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Student Success: Pathways Grades 7 - 12 Initiative

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Student Success: Pathways Grades 7 - 12 Initiative 1. Historical Context 2. TDSB Context (Schools & Students) 4. Impact of Secondary School Policy on Student Success – PowerPoint PPT presentation

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Title: Student Success: Pathways Grades 7 - 12 Initiative


1
Student Success PathwaysGrades 7 - 12
Initiative
  • 1. Historical Context
  • 2. TDSB Context (Schools Students)
  • 4. Impact of Secondary School Policy on Student
    Success
  • 5. What are we doing to improve Student Success
    in TDSB?

2
  • HISTORICAL
  • CONTEXT

3
  • 1870
  • 5-6 of students entered high school (commercial,
    academic)
  • 25 entered university
  • 1960 - 5 year / 4 year programs
  • - streaming - students locked into streams
  • - Students passed/failed (full year)
  • 1972 - Credit system - students passed/failed
    courses (streamed by ability)
  • - 2/3 students in general level dropped out
  • - job opportunities for students graduating in
    general level - poor (OSSTF research)
  • - Wells Before the end of the 70s, grade 13
    will be a thing of the past

4
  • 1984 - Ontario Schools Intermediate/Senior
    (OSIS), Grades 9-OAC
  • - streamed by level of difficulty
    (Basic/General/Advanced)
  • - 30 credits (110 hours each) required to
    graduate (16 compulsory credits)
  • 1993 -The Common Curriculum, Grades 1-9
  • - no discrete subjects eg. 4 Program areas
  • - Credits and streaming eliminated in Grade 9
  • - Students either achieve all subjects and move
    on to Grade 10 or repeat Grade 9
  • R. Stamp Schools of Ontario 1876-1976
  • Gidney (1999) From Hope to Harris

5
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6
TDSB CONTEXT - Schools
  • Variety
  • TDSB is a Composite system vs. system of
    composite schools
  • Organization
  • 88 secondary schools
  • 8 junior high schools
  • 17 alternative schools
  • Inequitable distribution of programs/specialized
    schools

7
COUNTRY OF BIRTH
  • 56.4 (47,800) of secondary students were born in
    Canada
  • 43.6 (36,976) of secondary students were born
    outside of Canada in more than 150 different
    countries
  • Of those secondary students born outside Canada,
    the greatest numbers were born to China (4,517 or
    5.3) and Sri Lanka (Ceylon) (2,924 or 3.4)

8
LANGUAGE
  • English is the mother tongue or primary home
    language of 55.0 (46,624) of secondary students
  • 45.0 (38,157) of secondary students have a
    language other than English as their mother
    tongues or as the primary language spoken in the
    home
  • Over 70 languages are reflected in the language
    background of secondary students
  • Chinese and Tamil are the most common languages
    other than English of secondary students - 112
    (9,519) of students have Chinese in their
    language background and 4.0 (3,378) have Tamil

9
RECENT ARRIVALS
  • 13.0 (11,003) of secondary students have arrived
    in Canada in the last three years
  • An additional 7.3 (6,196) have arrived in the
    last 4-5 years

10
Percent of children in poverty in GTA
40
35
30
25
of children (0-12) under LICO
20
15
10
5
0
Halton
York
Toronto
Durham
Peel
Region/Municipality
11
IMPACT OF ONTARIO SECONDARY SCHOOL POLICY
ONSTUDENT SUCCESS
12
International Assessment
  • Only two countries - Finland and Hong Kong
    (China) - topped Canadas performance in math,
    which was the main focus of the 2003 study
    conducted for the Organization for Economic
    Co-operation and Development (OECD).
  • Ontario ranks among the top provincial performers
    compared to the Canadian average, second to
    Alberta.
  • In reading, Canada was second only to Finland.
  • The report also praised Canada for cultivating
    high scores from students across various
    socio-economic backgrounds (narrowing the
    achievement gap).
  • In Canada and especially Ontario, not only are
    high average standards maintained, but
    differences in the extent to which students reach
    these standards are determined relatively little
    by their home background.

13
Year 2000 Ontario Student Flow from Grade 9 to
Post Secondary Destinations
Projections
24 OSSD to work
25 Leave Before OSSD
23 to College
28 to University
Grade 9 Enrollment 100
Double Cohort Study 2002 Ontario Ministry of
Education
14
  • Students in the Grade 9 Cohort of Fall 2003
  • 17 of Grade 9 students completed fewer than 7
    credits by end of 2003-4.
  • Proportion completing fewer than 7 credits has
    declined slightly over past four years.

15
  • While 26 of Grade 9 students in the lowest
    income grouping had achieved less than 7 credits
    by the end of Grade 9, only 7 of students in the
    highest income grouping had failed to acquire 7
    or more credits. This pattern is very similar to
    that of previous years.

16
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17
  • Grade 10 Students as of Fall 2003
  • 25 of Grade 10 students completed 14 or fewer
    credits by end of 2003-4.

18
  • As absenteeism increases, students are more
    likely to be behind in their credit accumulation
    by the end of Grade 10, putting them more at-risk
    of dropping out.

