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Supporting Grade 8-9 Transition as Families of Schools
Simcoe County District School Board
August 2010
Table of ContentsBackground InfoRisk Factors For Success Through Transition
Table 1: Synopsis of Risk Factors in TransitionFactors Supporting a Successful Transition
Table 2: Synopsis of Factors Which Facilitate the TransitionStudent Success TeamTransition Deliverables
1. Transition Plan2. Monitoring3. Advocate4. Strength Based Timetable5. Mechanism for Sharing
ResourcesAppendix A: Sample initiatives supporting the transitionAppendix B: Ministry Transition Fact Sheet
Background Info In May 2005, the Early School Leaver report was prepared by the Community Health Systems Resource Group for the Ontario Ministry of Education. One of the recommendations of this report included “addressing the specific slippage points occurring in the process of disengagement (eg. transition into grade 9)”. (Page 49) Since this time, the Student Success Strategy has developed and adapted allowing schools to provide an education based on individual student strengths and needs. The ultimate goal is an increase in graduation rates province-wide. A variety of programs are included in this strategy including Dual Credits, Specialist High Skills Majors, E-Learning, Co-operative Education and Ontario Youth Apprenticeship Programs, and credit recovery. Simcoe County District School Board offers an assortment of these programs at each secondary school. In addition to these innovative programs, the Student Success Strategy includes transition programming and the presence of functioning Student Success Teams in each school to support struggling students. In February 2007 Dr. Kate Tilleczek and Dr. Bruce Ferguson with the Community Health Systems Resource System prepared a report on the transition from elementary to secondary for the Ontario Ministry of Education. The report, titled “Transitions and Pathways from Elementary to Secondary School: A Review of Selected Literature” describes the risk factors within the transition into secondary school and goes onto summarize factors that can support a successful transition. Based on this research, the Ministry has set out five deliverables that schools are to meet while supporting the transition. The purpose of this document is to outline these risk factors and highlight examples of how different families of schools are successfully supporting the transition. This document is not attempting to direct families of schools into specific transition activities, but to provide a method of sharing initiatives that are working. Each school and family of schools are different and therefore, it is necessary to individualize the transition activities. However, it is important that each family of schools consider each of the risk factors and protective factors below while planning for transition. Not all transition initiatives are included in this document, only a sampling.
Risk Factors For Success Through TransitionThe report “Transitions and Pathways from Elementary to Secondary School: A Review of Selected Literature” uses the following table on pages 33-34 to outline risk factors in the transition years.
Table 1: Synopsis of Risk Factors in TransitionMacro Level (Culture and School Structure)
● Social class and poverty, important to keep “daily hassles” for poor students at a minimum, there is some evidence that risks can be attenuated
● Gender differences in adjustment
● Ethnicity and visible minority status
● Age and “age-ism”, the developmental struggles of adolescence can get lost
● The primacy of the need for status and belonging can get lost
● Cross-school and cross-panel cultures are different and set up need to negotiate new pedagogy, assessment, curriculum, procedures, structures
● Tend to focus on academics issues only, rather than relation of academic/social/procedural issues
Meso Level (Families, Friends and Classrooms)● Losing, keeping, and exposure to new friends is critical
● Some learning pathways are better than others, for example an even achievement pathway is best as students do not need to quickly catch up on math and reading. The quality and structure of elementary schools are important in establishing these pathways for students
● Friends and dating are important part of adolescent development which get lost
● Adult status is sought at the very time that they enter a school where they are “newcomers” and the youngest
● Adult status is critical to the excitement of going to high school but gets lost
● Social isolation can occur in new, large, bureaucratic setting at the very time when friends and peers are critical
● Familial relations are changing and needs for autonomy coincides with familial negotiation of new school and structures – how do they stay engaged?
● Teacher-student relationships remain critical but often change to one of distance, mistrust, and less personal
● Multiple, new relationships are being negotiated which is more difficult for some students
● Curriculum, pedagogy and assessment all shift in multiple ways
Micro Level (Youth)● Identity issues are critical and often overlooked
● Alienation and isolation can be a result of both age and school – lack of developmental fit
● At-risk students require additional assistance through adjustment
● Adjustment patterns are variable for students
● Mental health issues can be overlooked, (eg. stress, anxiety, depression, loneliness can be seen as artefact of the adjustment)
● Dips in academic achievement can lead to disengagement
Source: Tillczek K., Ferguson B. Transitions and Pathways from Elementary to Secondary School: A Review of Selected Literature”. February 2007. Pages 33-34.
When evaluating and assessing transition programs it is important to recognize that factors including culture, identity, socio-economic status, social connection and relationships inside and outside of school are as important as academic factors.
Factors Supporting a Successful TransitionTo summarize their research, Tillczek and Ferguson (2007) used the following table on pages 41-42 listing protective factors, or those factors which can support a successful transition.
Table 2: Synopsis of Factors Which Facilitate the TransitionMacro Level (Culture and School Structure)
● Attend to social class, gender, and ethnicity, anti-racism, anti-classism, and bullying awareness
● Attend to school-development fit, belonging, friends, teacher training on youth culture and development
● Attend to continuities and discontinuities in elementary and secondary school cultures (structures, practices, pedagogy, assessment, curriculum, teaching, etc.)
