annual report of the portuguese- speaking committee · key messages of the portuguese-speaking...

PUBLIC

If Private select Ed. Act. Section.

ANNUAL REPORT OF THE PORTUGUESE-

SPEAKING COMMITTEE

Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right,

whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or

praiseworthy—think about such things.( Philippians 4:8)

Created, Draft First Tabling Review

May 21, 2014 September 11, 2014 Click here to enter a date.

Patrick Keyes Superintendent

Dan Koenig Superintendent

INFORMATION REPORT

Vision:

At Toronto Catholic we transform the world through

witness, faith, innovation and action.

Mission:

The Toronto Catholic District School Board is an

inclusive learning community rooted in the love of

Christ. We ed

ucate students to grow in grace and knowledgee and

to lead lives of faith, hope and charity.

G. Poole

Associate Director of Academic Affairs

A. Sangiorgio

Associate Director of Planning and Facilities

S. Pessione

Associate Director of Business Services,

Chief Financial Officer and Treasurer

Angela Gauthier

Director of Education

REPORT TO

STUDENT ACHIEVEMENT AND

WELL BEING, CATHOLIC

EDUCATION AND HUMAN

RESOURCES COMMITTEE

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A. EXECUTIVE SUMMARY

This annual report contains a Staff Action Plan supporting key messages provided by the

TCDSB Portuguese-Speaking Advisory Committee. This plan is also based in part on

research commissioned by the Committee and supported the TCDSB Student

Achievement Committee that examined the achievement of school communities with

relatively high levels of Portuguese speaking families.

B. PURPOSE

The purpose of this annual report, as mandated by the Board, is to report on the strategic

directions to support student achievement and well-being, with particular emphasis on

those school communities where a relatively high percentage of families speak

Portuguese at home.

C. BACKGROUND

On May 22, 2013, a report was tabled from the ‘Partners in Motion Committee,’ a

precursor of the Spanish- and Portuguese-Speaking Committees.

On June 3, 2013, the report was discussed at the Student Achievement Committee and at

that time the Board endorsed the following recommendations:

1. Staff will design and conduct research using a case study methodology to learn about

practices that have resulted in successful student outcomes in schools with a high

percentage of Portuguese and Spanish speaking students.

2. Staff will establish two community advisory committees (one for each specific

community) to continue the work of the Partners in Motion committee. The

committees, which will include a trustee representative, will ensure continuity,

continue the consultation process and determine the effectiveness of steps taken to

improve the academic success of these particular students.

3. Staff will place a focus on parental engagement that will enable parents to play an

effective and meaningful role in their child’s academic achievement.

4. Staff will assign Child and Youth Workers specifically focused on supporting the

needs of students from these cultural backgrounds within the current composite of

CYW staff, within the terms of the current collective agreements.

5. Staff to commit to maintaining a CRO (Community Resource Officer) for each of the

Portuguese and Hispanic community in order to specifically focus on supporting

meaningful parental engagement for parents of Portuguese and Spanish speaking

students in the TCDSB.

6. Staff will provide funding for after school tutoring programs within the current

approved 2012-2013 budget.

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7. Staff will provide funding to support community initiatives that aids and supports

students through the education system within the approved 2012-2013 budget.

Staff have endeavoured to implement the above recommendations.

Of particular interest to the Portuguese-Speaking Committee is the student achievement and

engagement of school communities where a relatively high percentage of families speak

Portuguese at home. To that end, the TCDSB staff conducted research to learn about practices to

support the achievement and engagement of students in these communities within the elementary

panel. Additionally, staff identified resources that they considered helpful to the Portuguese-

speaking students. A comprehensive Research Report was prepared and presented to the

Portuguese-Speaking Committee (see Appendix A).

This Research Report has been well received and discussed by members of the Portuguese-

Speaking Committee during the 2013-14 school year. The committee, using the research that

examined elementary schools as context for offering advice to staff that would be employed for

the 2014-15 school year. That advice included extending the research to the secondary panel.

D. EVIDENCE/RESEARCH/ANALYSIS

Based on school registration information for 2012-2013, there were 3,946 (4.3%) students for

whom their parents report Portuguese as the “language spoken at home” (making Portuguese the

third highest non-English language within the TCDSB community). The highest non-English

language spoken at home is Filipino (9.2%) and the second highest is Spanish (6.5%). In 2013-

14, Portuguese continues to be the third highest non-English “language spoken at home” within

the TCDSB.

There are 18 elementary schools within the TCDSB where 10% or more have identified

Portuguese as the language spoken at home (Trillium, 2012-13). In 9 of these schools, more

than a third have identified Portuguese as their language spoken at home.

Research conducted in 2013-14

In 2013, case study research was conducted on promising practices in Portuguese-speaking

school communities within the TCDSB. The research consisted of two phases and gathered the

views of members from four elementary schools that each have a large representation of students

who speak Portuguese at home. During phase I (spring 2013), principals and teachers provided

their perspectives on student achievement and well-being for their school community, while in

phase II (fall 2013), the views of parents and students on the same topic were gathered.

Methodology

Individuals from each of the four elementary schools participated in the research. Interviews

were conducted with 24 staff members (i.e., teachers, principals), focus groups were conducted

with 36 Grade 7 students, and nearly 50 parents participated in discussions held during CSAC

meetings. Students, parents and staff participants represented the various languages spoken at

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home. Questions asked participants about their respective school communities, as well as

specific strategies to support Portuguese-speaking students. Additionally, student perceptual data

from the primary and junior EQAO questionnaire, and the TCDSB Safe and Caring Catholic

School Climate (SCCSC) Survey were analyzed.

Emerging Findings

Staff, students and parents shared their experiences on how to foster student success with the

Portuguese-speaking population within their schools. Staff discussed strategies like a student-

centred approach and tending to the individual learning needs of students, as well as shared

resources that promote a welcoming and inclusive school climate. Parent suggestions included a

focus on teamwork between the home and school, the benefits of extracurricular opportunities,

and fostering student engagement. Students added that support for their achievement involves

key adults believing in their abilities, having effective studying and learning skills, and self-

confidence, among other ideas. Across the participants, high expectations of Portuguese students

was consistently identified as pivotal to encouraging their success and that of students overall.

