Guide (TCDSB, 2007) • Educational Research Team

EARLY YEARS Assessment & Evaluation



EARLY YEARS Assessment and Evaluation Strategies Responsibility




Review and revise the Balanced Literacy Student measures for Kindergarten

Early Years Lead

Professional Learning Network (PLN) Teachers

Literacy Coordinator and Resource Staff

Special Services Staff

New Balanced Literacy student measure package is complete for fall 2008 implementation

Folders are revised as required

Teachers are in-serviced on revisions to the measures in fall 2008

Literacy Student measure folders are reviewed by principal by term

January-June 2008 Review and revisions to document September-October 2008 Teacher in-service, new protocols in place

Implementation of the Early Development Instrument in winter of 2008

Research Coordinator and Staff

Early Years Lead

Principals

Senior Kindergarten Teachers

EDI expectations and timelines are submitted to superintendents by Educational Research Team

EDI information packages are distributed to principals

Training of senior kindergarten teachers in January

EDI Questionnaires are completed and returned to Educational Research Team by February 15

Data and school reports sent to school boards

Feedback from teacher training sessions

Completed EDI questionnaires

Data and school reports assembled and returned by the Offord Centre

November 2007 EDI timelines and expectations submitted to Education Council by C&A Superintendent

January 2008 Teacher training

February-March 2008 EDI questionnaires are completed and submitted

March-May 2008 Analysis by Offord Centre

May-September 2008 Data and school reports sent to school boards


Professional Resources with focus on Kindergarten /Early Years • Develop new Kindergarten resource guide for fall 2008 distribution • Develop and distribute Kinder-Connections newsletters with focus on literacy and numeracy through play, engaging parents

and assessment for learning in the early years Scribblefest Conference for Writing • Organize second annual Scribblefest conference to promote writing in the early years and model various instructional writing

strategies • Build instructional leadership and capacity building by involving Kindergarten teachers as presenters Interdisciplinary/Integrated approach to literacy and numeracy • Provide timetable that shows literacy and numeracy blocks in relation to other program areas • Promote literacy and numeracy skills through play at workshops and in classroom demonstrations • Provide resources and professional learning opportunities that model integration of program areas (e.g. Wings of Discovery,

Info-reads, Kindergarten read aloud kits) Resources: • In God’s Image (CCCB, 1993) • The Kindergarten Program (MET 2006), • A Guide to Effective Instruction in Reading (MET 2003), A Guide to Effective Instruction in Writing (MET 2005), • A Guide to Effective Instruction in Mathematics, K to Grade 6 (MET 2006), Nelson Mathematics: Kindergarten (2005),

Education for All (MET 2005), • Story Time! Using Narratives to Enhance Oral Language and Literacy Development in Kindergarten (TCDSB, 2006), • Wings of Discovery (GTK 2006) • The Full Day Senior Kindergarten Handbook (TCDSB 2005) • PELN Teachers • Coordinators and Resource Staff • Kinder-Connections Newsletters • Ontario Curriculum Unit Planner (www.ocup.org) • eWorkshop (www.eworkshop.on.ca)

EARLY YEARS Curriculum and Instructional Strategies




EARLY YEARS Curriculum and Instructional Strategies Strategies Responsibility




Develop a Kindergarten/Early Years professional resources that build capacity in the areas of Literacy, Numeracy, assessment for learning and parent engagement (e.g., Kindergarten handbook/resource guide, Kinder-connections newsletters)

Early Years Lead PELN Teachers Coordinators and Resource Staff Speech-Language Staff Kindergarten Teachers

Resource guide is developed by Kindergarten Advisory Team working group coordinated by Early Years Lead Principal and teacher feedback

Resource guide is vetted through Literacy and Numeracy Coordinator and Resource Staff

January-June 2008 Establish working group Develop resource January-June 2008 Development and distribution of Kinder-Connections newsletters September-October 2008 Distribution and in-service of all kindergarten teachers

Organize a Scribblefest conference in spring of 2008 to promote strategies for writing in the early years

Early Years Lead PELN Teachers Literacy Coordinator and Resource Staff Speech-Language Staff Early Years Staff Teams

Early Years Staff teams begin to use strategies from conference in their settings as observed by principal and superintendents

Teacher feedback and evaluation of conference and sessions

Use of writing developmental continuum by teachers

November 2007-January 2008 Establish committee and begin planning January-March 2008 Communicate conference to system Conference organization and planning


Support interdisciplinary/integrated approach to literacy and numeracy through in-services, classroom demonstrations, professional resources and planning tools

Early Years Lead PELN Teachers Curriculum and Accoutability Coordinators Resource teachers Special Services staff

Kindergarten timetables that show literacy and numeracy blocks in relation to other program areas are shared with principals and teachers Planning tools reflect interdisciplinary approach Wings of Discovery resource is implemented in Kindergarten classes by teachers

Kindergarten timetables, planning tools are reviewed by principal

September 2007 Teacher in-service of Wings of Discovery resource January-June 2008 Ongoing in-services through PELN


TCDSB LITERACY TEAM

PROFESSIONAL LEARNING MODEL

Consolidation - Alignment

Whole System PDInitiatives as Identified by Ministry and Student

Success Teams

Differentiated SupportSchools as Identified by Ministry* (OFIP) *

“Sharpening Our Focus”

New TeachersBoard Learning PlanBoard committeesLNS initiativesSupport kindergarten team, library servicesSchool based PLNs

JLI CoachesSupport junior division and JLI teacher

PLN TeachersCoaching/NetworkingFocus on non OFIP schoolsK-6 or 7-10 focus

Integrated Literacy TeamC & A Resource Teachers

Regular workshops planned & delivered by Literacy Resource Teachers

Update/ revise Language Arts and Literacy documents and materials

OFIP 1, 2, 3 and 4LIFTMISA ProjectsPLSPilot ProjectsStudent Success Initiatives

5th Block Coaches: Support division in OFIP schools.Support 5th Block teacher in non-OFIP schools


Ontario Focused Intervention Program (OFIP) - support for 38 OFIP 1, 2 and 3 schools • Team approach involving Literacy Numeracy Secretariat (LNS) staff, resource teachers, 5th Block and Junior Literacy

Intervention (JLI) coaches. • Focus on school learning plan, high yield strategies, Teaching Learning Cycle (TLC), higher order thinking. 5th Block and JLI Program • Continue to offer 5th Block and JLI programs in designated schools across the system • Provide ongoing support and opportunities for professional learning for teachers in both programs • Teachers in both programs to offer one day a month of support to their home school division • Collaborate with Educational Research Team to monitor student achievement and program efficacy 5th Block and JLI Coaches • Change job description from mentor to coach • Professional learning with Educational Research Team on Data Integration Platform • Provide laptop and dedicated computer for data entry at the school level and to promote AICT enabled learning • Provide additional professional resources related to literacy coaching • Increase opportunities for coaching through direct involvement in OFIP schools

