School Improvement Plan: Clarington Central Secondary School
Literacy:
NEEDS ASSESSMENT
What is our data telling us about students’ area of need?
Which students have we selected to focus on?
OSSLT:
The data indicates that our essential and applied level learners are falling significantly behind in
terms of achieving provincial standards on the literacy test. As such, our focus should be on helping
these learners achieve the next grade level in order to improve overall OSSLT scores.
Primary: 2006/2007
Junior: 2009/2010
Reading: 63% (191 students)
Dr. Ross Tilley – 48% (79)
Enniskillen – 76% (33)
Hampton Jr – 78% (36)
MJ Hobbs – NONE
Waverly – 67% (43)
Reading: 72% (185 students)
Dr. Ross Tilley – 65% (72)
Enniskillen – 87% (31)
Hampton Jr – NONE
MJ Hobbs – 74% (39)
Waverly – 72% (43)
Writing: 67% (191 students)
Dr. Ross Tilley – 52% (79)
Enniskillen – 76% (33)
Hampton Jr – 78% (36)
MJ Hobbs – NONE
Waverly – 79% (43)
Writing: 64% (185 students)
Dr. Ross Tilley – 54% (72)
Enniskillen – 81% (31)
Hampton Jr – NONE
MJ Hobbs – 74% (39)
Waverly – 58% (43)
SMART GOAL
What do we expect students to achieve at the conclusion of this time
frame?
Meeting Provincial Standards
(2013/2014)
9L – 46%
10L – 64%
9P – 51%
10P – 63%
9D – 71%
10D – 68%
OSSLT (2013/2014)
 73% Overall success
 29% IEP success
 70% scored at provincial
average in reading
 63% scored at provincial
average in writing
Notes:
 While our curriculum areas are streamed (Academic, Applied, Essential) the literacy test is not
 50% of applied level students have an IEP
 27% of students writing OSSLT required accommodations
 In the past five years, the number of students with IEPs has increased from 17% to 25% of the
student population
 100 students with IEPs have SEA technology assigned to them
 The English curriculum does overlap with the OSSLT, but many of the skills required for success
on this test are also relevant in other curriculum areas (see OSSLT Curriculum Connections, June
2011)
If teachers intentionally embed implicit and explicit multiple choice
questions into their curriculum areas and model strategies to answer
these questions, then students can build criteria for answering these
questions, improving OSSLT scores.
If teachers continue their work with implicit questioning then
students will be able to construct a well written paragraph response
to an implicit question based on an informational piece, a graphic
text or a fictitious text.
School Improvement Plan: Clarington Central Secondary School
SMART GOAL:
If teachers intentionally embed implicit and explicit multiple choice questions into their curriculum areas and model strategies to answer these questions, then students can
build criteria for answering these questions, improving OSSLT scores.
If teachers continue their work with implicit questioning then students will be able to construct a well written paragraph response to an implicit question based on an
informational piece, a graphic text or a fictitious text.
STRATEGIES AND ACTIONS
EVALUATION CYCLE
What are the targeted, evidence-based instructional strategies we will use to achieve our SMART goal?
When and how often will we collect evidence to measure
progress made on the achievement of our SMART goal?
All grade 9 teachers:
Literacy TLCP with a focus on reading strategies and implicit and explicit multiple choice strategies in semester 1.
 TLCP cycles will last one semester
Teachers will perform a pre-assessment to determine student needs. They will then intentionally adjust their lesson
o Early October: Pre-test
planning accordingly in an attempt to move students forward one level by the time of the post-assessment.
o Late October: Discuss results
Open response paragraphs were marked along with descriptive feedback relating to the criteria for these answers
o November: Implement strategies based
and given to students to create their individual next steps.
on pre-assessment results
o Early December: Post-test
All grade 10 teachers:
o Mid-December: Discuss post-test
Literacy TLCP focus on open response questions; specifically paragraphs leading to a series of paragraphs
results
 Second TLCP cycle will be held during semester
Some grade 10 teachers:
2 (dates TBD)
Will focus on a weekly skill (depending on period); summarizing, short writing, graphic text, news report
 First week of semester 2 for targeted
withdrawal
Some grade 9/10 teachers:
 OSSLT results will be available annually
Exams will be formatted to mimic the literacy test.