The review of student perceptual data offered mixed results. In some instances, student responses

in each of the four schools did not differ from that of the Board; in other instances there was

variability among schools in the range of responses.

E. VISION

VISION PRINCIPLES GOALS

To create equitable learning

environments for all students

Provide all students with safe,

healthy learning

environments by promoting a

positive school climate,

inclusive and accepting of all

pupils.

Strive to ensure that the

physical, emotional, intellectual

and spiritual needs of all

students are met.

Ensure there is a high level

of achievement and well-

being for all students.

Ensure that there is a

coherence and aligned plan

for each school that makes

use of available resources

including community

partnerships.

Ensure there is meaningful

engagement of the family

in the school.

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F. ACTION PLAN

Following a presentation of the Research Report on February 3rd, 2014, the Portuguese-

Speaking Committee identified areas that support student achievement and well-being that

included the following: Early Years, transitions and career exploration, and resources and

research-based practices that support student achievement and well-being.

In subsequent meetings, using the Research Report (see Appendix A) as well additional

information, the Committee formulated advise for the 2014-15 school year. This advice resulted

in the development of a Staff Action Plan for 2014-15. The advice and the Staff Action Plan for

2014-15 are presented below. (See Appendix B for a side-by-side listing of the advice and

corresponding action from staff.)

Key Messages of the Portuguese-Speaking Committee

1. School Improvement (arising out of Comment 2 in the Research Report). In support

of ongoing improvement, the committee advises staff to continue to employ the tool

to identify the schools with 10% or more students who speak Portuguese at home and

for those schools, report various metrics, including EQAO indicators to guide

planning and advocating for interventions.

2. Early Years Interventions (arising out of Comment 9 in the Research Report). Given

the effectiveness of Parenting and Family Literacy Centres in supporting both literacy

and school readiness, the committee advises staff continue to advocate that these

centres be placed in TCDSB schools.

3. Early Development Instrument (EDI). Recognizing that the EDI is a useful tool to

understand the school readiness of kindergarten students, the Committee endorses

that practise that EDI data be shared and integrated into school planning.

4. Transition and Career Exploration. Recognizing the importance of transition and

career exploration for junior-intermediate students, the Committee advises staff that

(i) all students have access to ‘My Blueprint’, (ii) as part of the strategy to facilitate

student and parent engagement, resources be directed to those schools with high

populations of Portuguese-speaking students, (iii) an evening focussed on career

exploration be hosted involving students and their families and (iv) exploratory

excursions to local colleges, apprenticeship programs and universities be initiated.

5. Scholarships. The Committee endorses the practise that scholarships offered through

the Luso Golf tournament be promoted in all schools.

6. High Expectations (arising out of Comment 41 in the Research Report). Recognizing

the importance of high expectations for all students, the Committee support the

finding that that all principals and staff hold and communicate high expectations for

achievement to students and families as part of an intentional strategy for student

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success, while also pursuing a strategy of targeted and intentional instruction coupled

to a growth mindset for students.

7. Research. The Committee is grateful for the research conducted in the elementary

panel and recommends extending the research to examine perceptions and practises

supporting student success in secondary schools.

Staff Action Plan for 2014-15

In response to the advise of the Portuguese-Speaking Committee, staff proposes the following

Action Plan:

1. School Improvement. The TCDSB will continue to provide relevant data to schools.

With respect to the cluster of schools identified within the Portuguese-speaking

community, meaningful metrics including EQAO scores will be shared annually.

2. Early Years Interventions. The TCDSB presently has a variety of intervention

programs used with children demonstrating gaps in learning. The following programs

are routinely offered to support students in the Early Years:

i. Kindergarten Language Program

ii. Language Impaired Intensive Support Program

iii. Multiple Exceptionality Intensive Support Program

iv. Deaf and Hard of Hearing

v. 5th

Block

vi. Empower Reading Program (with Hospital for Sick Kids)

vii. Speech and Language Programs (e.g., PPIP - Primary Phonological

Intervention Program)

viii. Kindergarten Intervention Needs Development (KIND) Program

ix. Autism Teams Supports and Programs.

Staff shall:

a. investigate and work towards creating additional Parenting and Family

Literacy Centres (PFLC) in TCDSB schools bearing in mind Ministry of

Education parameters. There are presently 19 PFLCs located in TCDSB

schools, three of which are schools with a high Portuguese-speaking

population. Due to the non-denominational nature of the Parenting and Family

Literacy Centres, there are centres located in the TDSB schools who serve the

Portuguese community. Parents and families who have children in TCDSB

schools are able to access the TDSB programs; similarly, TDSB parents have

access TCDSB programs.

b. encourage schools to link with the Ontario Early Years Centres in the

neighbourhood to develop mutually beneficial partnerships and where

possible, programs for families in those neighbourhoods where the creation of

additional PFLCs is not feasible.

c. investigate programs that support the Portuguese-speaking community by

entering into partnerships with Ontario Early Years Centres to facilitate the

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implementation of programs such as the ‘School Readiness’ program, to

assist students with limited or no formal child care experience transitioning to

Kindergarten. The School Readiness program supports the child’s entry into

the school system.

d. investigate the barriers to creating more programs, as well as the financial

pressures of providing programs.

3. Early Development Instrument (EDI). The EDI will be used to identify areas of

strength and areas of growth within the school. The information shared with the

larger community will assist in the development of programs and supports for

children and families together with partners in the Early Years sector. The data will

continue to be shared with school principals and staff to help develop promising

practices for students entering the school system, and interventions for those who

demonstrate gaps in learning, academically, physically and socially.

4. Transition and Career Exploration. Staff will continue to introduce students to ‘My

Blueprint’ in the junior-intermediate grades and will offer multiple opportunities for

students and their families to explore career pathway opportunities.

5. Scholarships. Staff will communicate the benefits of scholarships to all schools.

6. High Expectations. Staff will continue to develop instructional leadership capacity

and promote differentiated, targeted and intentional instruction for all students.

