Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Ugo Rossi

TRUSTEE: Joseph Martino

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

Don Bosco Catholic Secondary School

Loretta Notten

2 St Andrew's Blvd Toronto ON M9R 1V8

709STUDENT ENROLMENT:

www.tcdsb.org

Catholic Education Centre80 Sheppard Avenue East Toronto ON M2N 6E8

Superintendent of Education, Curriculum and Accountability Team

Josie Di Giovanni

Angela GauthierAssociate Director, Academic Services

Ann AndrachukChair of the Board

Director of Education

2010 - 2011

IMPROVEMENT PLANSCHOOL LEARNING

9 - 12

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron

Chair of the BoardAnn AndrachukDirector of Education Don Bosco Catholic Secondary SchoolAnn Perron

20102011

Natalie Rizzo, Student Trustee12. Nancy Crawford11. Angela Kennedy10. Barbara Poplawski9. Jo-Ann Davis, Vice-Chair8. Tobias Enverga7. John Del Grande6. Frank D'Amico5. Maria Rizzo4. Patrizia Bottoni3. Sal Piccininni2. Ann Andrachuk, Chair1. Peter Jakovcic

Wards

2010 - 2011

School

(i.e. 9-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Don Bosco Catholic Secondary School

Focus : Literacy / 9-12

20102011School year:

Specific

- 67% of students with IEPs were not successful (16 students out of 24) - ELL students - there are 59 eligible to write. We will review individual cases for deferrals and for those needing extra support - Credit accumulation for grade 10 applied level students is 75% All grade 10 students enrolled in grade 10 applied level English will demonstrate an increase in attaining their grade 10 applied English credit from the current 64.5 % to 75% (56/74 students ) by improving their literacy skills in 1) inferencing 2) making connections 3) conventions after 2-3 TLCP cycles in 2010-2011 A team of 11 teachers (English, science, religion, history, civics and careers) will work collaboratively throughout 1 TLCP cycle in semester 1 and 2 in semester 2 focussing on the following learning skills: inferencing 2) making connections 3) conventions in order to achieve the smart goal.

To increase the success rate of our applied level student on OSSLT test scores by 10% (of 143) All grade 10 students enrolled in grade 10 applied level English will demonstrate an increase in attaining their grade 10 applied English credit from the current 64.5 % to 75% (56/74 students ) by improving their literacy skills in 1) inferencing 2) making connections 3) conventions after 2-3 TLCP cycles in 2010-2011

Measurable

Review CAT3 and EQAO Grade 6 scores for grade 9 and 10 students Review report cards and mid term marks, paying specific attention to History, Geography and English marks to flag students at-risk Review credit accumulation in History, Geography and English - and using this information to assess what students are at risk Review the data and OCA scores to identify students needing extra support and assistance Review the data from TLCP and post assessments to indicate student improvements and those requiring additional support Review progress report for grade 9 and 10 students in semester one and identify students at risk