RESOURCES
Will take part in the SSSSI project focusing on strategies to help applied learners succeed
What resources will we use to achieve our SMART goal?
Will continue to focus on multiple choice questions (grade 9 applied geography)
Few teachers:
Weekly after school help sessions will be held to focus on OSSLT skills leading up to the test. These sessions will be for
any student, but students identified as needing extra help will be specifically invited.
Targeted withdrawal from class for IEP students to complete practice literacy test and build specific skills as indicated
by test results
Class profiles will be built for grade 9 classes. These profiles will be used to inform decisions on who is invited to our
after school program as well as to identify areas of need within these classroom.
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Grade 8 assessment data to be used in grade 9
course profiles.
Pre and post-assessment data will drive the
TLCP.
Literacy consultant to be used when necessary.
Examples of previous OSSL tests to be used in
formatting exams.
Workbooks for after school program.
School Improvement Plan: Clarington Central Secondary School
PROFESSIONAL LEARNING
What knowledge and skills are required for us to achieve our SMART goal?
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Teacher PD on writing effective multiple choice questions.
Literacy lead will use transition meetings with grade 7, 8 and 9 teachers to determine candidates for after
school program.
OSSLT data review and analysis of IIRs.
Monthly meetings of grade 10 TLCP teachers to develop criteria around effective multiple choice questions
and effective open response paragraphs
MONITORING
What evidence will we use to show that students are
making progress? When will we collect evidence?
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Pre and post-assessment data from the TLCP
Post assessment data from TLCP
IEP practice tests
Unsuccessful test scores (grade 11s)
OSSLT results
NOTES
What else do we need to know?
TLCP structure allows teachers to work collaboratively to intentionally implement instructional strategies to drive student learning
TLCP meeting dates and times will be as flexible as possible
Norms for TLCP meetings include:
 Being on time
 Being respectful of those who are speaking
 Being engaged in the learning
School Improvement Plan: Clarington Central Secondary School
Numeracy:
NEEDS ASSESSMENT
What is our data telling us about students’ area of need?
Which students have we selected to focus on?
SMART GOAL
What do we expect students to achieve at
the conclusion of this time frame?
Grade 9 EQAO:
Significant improvement in grade 9 applied EQAO scores indicate that work with the FIPP style lesson structure is beneficial
and therefore should be incorporated into more math classes. The current focus is continuing the work done in grade 9
applied and extending it to grade 10 applied. It is clear that the number of students meeting provincial standards declines at
the applied level from grade 9 to grade 10, so implementing FIPP into 2P could help engage and move forward these learners.
Primary: 2007/2008
Overall: 59% (170 students)
Junior: 2010/2011
Overall: 52% (165 students)
Dr. Ross Tilley – 49% (71)
Enniskillen – 43% (28)
Hampton Jr – 92% (25)
MJ Hobbs – NONE
Waverly – 65% (46)
Dr. Ross Tilley – 49% (75)
Enniskillen – 50% (24)
Hampton Jr – NONE
MJ Hobbs – 43% (23)
Waverly – 58% (43)
At Provincial Standards
(2013/2014)
9P – 41%
10P – 34%
9D – 53%
10D – 54%
EQAO (2013/2014)
 Applied – 59%
 Academic – 70%
Notes:
 50% of applied level students have an IEP
 In the past five years, the number of students with IEPs has increased from 17% to 25% of the student population
 100 students with IEPs have SEA technology assigned to them
 FIPP teachers have noted an increase in student engagement and an overall increase in classroom learning when utilizing
the FIPP style lessons
 Meeting provincial standards on EQAO and meeting them in a classroom appear to be very different, especially at the
academic level
If teachers adopt the FIPP style lesson
structure in math, then student
engagement in all grades and EQAO test
scores in grade 9 will rise.
School Improvement Plan: Clarington Central Secondary School
SMART GOAL:
If teachers adopt the FIPP style lesson structure in math, then student engagement in all grades and EQAO test scores in grade 9 will rise.