7. Research. Staff will undertake research that examines perceptions and practices to

support student success in those secondary schools where a large proportion of

students speak Portuguese at home.

G. METRICS AND ACCOUNTABILITY

1. The Research Report was well received by the Portuguese-Speaking Committee and they

found the information gathered to be helpful.

2. Educators, parents and students were very willing to participate in the research and have

their voices.

3. Collectively, the many voices represented in the Research Report produced a coherent

perspective that is also affirmed by the literature on characteristics of effective schools.

4. The Portuguese-Speaking Committee supported the continuation of the research into the

secondary panel.

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H. STRATEGIC COMMUNICATIONS AND STAKEHOLDER

ENGAGEMENT PLAN

The communication plan should encompass the following elements:

1. A letter of thanks to the schools that contributed to the Research Report.

2. A summary of the Research Report to be shared with the 18 elementary schools where

10% or more have identified Portuguese as the language spoken at home.

3. A summary of the Research Report to be shared with secondary schools who draw

students from the above 18 elementary schools.

I. STAFF COMMENT

This annual report to support student achievement, including those from Portuguese speaking

families, is offered as information for the Board.

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APPENDIX A

RESEARCH REPORT

TCDSB Educational Research – Spring 2014

Promising Practices in Portuguese-speaking communities: Practitioner, Parent and

Student voice within TCDSB Elementary Schools

Executive Summary:

Four elementary schools with a large representation of students who speak Portuguese at home

were invited to share practices that they consider helpful in addressing the needs of their

students. During Phase I (May/June 2013) principals and teachers were interviewed and offered

their perspectives on student achievement and well-being in their schools. In Phase II

(October/November 2013), students and parents offered their perceptions. This report describes

some of the emerging findings, strategies and practices from the voice of practitioners, students

and parents in these schools with a high population of families who identify Portuguese as their

‘language spoken at home’.

Comments:

Background

1. Based on school registration information for 2012-2013 there were 3,946 (4.3%)

students for whom their parents report Portuguese as the “language spoken at home”

(making Portuguese the third highest non-English language within the TCDSB

community). The highest non-English language spoken at home is Filipino (9.2%)

and the second highest is Spanish (6.5%). In 2013-14, Portuguese continues to be

the third highest non-English “language spoken at home” within the TCDSB.

2. There are 18 elementary schools within the TCDSB where 10% or more have

identified Portuguese as the language spoken at home. In 9 of these schools, more

than a third of the students have identified Portuguese as their language spoken at

home.

3. Four elementary schools with a large representation of students who speak

Portuguese at home were invited (May/June 2013) to share practices that they

consider helpful in addressing the needs of their students. Principals and teachers

provided their perspectives on student achievement and well-being for their school

community.

4. In the Fall of 2013, parents and students from these schools were invited to provide

their perspective(s).

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School Context

5. The schools included in this project are located in an area of Toronto with a relatively

high number of Portuguese-speaking families.

6. Demographic indicators for these four schools reveal “parental education” (Census,

2006) and “second language at home” (EQAO 2012 Student Survey) as possible areas

of need as they fall with the lower Ntiles.

7. Based on the 2012-2013 TCDSB Safe and Caring Catholic School Climate Survey

(grade 6 and 8 students), 71% of students in these schools reported that neither of

their parents was born in Canada; although nearly 80% of the students were born in

Canada. Additionally 49% reported that English is the language “only or mostly”

spoken at home. These figures differ from the overall TCDSB averages: system-

wide 63% of students reported that neither parent was born in Canada, while 61%

reported that they spoke “only or mostly English” at home.

8. Student achievement results (based on EQAO scores) are mixed; there are some

scores that are above the Board average, and there are some scores below the overall

TCDSB average. However, each of these schools has shown positive movement in

their scores over time.

9. There is a variety of programs and supports offered in these schools. All four schools

offer 5th

Block, student nutrition programs and the Family Literacy Collection.

Additionally, some of these schools have other programs such as Empower, full day

kindergarten, International Languages and/or JLI; one has a Parent and Family

Literacy Centre.

Case Study Process

10. Interviews were conducted with 24 practitioners (teachers and administrators),

representing the four elementary schools. The teachers were representative of all

divisions (kindergarten, primary, junior and intermediate), and specialty programs

(e.g., 5th

Block/JLI, international languages, library and special education).

Additionally, teachers represented a range of teaching experiences (schools, grades,

and years of service) and language backgrounds (e.g., English, Italian, Portuguese,

etc.).

11. Schools were provided with a copy of the interview questions in advance to support

the dialogue. Questions included topics such as school community, strategies that

work, positive aspects of the students, challenges, enablers and resources.

12. Based on the initial findings from the practitioners, it was decided that in the second

phase of the research, input be gathered from parents and students regarding

emerging topics.

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13. Each school held discussions with parents during a CSAC meeting in the Fall of

2013. Principals were provided with a protocol to guide their discussion with the

parent groups. Parents were invited to share their views on the following key themes:

“what makes students successful in school”, resources/supports and transitions (into

elementary school, between grades, and from elementary to secondary school).

14. To garner further input, focus groups were conducted with Grade 7 students,

representative of these four elementary schools. These sessions provided the students

with an opportunity to expand on their responses to the Safe and Caring Catholic

School Climate Survey they had completed earlier in 2013. They were asked about

engagement in learning and what makes students successful, school climate, choices

for the future (high school and careers) and what they would like to see in their

schools.

Emerging Findings

15. The collective voices of staff, parents and students are summarized in this report.

Practitioner Voice

16. Staff reflected on areas of strength and areas for continued growth. Below is a

summary of their collective voices.

17. Overall, the strategies highlighted were consistent with a student-centered approach

to teaching and learning and what the research demonstrates as important within the

Ministry of Education’s School Effectiveness Framework (2013). Additionally,

resources to promote and support a welcoming and inclusive school climate were

shared.

18. A key theme that emerged was that strategies that work best are those that address the

individual learning needs of every student. A consistent message heard from all was

that students from Portuguese-speaking homes are respectful, family-oriented and

proud of their heritage.