● Create well coordinated transitions, decrease adjustment time, keep what works, document, describe, communicate, evaluate. Provide adequate information for students and families. Focus on long-term adjustment not just immediate movement
● Get administrative work out of the way so that students can focus on school and social events in first weeks
● Engage across panels (parents, students, and teachers) with multiple strategies (letters, hotline, websites, visits, clear timetables, open house, handbooks, maps, meet teachers, ongoing meetings of personnel, internet chats, teacher/student cross-visits)
● Make time lines and transition plants for each student and parent (attend to at-risk issues early in elementary school)
● Redirect efforts and funds, assess human and financial supports, identify caring adults
● Note complexity of “families of schools” model, multiple feeder school possibilities and issues, few transitions the better for students
Meso Level (Classes, Friends, Families)● Focus on teaching style/care, similarities across schools, student input in seating plans, work partners, class activities, sense of
belonging, teachers as human developers
● Focus on pedagogical issues/similarities across panels, less competitive pedagogy in grade 9, use friends, make friends, task-focused strategies
● Focus on friendships, peer groups and influence, continuity in peer groups, connect students to friends/peers/classmates (seating plans, working groups)
● Focus on shifts in parental/peer relations which occur at the time of transition; parents require more information at precisely the time youth distance from parents
● Focus on roles of counselling, caring, community outreach, and parental input
● Focus on core/bridging curriculum across schools, language across the curriculum, post-induction programs for study and organizational skills, elementary booster classes
● Focus on student success/fresh starts, front load grade 9 with courses based on student’s strengths
● Focus on issues of assessment and its practice and meaning across panels, focus on dips in achievement per subject
● Focus on numeracy, literacy, academic and career pathways and care/culture/community
Micro (Youth and Teachers)● Focus on core/bridging curriculum across schools, language across the curriculum, post-induction programs for study and
organizational skills, elementary booster classes
● Help youth commit to learner identities and belonging, acknowledge strengths, prior achievements, create fresh starts, avoid old labels, students can “unlearn” math, language and reading, change “shirkers” to “workers”, friends are important, self-perception dips are lasting, set clear goals
● Support at-risk students, look beyond regular assessment data when tracking risk, look to how risk factors play out in class (e.g. boys who are meeting targets but not challenged)
● Engage youth and friends in the transition process at all levels and stages
● Engage parents and students to see the importance of academic and social development
● Teachers are human developers, teachers are also in transition, teachers need support
Source: Tillczek K., Ferguson B. Transitions and Pathways from Elementary to Secondary School: A Review of Selected Literature”. February 2007. Pages 41-42
These protective factors have been translated into five main deliverables for families of schools by the Ministry of Education. These deliverables are;
1. ensuring a transition plan is in place, 2. monitoring at-risk students, 3. ensuring each at-risk grade 9 has an advocate in the school, 4. ensuring each potentially at-risk grade 9 has a strength-based timetable for first semester, and, 5. ensuring there is a mechanism for sharing information within families of schools.
Detailed information about each deliverable is below. Please note that each protective factor in the table above is hyperlinked to a list of example activities and transition programs run in SCDSB schools to support the factor.
Student Success Team The Student Success Team (SSTeam) is an important part of school culture. The purpose of these teams are to provide support for struggling students. SSTeams often include representatives from the school administration, guidance department, special education department, co-operative education department, student success teachers, credit recovery teachers, child and youth workers and native student advisors. Transition is only one part of the SSTeam's responsibilities. In many schools there is a sub-group focused on transition planning. The SSTeam is primarily within the secondary school, but there are some wonderful examples within Simcoe County where elementary school representatives are regular, contributing members of the SSTeam. This is especially beneficial in reaching goals around the transition into secondary school and strongly encouraged.
Transition Deliverables These deliverables are set out by the Ministry of Education to guide schools in supporting at-risk students through the transition into secondary school.
1. Transition Plan
Schools are required to have a defined transition plan including orientation activities, strategies and interventions;
○ communicating your plan to parents/students,○ orientation activities that fit within the plan,○ sample calendar,○ sample division of roles.
Boards (and schools) develop, implement, and monitor their Grade 8 to 9 Transition plan (including interventions and strategies based on each school's unique advantages and challenges).
Strategies for Meeting this Deliverable:
Title Description Contact
Interim reports
Mid term reports
All interim reports are collected reviewed and students with marks below 60% are flagged interviewed, interevention
stategies begin
[email protected]@scdsb.on.ca
All reports are reviewed by the Student Success
Team
Each member of the team takes on individuals to interview and discuss any problems that may have come up on the
current report.
EDHS Student success team
Transiton database Students are referred to Student Success via Grade 8 teacher, students are interviewed
[email protected] Barrie North
NantyrInnisdale
Student Success Network
Group of teachers meet to discuss students on an individual “case study” basis to brainstorm intervention
strategies
[email protected] sappleby Barrie North
Engagement Programs
A variety of Engagement Programs exist at lunch to connect with students (Sports/Bike Shop Girls Lunch)
School Transition Plan Guidance, Spec. Ed. and Student Success develop and annually implement 8 to 9 transition plan spanning
beginning of gr. 8 to end of gr. 9
[email protected] Lakes
NantyrInnisdale
Transition Calendar for Sec. School and Family of Schools
Calendar is a monthly outline of the transition activites and outlines responsibilities of each school
[email protected] Street C.I.
Sappleby Barrie NorthWsmallwood - Banting
Family of School meetings
Elementary principals visit principal monthly to discuss issues & concerns. At times guidance, Spec Ed, SS are invited to
share information
Innisdale
Grade 9 Spirit Day, Leadership
Camp, Anti-bullying initiatives
To encourage grade 9’s to be future leaders and to give the skills necessary for positive conflict resolution.
Stayner Collegiate
2. Monitoring
Schools will ensure close monitoring (minimum first three months) of all students potentially “at-risk” of not graduating is occurring.
Strategies for Meeting this Deliverable:* progress reports* grade 8 successful transition profile* teacher referrals to student success team* student success database
3. Advocate
Schools will ensure each Grade 9 student potentially at-risk of early leaving has a designated caring adult who acts as an advocate.
Strategies for Meeting this Deliverable: * using the Grade 8 Transition Profiles and at-risk definition, students are identified and the Student Success Team determines a caring adult who is recorded in the Student Success Database allowing all teachers to contact the students advocate.
4. Strength Based Timetable
Schools develop individualized timetables for Grade 9 students, basing them on students’ strengths and interests, with a focus on at-risk students. These are developed in the first semester to help give students a positive start in secondary school.
Strategies for Meeting this Deliverable:
Title Description Contact
eXtended Literacy Program (XLP)
Students identified by Grade 8 teacher with literacy concerns, students placed in 4 courses 2 sem 1 2 sem
2 that focus on literacy
[email protected] at bradford
Balance all Gr. 8 Timetables
SS Team works on the timetables and ensures all students are in the correct level and that they have a favorite subject in the same semester as a difficult
one.