Attainable

SEF Indicators: Assessment for Learning (1.2) During learning, students receive ongoing, descriptive feedback based on success criteria, from the teacher and from peers. School - processes and practices are in place to recognize and celebrate student progress - at staff meetings and throughout school. In the classroom, interviews and learning conversations with small groups, pairs and students used to clarify understanding of achievement throughout lesson/unit of study. (DI and SSI focus Best Practices) Students use success criteria/rubrics as a basis for discussion with peers and or teachers to reflect on their progress and plan next steps - increase student awareness and involvement in student learning and success. SEF Indicators Assessment for Learning (1.5): A variety of valid and reliable assessment data is used by students and teachers to monitor learning, inform instruction and assessment and determine next steps. AT school level, students profiles are shared in a confidential manner - via Exchange of information, monthly Student Success Team Meetings and at staff meetings. (Discuss students) - to identify what areas are of concern, establishing and implementing support (Guidance/SST/Literacy Lead). In the classroom - a variety of assessment strategies and tools that meet the needs of all students are used to improve learning and inform instructional decisions. For example, SSI Focus - to improve success - teachers are using the TLCP cycle to improve inferences, making connections and conventions. Pre assessment examines student success and establishing student success criteria. Teachers are reflecting on student work and determining strategies that will best serve student achievement and success. Information is collected through common assessment tools (Pre Assessment of TLCP) and shared in Monthly meetings as part of the assessment for learning process. Students use assessment data to refine their work, plan next steps and monitor their own progress. Teachers share assessment strategies with the students in order to provide feedback about their learning needs and advocacy. SEF Indicators: School and Classroom Leadership (2.1) - Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning. AT the school, the School Improvement Planning involves all staff in planning, implement, monitoring and refining and SIP based on most current student achievement data (SS Team/Admin/Guidance). Identify areas requiring an instructional emphasis - grade 10 History, Religion, English and Science - based on credit accumulation and credit pass percentage. Reviewing student data monthly to discuss areas of concern and next steps - (Admin/SST/Guidance/CYW/Classroom Teacher). Teachers engage in collaborative learning culture is evident in establishing Student Success Team, School Improvement Team - SSI Focus - cross curricular. 4.7 (Interventions) - SST meet monthly to examine data to inform concerns and create IEPs. Work with classroom teacher (grade 9 and 10) to develop literacy strategies that are cross-curricular (SST/Literacy Lead) Identify students that scored level 2 or below on OCA and CAT3 scores for the after school literacy class (Continuing Education) TLCP cycle is implemented by each department in all grade 9 and 10 applied level classes (Cross-curricular) During staff meetings highlight best practices for literacy in the classes (Literacy Team) Literacy Focus Strategy of the month (Grade 10 Applied level classes) during period 1 and 2 (Literacy Team) Mock EQAO test to all grade 9 and 10 students - to gather information about students that are at risk and for improvement in achievement (Departments) Literacy workshops for grade 10 Applied students to work on OSSLT mock test and sample questions (during semester 2) (SST/Literacy Team) Provide academic support to students at risk (SST)

Results- Oriented

Human Resources: Cross curricular Literacy Team-develop and launch literacy workshops and afterschool literacy sessions Student Success Team/Lead-work with grade ten applied level students ensure congruency with the SSI Literacy Lead-examine data and prepare student data Literacy Central Team-provide student support and staff development Guidance-examine data, prepare student information Financial Resources: SMART Boards Premier Program Assistive Technology OSSLT Preparation Booklets DI Kits/Packages Professional Development - Literacy Workshops

Evaluation:

Timeline

Monthly Literacy Strategy: [October 6, November 10, December 8, January 12, February 9] Afterschool: November 2010 to March 2011; twice a week Saturday Literacy (Continuing Education) Febraury 26, March 5 and 26 Literacy Prep Course (ELS 201) offered semester 1 (SST) Support through Literacy Central team and School based team

School

(i.e. 9-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Don Bosco Catholic Secondary School

Focus : Numeracy / 9-12

20102011School year:

Specific

Total # of Applied Math Students: 62 28 Females and 34 Males 20 IEP Students and 3 ESL Students Of the 52 students that we have data for: 10 Students with NO DIP DATA 10 students achieved Level 3 or 4 in Grade 6 EQAO Math and average to high CAT-3 Stainine (10/52=19%) 14 students achieved Raw Level score of 2.5 -2.9 in Grade 6 EQAO Math and average CAT-3 Stainine (14/52=27%) Not including the students that we don’t have data for 24/52= 46% students can potentially achieve Level 3 or 4 in Grade 9 EQAO Assessment Total # of Academic math Students: 49 21 Females and 28 Males 4 IEP Students and 0 ESL Students 16 Students with NO DIP DATA Of the 33 students that we have data for: 21 students achieved Level 3 or 4 in Grade 6 EQAO Math and average to high CAT-3 Stainine (21/33=64%) 3 students achieved Raw Level score of 2.5 -2.9 in Grade 6 EQAO Math and average CAT-3 Stainine (3/33=9%) Not including the students that we don’t have data for 24/33= 73% students can potentially achieve Level 3 or 4 in Grade 9 EQAO Focus on the Applied level students with a particular focus on students who achieve a level 1 and 2 The gap between the pass rates of grade 9 Applied and Academic level students is 10% Applied level students with Special Needs need to score a level 3 and 4