19. While there was variability among practitioner voices regarding which strategies they

highlighted as successful, the overriding message was that all students can learn and

that setting high expectations combined with an articulated belief in the students, will

lead to improved levels of student achievement and well-being. Furthermore, they

asserted that targeted, intentional strategic actions based on student learning profiles

have been shown to be successful. Additionally, once student academic success is

demonstrated, a positive cycle of achievement emerges; the expectation of students,

parents and school community continues to rise.

Key Strategies Identified as Effective

Clearly articulate and communicate high expectations for academic success. The

belief by practitioners that all children can be successful with the curriculum can be

demonstrated by encouraging a growth-oriented mindset in the classroom; this builds

self-esteem in students and enhances motivation to learn.

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Indicate to students that through focussed effort, they can achieve academic success.

As schools, take responsibility for student learning and achievement; consistently

communicate the importance of learning. Additionally, successes should be

recognized, celebrated and communicated.

To support learning, build on the strengths and needs of individual students. Targeted

instruction can be supported through strategies such as cooperative learning, inquiry-

based learning and small group work. Incorporating visual and kinaesthetic

opportunities within lessons will also ensure students have multiple access points to

the material.

Create a team of staff and practitioners that reflect the community. This is helpful for

both communication (the ability to speak directly to parents/caregivers) as well as to

understand the culture. These teachers are role models and provide an opportunity for

students to see career paths available which might not typically be represented within

their community. When it is not possible to have staff that can converse in the

language of the families, it is important to ensure that interpreters are available where

relevant (e.g., parent teacher interviews) and that translations of materials are

provided.

Build positive relationships, where student needs are understood and learning can

take place. Building inclusive schools and classrooms will lead to an atmosphere

where students, parents, teachers and others within the school have clear

communication and are in agreement regarding expectations. Part of the relationship

building is through outreach to students and families. Regular communication should

include the celebration of student successes. Additionally, the school can also serve

as the hub of the community, where events outside of school hours (e.g., school

concerts) provide opportunities for building relationships and community.

Provide detailed descriptions, including practice in class and exemplars, to facilitate

independent homework completion; this is particularly important for those who do not

have access to help at home. Another strategy identified as helpful to students is the

use of agendas as organizational tools.

Areas Identified for Continued Growth

Continue to create an environment with a cohesive message, of high expectations for

all students; foster common understandings of learning goals, articulating success

criteria collaboratively between teachers and students.

Ensure that transitions are supported:

o Readiness for JK/SK was seen as problematic in some communities. This can be

addressed through early learning programs offered through the parish, and other

programs such as Welcome to Kindergarten.

o To prepare for the transition to secondary school and make informed choices on

schools and careers beyond high school, more targeted information would be

helpful; for example, career fairs, high school information evenings, etc.

o Continue to strengthen transitions between home and school, including

expectations at school (e.g., homework, etc.).

20. When asked about resources helpful to the Portuguese-speaking students, most

responded with resources that were relevant for students in general. Some referenced

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specific resources for Portuguese-speaking students that they have accessed.

Suggestions included an after-hours tutoring program for Portuguese-speaking

students, in addition to general literacy and on-line sites (see Appendix A – Part 2).

Parent Voice 21. Nearly 50 parent voices were heard through the CSAC meetings in the late

October/November 2013. Parents indicated that their families spoke different

languages at home, including: English, Spanish, Portuguese, Ukrainian, Italian,

Ojibwe, Greek and Creole/French; 50% of the parents at the meeting stated that

Portuguese was a language that was spoken at home. Additionally, parents of children

in all grades were represented (K-8). Below is a summary of the discussions held at

the four schools on the topics of student success, transitions and community supports.

22. When asked what makes students successful in school, parents provided a variety of

answers. All were consistent with the Student Effectiveness Framework. Responses

included themes such as:

Parent-school relationships (teamwork)

Development of literacy skills (home and school)

Student engagement

Extra-curricular opportunities (including academic and other activities)

Parent involvement

Student engagement

High self esteem

Awareness of individual student strengths and needs

High expectations for student success

23. When asked about the various transitions that students are faced with, parents

suggested:

a) Transition to school (Kindergarten)

Programs such as Welcome to Kindergarten, Early Childhood Centres,

Toronto Public Library were consistently mentioned helpful in the transition

process

Other suggestions included settlement workers, classroom visits in the spring,

staggered entry in September, home-school connections, and communication

Additionally, some parents suggested other ‘organized’ activities prior to

Kindergarten such as day cares, community centres, etc.

b) While in elementary school (K-8)

Many of the suggestions, focused around literacy (borrow-a-book programs,

5th

Block, JLI, RAZ, afterschool reading clubs and the Toronto Public

Library).

Other areas that were identified were Scientist in School, cultural clubs (e.g.,

Portuguese), community support workers and community centre partnerships

Communication through agendas, school portals and directly between parents

and teachers were also highlighted

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A need for a mathematics program similar to 5th

Block was also suggested

Additionally a need for guest speakers to provide ‘tips for parents’ was

identified; math/literacy and homework help

c) Transition to high school

High school open houses and visits by high schools were suggested

Grade 7 / 8 summer literacy programs

Guidance counsellors to work with Grade 7/8 students

Some suggested that the application was due too soon, as some of the open

houses occur later

Parents also feel that they need more support with the transition

“Welcome to High school” was suggested

d) Planning ahead (high school/career options)

Career Fairs, Junior Achievement and paid Co-op were suggested

Parents to come in for career days

Bring students to work day

Familiarize parents with myblueprint – course selection/career options

Volunteer hours to be accumulated in different job settings

24. Parents indicated that the following community resources would help to support

student learning:

High parent expectations; this includes understanding the value of education,

the importance of staying in school and parent involvement

Homework support for students, before and after school programs and extra-

curricular activities (arts/sports)

Communication in all languages

Provide information in Grade 9 about financial supports that are available to

help with the cost of post-secondary education (college/university)

Student Voice

25. Student perceptions for students in these schools, as measured by EQAO

questionnaires, indicate that most students like math “sometimes” or “most of the

time” (with one school being exceptionally positive in their attitudes). Most of the

students surveyed indicated that they try to do their best; however they also indicated

some difficulty with mathematics questions. This was consistent for both Grade 3 and

Grade 6. In the Primary Division Questionnaire, the proportion of students

responding ‘never’ to reading with their parents and reviewing the agenda with their

parents is higher than the Board average for almost all of these schools. When asked

whether they read together with their parents, 26% (range 18%-32%) of Grade 3

students at these four schools combined responded “never”; this compares to 22%

system-wide. Additionally, 18% of these students (range 12%-27%) stated that they

never review their agenda with their parents; this compares to 16% for the Board

average. When asked whether they like to read, 38% of these Grade 3 students

responded “most of the time” as compared to 45% for TCDSB as a whole. For Grade

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6 students at these schools, the proportion of students who responded they liked to

read most of the time was 37%, less than the Board average of 42%.