[email protected] Barrie NorthJim MacMillan EDHS
Jody TironeStayner
Meet all grade 9’s All grade 9’s meet with guidance/ SST in October to discuss their timetables and progress in school.
[email protected]@scdsb.on.ca
Stayner Collegiate – Jody Tirone
Transition meetings for all grade 8 at-risk
students
Through the meetings, able to identify strengths and needs to develop appropriate timetables
[email protected] Lakes S.S.
InnisdaleStayner Collegiate
Try to put gr. 9 applied and academic English and Math at the same
time
This ensures if the student needs to go to applied, they can often drop the level into a class right away and keeps the student getting credits and staying
positive about these crucial subjects.
Nantyr
Transition meetings with grade 8 at-risk
students
Meeting with grade 8 student, parents & grade 8 teacher to identify his/her strengths and weaknesses.
Share info with guidance counsellor and adjust timetable
Mary Ellen DeneauO.D.
Stayner Collegiate
Gr. 8 Teachers visit Gr. 9 orientation day
Gr. 8 teachers visit the Gr. 9 orientation day to see how their former students are doing. They look
at status sheets and provide feed back regarding pathways, marks etc.
Stephen Bird – [email protected]
5. Mechanism for Sharing
Schools will ensure there is a mechanism for sharing student information between elementary partner schools and the secondary schools.
Strategies for Meeting this Deliverable:* Student Success Database and Grade 8 Profile for a Successful Transition
Resources
● Ministry Transition page 1● Ministry Transition page 2● SCDSB Transition Page● Ministry 2002 Transition PDF● Grade 8-9 Transition Fact Sheet● Ferguson Paper● http://www.edu.gov.on.ca/eng/parents/studentsuccess.html● http://www.edu.gov.on.ca/eng/teachers/studentsuccess/● http://www.edu.gov.on.ca/eng/teachers/studentsuccess/strategy.html● http://www.edu.gov.on.ca/eng/teachers/studentsuccess/transition.html
Appendix A: Sample initiatives supporting the transition The following sample transition initiatives are divided based on protective factor. There will be some overlap.
Factor 1: Attend to social class, gender, and ethnicity, anti-racism, anti-classism, and bullying awareness
Title Description Contact
Extended French Challenge
A fun day with activities around French culture held at the high school for both grade 8 and grade
9 Extended French Students.
Stephen Bird – PSS
Multicultural Club (open to the whole school)
Events and information are shared through this club for various religions, and cultural holidays. Ex. Multicultural Fair where groups do demonstrations, cultural displays, and ethnic foods are shared with
students/classes who buy in.
Innisale Secondary School
Gay Straight Alliance (open to the whole
school)
Weekly meetings are held and few awareness campaigns run to encourage acceptance of all
students. The group does field trips too.
Innisdale Secondary School
Nantyr Shores
Wendy Smallwood – [email protected] Appleby – Barrie North
Twin Lakes [email protected]
Stayner Collegiate
Bullying Awareness Week (whole school)
Bullying is discussed in classrooms along with announcements about anti-bullying. There are interative activities at lunch along with a day
where everyone wears purple.
Nantyr ShoresTwin Lakes
Broadcast announcement videos
Public service anti- bulying announcements created by students and played over the t.v.
morning broadcast
[email protected] North
International Lunch Students from various cultures bring in culturally specific food to sell at lunch proceeds going to a
settlement charity
Barrie NorthCCI
International Students Morning t.v. broadcast highlights international Sappleby – Barrie North
– feature on broadcast students
Guess Speakers Have guess speakers come into the school and have student come to listen to their message.
Alvin Law born without arm is an amazing speaker with a great stong message of acceptance.
Jeremy OxleyEastview
Full Circle Youth Student group which meets to plan regular First Nations initiatives for the school (such as native
foods in the cafe, native murals about the school, awareness/celebration week, mini pow-wow, etc.)
[email protected] Lakes S.S.
Culture Committee A team of teachers and one admin. that discuss these issues and run programs during lunch to
help educate students. They also run assemblies to try and inform the students.
Nutrition Committee Provide daily snacks during nutrition break and at set locations throughout school (eg. SST office,
Guidance office), available to all students
[email protected] Helping Hands and HEAT team- Healthy Acitve Eating
Motivational Speakers
A.C.T. group (Active Change in Tolerance)
Absolute Presentations did an awesome job at our school- powerful multimedia character Education
message.
Anti – bullying, equality group. Builds confidence, leadership and teaches positive resolutions to
conflict. Student Voice!
Jody TironeStayner Collegiate
Factor 2: Attend to school-development fit, belonging, friends, teacher training on youth culture and development
Title Description Contact
Community Group Links
Stellula Music rents a room in our school and offers lunch time and after school activities in collaboration with teachers such as: recording workshops, song-
writers circle, “rock Thursdays lunch”.
Stephen [email protected]
Penetanguishene Secondary School
Extra curricular brochure to Grade 8s
Guidance, SS, and Spec Ed share brochure with all extra curricular activties (clubs, sports), when they
begin, and what teacher is in charge of it. At risk and IEPd students are coached to choose one thing to join
within the first semester.
Anita [email protected]
Sandra Appleby
[email protected] North
Jody Tirone
Stayner Collegiate
Offering a room during lunch
During lunch there is a room open for students who do not want to be in the cafe or the great hall. These students are told about it from their SERT, Student Success or guidance and they have the option of going there. When there, they have extra help for assignments, computers and games. The students
often make friends with others who attend the room and they feel safe there.
Nantyr ShoresBarrie North
Stayner Collegiate
New students to school
New students have a meeting with guidance or student succes to discuss involvement within the
school. During this meeting, they may meet coaches, team leaders or be given information about what
is happening in the school. We find this particularly important for new students, as they often do not know where to get the information or the friend base to ask
questions.
Barrie North
Stayner Collegiate
Link Crew Senior student connect with grade nine students and often develop bonds and connections with those
students. This help to develop a better school culture.
Jeremy OxleyEastview
Hub program The communities social services program runs a room full of games and entertainment during lunch for
students who usually have nobody to hang out with. It is a room that they can go to and meet people in the
same situation.
