Introduction: -Who am I? -Why am I here? How do you make a difference each day? How do you connect with students?
Who are the student success teachers in the schools? Sharlene Nye (ECD), Craig Hughes (SST for SHSM @ ECD), Leah (Robarts), Kerry McKinnon (SJW) Question: What does it mean to be at-risk?
SS teams will be struck based upon the individual student’s need. The SSTs work in collaboration with any number of team members which may include: The principal and vice-principal Guidance teacher SERT Classroom teachers Educational Coordinators Residence staff Parents/Guardians Student Health Services Support Staff Successful outcomes for our students will occur as we work in collaboration
-16 credits by the age of 16 *refer to “Energizing…” document
-contributing members of their community -after school: community/independent living, workplace, apprenticeship, college or university
What is the difference between success and achievement? -about more than credits
- students need individual attention and success teacher is their to help struggling students improve academic achievement and graduation rates; -help students understand learning styles, overcome obstacles, and recognize opportunities. All students can learn and it is the job of the student success teacher to advocate for them What do I specifically do? *note: role is different depending on the needs of the students - - - - - -
Research tells us that this is a critical time for students. Students who fail courses in Grade 9/10 are more likely to drop out of school and/or not meet the requirements for graduation. I am going to discuss 5 deliverables and how the are operationalized within the schools.
Should begin early (Grade 7 and 8) Students and parents should know that there are a number of options open to them. Keep parents involved (positively correlated with student achievement) Administrative, academic and social issues are at the forefront of the transition.
Based on 3 foundational principles: be more understanding, flexible and proactive with grade 8/9 students. Students are not only moving from elementary to secondary school, but they are going through many changes socially, emotionally and physically.
Young people are in a constant motion/tension between “being and becoming”. Student have a strong need to belong. Their state of “being” includes issues of identity, daily struggles at school and daily experiences of success. They need to be valued for who they are today. They are also in a state of “becoming”. We need to nurture our students and develop clear pathways and intervene when necessary. Question: Do we always consider this when working with our students?
NB to reinforce the value all destinations Success will look different for every student -community/independent living, workforce, apprenticeship, college or university Key Question? Are they improving? Are we providing them with the opportunities necessary for them to reach the destination of their choice? 3 Components of successful program pathway. Does not mean the student will end up at that destination—people change, motivations change. The key is to start early in order to build in flexibility so that if a student does change his/her mind, they are able to do so. What is being done? Opportunities? OYAP, LDCCs, experiential learning
Identify early intervene provide necessary supports Support will depend on the needs of the individual student Take advantage of resident supports and work as a team. Key: problems should be addressed early before they become unmanageable and before failure becomes inevitable.
*Insert Bruce Ferguson Video here Students need to know that they belong, are cared about and that they are not alone. Competence Confidence How? Understanding, flexible, proactive Sometimes only takes 1 person to make a difference. Keep in mind this information is coming from students. It is what they want and how they feel.
On-going dialogue between grade 8 and 9 teachers (student profiles/IEPs). We have a shared, collective responsibility. Common goal: SUCCESS-we can reach every student Conclusion: Critical time for all students Meaningful transitions occur over time
CREDIT RESCUE - happens while the course is still in session - is an attempt to “save” the credit CREDIT RECOVERY - happens after the course has finished - is a chance for the student to obtain the credit without repeating the entire course
Focus on Grade 9/10 level courses Students can receive a maximum of 60% when credit is recovered; the range will be between 51 and 60%, with each student assessed individually Selection Criteria: Failed compulsory subjects in grades 9 & 10 Failing marks of about 40%+ (or principal’s discretion) Each student will be looked at on an individual basis as a potential candidate
Student Success Strategy: -provide more options for students in and out of the classroom -engage students
Student Success Reach Every Student "Making a Difference" Video Student Success Resources
Background <ul><li>The Student Success initiative was launched by the Ministry of Education in 2003 to respond to the needs of the growing number of secondary students who were experiencing significant difficulty in achieving the expectations within the new curriculum. These students were deemed “at risk” of dropping out of school. </li></ul><ul><li>Student Success was designed for these students from grade 7 to 12 </li></ul>
At Risk Profile There is no simple definition of “at risk” factors. There is a myriad of contributing factors. <ul><li>Lack of motivation to learn </li></ul><ul><li>Learning style not recognized or accommodated </li></ul><ul><li>Communication difficulties </li></ul><ul><li>Cycle of failure </li></ul><ul><li>Bullying </li></ul><ul><li>Risk taking or criminal behaviour </li></ul><ul><li>Family or social problems </li></ul><ul><li>Difficulty with transitions </li></ul><ul><li>Inability to participate in school activities </li></ul><ul><li>Inconsistent attendance </li></ul>
Teams <ul><li>Every high school in Ontario now has a team comprising a principal, a Student Success Teacher or teachers, and a guidance counsellor. Together, they: </li></ul><ul><ul><li>Identify and support struggling students </li></ul></ul><ul><ul><li>Provide more options for learning </li></ul></ul><ul><ul><li>Monitor student progress </li></ul></ul><ul><ul><li>Who else may be involved in the team? </li></ul></ul>