26. Perceptual data from the Safe and Caring Catholic School Climate (SCCSC) Survey

indicate no consistent pattern for these Portuguese-speaking schools. When

combined, the findings from these schools are consistent with overall Board results,

demonstrating that differences are indicative of individual schools, not necessarily

related to the language background of these schools. For example, 72% of students in

these schools ‘like or love’ school, compared to 75% of the overall TCDSB

population. Additionally, 68% of these students report having a ‘caring adult’ at

school compared to 64% of the overall TCDSB population. For other questions

regarding expectations, pride, motivation and importance of learning results were

identical, indicated an equally positive outlook. Similar to TCDSB, over 95% of these

students reported that they feel safe in their schools.

Safe and Caring Catholic School Climate Survey 2012-2103

Combined* TCDSB

Number of respondents 446 12,031

Student born in Canada (Q2) 79% 75%

Neither parent born in Canada (Q3) 71% 63%

Only/mostly English spoken at home (Q4) 49% 61%

Like/love school (Q7) 72% 75%

“Caring adult” at school (Q9a) 68% 64%

Student Perception - Agree/Strongly Agree about: …

Students in our school care about each other (Q32d) 78% 78%

It is important to take part in events that help us learn about

different jobs or careers (Q32e) 95% 95%

I feel that in school, I am expected to succeed (Q32j) 93% 93%

I am proud of the work I do in school (Q32m) 88% 88%

I think it is important to do well in school (Q32n) 98% 98%

I try hard and do my best when doing my school work (Q32o) 93% 93%

Learning is important to me (Q32r) 96% 96%

* Combined: the 4 case study schools

27. Voices were heard from 36 students in Grade 7 through focus groups held at the

schools in November 2013. They were representative of various classrooms,

achievement levels and both genders. Home languages for these students included:

English, Spanish, Portuguese and Vietnamese (69% of them spoke Portuguese). Most

of the students had been at their current school since Kindergarten, although a few

had emigrated from Portugal (primary and junior). The focus groups were intended

to further explore the findings from the Safe and Caring Catholic School Climate

Survey that they had completed in early 2013.

28. A summary of the responses from the students during the focus group related to

“what makes students successful in school?” is reported below:

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When asked about why students like school (Q7), responses ranged from friends,

learning, specific subject areas, for the future, and teachers that care. In response

to why some students might not like school, replies included school being boring,

homework, students who don’t do well, bullying and exclusion.

When asked what it means to have high expectations, they responded that it meant

that people thought you should be doing well. Students reported that teachers had

high expectations for them (Q32j), and most stated that their parents also had high

expectations for them at school. Some of the students mentioned the reason was

because their parents had dropped out of school, wanted their children to do

better.

When asked whether it was important to do well in school (Q32n), students

agreed and related it to future job and educational opportunities. One student

stated, “life is like a flower and school is the root of the flower”. Students seemed

to have high expectations for themselves; many of them considered grades below

an 80 or a B as not being successful; several suggested that getting below a C as

‘failure’. There were several who suggested that not doing well was motivation to

try harder.

When asked “what makes students successful in school?” responses included:

engagement, studying, self-confidence, teachers that believe in you/encourage

you, supportive community and having a positive attitude.

When asked what motivated students at school, responses ranged from high

expectations, friends, extracurricular activities, field trips, civvies, experiments,

projects and group work. Outside of school, students were interested in sports,

music, friends, reading, family and relaxation.

When asked whether students feel that they try hard/do their best (Q32o), there

were some mixed responses, although mostly they agreed. For several who did

not feel that they did their best, it was generally because that thought they could

do better (or assignments they weren’t interested in). Typically many felt that

their friends did not try as hard as them in school.

Most students took pride in their work (32m), although sometimes they felt that

they could do better.

29. Several questions related to school atmosphere elicited the following responses:

When asked whether students cared about each other in their school (32d),

typically the students responded positively. There was some discussion related to

friendships, but it appeared to be more avoidance than bullying.

Regarding a ‘caring adult’ (do you feel that there is someone at school to talk to if

you had a problem – an adult; Q9a), unanimously the students felt that there is an

adult within the school that they would feel comfortable talking too. Responses

included the principal, guidance counsellor, CYW, a specific teacher, secretary,

etc.

30. The students that were part of the focus groups had high aspirations and were able to

speak about their plans for the future (high school/career options)

Most students seemed to have started thinking about high school (Q33) last year

(Grade 6), although several had started earlier and a few hadn’t started thinking

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about high school yet. Although many were thinking about going to the typical

feeder schools, there were students that had specific aspirations and had certain

programs in mind that related to their interests; others were choosing their high

school based on where their siblings or parents had gone. Interestingly, many of

the students were aware of perceived reputations or rumours about certain

schools.

Students thought that it would be helpful to have more information about high

schools; one suggestion was that a session be arranged that was not school-based

(e.g., central) that would give them information about all of the schools. They

also felt that students should be encouraged to go on school visits, and/or have

presentations at their school prior to Grade 8 to give them more time to plan.

