Delivers AnotherOpportunity for Success…

Credit RecoveryA Guide for Educators

Toronto Catholic District School Board

Kevin KobusDirector of Education

Oliver CarrollChair of the Board

Toronto Catholic District School Board TRUSTEES

Ward Name Ward Name 1 JosephMartino 7 JohnDelGrande 2 AnnAndrachuk 8 OliverCarroll 3 SalPiccininni 9 CatherineLeBlanc-Miller 4 MaryCicogna 10 BarbaraPoplawski 5 MariaRizzo 11 AngelaKennedy 6 ChristineNunziata 12 PaulJohnCrawford

IhorKorbabicz,StudentTrustee

Toronto Catholic District School Board80 Sheppard Avenue East,Toronto, Ontario M2N 6E8

Tel. 416.222.8282

www.tcdsb.org

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TCDSB Schools Deliver Credit Recovery

Message from Student Success Leader ....................................................................6

Success for All Background .......................................................................................7• Student Success Phases I, II, III ...........................................................................7

Credit Recovery Background ....................................................................................8• Credit loss Prevention ..........................................................................................8• Credit Rescue .......................................................................................................8

Advantages of Credit Recovery ................................................................................9• King Report Recommendation ...........................................................................9

Ministry of Education Guiding Principles ...............................................................10

Strategies to Support Credit Recovery Programs ...................................................11• School Organization ..........................................................................................11• Staffing ................................................................................................................11• Programming.......................................................................................................11• Facilities ...............................................................................................................11• Resources ............................................................................................................11

Outcomes for Students ............................................................................................. 12• Student Feedback .............................................................................................. 12• Teacher Feedback .............................................................................................. 12

Student Eligibility Criteria for Credit Recovery ...................................................... 1�

Team Collaboration: Mailbox Analogy ................................................................. 14

Team Composition .................................................................................................... 15• Credit Recovery Team/Student Success Responsibilities ............................... 15• Credit Recovery Team Description from the Ministry of Education .............. 15

Individual Roles and Responsibilities of Key Participants Specific to Credit Recovery ................................................................ 16• Lead Credit Recovery Teacher ......................................................................... 16• Credit Recovery Teacher .................................................................................. 16• Administrator...................................................................................................... 16• Student Success Teacher ................................................................................... 17• Guidance Counsellor ........................................................................................ 17• Subject Teacher.................................................................................................. 17• Student ................................................................................................................ 17

“ Knowledge is food for the soul.” - Plato

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Table of Contents:

General Delivery Strategies ....................................................................................18• Expected Time Requirements............................................................................18• Scheduling..........................................................................................................18• Credit Recovery Models ...................................................................................18• Mandatory Criteria for Credit Recovery Models ...........................................18

Mandatory Criteria for All TCDSB Credit Recovery Programs ............................19

TCDSB Credit Recovery Model Descriptions .........................................................20• Model A: Subject Related ................................................................................20• Model B: Within the Context of Learning Strategies Course .......................20• Model C: Independent .....................................................................................20

Credit Recovery Models Comparison Chart .........................................................21

Credit Recovery Resources ......................................................................................22• Mary Ward Credit Recovery Course Binders .................................................22• Plato ....................................................................................................................2�• Sample Forms and Additional Resources ........................................................2�

Credit Recovery Assessment Practise ......................................................................24• Introduction ........................................................................................................24• Assessment Practice ...........................................................................................24-25• Policy Compliance Checkpoints.......................................................................26-27

Appendices ...............................................................................................................28• Student Success Commission Guiding Principles-Ministry of Education• Credit Recovery Companion-Toronto Catholic District School Board

“You can’t beat the person who never gives up.” - Babe Ruth

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Acknowledgements

Sincere appreciation and acknowledgement is given to Mary Eileen Donovan former Student Success Leader and Superintendent of Education, Toronto Catholic School Board for her assistance, encouragement and leadership in the development of this resource. Ms. Donovan’s vision, commitment and genuine belief in the principle that all students can achieve their goals, inspired this project.

Special thanks are given to Dianne Banasco, Sheila Gilkinson, Bonita Latchman, Daniel Reszczynski, and Josephine Quaglietta, Secondary Teachers, Toronto Catholic District School Board for sharing their knowledge and insight. Also, a sincere thank you is extended to John Ryall in Curriculum and Accountability, and Franca Cellucci, Trillium Toronto Catholic District School Board, for their leadership and expertise.

The writing team would like to acknowledge the Tri-board Project on Credit Recovery Resource. This innovative approach to credit recovery programming, initiated by Waterloo Region, Grand Erie and Hamilton-Wentworth District School Boards provided leadership and vision in the creation of this resource.

Project Leader and Writer: Lisa McGuckin Student Success Lead Resource Teacher, Toronto Catholic District School Board

Writers: Lily Mavrogiannis Secondary Teachers, Toronto Catholic District School Board

Anna Maria Rotatore Secondary Teachers, Toronto Catholic District School Board

Vanessa Cadamuro, Secondary Teachers, Toronto Catholic District School Board

Design and Layout: Business & Office Centro

“ Optimism is the faith that leads to achievement. Nothing can be done without

hope and conf dence.” - Helen Keller

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Message from the Student Success Leader

Dear Teachers and Principals,

The secondary schools of the TCDSB are guided by the Ontario Catholic School Graduate Expectations that help students develop to their fullest potential as contributing and responsible members of society. We best achieve this goal when we work together as students, parents and educators. It is also critical to our mission to do our very best to serve all of the students who come to us.

The following manual is intended to help guide you in that mandate to educate and nurture those students who may be most in need of a second chance or a caring adult. We know that Credit Recovery is an essential option for students who experience failure within their first two years of high school. In order for Credit Recovery to succeed, strong links have to be forged between all teachers, counsellors, support workers and administrators within a school community. It is equally important for the Credit Recovery team to consider the whole child and all of the factors that may have contributed to the student’s previous lack of success.

The credit recovery model is one of the legitimate means of achieving and cultivating student success. Within that model students must have an opportunity to demonstrate achieving course expectations in a variety of ways. It is in creating a more individualized and differentiated learning environment that we are likely to accomplish our goal of bringing a number of our previously struggling students to success.

I offer sincere appreciation for all your many efforts in supporting the students of the TCDSB on a daily basis. May God bless and guide you in your vocation.