Key Goals: <ul><li>Connecting with students by providing new and relevant learning opportunities </li></ul><ul><li>Building on students’ interests and strengths </li></ul><ul><li>Effective transitions from elementary to secondary school and from secondary to postsecondary </li></ul><ul><li>Increasing graduation and reducing drop-out rates </li></ul><ul><li>Changing pedagogy and culture </li></ul><ul><li>Engaging the community </li></ul>
Key Messages <ul><li>Success for all/Every student deserves a good outcome </li></ul><ul><li>Success means full participation as adults in society </li></ul><ul><li>Success looks different for each student. </li></ul><ul><li>Every student counts and every student can improve (academically and personally) </li></ul><ul><li>4 Pillars: literacy, numeracy, pathways, 3 C’s (community, culture and caring) </li></ul>
Success vs. Achievement Academics Literacy Numeracy Pathways Work experience (credit and non-credit students) Community service Social skills Caring adults Transition planning 3 C’s Motivation Engagement Student Achievement Student Success
The Role of the Student Success Teacher: <ul><li>provide direct instruction and support (track-monitor-intervene) </li></ul><ul><li>strong student/teacher relationships lead to increased student achievement and engagement </li></ul><ul><li>promote high standard achievement </li></ul><ul><li>support the development of programs </li></ul><ul><li>re-culture students, parents and staff </li></ul><ul><li>“ one student, one teacher” at a time </li></ul><ul><li>advocate for needs of students </li></ul><ul><li>utilize STUDENT VOICE in decision making process </li></ul>
Grade 8-9 Transition 5 Deliverables: 1. Orientation program 2. Fall monitoring 3. Caring Adults 4. Timetables reflect interests and strengths 5. Sharing information
#1 Orientation program for grade 8/9 students. <ul><li>Transition to High School </li></ul><ul><li>Pathways to Success </li></ul><ul><li>Grade 9 day </li></ul><ul><li>Communication with parents </li></ul>
Transition to High School <ul><li>The beginning of high school is a critical time for students. Research shows that making a successful transition to high school can help students form lasting attachments to school and increase students’ likelihood of graduating from high school. </li></ul><ul><li>“ Academic failure during the transition to high school is directly linked to the probability of dropping out.” </li></ul>
Being and Becoming Who are you? Where do you fit in? What do you hope for?
Program Pathway A student’s program pathway is his/her educational program and reflects the goals that help motivate him/her to complete secondary school. It is designed to prepare the student for a successful transition to an initial postsecondary destination. The knowledge and skills necessary to make a successful transition to a specific postsecondary destination Appropriate course selections and curriculum A student’s interests, skills, goals, needs and preferred learning style
#2 Fall monitoring of at risk students <ul><li>Identification of at risk students </li></ul><ul><li>Credit rescue/remedial support </li></ul><ul><li>Residential supports </li></ul>
#3 All grade 9 students are designated a caring adult with a 1:1 contact at least once a week. <ul><li>Residence connection </li></ul><ul><li>Early Leavers Report Dr Ferguson.wmv </li></ul>
#4 Each at risk grade 8 student, has a semester one timetable which reflects their interests and strengths <ul><li>Pathway Planning </li></ul>
#5 Share student information between elementary and secondary schools <ul><li>Communication between panels </li></ul><ul><li>Common Goal </li></ul><ul><li>Consistency </li></ul>
Credit Rescue Students who are struggling in a course and are at risk of losing their credit are given instruction so that they can complete the work that they need in order to return to the classroom and be successful. Credit Recovery Students who have been unsuccessful in achieving a credit are given an opportunity to recover the missed expectations by getting instruction on certain tasks designated by the teacher of the unsuccessful course. INTERVENTIONS
Overview - Key Points <ul><li>students have a greater chance of achieving “16 x 16:” 16 credits by age 16 </li></ul><ul><li>Credit Recovery can be offered in the context of Learning Strategies, which can be used to support the student in other courses in his/her timetable and help us break the cycle of failure </li></ul><ul><li>students will not be repeatedly unsuccessful in a given course </li></ul><ul><li>Credit Recovery can be part of the student’s regular program </li></ul>
ADDITIONAL INTERVENTION OPTIONS tracking/monitoring homework contracts ½ credit opportunities after school remediation Caring Adult INC on report card continuous entry Co-op English/math clinics effective assessment and evaluation exam amnesty customized timetables/ changes peer tutors differentiated instruction study hall
INITIATIVES <ul><li>Student Success Program </li></ul><ul><li>Specialist High Skills Major (SHSM) </li></ul><ul><li>Dual Credits </li></ul><ul><li>Expanded COOP </li></ul><ul><li>OYAP </li></ul><ul><li>E-learning </li></ul><ul><li>Character Education </li></ul><ul><li>Think Literacy (across the curriculum/BOYS) </li></ul><ul><li>Leading Math Success </li></ul><ul><li>Transitions </li></ul>
Resources <ul><li>Prospects Career Planning Guide </li></ul><ul><li>More Ways to Succeed </li></ul><ul><li>Early School Leavers Report </li></ul><ul><li>Strategies for Student Success </li></ul><ul><li>Ontario Skills Passport </li></ul><ul><li>Literacy/Numeracy Secretariat </li></ul><ul><li>OERB (PROVSBteacher/oerbt) </li></ul><ul><li>www.edugains.ca </li></ul>
Why Differentiate Instruction? <ul><li>For Students, Differentiated Instruction… </li></ul><ul><li>connects and engages them in learning </li></ul><ul><li>recognizes that we all learn differently </li></ul><ul><li>supports self-advocacy for learning styles and needs </li></ul><ul><li>provides learning and assessment structures, processes and strategies that enable students to experience progress and success </li></ul><ul><li>promotes hope and continuous effort </li></ul><ul><li>For educators, Differentiated Instruction… </li></ul><ul><li>builds knowledge of students’ interests, talents, backgrounds and abilities </li></ul><ul><li>respects teacher knowledge and experience and builds upon successful practices </li></ul><ul><li>expands every school’s instructional capacity to meet its students’ needs </li></ul><ul><li>encourages increased collaboration between teachers and enhances a collective focus on student learning and engagement at a time when young adolescents are questioning who they are, where they belong and who and what they will become </li></ul>