Child and Youth Worker
Students are able to meet with the CYW around any issues they are facing
Stayner Collegiate
Factor 3: Attend to continuities and discontinuities in elementary and secondary school cultures (structures, practicies, pedagogy, assessment, curriculum, teaching, etc.)
Title Description Contact
Banting: Grade 8 “Math/English”
day
Grade 8’s to visit Banting to expose students to classroom/curriculum expectations
Wendy Smallwood [email protected]
Science Kits Student Success Teachers visit Gr. 8 feeder schools with science equipment (kits) so students are less intimidated when they do
labs for the 1st time in secondary.
Stephen [email protected]
Penetanguishene Secondary School
OFSAA Bridging the Gap
Promotes “alternative sports” in elementary schools (flag football, ultimate frisbee) by senior high school students travelling to
grade 8 classes and coaching.
Innisdale S.S.
Debunking high school myths forum
Senior students (various groups) travel to grade 8 classrooms to discuss the realities of high school with a focus on social,
academics. Senior students have been coached before they lead this forum.
Anita CunninghamInnisdale SS
Sandra Appleby
Barrie North
Jody TironeStayner Collegiate
Art lesson Senior students go to feeder schools to do an art lesson with grade 8 students. During that time, they can answer questions
one-on-one with students. They also discuss the arts and different courses throughout the school.
Nantyr Shores
Math Visits The secondary math teachers visit the family of schools and conduct a math lesson, this helps the teacher and students to
understand where they need to be the next year to be successful in math.
Guidance/Student Success Visits
There are 4 visits throughout the year from guidance/student success collaboratively to discuss the transition, timetables,
question/answer period, opportunity for former students to talk about their experiences.
Math diagnosis Students partake in diagnostic testing to validate proper pathways
Factor 4: Create well coordinated transitions, decrease adjustment time, keep what works, document, describe, communicate, evaluate. Provide adequate information for students and families. Focus on long-term adjustment not just immediate movement
Title Description Contact
PSS “At-A-Glance” brochure
A brochure with information about programs and getting extra help. See file here.
Jaclyn Calder, [email protected] at Bradford
[email protected]@scdsb.on.ca
Tracking re-asssessment
Continuous reassessment about tracking of students ie. academic counelling, timetabling, pathways options
Wendy [email protected]
Danielle Peters Nantyr
Anita Cunningham InnisdaleSandra Appleby Barrie North
Barrie [email protected]
Grade 8 Teachers Visit Grade 8 teachers from our feeder schools visit the Grade 9 orientation day to see how their students are doing in Secondary. They also check Grade 9
status sheets and provide bulleted suggestions / info regarding marks, pathways etc...
Stephen [email protected]
Family of School meetings
Elementary principals meet monthly throughout school year w/ our principal. At times Guidance, Spec Ed, and
SS are invited to present/share information
Anita Cunningham – InnisdaleSandra Appleby – Barrie North
Barrie Central
Website The school website page is always updated with a link to the current newsletter so parents can see what is
happening in the school.
NantyrBarrie North
Stayner Collegiate
CCI
Grade 8 Visit days in Dec.
Grade 8 students visit the school and will go through a rotation where they will visit all of the possible elective
courses they will be able to choose from next year.
Jeremy OxleyEastview
Jody Tirone
Stayner (Occurs on Take Your Kid to Work Day)
Link Crew The entire year-long program! Sue KetchesonBear Creek
SST Meetings To keep everyone updated as well as to come up with solutions to situations
Stayner Collegiate
Factor 5: Get administrative work out of the way so that students can focus on school and social events in first weeks
Title Description Contact
Take 9 Day in August
Students get timetable, do an “amazing race” game throughout school which includes challenges like finding their locker, using a lock, finding their
classrooms, getting computer password, etc. Reduces need in Sept.
Stephen Bird – PSS
[email protected] at Bradford
Spartan Start Camp (end of August)
Students attend the school for a couple of days before the actual start of school in order to
familiarize themselves with the school layout, receive timetables, build leadership with senior
students in groups etc. Held so that students’ stress in reduced at the start of grade 9.
Jody [email protected]
LINK Crew Link crew orientation helps resolve the administrative work that comes with having 380 new students come into the school on day one.
Student will receive lockers, timetable, tours, etc.
Jeremy OxleyEastview
Sue Ketcheson – Bear Creek
Barrie [email protected]
Barrie North
Nantyr
Orientation day Grade nine students visit for day of activities before Labour Day
Barrie [email protected]
Park Street
First Friday of the school year
Grade 9s are taken to Heritage Park for lunch, music, and games lead by LINK Crew and then brought back to a whole school essembly to be welcomed into their repective Houses Pirates,
Blizzards, Trojans and Rowdies.
Karen Wilson & Heather Sneddon (LINK CREW)
Barrie North
Grade 9 DayFuture Invader Tour
Wednesday before school starts parents and “future invaders” come to school for information, pick
up timetable, pay registration fee, sign computer use form, etc. *lead by Leadership Students and
Guidance.
Innisdale
Factor 6: Engage across panels (parents, students, and teachers) with multiple strategies (letters, hotline, websites, visits, clear timetables, open house, handbooks, maps, meet teachers, ongoing meetings of personnel, internet chats, teacher/student cross-visits)
Title Description Contact
Facebook Page
Class of 2014 Facebook group - students have been using it to make friends and ask questions. This proved exceptionally useful over the summer months when students asked questions as they
thought of them.
Stephen Bird – PSS
Grade 8 Night
A welcome to Grade 8’s and their parents to the high school. A chance for current students and staff
to present what the high high school has to offer, and a chance for families to ask questions.
Jody [email protected]
Barrie Central
Sandra ApplebyBarrie North
NantyrInnisdale
School Website On going updates from various clubs, teams and staff members
All staff at EDHSBarrie North
InnisdaleNantyr
All of it Website updates for the school, Grade 8 visits during TYKTWD, Open house, Brochure, Meet
guidance and Student Success throughout the year, Special ed. visits at the end of june.
Parent Teacher Interviews at
Elementary school
SST is available at interviews to discuss and answer questions for Grade 8 parents
Student Success teacher.