Almost all of the students that were part of the focus groups had an idea of what

type of career they were interested in, and some were even aware of the

universities they might attend to achieve their goals (e.g., Harvard, Ryerson,

UofT). Career aspirations included: architect, lawyer, veterinarian, nurse, doctor,

interior designer, musician, teacher, writer, orthodontist, physiotherapist,

journalist, computer analyst, chef, marine biologist, actor, biologist for space,

astronomer, artist, and professional soccer player.

Following up on Q32e (‘it is important to take part in events that help us learn

about different jobs or careers’), responses of students were unanimous.

Although most of the schools had visits from Skills Canada about apprenticeships,

many would appreciate more information on other careers as well. They felt that

having individuals come and talk to them about different careers, or having a

career day, would be helpful.

31. Students were asked what they ‘wished for’ within their school. This question was a

‘pie in the sky’ query, and was not related to any issues in the school. Responses to

the ‘wish list’ included better facilities (e.g., grass in the yard, air conditioning, better

washrooms, lockers for intermediates, elevators, cafeteria, new fence, pool), materials

(new computers and books), rotary for intermediates, and after school programs.

There was some discussion about homework and different school hours, but nothing

conclusive.

Literature to Support the Findings

32. Findings from the interviews are consistent with the components from the Ministry of

Education’s School Effectiveness Framework (SEF). Examples of indicators

addressed (organized by component) are shown in the table below:

Component Indicator

Assessment for, as and of Learning 1.3 Students and teachers build a common

understanding of what students are

learning by identifying, sharing and

clarifying the learning goals and

success criteria

School and Classroom Leadership 2.1 Collaborative instructional leadership

builds capacity to strengthen and

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enhance teaching and learning

Student Engagement 3.2 Students’ stated priorities that reflect

the diversity, needs and interests of the

student population are embedded in

School Improvement Plans (SIPs) Curriculum, Teaching and Learning 4.1 A culture of high expectations

supports the belief that all students

can learn, progress and achieve

Pathways Planning and Programming 5.3 Students, parents, families and

educators understand the full range of

pathways, programs, options and

supports that are available

Home, School and Community Partnerships 6.2 Students, parents and community

members are engaged and welcomed,

as respected and valued partners in

student learning

33. Consistent with current literature (see Appendix A – Part 3), the data collected

indicate that successful practices for Portuguese-speaking students support research-

based practices that are effective for all students.

34. Research by Dweck (2006) highlights the growth mindset, the belief that learning can

be developed through hard work rather than fixed ability, as effective in increasing

motivation and achievement. This theory is best demonstrated through high

expectations for all students, consistent with the voices of the practitioners in the

TCDSB research. In fact, Dweck (2010) demonstrated empirically that those with a

growth mind-set are resilient and continue to learn, as they believe that effort will

lead them to reach their potential.

35. Research conducted in Britain by Demie and Lewis (2010),

demonstrates improved outcomes for these students through the use of targeted

programming. Strategies identified include: high expectations for all students, strong

and purposeful leadership, evidence-informed and targeted

support, community linkages, parent involvement, inclusive curriculum, learning

mentors, diversified workforce, and Portuguese classes. These findings are

consistent with the interviews in TCDSB.

36. A recent publication by Goldenberg (2013) which summarizes research on English

Language Learners confirms the voices of the practitioners that were interviewed:

good instructional practices for all students are effective for English-language

learners (e.g., Portuguese first-language students). Additionally, the practitioners in

the TCDSB interviews concurred with other findings reported in this study, providing

additional supports for their ELL students (e.g., some teachers discussed pairing

newly immigrated students with those who spoke both English and Portuguese) and

the benefits of using the home language to support learning (e.g., reading in

Portuguese with non-English speaking families).

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37. Engel de Abreu, Cruz-Santos, Tourinho, Martin and Bialystok (2012) looked at low-

income children of Portuguese descent; half of the sample was monolingual

Portuguese-speaking children and the other matched group was Portuguese-

Luxembourgish bilingual students in Grade 2. These researchers demonstrated that

those who were bilingual were not limited by their socio-economic status in areas of

executive functioning such as abstract reasoning, working memory and selective

attention.

38. In another study of immigrant families, Stagg Peterson and Heywood (2007)

interviewed principals, teachers and parents in Canada and demonstrated the positive

aspects of second language and cultural capital in supporting student literacy.

39. These findings coupled with the Dweck’s theory demonstrate that practicing a growth

mind-set can lead to positive outcomes for all students.

Concluding Remarks

40. In July 2013, principals of the four schools participating in this study were invited to

review the emerging findings and to consider what they might identify as the single

most important area for improving student achievement and well-being and which

they would recommend for inclusion in school planning.

41. Overwhelmingly, principals identified high expectations as the pivotal area of focus

that will be transformative. Specifically, they identified the importance of clearly

communicating high expectations for academic success by principals, teachers and

parents along with explicitly articulating the belief that all students can achieve

success (i.e., a growth mind-set). They stated that as educators, our role is to create

within our schools and classrooms those conditions for success where students are

able to demonstrate improved learning. This is done through identifying student

learning needs, ongoing assessment, and targeted, intentional, responsive classroom

instruction within a welcoming and inclusive school culture.

42. In October 2013, the Portuguese Advisory Committee met to discuss the findings

from Phase I. At this time, it was decided that parent and student voice be included

as well.

43. Student and parent voice appears consistent with the perspectives of the staff in

interviewed earlier in the year: high expectations are essential for student success.

Specifically, students identified the importance of teachers and parents that set high

expectations and believed in their success. This is consistent with the School

Effectiveness Framework, “a culture of high expectations supports the belief that all

students can learn, progress and achieve” (SEF 2013, 4.1), where high expectations

is an important indicator for school improvement and student success. Additionally,

Hattie’s (2009) review of 674 studies and 8 meta-analyses concluded that

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expectations are a significant variable in influencing student behaviour and

achievement.

44. Overall, there was a positive climate indicative of confidence, high expectations and

well-being. Students in our focus groups expressed high aspirations and appeared to

have set goals for the future in terms of high school, university and careers. The

responses of both parents and students offered directions of consideration. One area

that consistently emerged was a renewed focus regarding information about high

schools and career opportunities.