Expand Access to Assistive Technology • Work with Student Success, Special Services and AICT staff to support classroom instruction and to promote use of

assistive technology Resources: • “OFIP Trends and Patterns” (TCDSB Summary) • 5th Block and JLI Lead • Core documents/resources for both programs • Data Integration Platform (Educational Research Team) • “Premier” software (AICT staff, Special Ed. Teacher) • “Literacy Coaching” by Katherine Casey and “The Learning Leader” by Douglas Reeves • Coaching module and monograph: LNS • OSAPAC software

LITERACY Student Learning and Achievement

• Coaches meet with Integrated Literacy Team and LNS staff on a regular basis




LITERACY Student Learning and Achievement Strategies Responsibility




OFIP - support for 38 OFIP 1, 2 and 3 schools Team approach involving LNS staff, resource teachers and coaches Focus on school learning plan, high yield strategies, TLC, higher order thinking Involve all K-6 staff at every OFIP school Ensure Differentiated Instruction, School Effectiveness Framework and revised primary framework addressed

Literacy Resource Teachers 5th Block Coach and JLI Coach School Team

Professional Learning Community (PLC) sessions with divisional teams led by LNS staff and Literacy Resource Teachers Teacher moderation sessions Student achievement results as reflected on TLC pre & post assessments (student work) Student artefacts Classroom coaching sessions

Data walls: Running Records, Reaching Readers and TLC SMART Goals reflected in School Learning Plans (monitored by superintendent) EQAO, CAT 3 results Data available on Data Integration Platform

September OFIP 1 & 2 sessions begin

LNS staff communicate with principals and resource team

October-November OFIP 3 communication and initial meeting for OFIP 3 principals (C&A Superintendent, Literacy Coordinator)

November-June PLC sessions take place for all K-6 staff

December/January Schools access budget to purchase resources needed Principal ensures resources map back to school learning plan


Continue to provide the 5th Block and Junior Literacy Intervention programs for students at risk in grades one and two (5th Block) and grades four and five (JLI)

5th Block Lead, coaches and teachers JLI Lead, coaches and teachers Educational Research Team

Logs/journals maintained by coaches and teachers Coaches visiting classrooms and working directly with teachers on a regular basis Classroom visits/exchanges

Completion of Running Record and Reaching Readers assessments as monitored by school principals Achievement data collected on DIP (Data Integration Platform) including CAT 3, report card data and EQAO data Summary findings reported

September Communicate meeting dates for 5th Block and JLI teachers & coaches Professional learning provided by lead teachers and coaches October Programs begin January Students reassessed and feedback is provided to parents and classroom teacher January-June Cycle begins again for next group of students


Continue to develop the role of the 5th Block and Junior Literacy Intervention Mentor as a Literacy Coach

JLI Team (lead teacher, coaches, teachers) 5th Block Team (lead teacher, coaches, teachers) Principal

Coaches partnering with Literacy Resource teacher, principal and school team in school improvement planning Increased opportunities for coaching as reflected in coaches’ logs/journals/calendars

Submission of Running Record data in Running Record companion Increased use of Data Integration Platform by 5th Block and JLI mentors Formal survey and focus group discussion and summary

September Establish meeting dates for coaches and Integrated Literacy Team Communicate dates to Education Council Coaches establish contact with the school and begin to work with divisional teams

Expand access to assistive technology • Use of Premier

software • Opportunities for

professional learning for Integrated Literacy Team

Steering Committee

Monitor use of software

EQAO achievement Monitored by principals and superintendents Embedded in School Learning Plan (SMART goal)

November Curriculum & Accountability, Special Services and Student Success Team


Family of Schools Meetings (FOS): Sharing High Yield Strategies • Broader use of FOS meetings for developing instructional leadership. • Focus on “shift and spread” of strategies used in OFIP schools. Leading Student Achievement (LSA) Project • Expand project • Support LSA team in monthly meetings and professional learning opportunities Professional Learning Community (PLC) Model • Expand opportunities for release time Alignment of Professional Learning Networks (PLN) staff • PLN teachers will attend Literacy specific professional learning opportunities and participate in regular (monthly) team

meetings. • Focus on high yield strategies, alignment, assessment for learning in non OFIP schools. Integrated Literacy Team • Regular meetings and professional learning opportunities to build consistency in message to the system • Develop role descriptions, protocols for communication • Facilitate team work at the local level Resources: • PLN Operational Protocols (TCDSB) • TCDSB Learning Improvement Plan • “Breakthrough” by Crevola, Hill and Fullan • MOET and LNS resources • “Persisting Questions” TCDSB (Educational Research Team)

LITERACY Instructional Leadership




LITERACY Instructional Leadership Strategies Responsibility




Build instructional leadership at all levels of the system through family of schools meetings Focus on literacy, literacy assessment/data and TLC

Superintendents Principals Literacy Resource Teachers LSA Lead principals

Participation at sessions Levels of understanding as demonstrated during superintendent of school visits Indicators evident in School Learning Plan

Opportunities for general feedback provided at family of schools meetings Feedback from superintendents and principals Use of TCDSB “persisting questions”

Monthly K-8 principal meetings

Expanding and consolidating the work of the Leading Student Achievement Team

Superintendents Lead Principals and participating principals Literacy Coordinator

Participation at sessions Feedback provided directly through surveys and planning sessions

Surveys Discussions Artefacts shared at meetings/PD sessions

Monthly meetings to review and update plan

Support implementation of PLC model in all schools with release time for all schools

Superintendents Principals Integrated Literacy Team

Anecdotal information PLC minutes/agendas Sharing at family of schools meetings

General feedback provided at family of schools meetings Use of PLC planning guide Feedback from superintendents and principals Formal survey and discussion with PLN focus group

Share plan with principals and vice-principals


PD and support for PLN Teachers

Literacy Coordinator

PLN teachers will attend literacy specific PD sessions and participate in regular (monthly) team meetings Focus on high yield strategies, alignment, assessment for learning in non OFIP schools

Artefacts from PLN sessions including: agendas, professional resources/readings Regular discussions at PLN team meeting End of year report submitted to superintendents, home school principal and Literacy Coordinator Team communication/newsletter

September-June PLN teachers Literacy Resource Team

Capacity building for Integrated Literacy Team • Monthly professional

learning sessions & conferences

• Partnering with LNS staff

Integrated Team LNS staff

Direct feedback from team Schedules/journals September Meeting dates established and communicated to Education Council in the fall by C&A Superintendent


LITERACY Assessment and Evaluation Revised Running Record protocols in primary grades • Pilot in 20 classrooms in November to January Revision of Running Record Companion Input Dates • October 19, January 18 and April 18 (100% entry of data) Continued Use of Reaching Readers Assessment in Junior Grades • Establish system dates for completion • Encourage use of release time for moderated marking (supported by Integrated Literacy Team) Pilot electronic tool for inputting and tracking Reaching Readers data • Partnership with Educational Research Team System wide “unpacking” of EQAO data to inform instruction • Build up to October 26th system wide PD day with support provided during FOS meetings by Literacy Team • Resource teachers to support OFIP 3 schools on October 26th • All other schools supported by PLN teachers and Coaches throughout October and November In-service teachers new to gr. 3 & 6 (EQAO and using CAT 3) Resources: • TCDSB: Cat 3 Guide • EQAO Resources: Framework documents, Student Roster, etc. • TCDSB Running Record Protocols • Running Record Companion (TCDSB) • “Reaching Readers QCA” • “Teacher Moderation” DVD and professional resource (LNS)