Loretta NottenSuperintendent of Student Success

“For surely you know the plans I have for you – plans for a future with hope” - Jeremiah 29

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Student Success Background

In 200�, the McGuinty government began a new phase in education when student success became a priority. The government began working with every school board to ensure that programs were in place to help students who were identified as at risk. “Nearly 27% of grade 9 students in Ontario did not earn their compulsory first year credits and are already facing an uphill battle towards graduation.” (Ministry of Education release May �0th 2006). These initiatives would be comprised of a multi-year student success strategy, which would allow all students to customize their education based on their individual goals, skills and interests.

Phase One of the Provincial Student Success Strategy was introduced in 200� to provide the Intermediate level with remediation and assistance:

1. Revision of grade 9 & 10 math curriculum.2. Six new compulsory locally developed credit courses to provide greater choice for struggling students in grades 9 & 10.�. An investment of $51 million to provide a student success leader for every board and resources for principals and teachers to deliver local action plans to meet specific needs of students across the province.4. An investment of $18 million for lighthouse projects aimed at increasing credit accumulation, reducing dropout rate, encouraging students who have left school to return and to link to colleges.5. An investment of $45 million to support the improved delivery of technological education through new and upgraded facilities.

Phase Two of the Provincial Student Success Strategy was introduced in 2005 to expand on the success of phase 1. It further intensified the effort to re-engage students in the learning process and improve graduation rates:

1. $18 million to expand the 99 projects available and to add 26 more lighthouse projects.2. $89 million for 1,�00 high school teachers this year, including 800 new or designated Student Success Teachers, dedicated to help struggling students.�. Class size limits for some key courses.

Phase Three of the Provincial Student Success Strategy was introduced in 2006 to increase the educational achievement of all Ontario high school students through greater coordination and dedicated legislation:

1. A new specialist high skills major to the Ontario Secondary School Diploma.2. Introducing legislation that will, if passed, keep students in school or a workplace training agency until 18 years of age or they graduate.�. Expanding cooperative education programs through increased partnerships with business and community organizations.4. Creating new dual credit programs to allow students to earn several credits towards an OSSD through post secondary and apprenticeship courses.5. Introducing a coordinated effort and formal links between high school and post secondary destinations to help students reach their full potential.

“For surely you know the plans I have for you – plans for a future with hope” - Jeremiah 29Guiding Principle #1: Credit Recovery is part of a whole school culture and has

equal status with other forms of course delivery.

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Credit Recovery Background

In order to ensure the design and implementation of innovative programs that would meet the needs of all students, the Ministry of Education required that every Board submit an annual action plan for Student Success. As such, TCDSB’s action plan clearly outlines the initiatives, programs and supports that are to be undertaken to address four key areas identified by the Ministry as the Four Pillars of Student Success: Literacy, Numeracy, Pathways, and Community, Care and Culture. Under the fourth pillar, TCDSB further supports the Ministry’s Student Success Initiative by adding the strength of Catholicity. The plan focuses on Grades 7-12 students and specifically targets those students at risk of not graduating.

Research shows that students who fail to earn credits early in high school are at a significantly greater risk of dropping out. As such, credit recovery serves as a key intervention for at risk students, particularly at the Grade 9 and 10 levels. Credit Recovery is one component of the Student Success initiative that encompasses all four pillars. It is part of a multi-pronged challenge to re-engage students in school by providing them with an opportunity to earn credits that they have previously failed to achieve. Programs are individually designed to provide instruction and strategies that focus only on those course expectations that were not successfully met in the initial attempt at the credit.

Credit Recovery programs help assist the student in developing learning skills needed for academic success and further facilitate the achievement of the Student Success Goals by:

Increasing graduation and student retention rates. Preparing students to make seamless transitions from elementary to secondary school and secondary school to the post secondary destination of their choice. Improving opportunities for all our students to achieve their desired destination through a variety of programs, supports, assessment strategies and pathways.

Other viable student success interventions are:

Credit Loss Prevention: This in-class strategy focuses on assisting students from encountering difficulties in their courses by supporting and aggressively monitoring their progress.

Credit Rescue: This strategy can be used in-class or offered as a withdrawal method of support and focuses on remediation while the student is initially attempting the credit.

As your school-wide student success program develops you may implement a variety of intervention strategies to assist struggling students achieve success. This will be a shared ownership amongst all staff that will provide your students with a greater systematic approach to learning.

“It is not the actual physical exertion that counts towards a man’s progress, nor the

nature of the task, but the spirit of faith which it is undertaken.” - St. Francis Xavier

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Credit Recovery:

One of the main focuses of a credit recovery program is the improvement of learning skills needed for academic success. The program may:

Target particular curriculum expectations that students have failed to achieve. Include behavioural or other supports. Involve the recovery of two or more credits. Involve both independent and group learning. Be combined with remedial programs, and may accommodate continuous intake. (Excerpt from Strategies for Student Success, Ontario Ministry of Education pamphlet, 2005)

Advantages of Credit Recovery

Vehicle for addressing the 10 indicators of success identified by the Ministry of Education

1. Credit accumulation for Grade 9 & 10.2. Pass rates in compulsory subjects.�. Pass rates in the Ontario Secondary School Literacy Test.4. Workplace credit course offerings.5. College Preparation Courses.6. Locally developed compulsory courses.7. Cooperative education related courses.8. Annual school leaver rate.9. Grade 7 & 8 students at risk.10. Mark distribution range of 50% to 59% and 60% to 69%.

Clearly identified learning expectations, leading to a consistency in all TCDSB schools. In school option for remediation of lost credits. Students gaining a greater opportunity to achieve 16 credits by the end of Grade10.

Credit Recovery: Key Recommendation of the King Report Phase 4:

1. Remediation must begin a the first semester of Grade 9.2. Opportunities should be made available for “credit recovery”.�. Courses should be more closely tailored to student’ abilities and career goals.4. All students should have access to courses that will prepare them for their future.

Guiding Prinviple #2: Credit Recovery is not a replacement for effective, positive instruction and intervention

during the initial credit attempt including the normal supports provided through Special Education.