Grade 9 Day Last Wednesday in August, grade 9s and parents come to O.D. to pick up their timetable, school t-shirt & buy lock. Find their classrooms, practice
their combination, ask questions
Mary Ellen DeneauO.D.
Grade 8 self assessment
Answer online assessment about their strengths and needs to be used in conjunction with teacher
profiling for transition purposes
Wendy Smallwood – [email protected]
Grade 8 “Explore Your Options” Day
Grade 8’s visit the high school to visit classes in the optional subjects
Monthly Family of Schools meeting
Administrators and Secondary SS Team meet to discuss issues, students, concerns, activities, etc
Barrie [email protected]
Monthly visits to Gr.8 classes
This allows regular contact with Gr.8 teachers as well as regular emails-this has created strong
relationships b/w schools
[email protected] Street
Factor 7: Make time lines and transition plans for each student and parent (attend to at-risk issues early in elementary school)
Title Description Contact
SERT Visits to Elementary School
SERTs visit with grade 8 students and parents that have an IEP. Together they develop
strategies that will help that student’s transition into high school.
Jeremy OxleyEastview Nantyr
Innisdale
Staff visits to grade 7 and 8 classrooms
A chance for staff and admin to introduce themselves to grade 7 and 8’s, specific clubs to introduce their program (Robotics), a chance
for students to ask questions and for the high school to inform students and parents of
upcoming events in school
Jody [email protected]
SSTeacher & grade 9 student visits to elementary schools
Take a grade 9, former grad, back to their elementary school to share info on what high
school is like
Mary Ellen DeneauO.D.
Jim MacMillan EDHS
Stephen Bird – [email protected]
Student Success visit Meet with students that are identified as at risk in grade 8 and discuss changes that will occur in grade 9. Emphasis expectations in grade 9
and consequences.
Innisdale
Making use of the data base
Self explanatory
Tech It Out Bring at risk students to the school for a week to try optional tech programs that interest
them. Helps to engage these students as as soon as they enter high school.
Monthly visits to the Grade 8 classes
First meeting of the year I send a letter to the parents of the grade 8s outlining the
objective of the visits, important dates and how to contact the SST
[email protected] Street
Factor 8: Redirect efforts and funds, assess human and financial supports, identify caring adults
Title Description Contact
Failure Lists Meetings At reporting times the SS Team reviews the failure report and seeks out new names that are not
currently on the @ risk list and then attach one of the team members to that student.
Jeremy Oxley -EastviewJody Tirone - StaynerJim MacMillan EDHS
NantyrInnisdale
Formation of SST Team within the
school
Committe formed from admin and teachers from various subject areas. Students assigned to
caruing adult hopefully already with a connection or raport.
Jody TironeStayner
SST team meetings The team takes time to meet regularly, every 2 to 3 weeks. Meetings are useful and informative.
[email protected] - Bradford Innisdale
Curiculuum Discussions
Sec. & Elem panel teacher meet and discuss various core subject needs
Math head, science head, English head,..etc...
EDHS
Purchasing more engagaing materials
Extra funds were given to English last year to purchase new novels that are engaging and more
relevant to the students. They are used in the grade 9 and 10 applied level English. They also
bought graphic novels as an option to read
NantyrInnisdale (graphic texts too)
Dedication Lists Immediatly following mid terms, dedication lists are creates and distributed so students and
teachers know who to come to. Decreases overlap and streamlines info.
[email protected] Street
Factor 9: Focus on teaching style/care, similarities across schools, student input in seating plans, work partners, class activities, sense of belonging, teachers as human developers
Title Description Contact
Literacy Circles Attn paid to gr.9 & 10 boys and encouraging reading (purchased literature geared to boys) and
conferencing w/each other-roles and responsibilities for each group member & using scaffolding
Park Street:[email protected]
Lab partners Allowing students to pick their own
Link Crew Academic Follow-ups
Leaders visit grade 9 classes and teach theme lessons (i.e. Achieving Excellence).
Sue Ketcheson
PD Workshops for high school staff
PD days focused on high school staff improving their practice through teacher-directed workshops.
Example: 4 pens, Smart board, clickers, etc.
*Ideally grade 8 teachers could join these!
Anita Cunningham – Innisdale
Using the student success database
The database can be a useful tool where teachers are encouraged to make comments and share ideas
that work with specific students.
[email protected]@scdsb.on.ca
Nantyr
Student Surveys Link Crew offers the chance for different grade levels to have the opportunity to speak their minds
by completing different surveys throughout the school year.
Jeremy OxleyEastview
PD days Common PD activities with grade 7 & 8 teachers & grade 9 teachers, focusing on key literacy and math
stands
Mary Ellen DeneauO.D.
Factor 10: Focus on pedagogical issues/similarities across panels, less competitive pedagogy in grade 9, use friends, make friends, task-focused strategies
Title Description Contact
Intermediate Math Focus Group
Grade 7,8, 9 and 10 math teachers met and discussed common practices and differences.
Looked at continuum of skills. (2008)
Stephen Bird – PSS
Cross Panel discussions
Every few years we try to connect gr.9 eng, math and science teachers w/ grade 8 teachers-talk about where the focus is on, gaps and overlaps
[email protected] Park [email protected]
Twin Lakes
Department Standardization
Grade 9 english teachers meet to ensure programming in classes is similar (ex. All academic
classes use same ISU). Every 3 years rotation.
InnisdaleNantyr (applied too)
Grade 9 Health – Conflict Resolution
All grade 9 phys ed classes have a conflict resolution unit with a focus on strategies to resolve
conflict.
Innisdale
Healthy Relationship sessions
Guidance and SST focus on dealing with social issues and work with groups of students if need be
[email protected] Street
Factor 11: Focus on friendships, peer groups and influence, continuity in peer groups, connect students to friends/peers/classmates (seating plans, working groups)
Title Description Contact
STEP Summer Program
Two-week summer camp for grade 8’s that incudes leadership activities, team building, outdoor education,
confidence building, cooking and literacy activities.
Stephen Bird – PSS
Link Crew Orientation
Gives students a chance to meet new friends in small group setting (10 students per group)
Sue KetchesonJeremy Oxley
Eastview
Spirit Day A day where grade 9 students are taken of school grounds to a park and participate in activities with
senior student leaders
[email protected] Tirone - Stayner
Opening Day Ceremonies
Having Fun first day activities for grade nines to enjoy and get to know new people.