To improve the success rate of Grade 9 Applied Math students by 25% from (12% to 37%) and to improve the success rate of Grade 9 Academic Math students by 2% from (84% to 86%)

Measurable

Identify students in both grade 9 and 10 who would benefit with extra workshops, numeracy and literacy strategies and the ELS course. Review CAT3 and EQAO grade 6 scores for our grade 9 students Review diagnostic test score for all students enrolled in Math Review report cards and DIP paying attention to students who are at a level 1 and 2 Review progress report for grade 9 and 10 students in semester one and identify reasons (examine individual cases)

Attainable

Conference with students and parents who scored level 1 in diagnostic testing about possible level change-Guidance and math teachers, numeracy lead Highlight strategies to assist grade 9 and 10 students who have failed in semester one 2010 (SST) Work with classroom teacher to develop strategies to ensure success (Numeracy Lead) Regular meetings with math department and review student work and progress - discuss and implement differentiated instruction using manipulative and assisted technology (Numeracy Lead) Continue to meet regularly for moderated assessment and marking-involve Sonia Ramos Math department meet with Math lead to incorporate differentiated instruction, moderated marking, NAFLC Math department to attend conferences/workshops on using assistive technology SEF Indicators: Assessment for Learning (1.2) During learning, students receive ongoing, descriptive feedback based on success criteria, from the teacher and from peers. School - processes and practices are in place to recognize and celebrate student progress - at staff meetings and throughout school. In the classroom, interviews and learning conversations with small groups, pairs and students used to clarify understanding of achievement throughout lesson/unit of study. (DI and SSI focus Best Practices) Students use success criteria/rubrics as a basis for discussion with peers and or teachers to reflect on their progress and plan next steps - increase student awareness and involvement in student learning and success. SEF Indicators Assessment for Learning (1.5): A variety of valid and reliable assessment data is used by students and teachers to monitor learning, inform instruction and assessment and determine next steps. At school level, students profiles are shared in a confidential manner - via Exchange of information, monthly Student Success Team Meetings and at staff meetings. (Discuss students) - to identify what areas are of concern, establishing and implementing support (Guidance/SST/Literacy Lead). In the classroom - a variety of assessment strategies and tools that meet the needs of all students are used to improve learning and inform instructional decisions. For example, SSI Focus - to improve success - teachers are using the NAFLC cycle to improve area of needs. Pre assessment examines student success and establishing student success criteria. Teachers are reflecting on student work and determining strategies that will best serve student achievement and success. Information is collected through common assessment tools (Pre Assessment) and shared in Monthly meetings (Numeracy) as part of the assessment for learning process. Students use assessment data to refine their work, plan next steps and monitor their own progress. Teachers share assessment strategies with the students in order to provide feedback about their learning needs and advocacy. SEF Indicators: School and Classroom Leadership (2.1) - Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning supported by Central Team. Identify areas requiring an instructional emphasis - grade 9- based on credit accumulation and credit pass percentage. Reviewing student data monthly to discuss areas of concern and next steps - (Admin/SST/Guidance/CYW/Classroom Teacher). Teachers engage in collaborative learning culture is evident in establishing Student Success Team, School Improvement Team - SSI Focus - cross curricular. 4.7 (Interventions) - SST meet monthly to examine data to inform concerns and create IEPs.

Results- Oriented

Human Resources: Student Success Lead/Team-Implement an afterschool math tutoring program, mock EQAO math test, math olympics for all grade nine students Numeracy Lead-oversee and help set up a moderated marking session with Sonia Ramos from the central team Tutoring/Mentorship programs (after school)-Involve Linor Girardo department head and members of the Math department. Math Resource Teachers (board level) Financial Resources: SMART Board Manipulatives/Assistive Technology

Evaluation:

Timeline

Ongoing diagnostic testing at the start of each math unit to identify students' learning needs Moderated marking to establish student success and necessary strategies needed to improve student achievement and success Review mid term marks (SST) - (Nov 10) Review student scores on EQAO multiple choice questions (Jan 11)

School

(i.e. 9-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Don Bosco Catholic Secondary School

Focus : Pathways / 9-12

20102011School year:

