Superintendent of Education, Student Success

Patrick Keyes

PRINCIPAL: Tony Augello

TRUSTEE: Sal Piccininni

SCHOOL NAME:

SCHOOL ADDRESS:

SUPERINTENDENT:

St. Basil-The-Great Catholic Secondary School

Loretta Notten

20 Starview Lane Toronto ON M9M 3B2

1279STUDENT 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 St. Basil-The-Great 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 :

St. Basil-The-Great Catholic Secondary School

Focus : Literacy / 9-12

20102011School year:

Specific

•Continue to identify IEP/Ell students for classroom teachers. •Applied level OSSLT success rate with a focus on IEP/ELL students. •Provide accommodations for IEP/ELL students. •Focus in accommodations for students with SEA assisted technology in order to help them with their respective literacy skills. •Mimic OSSLT type tasks in everyday classroom curriculum delivery through monthly packages provided to all teachers by the literacy committee. •Calendar of topics: Nov/Dec- Reading Comprehension Jan-Summary Writing Feb-News Reports March-Opinion Writing April-Explicit/Implicit Answers May-Numeric Literacy June-Summary •Integrate a mock OSSLT assessment to be completed in February 2011.

Measurable

From SEF •Students and teachers share a common understanding of learning goals and related success criteria •A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment, and determine next steps •A culture of high expectations supports the belief that all students can learn, progress and achieve •Use previous year’s OSSLT test results and Mock test •Review DIP data, paying attention to students with low credit accumulation and grade 9/10 applied level course results

Increase the success rate of applied level grade 10 students in their 2011 OSSLT scores by 7% from 41% to 48%

Evaluation:

Results- Oriented

•Staff P.D. •Cross curricular staff focus and development •Read (Treehouse) OSSLT books •Literacy committee share instructional strategies and promote student engagement and awareness •Use of staff release days in order to support team planning/sharing/teaching

Timeline

Administration, Student Success Teacher and Literacy Team •Review mid-term and semester one final grades for at risk students •Administer and assess the OSSLT mock test set for February 2010 •OSSLT grammar booklets distributed and assessed by the English department. •Monthly packages will be distributed to teachers according to the above calendar. •OCA review Classroom Teacher •Monitor student progress and participate in PD sessions throughout the year

Attainable

•Proper identification of ELL students •Proper accommodations and supports for IEP and ELL students. •Integrate OSSLT type tasks within the grade 9, 10, and 11 curriculum that develop literacy skills in conjunction with course material, instruction, and delivery. •School wide grade 10 mock literacy test and literacy skill development promotion as directed by the school’s literacy committee •After school literacy class through continuing education •OCA initial and final achievement results •Differentiated instruction in literacy •Use of Assistive Technology

School

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

SMART Goal :

St. Basil-The-Great Catholic Secondary School

Focus : Numeracy / 9-12

20102011School year:

Attainable

•EQAO daily practice questions •Mock EQAO test •Tips 4 RM •Attend NAFLC session Nov/Dec •Co-Teaching/Cooperative Learning/Increase communication activities/BANSHO activities •Differentiated Instruction •Integrate Technology (Smart Board, TI Inspire, Graphing Calculators, Gizmos, Clips) •Using the Math Coach from TDCSB

Specific

. •EQAO data •Academic/Applied strands •Improvement in the strand Linear relations in both levels •ELL/IEP students •Problem Solving/ Communication

Measurable

From SEF: Students and teachers share a common understanding of the learning goals and related success criteria. A variety of valid and reliable assessment data is used by students and teachers to continuously monitor learning, to inform instruction and assessment, and to determine next steps. A culture of high expectations supports the belief that all students learn, progress and achieve. •EQAO scores •Check pass rates – 70% in order to observe level 3 •Mid-point and end of semester assessment tools •Mock EQAO test assessment tools •Moderated marking (NAFLC) •DIP data •IIR reports •CAT scores

By June 2011, the percentage of students who will achieve level 3 or greater in the grade 9 academic EQAO math scores will increase by 1%, from 83% to 84%, and for the grade 9 applied EQAO math scores will increase by 3%, from 32% to 35%, by incorporating differentiated instruction, technology and manipulative in math lessons, and by practicing three mock EQAO tests during the school year.

Evaluation:

Results- Oriented

•Tips 4RM •Use of Websites: Edugains: http://edugains.ca/ Mathgains : http://edugains.ca/newsite/math2/index.html Clips: http://oame.on.ca/CLIPS/index.html •EQAO questions by strands •Gizmos, Smart Board Technologies – on line activities, TI Inspires and TI 83 on line activities •ONAP 9 Academic/ Applied •Dr. Small Big Ideas/ Good Questioning Techniques

Timeline

•EQAO practice test- December, March •Mid-term report – all teachers – November, April •Assessment – NAFLC- all grade 9 and 10 teachers - end of November, March •Alighnment of Long range planner- Course coordinator - end of September (sem I), end of February ( sem II ) •Quizzes/test /common assessment – all teachers (every unit) •Technology implementation – all teachers( every month) •Moderated marking –November, March

School

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

SMART Goal :