LITERACY Assessment and Evaluation Strategies Responsibility




Piloting of revised running record protocols in 20 primary grades

Literacy Resource Teachers Fifth Block Lead, 5th Block Teachers and Coaches Classroom Teachers Principals

Collect sample assessments from across the system Increased use of revised tool to inform instruction and support differentiation Increased use of PLC model to discuss and unpack running record data to inform instruction

Surveys and feedback sessions with pilot schools Updated school data walls Literacy assessment folders updated and monitored by school principals Improved achievement as reflected in Running Records Companion

November –January 5th Block Coach communicates directly with participating schools/teachers/principals

Revision of running record Companion input dates

Literacy Coordinator Principals Primary Teachers

Running Record Companion data Increased use of data walls to identify divisional and grade level goals, students at risk, students to watch

Superintendents and principals to monitor running record companion for 100% entry of data Principals to monitor data walls and completion of assessment folders

System wide e-mail in September by Literacy Coordinator Embed in School Learning Plan document/template


Continued use of Reaching Readers assessment in junior grades Establish system wide dates for completion

Literacy Coordinator Principals JLI lead, teachers, coaches, junior teachers

Attendance at moderated marking sessions Attendance at in-services Literacy assessment folders Increased use of data walls to identify divisional and grade level goals, students at risk, students to watch etc.

Principals to monitor use of assessment for instruction, updating of data walls and completion of assessment folders Embed in School Learning Plan (SMART Goal) Superintendents to monitor use of Reaching Readers assessment in junior grades

System wide e-mail to principals by Literacy Coordinator in September Ongoing support September-June

Pilot electronic tool for inputting and tracking Reaching Readers data

Educational Research Team Literacy Coordinator JLI Lead and coaches

Access information on Reaching Reader companion (electronic data base)

Literacy Coordinator Educational Research Team

October

System wide “unpacking” of EQAO data to inform instruction

Integrated Literacy Team Literacy Coordinator

Attendance at in-services Family of School meetings Use of release time and involvement of literacy team

Principals and superintendents to monitor and support divisional unpacking of IIR Student Roster SMART Goals reflected in School Learning Plan

Prior to system wide PD Day on October 26 at FOS meetings, Integrated Team meetings and Professional Learning Series

Integrated Literacy Team to support OFIP 3 schools on October 26th Follow up support to individual schools as requested

System wide in-service on use of EQAO data and CAT 3 data to teachers who are new to grade 3 and 6

Literacy Resource Teachers and Educational Research Team

Attendance at in-services Monitoring during assessments by principal

February 2008


LITERACY Curriculum and Instructional Strategies Revised Balanced Literacy Handbook: “The Literacy Block: A Balanced Approach” • Reflects all five instructional approaches in reading and writing: modeled, interactive; shared, guided &independent • “The Guide to Effective Instruction in Reading” “Language Arts Curriculum” and “Education for All” (MOET) • Key learning from OFIP strategy with emphasis on higher order thinking/comprehension strategies • Timetabling for an integrated Literacy Block with embedded word study and a cross curricular emphasis Instructional Support and Capacity Building in OFIP Schools Using the TLC • Professional Learning sessions with LNS staff and Integrated Team • Follow up sessions in OFIP schools and in FOS meetings Literacy Block (100-120 minutes) • Consistent messaging across FOS meetings and through Integrated Literacy Team • “Non-negotiable” Expanded Use of “The Family Literacy Collection” (TCDSB) • Expand use of collection to approximately 80 schools in our system Resources: • “Balanced Literacy Handbook” (TCDSB) • “Balanced Literacy, Student Measures (TCDSB) • “Balanced Literacy, A Principal’s Handbook (TCDSB) • TCDSB Videos: “Balanced Literacy” “Guided Reading” • “Early Reading Strategy” (MOET 2003) • “Early Reading Strategy, the Report of the Expert Panel on Early Reading in Ontario” (MOET 2003) • “A Guide to Effective Instruction in Writing” (MOET 2005) • “Education for All” (MOET 2005) • “Language Grades 1-8” (MOET 2006) • “The Literacy and Numeracy Webcast Series” (www.curriculum.org) • “Inferring”, “Evaluating” (LNS: DVD Series) • Ontario Curriculum Unit Planner (www.ocup.org) • eWorkshop (www.eworkshop.on.ca)




LITERACY Curriculum and Instructional Strategies Strategies Responsibility




Implement the revised Balanced Literacy Handbook in OFIP 4 schools (primary division) Provide professional learning for all Gr. 1-3 teachers in OFIP 4 schools

Literacy Co-ordinator

Literacy Resource Teachers Classroom Teachers in OFIP 4 primary divisions Principals in OFIP 4 schools

Attendance at system in-services/workshops Feedback from principals and superintendents Increased use of high yield strategies including: read aloud/think aloud, shared, guided and independent reading Consistent use of word study strategies in the context of authentic/purposeful reading and writing activities Increased familiarity with revised framework and MOET “Guides to Effective Instruction”

Principals and Superintendents in OFIP 4 schools monitor through class visits Principals monitor through divisional meeting dialogue Collect teacher/student artefacts School Learning Plans updated to reflect revised framework Principals to submit revised plans to superintendents Principals to monitor implementation using student artefacts and teacher planning records

Document to be written in the summer and fall of 2007 Workshops in January 2008 for OFIP 4 Literacy Embed in OFIP 1, 2 and 3 throughout the year Follow up opportunities for in class support/coaching Communication through FOS meetings Framework distributed to LSA project principals and in OFIP 1, 2 & 3 schools. In-service to follow in February to June


Instructional support and Capacity Building in OFIP schools using the TLC • Team approach

involving school staff, Integrated Literacy Team and LNS staff

• Focus on divisional alignment of key expectations

Literacy Resource Teachers LNS Staff School Teams

Standing item on Literacy Team agenda Professional learning sessions with LNS staff Sharing at FOS meetings

Data walls for each TLC Artefacts of student work Rubrics created as a result of moderated marking

Professional learning opportunities in October Sharing with FOS in the fall Begin first TLC in November once EQAO data has been unpacked. Plan for subsequent TLC’s every 6 weeks

Literacy Block in place (100-120 minutes)

Principals Superintendents Integrated Literacy Team

School schedules Classroom timetables

School superintendent visits School Learning Plans submitted to local superintendent Principals to monitor using teacher planning records

September Addressed at FOS meetings, OFIP meetings/PD sessions. LNS monogram distributed system wide