Specific

- Board stats indicates that school graduation % of SHSM designation is below board average - Examine Credit accumulation and mark distribution data to indicate area of need for students with SHSM designation in order to provide support - Identify the grade 12 students enrolled in the SHSM programme eligible for a Red Seal - Monitor the 16 students who are enrolled this semester

Measurable

Identify students in both grade 9 and 10 who would benefit with extra workshops, literacy strategies and the ELS course. Review grade 12 students' progress in the High Skills Major Programme during mid term marks and finals Review grade 10 students' option sheets for 2010-2011 especially those currently taking TFJ 2O1

SMART Goal: To increase the graduation rate of students who should receive the Red Seal in the specialist High Skills Major Programme (SHSM) from 9 students to an additional 9 students by June 2011. To increase the enrolment of students in the SHSM Program by 10% (18 to 20 students) by 2011

Results- Oriented

- Use DIP to access the number of students enrolled in the SHSM programme and monitor their success rate on a weekly and bi-weekly basis (Connie Gargano/Vince Locacciato) - Review Mid term marks to inform success rate of students (Student Success team-Connie Gargano, Laura DiManno,Amy Giallo, Ugo Rossi, Tom Leo) - Guidance staff, SHSM support and SST to monitor students and inform the main needs of individual students

Attainable

-Identify students the SHSM programme and inform classroom teachers at the beginning of the course who have these students in their classes (SST Teacher) -Prepare CLA before October 30 and meet with classroom teachers to discuss show it works (Mid November)(SST teacher and guidance, Tom Leo and Cindy Burley) - Work with classroom teachers to develop strategies to ensure success (SST November to January) - During staff meetings, inform staff about the programme and identify which students are preparing to graduate in June 2011 with a Red Seal in SHSM (Connie Gargano, Tom Leo and Vice Loccaciato, Cindy Burley) - Conduct regular department meetings to discuss the success rate and strategies for success of these students(Laura DiManno VP, Department Heads) - Visit grade 10 classes and elementary schools in order to introduce the SHSM programme (Brendan O'Hara, Vince Locacciato) - Access online CLA units from OERB website (Vince Locacciato, Rick Belafante) - What professional learning opportunities are planned to help attain your goals? - Use code 83 days to meet with staff involved with the SHSM programme to formulate CLAs - Meet with Pathways Facilitator to become more efficient in writing up CLAs and clarifying how the program works - Have professional dialogue regarding SHSM program (by SHSM staff) - Discuss the SHSM programme with parents of Grade 9 and 10 students who attend Don Bosco's Open House in October 2010 (School Promo Team) - Promote SHSM Programme to Grade 7 and 8 potential students during Promotional visit (Promotion Committee) SEF Indicators: (5.3) Methods are in place to provide students and parents with information about all pathway destinations - website, information night, meet and greet, curriculum night) - (Guidance, Vince, Bosco Promotions committee)Build in Career awareness/exploration in subject areas/courses - by Guidance visits, opportunity to discuss personal strengths and interests - able to examine various roles/figures in society). Transition plans - establish clear transition plans (Guidance/Vince/Admin) Indicator (5.4) Create more opportunity for students to build on in school and out of school experiences and activities to explore personal interest, strengths and career options. At the school, students are introduced to a variety of career options - invite more guest speakers - plan career fairs, community house, Leadership conferences (annually) - planned by SST/Guidance/Careers/Civics teacher/dept/CoOp - ongoing Provide opportunity for students to learn more about their potential, such as Skills Canada - (Vince), extra-curricular activities (various department) - plan/organize events - Guidance

Evaluation:

Timeline

- Identiy who is responsible for moitoring each part of the process and timeline (Tom Leo, Connie Gargano, Laura DiManno) - Identify grade 12 students enrolled in this programme by October 2010 (Guidance, SHSM Teacher, SST) (Tom Leo, Laura DiManno, Connie Gargano) - Meet with staff involved with these students and develop expectations and CLA from late October to early November - Meet with classroom teachers regularly throughout the semester (Monthly committee meetings) and informal meetings to monitor students progress at mid term and finals -Compare planned with achieved outcomes by examinig end results and graduation rates. (Vince Locacciato, Connie Gargano,Laura DiManno, Lorna Parsons, Tom Leo).