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Credit Recovery Guiding Principles: Ministry of Education

The Ministry of Education established a Student Success Commission whose mandate was to explore, advise and endorse the government’s implementation of student success initiatives. This unique partnership, comprised of six members representing all teacher federations and six members representing all levels of school board management, began their review with Credit Recovery. In order to provide Ontario Secondary Schools with support upon which to build their credit recovery programs, the Student Success Commission established thirteen Guiding Principles as follows:

1. Credit Recovery is part of a whole school culture and has equal status with other forms of course delivery.2. Credit Recovery is not a replacement for effective, positive instruction and intervention during the initial credit attempt including the normal supports provided through Special Education. �. Credit Recovery is one of several options for any student who fails, but the final determination of Credit Recovery Placement is made by the Credit Recovery Team.4. Decisions regarding the final placement in Credit Recovery programs must consider all factors that limited success.5. The final credit granting for Credit Recovery programs is the responsibility of the Principal.6. Access to Credit Recovery must be through a recommendation by the Principal and agreed to by the student and, where appropriate (e.g. students under the age of majority), the parent(s)/guardian(s) who must share some responsibility for the learning. 7. Credit Recovery programming must consider all factors that limited success in the initial program.8. The teacher of the initial program (Subject Teacher) must provide the Credit Recovery Team with relevant information to be considered when placing the student.9. Programs must be pedagogically sound and have real and credible educational value. The integrity of the recovered credit must be preserved by the student demonstrating achievement of the overall course expectations.10. Students must have an opportunity to meet course expectations. Students must have an opportunity to demonstrate achieving course expectations in a variety of ways.11. Within a Board’s capacity to deliver Credit Recovery programs and adhering to the terms and conditions of collective agreements, Credit Recovery programs should be available to every student in publicly-funded schools and are to be delivered by members of the Ontario College of Teachers employed by the Board.12. Eligibility to gain access to a Credit Recovery program shall be based on a variety of indicators and not solely on a mark designation.1�. The final mark should reflect the achievement of all course expectations. Depending on the student’s Credit Recovery program, the mark may be based solely on performance in the Credit Recovery program or may include results from the initial course and/or measures of prior learning. Regardless of the method used to determine the final mark, the evaluation practices must be consistent with Ministry and Board policy.

“The sun does not shine for a few trees and f owers, but for the wide world’s joy.”

- Henry Ward Beecher

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Strategies to Support Credit Recovery Programming

School OrganizationThe creative structuring and set up of your credit recovery program should provide: In-school models that fill a gap left by alternatives such as after-school remediation, Night School or Summer School. Flexible models in delivery and scheduling that meet the needs of students, e.g., time-tabling of Credit Recovery early in the day to provide students with a positive entry to the school day and support throughout the day.

StaffingPurposeful staffing is integral to Credit Recovery success. A suitable teacher should have exceptional communication skills, both with the students as well as with other teachers and community members. These teachers: Are committed to the program. Hold high expectations for student achievement. Deal with students in a “holistic” approach. Teach within their related disciplines. Relate to disengaged youth. Advocate for “at risk” students. Liaise with Administration, Guidance, Special Education, Student Success teacher and classroom teachers.

ProgrammingInnovative approaches to programming should also consider: Student-centered instruction. Wide variety of teaching-learning strategies. Self-esteem building strategies. Differentiated instruction and assessment options begin with the needs of students. Opportunities to reflect, enhance learning, and help students develop metacognitive skills. Curriculum developed to facilitate skills necessary for success at school. For example: time management, organizational skills, coping skills.

FacilitiesWhenever possible schedule credit recovery courses in: Classes which have access to computers. Classes that are positive environments and include access to school wide resources.

ResourcesTCDSB has enlisted the staff of Mary Ward to develop complete recovery packages to further assist teachers in the delivery of credit recovery courses. Materials should be made available to the staff well before the course is offered, giving staff an opportunity to consider teaching it, or being of some other assistance in terms of volunteer time or resources. Some of these resources are: Mary Ward Units Plato, E-Class (Continuing Education Units) TCDSB Credit Recovery Assessment Resources Ministry of Education Credit Recovery Course (available fall 2006) www.elearningontario.ca/eng/strategy/12��.asp

Guiding Principle #3: Credit Recovery is one of several options for any student who fails,but the f nal determintation of Credit Recovery Placement is made by the Credit Recovery Team.

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Student Outcomes

Credit Recovery Creates a Positive Outcome for Students by:

Increasing their opportunities for success. Increasing their engagement to further education. Helping them follow and attain their chosen pathway. Improving the school climate.

In short, the credit recovery programs provide further opportunity for success, breaking the cycle of failure and disengagement that results in low credit accumulation, and of enabling students to move forward in their education.

“We are workers, not master builders; ministers, not messiahs.

We are prophets of a future not our own,” - Archbishop Romero

Student Feedback

“Credit Recovery jump started my interest in school and gave me a second chance.”

“My teacher in credit recovery reminded of how much teachers care.”

“Thanks to credit recovery I will actually be able to graduate with my friends.”

“Without credit recovery I would have dropped out of school.”

“Credit recovery was a lot of work but it really paid off.”

Teacher & PrincipalFeedback

“Finally an intervention strategy to put my students back on track.”

“This strategy allowed me the flexibility of individual programming and working one on one to help individual

students succeed.”

“This program has helped raise the moral of staff and students throughout my school.”

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Student Eligibility Criteria for Credit Recovery

The criteria established to determine a student’s eligibility for credit recovery must be based on a variety of indicators and not solely on a mark designation. As such, the decision regarding the final placement in a Credit Recovery program must consider all factors that limited success in a student’s initial attempt of a credit. Credit recovery should not be considered a replacement for effective, positive instruction and intervention during the initial credit attempt including the normal supports provided through Special Education.

Following is a list of criteria that may be used to assist Principals and the Credit Recovery Teams in determining a student’s suitability for placement in the program.

Students are:

In Grade 9 or 10. At risk of leaving school without an OSSD because of multiple failures. With the cognitive ability to meet Level 1 achievement expectations. Committed to attending the program. Willing to develop the work habits and study skills that enable them to work successfully and independently. Not engaged in extreme behaviours that would compromise the Credit Recovery classroom environment.

For students who are disengaged and whose regular attendance at school is hindered by social-emotional factors, or other mitigating circumstances, Credit Recovery can be considered suitable where supports are in place prior to and during delivery of the program. i.e. Social work, CYWs, guidance counsellors etc. These supports are essential in providing this group of students with additional, ongoing opportunities to revise goals, directions and destinations. (Guiding Principles, 2, 4, 7, 12)

When referring students for credit recovery opportunities, schools can implement existing referral processes such as:

SBST Students At Risk meetings Grade/Mark meetingsCase Conferences

Meetings for credit recovery referrals should occur regularly, and on a consistent basis, allowing for continuous intake into this program.

Guiding Principle #4: Decisions regarding the f nal placement in Credit Recovery

programs must consider all factors that limited success.

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Team Collaboration

When implementing any new initiative, it is important that all team members work together to achieve a consultative development of framework and procedures. This will ensure that all schools can align services without duplication, help to maintain open lines of communication, and enlist support from the entire school community.