Provide access to “The Family Literacy Collection” to approximately 80 schools in the system One set provided to every grade one student for use with his/her family in three family of schools and in all OFIP schools

Community relations staff Integrated Literacy Team Literacy Coordinator Grade One Teachers Principals

Use of Family Literacy collection tracked and logged

Classroom artefacts Use monitored by classroom teacher and principal

Ongoing Launched in November 2007


TCDSB NUMERACY TEAM PROFESSIONAL LEARNING MODEL

Consolidation - Alignment

Kindergarten

Math Reps

Math Tutors

New Teachers

Special Education Teachers

Teacher Candidates

Responding to student needs through the use of High Yield Strategies related to Mathematics with a focus on Differentiated Instruction

PLN Teachers • Support non-OFIP 4

Numeracy schools • Work with Family of

schools

Job-Embedded PL through: Co-teaching Coaching Lesson Study Divisional Meetings

Math Resource Team • Provide in-services and support for OFIP 4 Numeracy Schools• Communicate regularly with PLN teachers to promote

alignment of instructional strategies • Update/revise Mathematics documents and materials

Improving Mathematics Pedagogical Content • common content knowledge (curriculum) • specialized content knowledge (goes beyond the

curriculum to knowledge of mathematics needed specifically for the work of teaching - but not intertwined with knowledge of students)

• knowledge of students and content (when students go wrong, what are their misconceptions)

• knowledge of teaching and content (what strategies to use to deliver the content) – Debora Ball

Unpack EQAO data and help schools focus on SMART goals


OFIP - Support for 49 OFIP 4 Numeracy Schools at the Junior Level • Analysis of EQAO data • Use of all available assessment data to identify SMART goals and implement High Yield Strategies (HYS) as reflected in the

school learning plan • Workshops for school staff on Math content and Nelson resources and modeling of High Yield Strategies • Classroom support for Junior Division teachers and principal Math Tutors

Family Math Nights • Math Resource Team works with parents to help support children’s mathematical learning at home • Meetings occur at various school locations throughout the year Resources: • “Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario” (MOET 2003) • “Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special

Education Needs, Kindergarten to Grade 6” (MOET 2005) • EQAO Resources: Framework documents, Student Roster, etc. • “Teaching and Learning Mathematics: The Report of the Expert Panel on Mathematics in Grades 4 to 6 in Ontario“ (MOET

2004) • “Helping Your Child Do Math, A Guide for Parent’s – Ontario Early Years Strategy” (MOET 2007) • “Indicators of an Effective Mathematics Program: A Guide for Principals” (TCDSB) • “Indicators of an Effective Mathematics Program: Teacher Self Assessment ”(TCDSB) • The NELSON Math Series K to 3 completing; The NELSON Math Series 4 to 6 • The NELSON Mathematic’s website www.nelson.com/nelson/school/elementary/mathK8 • “The Ontario Curriculum Grades 1-8: Mathematics” (MOE 2005) • “Persisting Questions” (TCDSB: Educational Research Team) • PLN Operational Protocols (TCDSB) • Data Integration Platform (Educational Research Team) • OSAPAC software

NUMERACY Student Learning and Achievement

• Math Resource Team works with York University/Faculty of Education Pre-service Teacher Candidates to provide a tutoring program for students struggling with Mathematics




NUMERACY Student Learning and Achievement Strategies Responsibility




OFIP 4 - support for 49 schools at the Junior Level • Analysis of EQAO

data to develop SMART goals as reflected in the school learning plan

• Workshops by Math Team on math content and Nelson resources, modeling of High Yield Strategies (HYS) guided by the school learning plan: i.e. Differentiated Instruction, use of manipulatives and technology

• Classroom support for Junior Division Teachers and principals

Superintendents Principals Math Resource Team In collaboration with Educational Research Team

Continued collaboration and liaison with the Educational Research Team to assure that decisions are informed by data Math Resource Team works with school staff to analyze data Use of all available assessment data to help identify SMART goals and to implement High Yield Strategies (HYS) Math Resource Team delivers workshops for OFIP schools (4 half days) Teachers will implement High Yield Strategies (HYS) during Mathematics lessons Greater alignment of instructional practices across the system

Opportunities to discuss progress at weekly meetings of Math Resource Team; reflect on practices developed and implemented by completing Student Achievement Dialogue: Persisting Questions Principal ensures that SMART Goals are reflected in school learning plan Teachers reflect on practice during divisional meetings by completing Indicators of an Effective Mathematics Program: Teacher Self Assessment Principals monitor progress regarding the use of data to identify a focus strand Implementation of High Yield Strategies in the classroom; principals monitor during

September to October Analysis of data - Math Resource Team works with principals and school staff to analyze data November Math Team determines OFIP 4 Numeracy schools and communicates to Education Council January to June Workshops and support by Math Resource Team for Junior Division Teachers and principals


Improved EQAO scores and CAT-3 scores

classroom visits by completing Indicators of an Effective Mathematics Program: A Guide for Principals Sharing of artefacts Superintendents monitor progress within their family of schools

Math Tutors • Math Resource

Team works with York University/ Faculty of Education pre-service teacher candidates to provide a tutoring program for students struggling with Mathematics

• Teacher candidates receive monetary compensation for their work

Math Resource Team Principals Classroom Teachers

Math Tutor program with pre-service teacher candidates in OFIP 4 Numeracy schools Math Tutors meeting with small groups of level 1 and level 2 students in selected schools

Monthly in-services with Math Tutors to work with manipulatives and to discuss progress Feedback from classroom teachers and principals regarding progress Math Resource Team collects lesson plans from tutors Improved performance on report card mark Anecdotal notes from classroom teachers

October Math Resource Team contacts York University/Faculty of Education concurrent and consecutive programs to advertise program November Math Resource Team meets with teacher candidates to review program Teacher candidates are assigned to OFIP 4 Numeracy schools by Math Resource Team November to May Tutors work with students at schools regularly discussing progress with classroom teachers


Family Math Nights • Math Resource Team

works with parents to help support children’s mathematical learning at home

Math Resource Team Principals Teachers

Planned Family Math Nights occur at various school locations throughout the year Students and parents demonstrate an improved attitude towards Mathematics

Math Resource Team will monitor participation at Family Math Nights Feedback from principals, teachers and parents Progress will be discussed at Math Resource Team meetings

September to June Math Resource Team offers Family Math Nights to all OFIP 4 Numeracy schools and arranges dates for interested school communities Principal and classroom teachers communicate dates of Family Nights to parent community and encourage parents to attend


Build Capacity to Lead • Build capacity to lead by providing professional learning opportunities for all teachers • Professional learning focuses on Mathematics content and pedagogy, use of technology and manipulatives, and HYS Professional Learning Series

Alignment and Coordination of Instructional Strategies

Job-Embedded Professional Learning • PLN Teachers, Math Resource Team and classroom teachers take part in Job-Embedded professional learning through:

coaching, co-teaching, lesson study, divisional meetings Math Reps

New Teacher Induction Program and Teachers New to Grade • In-service days for teachers new to the profession will focus on Math content, instructional strategies, and assessment

strategies

NUMERACY Instructional Leadership

• Support implementation of PLN model in schools with release time for teachers • PLN Teachers provide classroom support for family of schools