45. Each school is unique, and consistent with the learning and improvement cycle,

School Improvement Teams (SIT) review available data sources (achievement and

contextual such as EQAO, demographics, SCCSC, etc.) when creating the SLIP each

year to support student achievement and well-being. It is anticipated that schools

participating in this project review the research reported here and consider how it may

inform their planning within the School Effectiveness Framework.

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APPENDIX A - Part 2

Practitioners Voice: Resources Used to Support an Inclusive School Climate

Universal Resources

BookFlix: http://www.scholastic.ca/education/bookflix_ontario/

raz kids: http://www.raz-kids.com/main/Login/) (reading program)

Tumblebooks: http://www.torontopubliclibrary.ca/detail.jsp?R=EDB0128 (via TPL)

reading program (home-school book program within the school)

Early Years Centres (main website):

http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/oeyc/index.aspx

Library programs and websites:

o http://www.torontopubliclibrary.ca

o http://www.torontopubliclibrary.ca/services/dial-a-story.jsp

o http://kidsspace.torontopubliclibrary.ca

o http://www.tumblebooks.com/library/asp/customer

Community centres: http://www.toronto.ca/parks/prd/facilities/recreationcentres/index.htm

Supporting parent engagement in literacy, TCDSB

Tutoring programs (e.g., Working Woman/On the Mark)

Portuguese-English dictionaries

TVO websites: http://www.tvokids.com and http://tvoparents.tvo.org

Ministry of education: http://www.edu.gov.on.ca/eng

EQAO: http://www.eqao.com/parents/parents.aspx?lang=E

Catholic curriculum: http://www.catholiccurriculumcorp.org/

Supporting Inclusion

Career fairs: include professionals from Portuguese community (variety of careers)

Community needs: make staff new to the school aware of needs of the community

High school selection/transition:

o Presentation early in the year for parents of students in Grades 7 and 8

o Liaison with local secondary schools to communicate needs of the students

International Languages Program:

o daily instruction in Portuguese for all students

o Saturday morning programs through Continuing Education

o After school community-based Portuguese language programs

Math and literacy nights: for students and families (information in multiple languages)

Staff that can speak the language of the school community – to speak directly with

families, and also to reflect the community

Study of famous individuals and events pertinent to the community (e.g., Portuguese):

o E.P.E. – Ensina português para estrangeiros (Sal Picos) – curriculum resource

o Portuguese author visits (e.g., Margarida Fonseca Santos: história em 77 palavras

website)

Translation:

o information/communications with parents in Portuguese

o interpreters for interviews, after school events

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http://www.scholastic.ca/education/bookflix_ontario/

http://www.raz-kids.com/main/Login/

http://www.torontopubliclibrary.ca/detail.jsp?R=EDB0128

http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/oeyc/index.aspx

http://www.torontopubliclibrary.ca/

http://www.torontopubliclibrary.ca/services/dial-a-story.jsp

http://kidsspace.torontopubliclibrary.ca/

http://www.tumblebooks.com/library/asp/customer

http://www.toronto.ca/parks/prd/facilities/recreationcentres/index.htm

http://www.tvokids.com/

http://tvoparents.tvo.org/

http://www.edu.gov.on.ca/eng

http://www.eqao.com/parents/parents.aspx?lang=E

http://www.catholiccurriculumcorp.org/

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Board-Wide Initiatives

Welcome to Kindergarten brochures in other languages (e.g., Portuguese)

Portuguese Canadian Heritage ‘page’ on TCDSB website

Celebration

Portugal Day, June 10th

Concerts and talent shows – encourage and promote Portuguese presentations

Food festivals – sharing of foods and traditions from all Portuguese speaking areas

(Portugal, Azores, Madeira, Brazil, Mozambique, Angola, São Tomé e Príncipe)

Fun fair – include Portuguese dance groups and songs for school events

Participation in Portuguese writing contests

Months of Mary (May and October) - reciting the rosary; prayer in Portuguese;

understanding of the apparition of Mary in Fatima, Portugal

Host visits for Portuguese authors (local and international)

Host visits from the Portuguese consulate in Canada

Participate and support soccer for boys and girls (indoor and outdoor rep, house leagues)

Liaison with community partners:

Career Fairs: invite Portuguese professionals to present to the students (role models to

encourage different career options for students, and encourage students to pursue higher

education).

Federation of Portuguese Canadian Business and Professionals essay contest (through

Consulate General of Portugal in Toronto): http://www.secomunidades.pt/web/toronto

Pathways to Education Canada: charitable organization that helps low-income youth graduate

from high school and successfully transition into post-secondary education or training.

Portuguese Canadian Lawyers Association (PCLA): lawyers of Portuguese heritage present

to students on the topic of staying in school and graduating, getting an education, pathways and

raising awareness about challenges that may arise in high school.

Liaison with Parish: e.g., pre-school programs, confirmation, communion (in various

languages)

Ontario Secondary Schools Portuguese Contest: partnership between secondary school

teachers and university staff (York University). This contest promotes the Portuguese language,

cultures and histories of the Lusophone (Portuguese-speaking) world among students of

Lusophone heritage and students of Portuguese as a Second/Third Language.

University of Toronto Portuguese Association: http://utpa.sa.utoronto.ca/ (scholarship

program associated with this organization https://ulife.utoronto.ca/opportunities/view/id/1451)

Working Women: after-school tutoring program specifically designed to support students of

Portuguese heritage (On Your Mark tutorial services for Portuguese-Speaking Children).

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http://www.secomunidades.pt/web/toronto

http://utpa.sa.utoronto.ca/

https://ulife.utoronto.ca/opportunities/view/id/1451

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Portuguese Association (Luso Canada) at York University: http://lusocanada.com/york-

university-portuguese-association/

APPENDIX A – Part 3

References

Demie, F., & Lewis, K. (2010). Raising the achievement of Portuguese pupils in British

schools: A case study of good practice. Educational Studies, 36(1), 95-109.

Dweck, C.S. (2006). Mindset: The new psychology of success. New York, NY: Random House.

Dweck, C.S. (2010, January). Mind-sets and equitable education. Principal Leadership, 10(5).