Consider your team analogous to a mailbox:

Team Responsibilities

Pass on the Mail

Review student profile for credit recovery program.

Track successful students.

Credit Recovery Team Receives the Mail

Ministry of Education Student Success

Commission ReportReview all 13 guiding principals & TCDSB

Credit Recovery Guide.

Decipher the Mail

Decide on the model of delivery, team members and meeting times for

credit recovery. Purposeful staffing is critical.

During a staff meeting relay the details of the credit recovery

program and introduce the credit recovery team.

Distribute Mail to your School Community

“ We always f nd those who walked closest to Christ were those

who had to bear the greatest trials.” - St. Teresa of Avila

Evaluate the Mail

Review and revise, on an ongoing

basis, your credit recovery program.

Open the Mail

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TCDSB Credit Recovery Team Composition (Subset of Student Success):

Principal or designateHead of Guidance and/or designate

Head of Special Education and/or designateStudent Success Teacher

Credit Recovery Lead Teacher

Team Responsibilities

Review and understand all implications of the Ministry initiatives allowing for effective communication with staff.Alignment of all services and programs to meet the needs of students at risk.Assign roles and responsibilities to ensure effective programs.Follow up on programs with intent to evaluate and revise the programs. Monitor evaluation and reporting procedures as per TCDSB Policies (i.e. entry, exit marks, Trillium Companion Mark entry as appropriate).Establish student eligibility criteria based on acceptable board models and Credit Recovery Guiding Principles.Developing a Professional Learning Community approach to promote an awareness, understanding and support for the Credit Recovery program. Marketing of credit recovery as an appropriate intervention for students at-risk (i.e. classroom visits, newsletters).

Credit Recovery Team Description from Ministry of Education

The Credit Recovery team is a sub-set of the School Student Success Team.As a minimum requirement, when considering the placement of a student into Credit Recovery programs, the Credit Recovery Team must be comprised of the Principal or designate, the Student Success Teacher and the Guidance Head or designate where there is no collective agreement provision for a Guidance Head.Where appropriate, other staff, including, for example, professional support staff personnel, subject specific secondary teachers, Credit Recovery Teachers, a Special Education Head or designate and elementary feeder school staff, may be utilized on the Credit Recovery Team when discussing individual student placement in Credit Recovery programs.The Credit Recovery Team will convene periodically as required to determine the Credit Recovery placement of a student who has failed a course.

Guiding Principle #5: The f nal credit granting for credit Recovery program is

the responsibility of the Principal.

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Individual Roles and Responsibilities of Key ParticipantsSpecific to Credit Recovery

Credit Recovery Lead Teacher

If your credit recovery program is large enough to require more than one teacher you will need to assign one teacher in a lead role. This lead teacher will be responsible for the following:

Membership on the Student Success/Credit Recovery team. Receiving all student referrals for credit recovery. Presenting all referrals to the team for placement consideration. Liaison with other credit recovery teachers and board personnel. Adhering to the role of credit recovery teacher (see below).

Credit Recovery Teacher

Plan and implement course of study in consultation with subject teachers. Access necessary available courses of study and resources. Complete tracking forms. Record credits recovered by students in Credit Recovery Companion (if so determined by SS Team) and forward generated reports to Guidance for distribution to parent/ student and OSR. Conduct conferences with the students, including the interim interview on progress and exit interviews . Consultation with credit recovery lead teacher.

Administrator

Must provide a vision of credit recovery as a viable intervention strategy consistent with the Board and Ministry policies. Determine appropriate staff allocation for credit recovery. Schedule regular meeting opportunities. Budget for credit recovery. Sign-off on student eligibility for credit recovery.

“Life is a succession of cries and moments when we have to rediscover who

we are and what we really want.” - Jean Vanier

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Individual Roles and Responsibilities of Key ParticipantsSpecific to Credit Recovery Continued...

Student Success Teacher

Introduce students to the Credit Recovery Teacher. Consult with staff who will be referring students for Credit Recovery. Ensure that Credit Recovery courses of study and resources are available for the teacher.

Guidance Counsellor

Work collaboratively to determine appropriate placement of students in credit recovery. Work with credit recovery teachers to ensure inputting of marks in Trillium Credit Recovery Companion. Track individual student achievement data for longitudinal study. Monitor/counsel student (re: progress, achievement, pathways).

Subject Teacher

Shall provide the Credit Recovery Team with relevant information to be considered when placing the student. Shall complete a Recommended Course Placement Form. Shall provide a breakdown of the marks. Shall provide a reason for credit recovery placement. Shall complete a Credit Recovery profile for each student who has failed the course.

Student

Adhere to the expectations of the credit recovery program (i.e. student contract). Demonstrate attendance, behaviour, and work habits necessary for success. Complete course of study, seeking assistance from the teacher as necessary.

Guiding Principle #6: Access to Credit Recovery must be through a recommendation by the

Principal and agreed to by the student and, where appropriate (e.g. students under the age of

majority), the parent(s)/guardian(s) who must share some responsibility for the learning.

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General Delivery Strategies

Although Credit Recovery courses have equal status with all other courses within a school, it is by nature unique. Using best practices teachers must provide individual learning opportunities for students at risk. A large amount of independent study with teacher guidance and support will ensure the recovery of missed expectations thereby preserving the integrity of the credit. Consideration of the following flexible practices will facilitate an optimal learning environment:

Peer helpers are incorporated into the classroom. Small study groups can form for the teaching portion of the lesson. One-on-one instruction will take place. Flexible time frames for course completion. On-line learning (Plato, E-class).

Expected Time Requirements and Commitments for Program Delivery

The Credit Recovery Program is designed to run over the course of a full semester or year, (with the exception of the alternative sites) and depending on the size of the school, may be offered in one or both semesters. Students may recover as many credits as they can, as long as they complete all of the requirements of each course that is attempted. Time required to recover a credit will vary with student ability, attendance, and motivation.

Scheduling

Provincial credit recovery class codes have now been introduced to support greater timetabling flexibility. The student’s timetable has a Credit Recovery (RCR) course code assigned to a time slot and the student attempts to recover the credits he or she is able to within the semester time frame. Those recovered credit course codes are then entered into the student’s transcript when they are successfully completed.

Credit Recovery Models

The TCDSB supports three different models of credit recovery. These models have been developed in consultation with high school Student Success Teachers, Credit Recovery teachers and are endorsed by TCDSB Education Council. Additionally, these models have been reviewed and aligned with the thirteen Guiding Principles recommended by the Student Success Commission on behalf of the Minister of Education (June 28, 2006). These current effective practices address individual school needs, timetable complexities, student’s age and school organizational structures. Furthermore, these models have been created with an innovative approach to the implementation of credit recovery programs.