AQ Courses offered through York University (ABQ Intermediate, AQ P/J Part I, II, and III) • Professional learning opportunities offered by York University • AQ Primary/Junior Part I students are offered a $400 rebate for completing the course

• Consistency in the delivery of system-wide professional learning • PLN Teachers consult with the Math Resource Team on an ongoing basis to ensure alignment

• One representative from each school is selected to relay information from the Math Department to teachers and the principal


Resources: • “A Guide to Effective Instruction in Mathematics Kindergarten to Grade 6” (MOET 2006) • “Combined Grades: Strategies to Reach a Range of Learners in Kindergarten to Grade 6” (MOET 2007) • “Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario” (MOET 2003) • EQAO Resources: Framework documents, Student Roster, etc. • “Indicators of an Effective Mathematics Program – A Guide for Principals” (TCDSB) • “The Literacy and Numeracy Webcast Series” (www.curriculum.org) • PLN Operational Protocols (TCDSB) • Data Integration Platform (Educational Research Team) • The NELSON Math Series K to 3 • The NELSON Math Series 4 to 6 • “The Ontario Curriculum Grades 1-8: mathematics” (MOET 2005)




NUMERACY Instructional Leadership Strategies Responsibility


Monitoring of Progress Timelines/ Communication

Build Capacity to Lead by providing professional learning opportunities for Math Resource Team and Professional Learning Network (PLN) teachers Professional learning focuses on the teaching of mathematics content and pedagogy, use of technology and manipulatives, and HYS

C & A Superintendent Math Resource Team

Math Resource Team and PLN Teachers take part in professional learning opportunities Math Resource Team and PLN Teachers incorporate instructional strategies acquired through professional learning when providing teachers and principals with workshops and classroom support

Math Resource Team and PLN Teachers reflect on practice and discuss progress regarding effectiveness of professional learning activities at monthly PLN meetings C & A Superintendent provides opportunities, oversees participation in professional learning activity and monitors progress

September to June C & A Superintendent invites Math Resource Team and PLN Teachers to participate in professional learning opportunities Math Resource Team and PLN Teachers take part in professional learning opportunities provided and seek out new professional learning opportunities

Support implementation of PLN model in schools with release time for teachers PLN Teachers provide classroom support for family of schools

Superintendents Principals Math Resource Team

PLN Teachers meet with staff from selected schools to share instructional practices PLN Teachers meet monthly with Math Resource Team to ensure alignment of goals and strategies

Feedback from teachers and principals in family of schools

Sharing of artefacts among teachers in family of schools

PLN Teachers reflect on progress and discuss at PLN meetings

Superintendents monitor progress in family of schools

September to June PLN Teachers visit schools and support professional learning for teachers PLN Teachers meet with teachers and principals from family of schools


Professional Learning Series (PLS) – Math Resource Team support school leaders (Principals, PLN Teachers) by preparing workshops which allow participants to interact with and analyze data, set goals, and make evidence-based decisions

Superintendents Principals Math Resource Team Educational Research Team PLN Teachers

Coordination with Educational Research Team to prepare resources to be used by schools in order to make data-based decisions

Feedback from superintendents, principals and PLN Teachers

September to June Math Resource Team prepares and delivers workshops for principals and PLN Teachers Math Coordinator invites PLN Teachers and C&A Superintendent invites principals

AQ Courses offered through York University (ABQ Intermediate, AQ P/J Part I,II, III) • Math Team

promotes professional learning opportunities offered by York University

• Primary/Junior Part I students are offered a $400 rebate for completing the course

York University Principal Math Team

Continued high levels of registration for these courses

Feedback from teacher participants Classroom artefacts Principal monitors progress

September to June York University offers courses Courses advertised in Director’s Bulletin Math Resource Team sends out flyer to teachers and principals Principals encourage staff to participate in program Teachers enroll in courses


Alignment and Coordination of Instructional Strategies

Superintendent Principal Math Resource Team PLN Teachers

Regular meetings with PLN teachers and Math Resource Team to discuss Numeracy plan of action and ensure consistency Consistency in the delivery of system-wide professional learning PLN teachers consult with the Math Resource Team on an ongoing basis Math Resource Team and PLN teachers take part in professional learning opportunities (e.g. OAME Conference, Leadership Conference, Ministry LNS training, etc.)

Self-reflection by Math Resource Team and PLN teachers to provide anecdotal feedback Progress in school monitored by principals using Indicators of an Effective Mathematics Program - A Guide for Principals Progress monitored by Superintendents within family of schools using the school learning plan as a guide

September to June Monthly meeting with PLN Teachers and Math Resource Team Ongoing professional learning (e.g. OAME Conference, OMCA Conference, etc.) Leadership Conference, Ministry LNS Training, etc.)

Job-Embedded Professional Learning: • Coaching • Co-teaching • Lesson study • Divisional Meetings

Superintendents Principals Math Resource Team PLN Teachers

A shared repertoire of practices and knowledge through the use of the various strategies: coaching, co-teaching, lesson study, reflection, etc. Implementation of HYS

Anecdotal reports from classroom teachers, PLN Teachers, Math Resource Team

Math Resource Team and PLN teachers reflect on practice and discuss progress

Improved student achievement on CAT 3 and EQAO Assessment.

Principals monitor progress in terms of alignment and implementation of HYS guided by the school learning plan

Superintendents monitor progress in terms of alignment and implementation of HYS within family of schools

September to June Math Resource Team and PLN Teachers take part in job-embedded professional learning and meet to review progress


Math Reps • one representative

from each school is selected to relay information from the Math Department to elementary school teachers and principals

Principals Math Resource Team Math Reps

Informational meetings delivered by Math Resource Team in September, January, and March Math Rep shares information with school staff

Principal encourages Math Rep to attend meetings and provides opportunity for Math Rep to share information with staff

September to June Information is communicated to Math Reps via email and the 3 scheduled meetings throughout the year Math Reps share information with school staff through emails and at staff meetings

New Teacher Induction Program • Two half day

in-services for teachers new to the profession which will focus on Math content, instructional strategies, and assessment strategies


New teachers attend workshops New teachers Implement the mathematics curriculum using the Nelson Program New teachers begin to implement HYS

Feedback from NTIP participants Principal encourages attendance and monitors progress Superintendent encourages attendance and monitors attendance

November & JanuaryMath Resource Team offers one in-service in November and a follow-up session in January New teachers attend in-services

Teachers New to Grade • Two half day

in-service days for teachers new to the profession which will focus on Math content, instructional strategies, and assessment strategies


Teachers new to grade attend workshops Teachers new to grade Implement the mathematics curriculum using the Nelson Program Teachers new to grade begin to implement HYS

Feedback from participants Principal encourages attendance and monitors progress Superintendent encourages attendance and monitors attendance

