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Toronto Catholic District School Board

TCDSB K to 12 ProfessionalLearningForm  2017-2018 (Final)

 

 

SCHOOL - Prin - Sup

St. Joseph’s College School – Mrs. H. Lesniak – Mr. J. Shanahan

 

 

 

Based on analysis of the data, in collaboration with staff identify a critical learning need area or strategy that addresses the learning of your school community (i.e., numeracy, assessment, problem solving, inquiry learning, learning skills, etc.)

 

 

 

 

 

 BACKGROUND – DATA ANALYSIS

Student Achievement Data (EQAO, CAT4, etc.)

Perceptual Data

(Survey data, School Climate, etc.)

Demographic Data

(N tiles, etc)

Program Data

(Empower, 5th Block, Taking Stock, RMS, etc.)

Other

(SSLN, EDI, etc.)

-OSSLT (FTE)

95% Participation

86% Successful

5% Deferred

86% of ELLs were successful

 

Math - Applied

⥸Level 3 - 34%

Level 2 - 51%

Level 1 - 6%

 

 

Math - Academic

⥸Level 3 - 91%

Level 2 - 6%

Level 1 - 2%

 

75% of students using oversleeping or lack of sleep to cope with or manage stress.

 

65.4% of students spend more than 4+ hours of screen time per day.

 

82.7% of students agree that they worry a lot.

 

41% of students get only 4 to 6 hours of sleep per night.

 

76.3% of students had neither parent born in Canada.

116 International students currently enrolled in school

 

Math - Applied

Summer sch. = 32

ESL - 8

Sp.Ed. - 12

New Cdn - 10

 

Math - Academic

Summer sch. = 86

ESL - 13

Sp.Ed. - 4

New Cdn - 15

Taking Stock
-18 Grade 10 students did not receive 8 credits during their Grade 9 year

-65 Grade 10 students have over 8 hours of Community Service completed

-34 Grade 10 IEP Students

 

RMS - Diagnostic Levels

L4 - 1

L3 - 3

L2 - 3

L1 - 5

R - 7

 

 SSLN will be a Numeracy focus We are still working on the details of what our SSLN will be for 2017/18

 

URGENT CRITICAL LEARNING NEED

Explain in 140 characters or less … student learning problems to solve - Professional learning focus for this year.

 -To improve numeracy in Grade 9 and 10 applied level and ELL learners across critical subject areas (geography [gr. 9], math, science, physical education).

 

From the data, what learning conditions will support increased achievement?

-Cross curricular approach to numeracy; making connections across subject areas to reinforce concepts; common language/terminology and methodology.

 

 

PROFESSIONAL LEARNING PLAN 

TO MEET URGENT CRITICAL NEED:

 

Collaborative Inquiry Question (What is the problem of practice?)

How can we address the non-attendees, lack of parental support, lack of support staff (i.e.CYW’s) and how do we support student achievement when students do not come to school.

 

 

If…  Then…  Statement:

-If the numeracy committee can put our plan of action through code days then we will be able to implement an effective plan of action to improve numeracy skills.

-If students receive reinforcement in numeracy skills and vocabulary across various subject areas, then their comprehension and results will improve.

Learning Goals (related to urgent critical learning need)

-We are beginning to integrate common language related to numeracy across the curriculum in our grade 9 applied level classes and in classes that have the ELL learners. Specifically grade 9 Geography, and grade 9/10 Science, Math and Phys. Ed.

Marker groups that will receive intervention (subgroups e.g., achieving at 2.5-2.9, Applied, gender, Grade(s),  etc)

-Grade 9 and 10

-Identified students through Special Education

-Applied Level

-ELL

Actions/Interactions

(What will we do to meet our goals?)

- PLC time to support staff

- Math camps

- Numeracy committee composed of teachers in 4 critical subject areas

-Planning a meeting with different schools to collaborate on math curriculum

What professional learning have you engaged in (or will you engage in) to ensure that culturally responsive pedagogy  is embedded in teaching and learning?

- Regional PD day, October 3, 2017 (Bishop Marrocco/Thomas Merton).

- Attending the following RMS sessions:

-       Oct 16, 2017

-       Feb 7, 2018

-       June 5, 2018

 

- Attending EQAO Sessions

-       October 23, 2017

-       March 7, 2018

Strategies to address the needs of students who have an IEP or are ELL

 -Working with Learning Strategies and ELL/ESL teachers in assisting teachers with numeracy terminology

- Working with the Special Education teachers to assist them with high yield strategies to help improve the achievement of the identified student in numeracy.

Helping teachers and students to make connections with numeracy in other subject areas other than math (such as Geography, Science or Phys. Ed)

PD Required for Staff

- Time for numeracy committee to meet to work towards developing and incorporating common language and methodology related to numeracy skills. 

Use of Code 83 days

Working with our SSLN group to make connections between numeracy at the elementary and secondary levels

Working with Ministry personnel

Measures/Evidence of Success to be used

-Analysis of 2017 results based on student scores. - EQAO June 2018

-Increase applied pass rate for EQAO Math.

Survey with students in applied grade 9 math

Resources Required (human, material, #code days)

-Code days

-PLC time

-Cathy Connors (ESL Lead, TCDSB)

 

 

Questions to Consider:

     Are we being collaborative in our decision making?

     Are we improving instructional leadership in our school?

     How are all stakeholders involved in the Professional Learning Plan?

     Does the plan build capacity amongst our staff related to student need?

     Are we using high yield instructional strategies? What does research say about this student learning problem?

     Have we increased the amount and quality of learning related to our student​ ​​​​​​
 
 
 
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