Mandatory Criteria for Credit Recovery Models

The TCDSB has established a standard set of criteria to be practiced in all credit recovery programs throughout all secondary schools within the board. See chart on page 14.

“Freedom is not worth having if it does not include the freedom to make mistakes.”

- Mahatma Gandhi

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Mandatory Criteria for All TCDSB Credit Recovery Programs

Entry Mark No minimum entry mark.

Exit Mark No maximum exit mark.

Recommended # of Credits Recovered

� to 4 credits per semester (this will depend on the number of expectations that need to be recovered).

Class Size Maximum 15 students per teacher depending on the model.

Course Code All credit recovery courses are scheduled as RCR. Students must be scheduled into a credit recovery course to receive the completed credit.

Staffing Purposeful staffing is essential to a good credit recovery program. Principal shall make every attempt to staff qualified teachers in the subject area.

Tracking of Students at Risk Student Success Teachers work with the Credit Recovery Teachers to ensure proper tracking of all the students.

Priority Target Group 1st priority Grade 9 & 10 Students at risk. 2nd priority Grade 9 & 10 identified students. �rd priority Senior students.

Resources Mary Ward ModulesPlatoE-Class TCDSB Assessment ToolsMinistry of Education on-line courses

Determing Missed Expectations

Use of Board written assessment pieces for Math and English.Communication with the original teacher.Communication with the SST.

Courses offered 1. 1st priority Grade 9 & 10 Compulsory courses. 2. 2nd priority Grade 9 & 10 optional courses.�. �rd priority Grade 11 & 12 courses.No university subjects at the grade 12 level should be offered through credit recovery.

Scheduling All RCR credits must be officially scheduled within the school timetable.

Mark Recording See TCDSB Credit Recovery Companion (Appendix).Access to Trillium Companion for mark recording may have to be done in consultation with Guidance.

“Guiding Principle #7: Credit Recovery programming must consider all factors

that limited success in the initial program.

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Credit Recovery Model Descriptions

Model A: Subject Related

This is the most commonly used model, and is scheduled into a time slot on an individual student’s timetable and coded RCR. Based on the number of missed expectations, this model allows for the recovery of two similar, possibly three, subjects per period. Although students are encouraged to pursue independent study, due to the amount of instructional time missed, teacher direction is required for a large portion of the course delivery. This model is suitable for students who have missed a large number of expectations and need more intense support and direction.

Model B: Within the Context of the Learning Strategies Course

This model affords students the opportunity to obtain a full credit course while attempting recovery of failed courses. By offering Credit Recovery within the context of a Learning Strategies Course, the students are provided with not only time to recover credits but also with meaningful strategies to assist them in all of their learning. The Learning Strategies course is teacher directed while other attempted credits will be completed largely through independent study. Scheduling for this model has two components, both of which must be scheduled and recorded as per Trillium policy. Achievement of a full credit GLS must be recorded as such in Trillium while the recovered credits are recorded in credit recovery companion.

Model C: Independent

This model is suitable to alternative style schools (Fraser). Students will be working independently accessing help only when needed. Teacher serves as support rather than instructional guides, conferencing with students on a regular basis. This model is suitable for students who have not missed a large number of expectations and need less intense support and direction. If offering Credit Recovery within the context of a senior Learning Strategies Course (GLS for 0, the students are provided with time to recover credits but also meaningful strategies to assist them in all of their learning. Scheduling for this model may have two components, both of which must be scheduled and recorded as per Trillium policy. Achievement of a full credit senior GLS must be recorded as such in Trillium while the recovered credits are recorded in credit recovery companion.

“Success is the ability to go from failure without losing your ethusiasm.”

- Sir Winston Churchill

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Credit Recovery Models Comparison Chart

Individual schools will have the flexibility to choose one or a combination of the available models when structuring their school credit recovery programs.

Variable Components

Program Structure

Benefits

This model will benefit students who:

Recoverable Subjects

Number of Credits Attainable

Staffing Model

Model ASubject Related•Will occur within the framework of an RCR scheduled section with two related failed subjects offered per period.

•Example: English/Social Science

•Clustering of subjects within different periods throughout the year allows for flexibility in timetabling.

•This model is teacher directed.

•Have missed instructional time and have not met many of the course expectations.

•Have missed a large number of expectations.

•Need more intense direction and support.

•Compulsory and elective courses.

•�-4 credits per semester depending on the number of expectations that need to be covered.

•Preferable to have teacher qualified in the subject area(s) or team teaching.

•Teachers may need to have access to computers

Model BLearning Strategies•Will occur within the framework of the Learning Strategies Course (GLS).

•This model will need to have two scheduling components: one for the full credit GLS course and a sunrise or sunset course for RCR.

•Teacher directed GLS course. RCR to involve independent work.

•Require study skills.

•Require structured class setting.

•Compulsory and elective courses.

•Students can recover one, possibly two credits within this model depending on the number of expectations that need to be covered.

•Students can also earn a GLS credit.

•Teachers may need to be qualified in guidance and other areas to best suit this model.

•Teachers may need to have access to computers.

Model CIndependent•Will occur within the framework of RCR scheduled as a sunrise or sunset course allowing students to achieve additional credits.

•An additional credit may be earned within the framework of a senior GLS course.

•Several courses running at the same time.

•This model is not Teacher directed.

•Student works independently accessing help when needed.

•Can work independently

•Do not need to recover a large number of expectations per failed course.

•Are senior students.

•Are missing many credits.

•Compulsory and elective courses. •�-4 credits per semester depending on the number of expectations that need to be covered.

•Several teachers may be team teaching.

•Teacher(s) are acting as tutor.

•Teachers may need to have access to computers.

“Guiding Principle #8: The teacher of the initial program (Subject Teacher) must provide the

Credit Recovery Team with relevant information to be considered when placing the student.

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Credit Recovery Resources

Mary Ward Model

The Mary Ward Credit Recovery course binders were developed for the TCDSB’s Student Success initiative. The binders include essential concepts and practical skills for the delivery of courses within the credit recovery program. In the quest for success and prior to the students beginning their credit recovery packages teacher should assess individual student needs, learning styles and interest and help build an environment where the student is able to control and direct their learning as they work through individual units.

Meet current OSS guidelines. Uses Mary Ward’s model of teacher facilitated, self directed learning. Are adaptable to individual student needs. Can be modified or used as a whole.