November & JanuaryMath Resource Team offers one in-service in November and a follow-up session in January Teachers new to grade attend in-services


EQAO and CAT/3 Analysis • Continued collaboration and liaison with the TCDSB Educational Research Team to ensure data-informed decision-making • Provide support for schools as they develop and work on SMART Goals that reflect data-based decision making PRIME (Professional Resources and Instruction for Mathematics Educators) • K-6: Expansion of Prime Training for Primary Division teachers and Special Education teachers to improve diagnosis,

provide accurate remediation and differentiate instruction ONAP (Ontario Numeracy Assessment Program) • Grade 5: Begin using ONAP for Junior Division teachers (in OFIP 4 Numeracy schools) to improve diagnosis, provide

accurate remediation and differentiate instruction Resources: • TCDSB: CAT 3 Guide • EQAO Resources: Framework documents, Student Roster, etc. • ONAP - Ontario Numeracy Assessment Program by Nelson • PRIME - Professional Resources and Instruction for Mathematics Educators by Nelson • Data Integration Platform (Educational Research Team)

NUMERACY Assessment and Evaluation



NUMERACY Assessment and Evaluation Strategies Responsibility




EQAO and CAT/3 – analysis of data to inform practice; provide schools with strategies to unpack available data

Superintendents Principals Math Resource Team PLN Teachers In collaboration with Educational Research Team

Continued collaboration and liaison with the TCDSB Educational Research Team to ensure data-informed decision-making Continued and expanded use of all available assessment data to inform both school and board action plans in Mathematics Participation of Math Resource Team and PLN Teachers in school professional learning events and divisional meetings

Schools develop and work on SMART Goals that reflect data-based decision making SMART Goals are reflected in School Learning Plan Principal monitors progress of SMART goals Superintendent monitors progress of SMART goals as stated in School Learning Plan

September to June PLS Meetings Math Resource Team and PLN Teachers visit with teachers and principals


PRIME - K-6: Expansion of Prime Training for Primary Division Teachers and Special Education teachers to improve diagnosis, provide accurate remediation and differentiate instruction

Principal Math Team PRIME Facilitator PLN Teachers

PRIME Facilitators will train local teachers in use of PRIME Teachers gain ability to accurately diagnose gaps and provide appropriate remediation for struggling students Improvement in conceptual understanding and achievement for all students

Teachers monitor progress on Key Assessment testing Review of report card scores EQAO results Principals will monitor progress in terms of student achievement

January PRIME Facilitators will train teachers in using PRIME January to June Classroom teachers will use PRIME

ONAP – Grade 5, 7: Begin using ONAP for Junior Division Teachers (in OFIP 4 Numeracy schools for Grade 5; in all schools for Grade 7) to improve diagnosis, provide accurate remediation and differentiate instruction

Principal Math Resource Team PRIME Facilitators PLN Teachers Classroom Teachers

Ability to accurately diagnose gaps and provide appropriate remediation for struggling students. Improvement in conceptual understanding and achievement of all students Math Resource Team will in-service junior division teachers (in OFIP 4 Numeracy schools) in the use of ONAP

Teachers monitor progress through Key Assessment Questions Review of report card scores EQAO results Principals will monitor progress in terms of student achievement

January Math Resource Team will in-service Junior Division Teachers in using ONAP January to June Classroom teachers will use ONAP


Manipulatives • Math Resource Team and PLN Teachers help classroom teachers organize and implement the use of manipulatives Combined Grades Guides • Implementation of Combined Grades Guides in combined classes Kindergarten In-services in Math • Math Resource Team train Kindergarten teachers on the use of the mathematics program and instructional strategies in

teaching Mathematics Differentiating Instruction through Assistive Technology with a Cross-curricular perspective • Math Resource Team, in collaboration with Literacy Resource Team, provides workshops for teachers integrating math

content, assistive technology and discuss how these strategies can be applied across various curricula In-servicing for York University Faculty of Education Pre-service Teacher Candidates • Math Resource Team provides in-servicing for teacher candidates on the Nelson program Resources: • “Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario” (MOET 2003) • “Combined Grades: Strategies to Reach a Range of Learners in Kindergarten to Grade 6” (MOET 2007) • “Education for All: The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special

Education Needs, Kindergarten to Grade 6” (MOET 2005) • “The Kindergarten Program” (MOET 2006) • “Teaching and Learning Mathematics: The Report of the Expert Panel on Mathematics in Grades 4 to 6 in Ontario“ (MOET

2004) • The NELSON Math Series K to 3 • The NELSON Math Series 4 to 6 • “The Ontario Curriculum Grades 1-8: mathematics” (MOET 2005) • Ontario Curriculum Unit Planner (www.ocup.org) • eWorkshop (www.eworkshop.on.ca) • LNS Monographs

NUMERACY Curriculum and Instructional Strategies




NUMERACY Curriculum and Instructional Strategies Strategies Responsibility




Manipulatives Math Resource Team and PLN help schools with: • Organization • Use of manipulatives

Superintendents Principals Teachers Math Resource Team PLN Teachers

Math Resource teachers and PLN teachers help organize and take inventory of manipulatives Math Resource Team and PLN teachers will embed professional learning with the use of manipulatives in all in-services Manipulatives used by all teachers in order to promote conceptual understanding

Self-reflection by classroom teacher on the use of Manipulatives; teachers use Indicators of an Effective Mathematics Program: Teacher Self Assessment Anecdotal feedback from Math Resource Team and PLN teachers Principal uses Indicators of an Effective Mathematics Program: A Principal’s Guide to monitor progress to monitor progress Superintendent monitors progress

September to December Math Resource Team and PLN teachers assist teachers with organizing manipulatives Math Resource Team and PLN teachers support classroom teachers by providing assistance on the use of manipulatives


Implementation of Combined Grades Guides

Principals Math Teachers Teachers Math Team PLN Teachers

Math Resource Team distributes combined grades resources to schools Math Resource Team and PLN teachers provide assistance on the use of combined grades resources for teachers Math Resource Team presents Combined Grades Guides through differentiated instruction at Math Reps meetings

Feedback from classroom teachers Principal ensures combined grade resources are present and in use in combined grade classes

September Combined Grades Guides distributed to schools October Math Rep Meeting to discuss Combined Grades Guides September to June Classroom teachers use Combined Grades resources for combined classes

Kindergarten In-services on mathematics instructional strategies and the use of the mathematics program

Principal Kindergarten Lead Teacher Math Resource Team Classroom Teachers

Training of Kindergarten teachers on the use of the mathematics program

Self-reflection by classroom teacher on effect on practice Anecdotal feedback from Math Resource Team Sharing of artefacts Principal monitors progress

September to October Math Resource Team provides in-servicing and support Classroom teachers implement strategies

Differentiating Instruction for math content through integration of assistive technology with a cross-curricular perspective

Math Resource Team, in collaboration with Literacy Resource Team

Math Resource Team in collaboration with Literacy Resource Team provide workshops for teachers integrating math content, assistive technology and discuss how these strategies can be applied across various curricula Teachers will apply concepts and strategies acquired in workshops in their classrooms