Engel de Abreu, P.M.J., Cruz-Santos, A., Tourinho, C.J., Martin, R., & Bialystok, E., (2012).

Bilingualism enriches the poor: Enhanced cognitive control in low-income minority

children. Psychological Science, 23(11), 1364-1371.

Goldenberg, C. (2013). Unlocking the research on English learners: What we know – and don’t

yet know – about effective instruction. American Educator, Summer, 4-11, 38.

Ontario Ministry of Education. (2013). K-12 School Effectiveness Framework (SEF), 2013: A

support for school improvement and student success. Toronto: Author.

http://www.edu.gov.on.ca/eng/literacynumeracy/SEF2013.pdf

Stagg Peterson, S. & D. Heywood (2007). Contributions of Families' Linguistic, Social, and

Cultural Capital to Minority-Language Children's Literacy: Parents', Teachers', and

Principals' Perspectives. Canadian Modern Language Review, 63(4), 517 – 538.

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http://lusocanada.com/york-university-portuguese-association/

http://lusocanada.com/york-university-portuguese-association/

http://www.edu.gov.on.ca/eng/literacynumeracy/SEF2013.pdf

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APPENDIX B

Advise of the

Portuguese-Speaking Committee Staff Action Plan for 2014-15

1. School Improvement (arising out of Comment 2 in

the Research Report). In support of ongoing

improvement, the committee advises staff to

continue to employ the tool to identify the schools

with 10% or more students who speak Portuguese

at home and for those schools, report various

metrics, including EQAO indicators to guide

planning and advocating for interventions.

1. School Improvement. The TCDSB will continue to

provide relevant data to schools. With respect to the

cluster of schools identified within the Portuguese-

speaking community, meaningful metrics including

EQAO scores will be shared annually.

2. Early Years Interventions (arising out of Comment 9 in

the Research Report). Given the effectiveness of

Parenting and Family Literacy Centres in supporting both

literacy and school readiness, the committee advises staff

to continue to advocate that these centres be placed in

TCDSB schools.

2. Early Years Interventions. The TCDSB presently has a

variety of intervention programs used with children

demonstrating gaps in learning. The following programs

are routinely offered to support students in the Early

Years:

i. Kindergarten Language Program

ii. Language Impaired Intensive Support Program

iii. Multiple Exceptionality Intensive Support Program

iv. Deaf and Hard of Hearing

v. 5th Block

vi. Empower Reading Program (with Hospital for Sick

Kids)

vii. Speech and Language Programs (e.g., PPIP - Primary

Phonological Intervention Program)

viii. Kindergarten Intervention Needs Development

(KIND) Program

ix. Autism Teams Supports and Programs.

Staff shall:

a. investigate and work towards creating additional

Parenting and Family Literacy Centres (PFLC) in

TCDSB schools bearing in mind Ministry of

Education parameters. There are presently 19

PFLCs located in TCDSB schools, three of which

are schools with a high Portuguese-speaking

population. Due to the non-denominational nature

of the Parenting and Family Literacy Centres, there

are centres located in the TDSB schools who serve

the Portuguese community. Parents and families

who have children in TCDSB schools are able to

access the TDSB programs; similarly, TDSB

parents have access TCDSB programs.

b. encourage schools to link with the Ontario Early

Years Centres in the neighbourhood to develop

mutually beneficial partnerships and where

possible, programs for families in those

neighbourhoods where the creation of additional

PFLCs is not feasible.

c. investigate programs that support the Portuguese-

speaking community by entering into partnerships

with Ontario Early Years Centres to facilitate the

implementation of programs such as the ‘School

Readiness’ program to assist students with limited

or no formal child care experience transitioning to

Kindergarten. The School Readiness program

supports the child’s entry into the school system.

d. investigate the barriers to creating more programs,

as well as the financial pressures of providing

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Advise of the

Portuguese-Speaking Committee Staff Action Plan for 2014-15

programs.

3. Early Development Instrument (EDI). Recognizing that

the EDI is a useful tool to understand the school readiness

of kindergarten students, the Committee supports

continued the practise that EDI data be shared and

integrated into school planning.

3. Early Development Instrument (EDI). The EDI will be

used to identify areas of strength and areas of growth

within the school. The information shared with the larger

community will assist in the development of programs

and supports for children and families together with

partners in the Early Years sector. The data will continue

to be shared with school principals and staff to help

develop promising practices for students entering the

school system, and interventions for those who

demonstrate gaps in learning, academically, physically

and socially.

4. Transition and Career Exploration. Recognizing the

importance of transition and career exploration for junior-

intermediate students, the Committee endorse that

practise that (i) all students have access to ‘My Blueprint’,

(ii) as part of the strategy to facilitate student and parent

engagement, resources be directed to those schools with

high populations of Portuguese-speaking students, (iii) an

evening focussed on career exploration be hosted

involving students and their families and (iv) exploratory

excursions to local colleges, apprenticeship programs and

universities be initiated.

4. Transition and Career Exploration. Staff will continue

to introduce students to ‘My Blueprint’ in the junior-

intermediate grades and will offer multiple opportunities

for students and their families to explore career pathway

opportunities.

5. Scholarships. The Committee endorses the practise that

scholarships offered through the Luso Golf tournament be

promoted in all schools.

5. Scholarships. Staff will communicate the benefits of

scholarships to all schools.

6. High Expectations (arising out of Comment 41 in the

Research Report). Recognizing the importance of high

expectations for all students, the Committee supports the

findings that all principals and staff hold and

communicate high expectations for achievement to

students and families as part of an intentional strategy for

student success, while also pursuing a strategy of targeted

and intentional instruction coupled to a growth mindset

for students.

6. High Expectations. Staff will continue to develop

instructional leadership capacity and promote

differentiated, targeted and intentional instruction for all

students.

7. Research. The Committee is grateful for the research

conducted in the elementary panel and supports

extending the research to examine perceptions and

practises supporting student success in secondary schools.

7. Research. Staff will undertake research that examines

perceptions and practices to support student success in

those secondary schools where a large proportion of

students speak Portuguese at home.

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