The following Mary Ward Courses are already in all TCDSB schools:

Credit Recovery Course Binders

Grade 9 Courses Grade 10 Courses Courses in ProgressCGC1D CHC2D ENG 1D

CGC1P CHC2P ENG 2D

ENG1P CHV20 ENG 2P

SNC1D GLC20 HRE1O

SNC1P SNC2D HRE 2O

MFM1P SNC2P MPM1D

MFM2P MPM2D

Math Assessment Tool

English Expectation/Alternate Resources

“Above all do nothing to diminish hope.” Anoymous

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Additional Resources for Student Success

Plato

Plato k-12 Learning Technologies provides on-line web learning modules and courses for a wide range of subjects including math, science, and English. It is an excellent tool that can be used by the credit recovery teacher to support and monitor students’ independent learning in the credit recovery classroom. Lessons, followed by opportunities to apply concepts and progress tests provide opportunities for students to develop and master course expectations. This resource allows teachers to choose and focus lessons towards missed expectations, and thus creating an individualized learning experience. Moreover, the implementation of Plato will enable the credit recovery teacher to effectively deliver a range of programs in the classroom.

TCDSB Sample Forms

TCDSB Sample forms for the implementation of credit recovery programs have been created and distributed to all secondary schools. Please contact the TCDSB Student Success Team.

Other Resources

Barrie Bennet & Carol Rolhesier (2001) Beyond Monet Bookation Inc., Toronto Richard Dufour & Rebecca Dufour (2004) Whatever it Takes National Educational Service Lisa Fraser (2005) Making your Mark LDF Publishing Inc.

Assessment For Learning. Assessment & Evaluation of Student Achievement In Catholic Schools, Intermediate & Senior Divisions, Grades 9-12, Policy 2005.

Ontario Education Resource Bank and Learning Management System www.elearningontario.ca/eng/strategy/12��.asp

“Guiding Principle #9: Programs mist be pedagogically sound and have real and credible

educational value. The integrity of the recovered credit must be preserved by the student

demonstrating achievement of the overall course expectations.

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Credit Recovery Assessment

Introduction

A Credit Recovery classroom is a unique environment. Together, the student and teacher set the pace and levels of learning, in order to best meet the needs of the student. Regardless of the model chosen for delivery of the credit recovery program in your school, contact between teacher and students allows for constant, ongoing observation and assessment. Each of the models, listed herein, allows for credit recovery teachers to further provide clear and consistent assessment criteria and processes that support learning. Frequent conferencing, both formal and informal, allows the teacher and students to create a mutual level of trust and provides students with ongoing meaningful and personal feedback on their work. Students may set personal goals for themselves including objectives and timelines that suit their learning style and assist in self-monitoring. Students should know from the outset, in collaboration with the teacher, what the culminating activities will include, and what the student will be expected to demonstrate to recover his or her credit.

Assessment Practice

Programs must be pedagogically sound and have real credible educational value. The integrity of the recovered credit must be preserved by the student demonstrating achievement of the overall course expectations. (Guiding Principle, 9)

In order to ensure that students are given the opportunity to meet course expectations not met in the previous attempt of the credit, an appropriate evaluation of the student’s suitability must take place prior to placement in a credit recovery program. (Refer to Determining Student Eligibility) The earning of a credit is based on the ability of the student to demonstrate achievement of the overall expectations of that course. Furthermore, the evaluation of tasks and/or assignments completed in the credit recovery program must adhere to the TCDSB Evaluation and Assessment Policy Document. Assessment For Learning. Assessment & Evaluation of Student Achievement In Catholic Schools, Intermediate & Senior Divisions, Grades 9-12, Policy 2005.

The final mark should reflect the achievement of all course expectations. Depending on the student’s Credit Recovery program, the mark may be based solely on performance in the Credit Recovery program or may include results from the initial course and/or measures of prior learning. Regardless of the method used to determine the final mark; the evaluation practices must be consistent with Ministry and Board policy. (Guiding Principle, 1�)

In keeping with policy documents stated above, the categories and level descriptions on the Achievement Chart must still be the reference point for all assessment practice. They provide the framework within which to assess and evaluate student achievement and the basis upon which teachers provide descriptive feedback to students on their current achievement and for suggesting strategies for improvement.

To the extent possible, the evaluation of learning skills should not be considered in the determining of percentage grades – not withstanding any that may be included as part of a curriculum expectation in a course.

“Work bears a particular mark of man and humanity, the mark of a person operating

within a community of persons.” - Pope John Paul II

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Assessment Practise Continued...The grade a student receives should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

Every effort should be made to provide frequent evaluations, especially those which are culminating activities, which are rich and comprehensive, preceded by formative assessment activities, have transparent criteria, include multiple and balanced categories of the Achievement Chart, be clearly tied to the continuum of knowledge and skills for that discipline, and be seen as meaningful and purposeful.

The principles of effective assessment as outlined in TCDSB policy document [pages 1-5] should be the basis upon which a teacher’s professional judgements are made regarding the granting of a credit.

Guiding Principle #10: Students must have an opportunity to meet course expectations.

Students must have an opportunity to demonstrate achieving course expectations

in a variety of ways.

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Checking for ValidityMy assessment and evaluation strategies:

1. address both what students learn and how well they learn

1. are based on mandated learning expectations

2. are based on the categories of knowledge and skills found in the Achievement Chart

�. are based on the achievement levels found in the achievement chart

4. are appropriate for the learning activities used, the purposes of instruction and the needs of students

5. are fair to all students

Checking for ReliabilityMy assessment and evaluation strategies:

6. are varied in nature

7. are administered over a period of time

8. provide numerous opportunities for students to demonstrate the full extent of their learning

9. include the use of samples of students’ work that provide evidence of their achievement

ü

ü

Policy Compliance Checkpoints

How congruent is my assessment plan with Ministry of Education assessment policy?

Guiding Principle #11: Within a Board’s capacity to Deliver Credit Recovery programs and

adhering to the terms and conditions of collective agreements, Credit Recovery

programs should be available to every student in publicly-funded schools and are to be

delivered by members of the Ontario College of Teachers employed by the Board.