Anecdotal feedback from facilitators Feedback from classroom teachers Artefacts from classroom work

January to June Facilitators provide workshops and classroom support on use of assistive technology and Differentiated Instruction with math content Teachers implement strategies and technology


Math Resource Team provides workshops for teacher candidates in York University Faculty of Education Pre-Service Program

Math Resource Team

Math Resource Team provides two half day in-services for Primary/Junior and Junior/Intermediate teachers on the Nelson program and on assessment

Anecdotal feedback from York University Course Directors and teacher candidates

October and November Math Resource Team provides two half day in-services - one in each month


OFIP: Ontario Focused Intervention Partnership 2007 - 2008 Group 1 (9) 2006-07, 2007-08

School Group Principal Supt. of Ed. LNS Student Achievement Officer St. Angela 1 O, Pariselli P. Crawford Lara Chebaro/Brian Murray

St. Stephen 1 L. Mazzucco P. Crawford Lara Chebaro/Brian Murray St. Charles Garnier 1 L. Alonzi D. Yack Lara Chebaro/Brian Murray

D'Arcy McGee 1 S. Matulic J. Nespolo Lara Chebaro/Brian Murray Santa Maria 1 M. Fantauzzi (LSA) J. Nespolo Lara Chebaro/Brian Murray St. Matthew 1 C. Stroz J. Nespolo Lara Chebaro/Brian Murray

St. Nicholas of Bari 1 J. Pannozzo (LSA) J. Nespolo Lara Chebaro/Brian Murray Pope Paul VI 1 G. Vicente J. DiGiovanni Lara Chebaro/Brian Murray Stella Maris 1 P. D'Ornellas J. DiGiovanni Lara Chebaro/Brian Murray

Group 2 (11) 2006-07, 2007-08

School Group Principal Supt. of Ed. LNS Student Achievement Officer Holy Child 2 T. Morsillo P. Crawford Lara Chebaro/Brian Murray

St. John the Evangelist 2 S. Carbone (LSA) P. Crawford Lara Chebaro/Brian Murray James Culnan 2 L. Ugrin C. Tovey-Shackleton Lara Chebaro/Brian Murray St. Augustine 2 M. Iamundo D. Yack Lara Chebaro/Brian Murray

Blessed Trinity 2 F. Savoia (LSA) M. McMorrow Lara Chebaro/Brian Murray Our Lady of Victory 2 T. Martire J. Nespolo Lara Chebaro/Brian Murray

St. Mary of the Angels 2 A. Epifanio J. DiGiovanni Lara Chebaro/Brian Murray St. Raymond 2 A. Butler J. DiGiovanni Lara Chebaro/Brian Murray

*St. Francis Xavier 2 W. Aristizabal J. Nespolo *St. Theresa Shrine 2 P. Accogli F. Piddisi

*St. Timothy 2 R. Macchia M. McMorrow * added Oct. 2007


OFIP: Ontario Focused Intervention Partnership 2007 - 2008 Group 3 (18) 2007-08

School Group Principal Supt. of Ed. Resource Teacher Canadian Martyrs 3 L. Pennacchio B. Brand Jill Eason

Christ the King 3 C. Pillo C. Tovey-Shackleton Joanne Saragosa Holy Spirit 3 P. Keyes G. Dagenais Robin Bethke

Our Lady of Grace 3 D. Culotta G. Dagenais Michele McCarthy Our Lady of Lourdes 3 J. Nazar B. Brand Jill Eason

Regina Mundi 3 J. Provenzano J. Nespolo Maureen Murphy Sacred Heart 3 M. Samler G. Poole Michele McCarthy St. Ambrose 3 C. Shaw C. Tovey-Shackleton Joanne Saragosa St. Anthony 3 D. Kairys-Wojdyo J. DiGiovanni Barbara Muron St. Benedict 3 B. Swanek P. Crawford Mary Cairo St. Charles 3 J. Bellissimo J. Nespolo Maureen Murphy

St. Columba 3 C. Hay G. Poole Michele McCarthy St. Gerald 3 R. Leone M. McMorrow Maureen Murphy

St. Isaac Jogues 3 L. Meneguzzi G. Dagenais Robin Bethke St. Maria Goretti 3 P. Sullivan F. Piddisi Robin Bethke

St. Martha 3 D. Bognar D. Yack Al Ricci St. Thomas Aquinas 3 M. Stepien J. Nespolo Barbara Muron

Sts. Cosmas + Damian 3 M. Bernardi J. Nespolo Al Ricci OFIP Board Strategy Team : Mark Fenwick Josie DiGiovanni Teresa Paoli Jim Saraco Gina Iuliano Marrello Michael Colella Dolores Cascone Bridget Harrison, SAO Marina Vanayan Camilla Martin SAO + Co-Leader - Toronto and Region Team Maria Kokai


OFIP 4 Literacy Schools School Resource Teachers AREA 1 ST. JOSAPHAT M. Cairo ST. MARCELLUS M. Cairo ST. JOHN VIANNEY M. Cairo MSGR JOHN CORRIGAN M. Cairo ST. ANDREW M. Cairo AREA 3 ST. GERARD MAJELLA A. Ricci ST. RAPHAEL M. McCarthy ST. WILFRED M. McCarthy ST. BERNARD A. Ricci ST. JANE FRANCES A. Ricci AREA 4 ST. NORBERT M. Murphy ST. ANTOINE DANIEL M. Murphy AREA 5 OUR LADY OF ASSUMPTION M. Murphy AREA 6 SENHOR SANTO CRISTO B. Muron ST. CLARE B. Muron ST. LUIGI B. Muron ST. RITA B. Muron AREA 7 BLESSED JOHN XXIII J. Eason HOLY NAME J. Eason AREA 8 ST. ALBERT R. Bethke ST. DUNSTAN R. Bethke AREA 10 ST. THOMAS MORE M. McCarthy OFIP 4 PRIMARY LITERACY AND JUNIOR NUMERACY


OFIP 4 Numeracy Schools: Junior Division only 2007-2008 (49 Schools)

School Repeat Resource Teachers AREA 1 Msgr John Corrigan A. D’Armento St. Andrew A. D’Armento St.Dorothy R A. D’Armento St. John Vianney L. Sposato AREA 2 Mother Cabrini L. Sposato St. Elizabeth L. Sposato St. James L. Sposato St. Leo R L. Sposato St. Louis R L. Sposato St. Mark L. Sposato AREA 3 St. Bernard A. D’Armento St. Conrad R A. D’Armento St. Jane Frances L. Sposato St. Jude L. Sposato St. Philip Neri R A. D’Armento St. Roch R L. Sposato St. Simon L. Sposato AREA 4 Bl. Kateri Tekakwitha A. D’Armento St. Antoine Daniel A. D’Armento St. Paschal Baylon A. D’Armento St. Robert A. D’Armento AREA 5 Immaculate Conception R L. Sposato Our Lady of Assump A. D’Armento St. Fidelis A. D’Armento St. John Bosco R C. LeMoine St. Monica C. LeMoine AREA 6 St. Cecilia C. LeMoine St. Clare C. LeMoine St. Francis of Assisi R C. LeMoine St. Luigi C. LeMoine St. Mary C. LeMoine