Spartan Start Camp
See previous number for explanation- at the end of August (2 day orientation camp)
Jody TironeStayner Collegiate
Leadership camp for
grade 9 Spirit Day
Focus on positive peer iinteractions and leadership skills Jody TironeStayner Collegiate Institute
Student Voices Bi-monthly forum of disengaged students meet to discuss issues
Lunch Enagement
Sports/GSA/Bike shop/ Girls Lunch/ Skate Club Barrie [email protected]
Me 2 We Leadership group and selected group of Grade 10 at risk students attend
Barrie [email protected]
Link crew pep-rally for grade
9’s
Usually second week of school. Follows freezie Friday. Wendy smallwood – [email protected]
Student Senate
Students from all the groups in the schools get together to discuss events within the school. They also decide who they will support each other to make events/food
drives etc. successful. It is run by students for students.
Nantyr
Girl’s Group Our Child and Youth Worker runs a girl’s circle once every 2 weeks during 1 period. Participants do activities
Stephen [email protected]
and talk about social issues, friendship etc...
Gay Straight Alliance
Student group open to all students. Runs vaious event in the school to bring an awareness of tolerance and
exceptance.
Vicki Lucier – EDHS
Grade 9 Day All grade 9s and their teachers are transported to Tudhope Park for a day of team building activities, lead
by our Blues Leaders. Students participate in their home room class groupings.
Mary Ellen DeneauO.D.
Factor 12: Focus on shifts in parental/peer relations which occur at the time of transition; parents require more information at precisely the time youth distance from parents
Title Description Contact
Brochure/parenting meetings
A brochure is mailed out to all grade 8 students where parents and student have a chance to discuss the school.
Added are parenting meetings scheduled throughout the year to help parents in the transition.
Website Use for Communication
Transition activities are included in several links on our website
Email use by staff
Regular email to home by many teachers [email protected]
Ebulletin sent home by Admin
Info to parents sent out on a regular basis [email protected]
Parent Workshops
Workshops offerred on teen issues (self esteem) Maria Macaronemmacarone@scdsb.
on.ca
Facebook 101 guest speaker
for parents (and students)
Evening presentation to parents about protecting their child and the realities of cyberbullying. A similar assembly held
during the school day for students.
Innisdale
Bear Creek (student assemblies)
CMHA workshops
Referrals to CMHA for self esteem, addiction, and anger management support groups. Parents and students informed
about the workshops through newsletter, posters, etc.
Innisdale
Grade 8 Parents Night
An evening in January, parents and their grade 8 child attend to hear a power point presentation about grade 9 courses,
tour school and meet with teachers
Mary Ellen DeneauO.D.
Factor 13: Focus on roles of counselling, caring, community outreach, and parental input
Title Description Contact
Grade 9 Orientation
Third week in September, all grade 9s have a fun day. The morning is run by our leadership class and the afternoon is a boat cruise with activities run by Students Council. Grade 8 teachers are invited to participate (morning is
cross panel discussions, afternoon on the boat). Grade 8 teachers check up on the grade 9s and relay any concerns
they have.
Stephen Bird – [email protected]
Sandra Appleby- Barrie North
Fall Monitoring Student Success and Special Education check in with grade 9 at-risk or IEPd students within the first 2 weeks of grade
9, again at mid-term, and again at the end of semester 1. Use grade 8 database results to locate these students
along with grade 8 teacher referrals.
Anita [email protected]
Innisdale SSWendy Smallwood - Banting
[email protected] MacMillan [email protected]
sappleby – Barrie North
Grade 8 Parent Info Night (January)
All grade 8 parents are invited to an information night at our school including course elective information and course
level informtion.
Anita [email protected]
Innisdale SSDanielle Peters
[email protected] Smallwood - Banting
[email protected] MacMillan EDHS
Barrie [email protected]
Sue Ketcheson BCSSSappleby- Barrie [email protected]
Park Street
Meeting with Parents
Student Success Teacher meets with the parents of students experiencing difficulties in Grade 7 & 8 to become
aware and to devise a plan to help students cope better before they get to high school
Jim MacMillan EDHS
Gr.8s visit the school
To further familiarze students w/the building, programs and supports available, we have added a third day to the transition calendar where grade 8s come in-it is the day of the Open House that occurs for their parents that evening
Parent Forum Evening workshop for parental/teen issues Barrie [email protected]
Factor 14: Focus on core/bridging curriculum across schools, language across the curriculum, post-induction programs for study and organizational skills, elementary booster classes
Title Description Contact
Reading Week: Invade Canada
Homeroom classes choose a destination in Canada and “read” across Canada. One km= one page. All
winning classes are entered into a draw for a class prize. One year class went to a Toronto Raptors game. Goal is to
encourage reading in all subjects.
Anita [email protected]
Innisdale SS Literacy
Committee
Organization & Study Skill Workshops
Teachers identified grade 9 students struggling with study skills and organization skills. Workshops held (hands-on and D.I. focused) to offer strategies to help grade 9s. Follow up continues for rest of semester 1 with these
students. Strategies & resources shared with all teachers.
Anita [email protected]
Innisdale SS – Student Success
& Guidance
Focus on boys and literacy
for ‘Dream Team’
Grade 9 boys are identified as needing more help in literacy and are recommended for a specialized grade 10 all boys English at the applied level. It is to help students
gain confidence and get interested in literacy.
Danielle PetersNantyr Shores
Randy Bauer, Karen Wilson EDHS
Focus on literacy Grade 9 – 10 cross curricular literacy initiative. Each department creates a literacy task to administer to all grade 9’s and 10’s which utilizes one common
rubric. Objective is to assess gap in programming and consistency in assessment.
Wendy Smallwood - [email protected]
Consistency between Gr. 8 and 9 Literacy Terminology
Student Success teachers visit Grade 8 feeder schools to determine specific terminology (A.P.E.) used for
paragraph writing as well as terminology used in anchor charts. This information is relayed to Gr. 9 and 10 literacy
teachers so that students recognize terminology and consistency is ensured.