St. Basil-The-Great Catholic Secondary School

Focus : Pathways / 9-12

20102011School year:

Specific

Course offerings Staff responses to section C, questions #1-3 on the Student Success Reflective Practice Feedback Survey

Measurable

From SEF: School programs incorporate students’ priorities and reflect the diversity, needs and interests of the school population. Programs, pathways and career planning meet the learning needs and interests of all students. Students, parents and teachers understand the full range of pathways, options, programs and supports available. Students have opportunities to build on in-school and out-of-school experiences and activities to further explore personal interests, strengths and career options. Enrolment in courses Review of the 2011 Student Success Reflective Practice Feedback Survey results. Students are supported in education and career planning Review course completion and failure rates

By September 2011, introduce one grade 11 section of BAI3E (Accounting Essentials) in order to continue the development of the Business Fast Forward Program in gr. 11. Students in gr. 11 will continue to operate the Tuck Shop. Increase staff awareness of Pathways/Fast Forward Program as reported in the Student Success Reflective Practice Feedback Survey from 52.9% to 80%.

Evaluation:

Results- Oriented

Funding from Ministry for FF TCDSB Fast Forward staff resources The 2011 Student Success Reflective Practice Feedback Survey Career Cruising, My Blueprint OYAP

Timeline

Business Dept and FF Team Business department and the Fast Forward school team will monitor and assess the progress of the school’s Tuck Shop Guidance counselors will support and direct students in their chosen pathways •Student Success Teacher and school administration. •By May 2011, the success of the BAI3E course offering for the 2011 – 2012 school year •By fall 2011, the Student Success Reflective Practice Feedback Survey results will be reviewed

Attainable

AEF – ask Expert Fair/Opt. Fair Let’s Talk Postsecondary Information Fair Guidance promotion @ option assemblies Co-op promotion of the Business Fast Forward Program at option assemblies and Ask the Expert Fair; students will have opportunities to build on in-school and out-of-school experiences and activities to further explore personal interests, strengths and career options (SEF) Promotional material for FF Program Continued Operation of The Baron’s Den (Tuck Shop) OYAP Presentation and program promotion Professional Learning: PLC – Professional Learning Community Staff P.D. at monthly meetings TCDSB Fast Forward presentations Guidance/Co-op/Careers teachers, will be in-serviced in the use of Myblueprint.ca Collaborative planning sessions with school and TCDSB pathway team

School

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

SMART Goal :

St. Basil-The-Great Catholic Secondary School

Focus : CCCC / 9-12

20102011School year:

Specific

•Grade 9 students enrolled in applied level courses •A positive, supportive relationship with a caring adult is important for all students, but is critical for students experiencing difficulties in order to prevent disengagement, especially at the grade 9 level.

Measurable

Measures of Success: How are you measuring success in your area of concern? From SEF: Staff, students and school community promote and sustain well-being and positive student behavior in a safe and healthy learning environment. The teaching and learning environment is inclusive and reflects individual strengths, needs, and learning styles. Students, parents and community members are engaged and welcomed as respected, valued partners. •Review the results of question #37 in the My School, My Voice survey. •Review the grade 9 Transitions survey. •Administer a local modified version of the My School, My Voice/Transitions survey to the grade 9 applied students during the first and last terms of the year. •Hope to see a 10% increase between the first and second applied level modified version of the survey.

Recognize the importance of a positive school climate to enhance learning opportunities by fostering constructive peer and staff relationships in our students, particularly studying at the applied level. Our target is to increase the percentage from 73% to 83% of students who agree or strongly agree that there is a positive learning climate as measured by the My School, My Voice survey.

Evaluation:

Results- Oriented

•Conferencing between the grade 9 applied teachers and the grade 12 students, as well as the grade 12 philosophy and religion teachers •My School, My Voice survey •Grade 9 Transitions survey •St. Basil My School, My Voice/Transitions survey specifically for the grade 9 applied students •Staff and administration involved in the Caring Adult Program (CAP) •Monitor academic achievement - DIP •Progressive discipline reports and behavioural interactions

Timeline

•Student Success Team •Grade 12 philosophy and religion teachers •Grade 9 applied teachers •CAP participants – teachers and support staff monitor and model the role of the caring adult •Yearly monitoring of BIP – November, May, June – as per survey

Attainable

•Student leadership activities with focus on increasing the engagement of students as leaders within their school •Incorporate Caring Adult model with our Peer Linkage Program (PLP) and continue activities from previous years •St. Basil has created a new strategy called Peer Linkage Program (PLP) in which our grade 12 students will role model a positive learning environment: Period 3A – All grade 12 students taking philosophy or religion will be linked to 2-3 grade 9 students in the applied level english and math courses on a biweekly basis All grade 12 students who are not in the period 3A philosophy or religion courses will be invited to participate in the program during their spare or after school Philosophy or religion students will be graded by a case study All grade 12 students on spare will receive community hours All participating grade 12 students will receive a Certificate of Mentorship Professional Learning •Regional Student Success Meetings/Conferences – e.g. Safe Schools, Mental Health •Grade 12 teachers conferencing with grade 9 applied teachers •Staff in servicing at our local staff meetings and P.A. days