AREA 7 Blessed John XXIII C. LeMoine Holy Cross C. LeMoine Holy Name C. LeMoine St. Joseph R C. LeMoine St. Paul R C. LeMoine AREA 8 Precious Blood A. Nemes St. Boniface R A. Nemes St. Dunstan A. Nemes St. Joachim R A. Nemes St. Lawrence R A. Nemes St. Nicholas R A. Nemes AREA 10 St. Bede A. Nemes St. Edmund Campion A. Nemes St. Elizabeth Seton A. Nemes St. Malachy R A. Nemes St. Martin de Porres A. Nemes St. Richard R A. Nemes St. Thomas More A. Nemes

18 of the 49 OFIP 4 NUMERACY SCHOOLS are Repeats from last year LEGEND The following OFIP 3 NUMERACY Schools from last year are OFIP LITERACY schools this year: OFIP 3 LITERACY 06-07 St. Francis Xavier OFIP 2 R OFIP 3 NUMERACY 06-07 St. Ambrose OFIP 3 St. Anthony OFIP 3 St. Thomas Aquinas OFIP 3 The following OFIP 3 NUMERACY Schools from last year will be supported by PLN Teachers this year: St. Barbara St. Domenic Savio


SCHOOL LEARNING PLAN 18 MONTH CYCLE

ELEMENTARY 2007 ELEMENTARY April

review School Learning Plan

May TCDSB Learning Improvement Plan

June System-wide P.A. Day

• on-going review of assessment data

• administration of EQAO [P,J] + CAT/3 [2,5,7]

• update Data Walls, monitor students to watch

• Running Records 3

• Final report card

Summer

September revision of SLPlan based on new data

System-wide P.A. Day

• review EQAO P/J results

• CAT/3 results [2,5,7]

• set local targets in DIP for 3 + 6

• administer RAD diagnostic in gr. 7 + 8 • Running Records 1

• DIP / Data Walls / Reaching Readers October post School Learning Plan

November • 1st report card • Running Records 2 December

2008

January

February System-wide P.A. Day

• administer RAD diagnostic in gr. 7 + 8

• DIP / Data Walls / Reaching Readers review + re-post School Learning Plan

• Running Records 3

• 2nd report card March


• on-going review of assessment data April

review School Learning Plan

May TCDSB Learning Improvement Plan

June System-wide P.A. Day

• admin.of EQAO [P,J] + CAT/3 [2,5,7]

• update Data Walls, monitor students to watch • Running Records 4

• final report card

Summer

September revision of SLPlan based on new data

System-wide P.A. Day

• review EQAO P/J results

• CAT/3 results [2,5,7]

• set local targets in DIP for 3 + 6

• administer RAD diagnostic in gr. 7 + 8 • Running Records 1

• DIP / Data Walls / Reaching Readers October post School Learning Plan

November • 1st report card • Running Records 2 December


PROFESSIONAL LEARNING NETWORKS Professional Learning Networks (PLN) are based on a collaborative approach to professional learning that facilitate networking and reflective inquiry among teachers, divisional teams and schools in building staff capacity to lead and learn together. Professional Learning Networks provide aligned support across the Toronto Catholic District School Board that is ongoing and deeply embedded in classroom work with students. Currently, there are 35 Professional Learning Networks located in schools that focus on specific system initiatives in the areas of: Literacy, Numeracy, Health and Active Living and Learning, Guidance, Early Years, Special Education and the Arts. The following chart outlines the scope of the PL Networks across the Toronto Catholic District School Board.

Area of Focus Professional Learning Network Sites

Literacy K-8 St. Angela St. Sebastian Divine Infant

Our Lady of Guadalupe Precious Blood

Numeracy K-8 St. Marcellus St. Rita Divine Infant

St. Raphael Our Lady of Lourdes

Literacy 7-10 Bishop Allen St. Francis de Sales Marshall McLuhan

St. John Pope John Paul II

Numeracy 7-10 St. Dorothy St. Antoine Daniel Archbishop Romero

St. Boniface Blessed Mother Teresa

Healthy Active Living and Learning K-12 Holy Child St. Simon St. Luke

Our Lady of Fatima St. Barnabas

Guidance K-8 St. Gregory St. Wilfrid D’Arcy McGee

St. Dunstan St. Elizabeth Seaton

Early Years St. Timothy St. Paul Special Education (Autism) Our Lady of Sorrows Holy Angels The Arts Father Redmond


These Professional Learning Networks are characterized by the following qualities as outlined by Dufour and Eaker (1998): commitment to improvement of student learning and achievement job-embedded professional learning collaborative teams and collective inquiry assessment for learning using evidence-based decision-making commitment to Differentiated Instruction and success for all students.

Professional Learning Network (PLN) Teachers

PLN teachers require a broad portfolio of teaching experiences at various levels and in various school communities. Experience in leadership roles and working with adult learning principles are essential. A first-hand working knowledge of group facilitation, coaching, peer mentorship and collegial collaboration are paramount. The qualifications of a PLN teacher include a thorough understanding and a desire for professional learning in:

TCDSB system priority areas professional learning community literature and research best practices in their area of focus ICT enabled learning assessment for learning Differentiated instruction reflective practice.

Professional Learning Network Teachers work with school staff, TCDSB central staff (Coordinators, Resource Teachers, Special Services staff) and superintendents to provide opportunities for job-embedded professional learning that is aligned with system initiatives and the TCDSB Learning Improvement Plan. PLN Teachers focus on evidence-informed decision making, assessment for learning and differentiated instruction as reflected in local needs. They have a strong knowledge in their focus area and offer expertise in effective research-based instructional practices. This sustained job-embedded learning helps teachers apply newly acquired skills and approaches into classroom practice with the goal of improving student learning. PLN teachers focus on working effectively with individual teachers, school teams and divisions to provide instructional coaching and support over time. This may include demonstrations, moderated marking sessions, coaching, co-teaching, reflective inquiry, workshops and networking sessions.


TRUSTEES 2008

Wards

1. Joseph Martino 416-512-3401 2. Ann Andrachuk, Vice-Chair 416-512-3402 3. Sal Piccininni 416-512-3403 4. Mary Cicogna 416-512-3404 5. Maria Rizzo 416-512-3405 6. Christine Nunziata 416-512-3406 7. John Del Grande 416-512-3407 8. Oliver Carroll 416-512-3408 9. Catherine LeBlanc-Miller, Chair 416-512-3409 10. Barbara Poplawsk, Honorary Treasurer 416-512-3410 11. Angela Kennedy 416-512-3411 12. Paul John Crawford 416-512-3412 Diego Noronha, Student Trustee 416-512-3413

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