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Source:Ministry of Education (2000) Program Planning and Assessment, page 1�Ministry of Education (1999) Guide to the Provincial Report Card, Grades 9-12, pages 5,9

Checking for ComprehensivenessMy assessment and evaluation strategies:

10. are used to inform all judgments made regarding student achievement on provincial report cards (culminating in a course percentage grade)

11. award marks and ultimately the course percentage grade only for the completion of mandated learning expectations

12. track and report on the effective use of learning skills separately from marks

1�. are used to support teacher anecdotal comments regarding student strengths and areas for improvement

14. are planned out so that 70% of the course grade is base on summative assessments conducted during the term

15. are planned out so that �0% of the course grade is based on the final evaluation(s) administered towards the end of the course

16. are planned out so that students have been explicitly taught, and have had varied opportunities to practice, the components of the final evaluation(s)

Checking for the Improvement of LearningMy assessment and evaluation strategies:

17. accommodate the needs of exceptional students, consistent with the strategies outlined in their IEP

18. accommodate the needs of students who are learning the language of instruction

19. ensure that each student is given clear directions for improvement

20. promote students’ ability to assess their own learning and to set specific goals

21. are communicated clearly to students and parents at the beginning of the course, and at other appropriate points throughout the year

22. are used to inform program improvement (reviewing course content, instructional strategies, and assessment procedures)

ü

ü

Compliance Checkpoints Continued...

Guiding Principle #12: Eligibility to gain access to a Credit Recovery program

shall be based on a variety of indicators and not solely on a mark designation.

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Appendices

Guiding Principle #13: The f nal mark should ref ect the achievement of all course

expectations. Depending on the student’s Credit Recovery program, the mark may be based

solely on performance in the Credit Recovery program or may include results from the initial

course and/or measures of prior learning. Regardless of the method used to determine the

f nal mark the evaluation practices must be consistent with Ministry and Board policy.

Ministry of Education Ministère de l’Éducation

Deputy Minister Sous-ministre

Mowat Block Édi�ce MowatQueen’s Park Queen’s Park Toronto ON M7A 1L2 Toronto ON M7A 1L2 Telephone (416) 325-2600 Téléphone (416) 325-2600Facsimile (416) 327-9063 Télécopieur (416) 327-9063

MEMORANDUM TO: Directors of Education

FROM: Ben Levin Deputy Minister

DATE: June 28, 2006

SUBJECT: Credit Recovery

On behalf of the Minister and the Student Success Commission, I am pleased to provide you with this first Memorelated to the recommendations of the Commission as it explores, advises and endorses the government’simplementation of student success initiatives.

As you know, the Student Success Commission has been meeting since the end of March. It has a dual mandate: toprovide advice to the Minister with respect to the implementation implications of current and proposed StudentSuccess Initiatives and to endorse implementation models that will promote the sector’s commitment to every student.

The members of the Commission have worked diligently and in good faith. This unique venture that enlists theexpertise, insights and political sensitivities of all levels of district school board management and the four teacherfederations, creates for all of us in public education a genuine, shared ownership that will provide our students with agreater systemic approach to learning.

The Commission, in consultation with the Ministry, identified Credit Recovery as its first area of focus becauseconsistency in existing programs is desirable and because it is an essential option for students who fail one credit ormore in Grade 9 and 10. While there are many existing good practices in the sector, each initiative requires continuedsupport and direction.

It is the role of the Commission to recommend to the Minister ways to build on and expand the current, effectivepractices and to propose innovative approaches in order to ensure that regardless of the school or Board, each studentreceives a quality Credit Recovery experience. This requires balancing centralized direction with local autonomy andalso considering a Board’s human resource capacity within the parameters of collective agreements.

All school boards will need to review their current Credit Recovery programs to ensure alignment with the directionstated in this memo. It is understood that staffing allocations and timetabling for next year are well under way. Thetimelines for the Guiding Principles and many of the process pieces take this into consideration.

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The Commission has endorsed Guiding Principles intended to provide a consistent framework for all Credit Recoveryprograms in the province. Rather than develop specific models of Credit Recovery program delivery, the Commissionfocused on characteristics of programs that best serve students. In addition to the Guiding Principles, these include thedelineation of a Credit Recovery Team, a process for Credit recovery Eligibility, a process for the transition from aninitial credit attempt to a recovered credit and a general position on Credit Recovery programs.

If you have any questions regarding the above, please contact Sue Durst, Acting Director, Curriculum and AssessmentPolicy Branch at 416-325-2576 or email sue.durst@edu.gov.on.ca

As always, my thanks for your ongoing efforts to support success for all students.

Original signed by

Ben LevinDeputy Minister

Attachment

c. Student Success LeadersGeneral SecretariesCouncil of Ontario Directors of Education (CODE)

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Credit Recovery Guiding Principles

1. Credit Recovery is part of a whole school culture and has equal status with other forms ofcourse delivery.

2. Credit Recovery is not a replacement for effective, positive instruction and interventionduring the initial credit attempt including the normal supports provided through SpecialEducation.

3. Credit Recovery is one of several options for any student who fails, but the finaldetermination of Credit Recovery Placement is made by the Credit Recovery Team.

4. Decisions regarding the final placement in Credit Recovery programs must consider allfactors that limited success.

5. The final credit granting for Credit Recovery programs is the responsibility of thePrincipal.

6. Access to Credit Recovery must be through a recommendation by the Principal andagreed to by the student and, where appropriate (e.g. students under the age ofmajority), the parent(s)/guardian(s) who must share some responsibility for the learning.

7. Credit Recovery programming must consider all factors that limited success in the initialprogram.

8. The teacher of the initial program (Subject Teacher) must provide the Credit RecoveryTeam with relevant information to be considered when placing the student.

9. Programs must be pedagogically sound and have real and credible educational value. The integrity of the recovered credit must be preserved by the student demonstratingachievement of the overall course expectations.

10. Students must have an opportunity to meet course expectations. Students must have anopportunity to demonstrate achieving course expectations in a variety of ways.

11. Within a Board’s capacity to deliver Credit Recovery programs and adhering to the termsand conditions of collective agreements, Credit Recovery programs should be available toevery student in publicly-funded schools and are to be delivered by members of theOntario College of Teachers employed by the Board.

12. Eligibility to gain access to a Credit Recovery program shall be based on a variety ofindicators and not solely on a mark designation.

13. The final mark should reflect the achievement of all course expectations. Depending onthe student’s Credit Recovery program, the mark may be based solely on performance inthe Credit Recovery program or may include results from the initial course and/ormeasures of prior learning. Regardless of the method used to determine the final mark,the evaluation practices must be consistent with Ministry and Board policy.

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Credit Recovery Team

1. The Credit Recovery team is a sub-set of the School Student Success Team.

2. As a minimum requirement, when considering the placement of a student into CreditRecovery programs, the Credit Recovery Team must be comprised of the Principal ordesignate, the Student Success Teacher and the Guidance Head or designate where thereis no collective agreement provision for a Guidance Head.