19
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20
  • Literacy Requirements (OSSLT/OLC)
  • 82 of student had completed their literacy
    requirement by end of Year 4 (Grade 12).

21
Dropout rate of Grade 10's based on
credit accumulation
60
40
32
40
Dropout rate
21
14
20
5
0
12
13
14
15
16
Number of Credits Earned by 16 years of age
22
  • The proportion of 17 year old (Grade 12) students
    graduating has increased over time.
  • The proportion of 17 year old graduates returning
    for Year 5 is less than a third of what it was
    under OSIS.
  • The trend is that students who are now returning
    for a fifth year tend to have lower credit
    accumulation.

23
  • 39 of 17 year old students applied to Ontario
    universities (including 6 who also applied to
    community colleges), and 26 actually registered.
  • 12 of 17-21 year olds applied to Ontario
    community colleges (include 6 who also applied
    to universities), and 5 actually registered.

24
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25
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26
Parental Aspirations ( of children whose
parents say they)
27
What are we doing to improveStudent Success?
28
  • Goals of the TDSB Student Success initiative are
  • to increase Equity of access and outcomes for all
    students
  • to increase Program choices
  • to engage and re-engage students who are at risk
    of dropping out of school
  • to increase the number of students who achieve
    16 credits by age 16
  • to increase the number of students who graduate
    with an Ontario Secondary School Diploma (OSSD)

29
March 2001Toronto District School Board Approved
  • VISION FOR CHANGE
  • DIRECTIONAL STATEMENTS
  • SYSTEM INITIATIVE LAUNCHED

30
In March, 2001, the following directional
statements were approved by the Board
  • Parents, students and community members are
    integral to the success of the TDSB vision and
    they will be involved throughout the process of
    planning for secondary school programs
  • All destination pathways (university, college and
    workplace) will be equally valued and equitably
    supported in planning, communicating, resourcing
    and acting
  • System leaders will take responsibility for
    educating students, parents, staff and community
    members about the full potential of each
    destination pathway

31
  • Schools will share responsibility for students
    in school to school transitions using shared
    information systems and assuring that resource
    allocation and intervention strategies are
    implemented for those at risk
  • All system leaders will share responsibility
    for continuous improvement in student achievement
    and for identifying and addressing gaps in our
    service model
  • The system will assure that students have
    access to a range of appropriate programs that
    meet their varying needs within a reasonable
    geographical region of their homes

32
  • Each school will assume ownership for the
    care and support of students within the boundary
    of that school community and provide direct
    service or assure connection to service that
    meets each students programming needs

33
Research Underway
  • consultation process with schools, parents,
    superintendents and system leaders
  • research provided through literature search and
    in consultation with OISE/UT
  • an investigation of TDSB data banks and Ontario
    reports re patterns of student success
  • Student voices (Imagine Student Success
    initiative) - interviews with at-risk students
  • Research on program effectiveness
  • Targets supporting, tracking and monitoring 15
    of students who are identified as most at risk
  • Tracking and monitoring student progress
  • Identifying resources and program needs through
    SIP

34
  • Coordinating Programs to ensure equity of access
    and increase
  • program choices
  • It is very difficult for any one school to
    sustain all the pathways that students need
  • Resources are spread too thinly to support all
    programs in all schools
  • Facilities to support program require
    upgrading/renewal
  • Access patterns across the City are inequitable
  • Most vulnerable students are travelling the
    furthest to receive appropriate programs/services

35
Initiatives Include
  • Ministry-funded pilots to inform future policy
    and funding
  • Building Bridges 2.4M
  • Learning to 18 (in final approval stage)
  • Others include
  • Middle Years Literacy
  • Summer School/Camps
  • Tutoring - Grades 7-12
  • Homework Clubs
  • Expansion of Placement Centres
  • Partnerships
  • Colleges - eg. Seneca
  • University Windsor, UofT, York, Ryerson
  • Sector Councils

36
Specific Initiatives
  • Ministry-funded pilots to inform future policy
    and funding
  • Building Bridges 2.4M
  • Learning to 18
  • Students Success
  • Partnerships - Colleges/Universities/Community
    groups
  • Tutoring and Intervention Programs

37
To improve equity of Outcomes
  • Focus on professional development and appropriate
    classroom resources in all Program areas (Grades
    7-12) in order to
  • support teachers in expanding and enhancing
    teaching methodology
  • introduce or expand programs that support Student
    Success
  • Expand knowledge of career opportunities for
    students, teachers, and parents including direct
    experience

38
PROCESS
  • January 2005 - Complete
  • Identifying all existing specialized programs
    and specialized/alternative schools
  • Complete
  • Analysis of facilities/enrolment trends in each
    school
  • February 2005
  • Meetings in each region with school
    staff/superintendents/trustees to suggest
    additional programs/schools per region/quadrant
  • March 2005
  • School principals meet with staff, community to
    propose sites
  • May 2005
  • Recommendations to Board on proposed sites to
    date for approval
  • July 2005(on-going)
  • Facility Renewal and program implementation
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