School

(i.e. 9-12; Literacy, Numeracy, Pathways, CCCC)

SMART Goal :

Don Bosco Catholic Secondary School

Focus : CCCC / 9-12

20102011School year:

Specific

According to the current survey results grade 10 and 12 students feel a sense of disengagement from school community. In order to increase positive student engagement within our school community we will establish the following.... - Establish a community-building committee whereby staff, students and community members can work together for school and community-based events. - Organizing one (1) major fundraising event (school-wide) and two (2) community building activities (community-wide) - Organize a school Nativity play that includes special showings for the elementary/feeder schools and invite parents and community members, as well as school staff and students. - Increase interaction and positive relationships between staff and students because a positive and supportive relationship is important for all students. - Staff Retreat/Day of Reflection will include a community building theme and activities.

Measurable

Data to inform area of concern: - Review 'My School My Voice' survey results - Review Empowering Student Partnershipnow named the School Action Team (SAT) Survey conducted at the beginning of each academic school year/Semester As a mid point assessment: -Before February conduct a school based survey with grade 9 to 12 students discussing the school environment and student engagement to inform progress Data to inform success in area of concern: - Review 'My School My Voice' 2011 - ESP end of the year survey Ongoing Measurable Data to inform success: - Number of students involved in school and community based activities and initiatives - Create and update school website to inform the community of our activities and feedback so the Community Voice can be heard.

An increase of 10% in positive student engagement within our school community as measured by surveys such as 'My School My Voice' in Winter 2010 and 'Transitions' in October 2009. As a school we build upon our Caring Adult model to encompass a caring Catholic Community grounded by Gospel values.

Results- Oriented

Human Resources based on school needs CYW/Social Worker involvement - provide social and emotional support (Jennifer Mann, Lisa, Pelosi, and Edna Bennet all CYW's) Resource/Teacher support at risk of disengagement identified Staff members involved (Amy Giallo and Lorna Parsons) Student Success teacher - support students ongoing (Connie Gargano SST) Bosco Matters (Staff Committee) provide opportunity to promote positive student engagement. Committee members (Edna Bennet, Grace Medieros, Kelly Breen, Lisa Pelosi, Ugo Rossi, Salvaotre Valvo).

Attainable

SEF Indicators: Students are partners in conversations about school improvement. The Survey "My School My Voice" provided students a voice and means to input and respond to school improvement. The survey clearly indicated a disconnect in terms of Caring Adult model and Community connection. School Improvement plans focused on student needs. (3.3) Students are a part of the change and taking part in the conversation about school improvement - set up Bosco Matters - teachers and students plan main events to build school spirit and community partnerships - this will develop action oriented mindedness. The students are able to participate in programs and activities that develop leadership, teamwork and advocacy - especially for self, school and community. The activities will definitely build positive influence through building positive relationships. The community promotions committee would delegate responsibilities and establish timeline - allow for staff and students who want to participate to contribute according to their natural gifts and talents (ie. promotions and organization) Check & Connect Program - Select grade 10 and 12 students at staff meetings who are disengaged from school and school activities and attach them to a Caring Adult (Staff or Senior student) that can help them become more involved in the school community and school based events or activities. Mentorship/Tutoring - Select Senior students to work with grade 9 students that are experiencing difficulties at school in order to improve school morale and confidence and make connections with others and the school community Professional Learning: Collaborate with St. Basil about their Caring Adult Program Follow up with Neil McNeil regarding the Mentorship Program Bosco Matters Committee and Student Success Team facilitate professional dialogue at staff meetings (ongoing) Attend various professional development opportunities (Board level)

Evaluation:

Timeline

Identify who is responbsible for monitoring each part of the SLIP and timeline: - Review grade 10 and 12 students and identify students who are moderately at risk or experience moderate engagement in school (involvement/attendace) - October 14 Staff Meeting - identify 20 students in grade 10 and 12 who need to become more involved in school community because of low engagement - Monitor the Check and Connect Program (SST - November to January) - Review mid term marks and report student's successes to staff at staff meeting review at a staff meeting how the Check and Connect Program is working (October 14 Meeting and follow up November 11) - Have the Community-Building Committee firmly in place and hold the first meeting in October and second meeting in November