High School Survival Tips
Session in the library for our At Risk Grade 9’s at the end of September
Sue KetchesonBear Creek
PASS programPositive
Accountability for Student Success
Students that miss due dates are given the opportuntiy to go to a supervised room to complete their assignments.
XLP Extended Literacy Program
Literacy Focus Program for Grade 9 students Barrie [email protected]
Literacy Building Program
Departments build literacy base projects that during the the literacy test month they begin to use to help support
grade 10 students in their goal of passing the OSSLT.
Jeremy OxleyEastview
Factor 15: Focus on student success/fresh starts, front load grade 9 with courses based on student’s strengths
Title Description Contact
Meetings at Midterms
Grade 9 students have a meeting with a member of guidance at midterms to discuss placement for next
semester. This is often when we make course level changes for semester two or offer encouragement and study tips to use for the rest of the semester. This offers a student the opportunity to express concerns but also to celebrate the
courses they are doing well in.
Danielle [email protected]
Jim MacMillan EDHS
Grade 8 timetable balancing
Spring transition meetings with ‘at risk’ students for academic counselling and timetable balancing. Check
timetables first week of school or before to ensure balance still exists
Wendy Smallwood - [email protected] Appleby – Barrie NorthAnita Cunningham – Innisdale
Jeremy Oxley – EastviewSue Ketcheson—Bear Creek
Jody Tirone – StaynerJim MacMillan EDHSJohn McDonald- CCI
Grade 8 Teachers
visit Grade 9 Orientation Day
Grade 8 Teachers visit the Grade 9 orientation day to see how their students are doing. They look at status sheets and provide feedback regarding pathways, marks etc...
Stephen Bird – [email protected]
Transition Meetings
December – Guidance & SS travel to feeder schools to “sell” elective courses with video and samples of work so that
grade 8s are choosing the right elective for their interests
Anita Cunningham – Innisdale
Jim MacMillan EDHS
Daryl O’BrienCentral
Transition Meetings
Meet with grade 8 teacher, at-risk student and parents to get to know student’s strengths and needs and discuss
preferences of courses for sem. 1 so the student is hooked with a favourite subject. Share info with guidance
counsellor to adjust timetable accordingly
Mary Ellen DeneauO.D.
Stayner Collegiate
Jim MacMillan EDHS
XLP Studnets placed in specific Literacy program periods 1 and 2 in both semesters
Barrie [email protected]
Factor 16: Focus on issues of assessment and its practice and meaning across panels, focus on dips in achievement per subject
Title Description Contact
Grade 8 + Grade 9 Teachers Meeting
On TYKTWD - grade 8s follow a grade 9s timetable and Grade 8 teachers meet with various secondary teachers throughout day to discuss assessment, curriculum, etc.
Steve Bird [email protected] Wendy Smallwood - Banting
[email protected] Tirone - Stayner
Transition Meetings
IEP students at-risk are placed in an English GLE package with one teacher to monitor their progress and improve literacy, social, and organization skills. Rest of timetable
is electives. Semester 2 the group stays together and has science, math, and geography together.
Anita CunninghamInnisdale
Stayner Collegiate
Dedication lists
Guidance and SST create a Dedication list and meet reg. w/ our respective grade 9s immediately following mid-term marks-if possible adjustments and/or referrals can be made
Jody Tirone - Stayner Collegiate
Student SuccessNetwork
Team of teachers meet to develop strategies and continue to monitor progress through mentorships
Barrie [email protected]
Factor 17: Focus on numeracy, literacy, academic and career pathways and care/culture/community
Title Description Contact
Link Crew Senior students serve as mentors to grade 9 students, running a series of activities both
social and academic in nature.
Kerrie [email protected] - Twin Lakes
S.S. Amy Reesor/ Brooke Slumskie/ Mike
Naccarato [email protected] - Barrie North C.I.
Shaun Lahaie - [email protected] Wilson/Heather Sneddon EDHS
Danielle Peters - NantyrSue Ketcheson - Bear Creek
Student Tutoring Program
Senior students serve as tutors for grade 9 students struggling in a subject, either at
lunch or during class time.
Jennifer [email protected]
Twin Lakes S.S.Sandra Appleby -
[email protected] North C.I.
Jody Tirone - Stayner Collegiate
Peer Tutoring Senior Students Volunteer to tutor at lunch for vaious courses
Beth Davis Guidance
Levelled core subject presentations on
TYKTWD grade 8 back fill
While grade 9s are out of school at TYKTWD, grade 8s follow a timetable of compulsory
courses to learn about levels
Sandra [email protected]
Jody Tirone - Stayner Collagiate
Grade 9 panel visits to grade 8 classrooms
Grade 9s answer grade 8 questions Sandra [email protected]
Barrie North C.I. Jody Tirone - Stayner Collegiate
Literacy Focus Classes and Programs
Grade 9 and 10 students identified at risk of failing literacy test placed in literacy focus
programs
Barrie [email protected]
Jody Tirone - Stayner Collegiate Nantyr Shores
Lunch math Support Drop in math tutoring every day at lunch Barrie [email protected]
Jody Tirone - Stayner CollegiateBear Creek
Nantyr Shores
Personal Best Program At-risk girls are identified in grade 9 and recommended to an all girls class for civics,
careers and history for grade 10. It is a smaller class size and more one-on-one help for the girls. They can also get help to prep for the grade 10 literacy test if it may be a
problem.
Nantyr Shores
Engagement Programs Various programs designed to engage marginalized students (sports/bike shop/ girls
lunch/ GSA)
Barrie [email protected]
Student Voices group Forum of disengaged students share ideas, concerns, and wishes
Barrie [email protected]
Creation of ACT (Active Change in Tolerance)
Group, Girls’ Group, and Social Change groups.
Gives students the opportunity to voice concern and needs, positively invoke change
and practice leadership skills.
Jody TironeStayner Collegiate
Transition meetings for at-risk grade 8 students
Allows an opportunity for SST or SERT to get to know student’s strengths, interests, possible career choices, appropriate course
level choices, etc.