3. Where appropriate, other staff, including, for example, professional support staffpersonnel, subject specific secondary teachers, Credit Recovery Teachers, a SpecialEducation Head or designate and elementary feeder school staff, may be utilized on theCredit Recovery Team when discussing individual student placement in Credit Recoveryprograms.

4. The Credit Recovery Team will convene periodically as required to determine the CreditRecovery placement of a student who has failed a course.

Process for Credit Recovery Eligibility

1. For each student who fails a course, the Subject Teacher shall complete a RecommendedCourse Placement Form that is limited to the teacher’s recommendation for one of thefollowing options:

• Repeating the entire course at the same or a different level• Summer school• Night School• Credit Recovery

Where Credit Recovery is recommended, the Subject Teacher shall provide the followinginformation:

• The final mark for the course• A breakdown of all marks for the course attached to the Recommended Course

Placement Form using whatever format the Subject Teacher employs forrecording marks

• Reasons for Credit Recovery recommendations

While the professional opinion of the Subject Teacher is the primary source for a CreditRecovery placement, there may be exceptional circumstances when the Credit RecoveryTeam may determine that Credit Recovery is an appropriate placement for a student whois not recommended by the Subject Teacher. This determination will most often occurwhen the Subject Teacher does not have all of the information related to a student that isavailable to the Credit Recovery Team. In these exceptional situations, the Principal, ordesignate, may require the Subject Teacher to submit a modified Recommended CoursePlacement Form containing the following components:

• The final mark for the course

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• A breakdown of all marks for the course attached to the Recommended CoursePlacement Form using whatever format the Subject Teacher employs forrecording marks

2. The Recommended Course Placement Form will be submitted to the Credit RecoveryTeam.

3. Students to be considered for placement in a Credit Recovery program will be identifiedby the Credit Recovery Team based on the Recommended Course Placement Formand/or additional information, if required. For any additional information, the CreditRecovery Team and/or the Student Success Teacher should consult with the SubjectTeacher, a Professional Student Support worker or any other person deemed by the CreditRecovery Team to be relevant.

Credit Recovery Profile

1. Where the Credit Recovery Team identifies a student for eligibility in a Credit RecoveryProgram, the Subject Teacher shall complete a Credit Recovery Profile and submit it tothe Credit Recovery Team.

2. The Credit Recovery team shall ensure that the Credit Recovery Profile is given to theCredit Recovery Teacher.

3. The Credit Recovery Profile could include such items as:

• Units/concepts/expectations not successfully achieved• Relevant Learning Skills information

4. The Recommended Course Placement Form and the Credit Recovery Profile may becombined into one form with two parts. The Recommended Course Placement Form(Part 1) would be completed as per the above and submitted to the Credit RecoveryTeam. For a student selected for Credit Recovery, the combined Form would be returnedto the Subject Teacher and the Credit Recovery Profile (Part 2) would be completed andreturned to the Credit Recovery Team. Whether a Board uses a combined Form or twoseparate Forms, they must be completed by the end of the semester or by the end of theyear depending on the school structure.

Credit Recovery Learning Plan

1. For students who are recommended for and who accept entrance into a Credit Recoveryprogram, a Credit Recovery Learning Plan will be developed by the Credit RecoveryTeacher in consultation with the student and will be shared with the student and theparent/guardian of the student if under the age of majority.

2. If the Credit Recovery Team believes that it is in best interest of the student, the studentand the parent/guardian of the student if under the age of majority may be required tosign the Credit Recovery Learning Plan.

3. Based on the Credit Recovery Profile, the Credit Recovery Learning Plan is intended toaddress the individual student’s needs and should include such items as:

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• Attendance expectations• Workload expectations• How units of instruction to be recovered will be identified• Which units of instruction will be recovered• Whether or not a culminating activity / end task will be required• How a final mark will be determined

Relationship between the Credit Recovery Teacher and the Subject Teacher

Both the Subject Teacher and the Credit Recovery Teacher should be encouraged to consult witheach other as needed in order to provide the maximum support for the student. It is understoodthat this is voluntary and will be in direct relation to the availability of time and resources.

Credit Recovery Programs

1. All Credit Recovery programs must be consistent with Guiding Principles 1, 9, 10, 11, 12and 13.

2. All Credit Recovery programs must be based on any current Ministry of Educationapproved courses.

3. Local courses and resources that support viable Credit Recovery and are consistent withthe Guiding Principles should continue to be used and developed.

Ministry Support for Credit Recovery Implementation

1. Funds have been allocated for Credit Recovery programs supported through theprovision of a catalogue of alternative strategies and resources for curriculumdelivery in both English and French available through the Learning ManagementSystem (LMS), the Learning Objects Repository (LOR) and Serviced'apprentissage médiatisé franco-ontarien ( SAMFO). The Ministry will makeevery attempt to meet the following timelines, including appropriate ProfessionalDevelopment in the use of the LMS/LOR/SAMFO:

September 2006:

• Grade 9 Applied Math , Applied English• Grade 10 Applied Math, Applied English, Français appliqué,

Mathématiques appliqué

February 2007:

• Grade 9 Applied French, Sciences appliqué, Français appliqué,Mathématiques appliqué

• Grade 10 Open Civics, Applied Science, Sciences appliqué

September 2007:

• Grade 9 English appliqué (French)

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• Grade 10 Éducation à la citoyenneté

Ministry supports for the additional courses using the LMS, LOR and SAMFO resourcesshall be completed based on the Ministry’s analysis of MISA data and the indicators forsuccess, on the capacity of the Ministry and on timelines established by the Ministry.

2. Defined Student Success Teams to be effective for Semester 2 next year.

3. Mark determination (Ministry assessment and evaluation Policy) for CreditRecovery to be effective for Semester 2 next year.

4. Ministry exemplars in the form of templates for Recommended Course PlacementForms to be effective for Semester 2 next year.

5. Ministry exemplars in the form of templates for Credit Recovery Profile to beeffective for Semester 2 next year.

6. Ministry exemplars in the form of templates for Credit Recovery Learning Plan tobe effective for Semester 2 next year.

7. Ministry clarification of reporting for both the quantitative and anecdotalapplication of credit recovery.

8. Support and monitoring by SSL’s and Field Services to assist School Boards inworking towards the adherence to the Guiding Principles and processcomponents.

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Toronto Catholic District School Board80 Sheppard Avenue East, Toronto, Ontario M2N 6E8

Tel: 416.222.8282

www.tcdsb.org

Kevin KobusDirector of Education

Oliver CarrollChair of the Board