Factor 18: Focus on core/bridging curriculum across schools, language across the curriculum, post-induction programs for study and organizational skills, elementary booster classes
Title Description Contact
Science Kits
Science deptartment makes science kits and activities for Grade 7/8 classes on Christian Island
and then goes over and works with them.
Steve Bird - PSS
Music program for grade 7 and 8s
[email protected] North C.I.
Picture Yourself At central
School visit (Moch school day) Barrie [email protected]
Jody Tirone - Stayner Collegiate
Literacy Emedded Lessons
Literacy embedded lessons to each department Barrie [email protected]
Jody Tirone - Stayner Collegiate
After school math support
Tues.& Thurs after school extra help in math provided by math teachers on a rotating basis
Mary Ellen DeneauO.D.
After school Math Program
Tuesday and Thursday after school. Senior students and teachers give help for all levels of
math
Beth Davis – EDHS
Summer school programs for grade
8s in math and literacy
2-week programs to bolster literacy or numeracy skills of grade 8 students
Available through continuing education
Learning Strategies classes
A course for students who could benefit from extra support in learning, organization, time
management, test preparation, etc.; students recommended to this class through SERT or SST
usually
I believe all high schools offer these classes for grade 9 students.
Factor 19: Help youth commit to learner identities and belonging, acknowledge strengths, prior achievements, create fresh starts, avoid old labels, students can “unlearn” math, language and reading, change “shirkers” to “workers”, friends are important, self-perception dips are lasting, set clear goals
Title Description Contact
Interest Inventories
SSTeacher does interest/career inventories with grade 8 students and then discusses personalizing their
education based on their strengths.
Steve Bird - PSS
Jody Tirone - Stayner Collegiate
Top Ten SSTeacher meets with grade 8 classes to list their top 10 things/activities they do well. Then discuss
talents/strengths as they relate to future career goals and education.
Team and Club Fair
We give out brochures about things that students can join and run a Team and Club Fair to promote joining
new and positive groups.
[email protected] Shores
Innisdale
Grade 8 Night Same as one above. Give information folders out, displays of clubs, teams and groups students can join. S Exhibit as well of specific classes and their subject highlights. Chance for parents and students to ask
questions.
Jody TironeStayner Collegiate
Innisdale
Factor 20: Support at-risk students, look beyond regular assessment data when tracking risk, look to how risk factors play out in class (e.g. boys who are meeting targets but not challenged)
Title Description Contact
Informal Informal discussions with teachers
Boys Literacy Group Grade 9s
Boys are selected after 4 or 5 weeks of school by a panel of teachers and are invitied into a group run
by senior female students.
Karen Wilson/ Randy Bauer
SS Team connecting with @ risk students
When a student is added to someones @ risk list. The SST member will develop a relationship with
that student that will go beyond just the classroom.
Jeremy OxleyEastview
Same at [email protected]
Jody Tirone - StaynerTwin Lakes too
Nantyr (if Student success is not available, guidance
counsellor can also be involved)
`Informal class time Student success teacher will drop by a class to see a student as they act in the classroom and to
assist students will work in the class (teacher knows you are coming). They sometimes includes being a part of the lesson or just stopping by while the students are working. This can give insight to the
Student Success teacher when they are establishing a relationship with the student.
Nantyr
Jody TironeStayner Collegiate
SST meets w/ gr.9 teachers
to “download”informationthat was gathered at the Transition meetings and
gr.8 profiles
SST meetings with all teachers
Go over student profiles, OSR’s etc. Jody TironeStayner Collegiate
Meetings with Grade 8 teachers
Discuss database input Jody TironeStayner Collegiate
Informal recommendations by teachers to SST or
Guidance
Teachers informed and reminded regularly to notify SST or Guidance when a student not already on our Student Success monitoring list is concerning
(academically or otherwise)
Factor 21: Engage parents and students to see the importance of academic and social development
Title Description Contact
Mine Grade Eight Database
Child and Youth Worker mines the data for 5 risk factors and then SST team looks over the list and
divides out students to contact
Self assessment survey
In order to identify intrinsic motivators students grade 8 students complete a personal transition
survey outlining their personal concerns
SST “call down” interview with identified at risk students from transition data base
[email protected] Stayner Collegiate
Innisdale
Ensure that Strength and Needs Committee
meets
SNC meetings encourage a collaboration amongst the individual’s teachers to address factors
Stayner Collegiate Institute
Student Success Monitoring List
Using the current at-risk defintions, create list of students and assign each to a monitoring teacher (SERT or SST or Guidance counsellor) for regular
monitoring
[email protected] Collegiate
EastviewStephen Bird – PSS
Boys Group Grade 10 boys package program that focuses on behaviour management.
Grade 9 boys english courses with a focus on
movement and improving literacy skills.
Innisdale SS
Factor 22: Teachers are human developers, teachers are also in transition, teachers need support
Title Description Contact
Cross Curricular Work Target English and Math – teachers come to view the high school lessons – meet afterward to
discuss common issues
[email protected] Collegiate
Student Success Network
Teachers come together to brainstorm ideas on at risk students and share concerns and ideas
[email protected] Collegiate Stephen Bird – PSS
HAL:Homework initiative
ZAP
HAL=help at lunch and ZAP: initiatives that see another teachers working with students that are not necessarily completing assignments;another
adult to support the student
Stayner CollegiateJim MacMillan – EDHS
Student Success team
Guidance, Spec. Ed., SST, Coop, Admin share together the responsibility of caring for the
students – and support each other in the process
Stayner CollegiateBear Creek
Meet the grade 9 student interview
Sent appt slips out to meet with at-risk students who were identified by Transition Meetings and
SS Database
Mary Ellen DeneauO.D.
SST and Spec. Ed. Support to
classrooms
Teachers can request the support of SST or SERT in their classrooms – to help specifically with
learning strategies teaching
Team Teaching A few teachers have worked together to help teach and develop a stronger program. This allows the students to see different teaching
styles while allowing the teachers to learn from eachother as well.
Jeremy OxleyEastview
Appendix B: Ministry Transition Fact Sheet You can find the original PDF of this file here.
Source: Queens Printer 2006, Ministry of Education. http://www.edu.gov.on.ca/eng/teachers/studentsuccess/grade8to9.pdf