STRATEGIES AND ACTIONS
What are the targeted, evidence-based instructional strategies we will use to achieve
our SMART goal?
All math teachers:
Will work collaboratively to develop resources for FIPP like grade 10 applied lessons
Will create a group dynamic within their classrooms to allow students to learn
collaboratively
EVALUATION CYCLE
When and how often will we collect evidence to measure progress made on the
achievement of our SMART goal?
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All grade 9/10 applied math teachers:
Teachers will work to implement the FIPP style lessons into grade 9 and ten applied
All grade 9 applied math teachers:
Will continue to extend the FIPP program within the 1P course
Will work with the board consultant to assess strengths and weaknesses of the current
program and look for areas of improvement
All grade 10 applied math teachers:
Will work with the grade 9 applied teachers and the Math Lead to implement the
activities being developed into their courses.
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9 and 10 applied teachers will collect anecdotal evidence on tasks that
work/don’t work throughout the semester
Weekly meetings between FIPP teachers and board consultant to discuss
progress
Math department meetings (once per month) will be used to discuss this
evidence and adjust plans accordingly
EQAO results will be available each semester
RESOURCES
What resources will we use to achieve our SMART goal?
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Planning time will be needed in order to create tasks for the 2P course
Additional supply time may be required in order for experienced FIPP
teachers to work with those who are new to the program either through
collaborative discussions or team teaching
Weekly meetings with board consultant
TIPS materials
EQAO resources
School Improvement Plan: Clarington Central Secondary School
PROFESSIONAL LEARNING
What knowledge and skills are required for us to achieve our SMART goal?
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Teachers of 9P and 10P who are new to FIPP will require professional learning
around what this program looks like in a classroom or will be timetabled to coteach with a more experienced FIPP teacher
Collaborative approach to developing rich assessment tasks allows department
members to mentor one another
MONITORING
What evidence will we use to show that students are making progress? When will we
collect evidence?
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EQAO results will be analyzed annually
Marker students will be chosen from class profiles to determine whether
they can be improved by a grade level
Math department feedback:
o Teachers are finding that while the prep is more, the learning is the
focus
o Students are activating one another as learning resources
o Should be implemented in all courses
o Direct relationship between FIPP and LG/SC/DF
NOTES
What else do we need to know?
EQAO scores rose dramatically upon introduction of FIPP to grade 9 applied in 2013/2014.
Having a second teacher and significantly reduced student:teacher ratios is also likely a factor in improvements seen from FIPP
Math teachers can share FIPP strategies with other curriculum areas as these strategies likely translate to other courses
School Improvement Plan: Clarington Central Secondary School
Goals, Criteria and Feedback
NEEDS ASSESSMENT
What is our data telling us about students’ area of need?
Which students have we selected to focus on?
SEF INDICATORS:
Many staff members have incorporated learning goals and success criteria into their lesson
planning. The focus is to move toward a place where descriptive feedback is driving
assessment, and in turn, new learning. This is a focus for teachers and administrators at CCSS.
SMART GOAL
What do we expect students to achieve at the conclusion of this time frame?
1.3 - Students and educators build a common understanding of what students are learning by
identifying, sharing and clarifying the learning goals and success criteria.
1.4 - During learning, timely, ongoing, descriptive feedback about student progress is provided,
based on student actions and co-constructed success criteria.
Notes:
 Formal learning walks took place twice in 2013/2014 indicated teachers are in the
beginning stages of intentionally incorporating goals and criteria into lesson planning
 More time for peer and self-assessments needs to be intentionally implemented
 Informal learning walks are routinely performed by admin (5-10 classes per week) with
feedback being descriptive in nature and not evaluative
o Feedback based on questions to students:
 What are you doing?
 What are you learning?
 How will you know when you’re successful?
If learning goals, success criteria and descriptive feedback are modeled and
practiced by students, teachers and administrators, then a continuous flow
of assessment information is created allowing next steps in learning to be
intentionally informed.
School Improvement Plan: Clarington Central Secondary School
SMART GOAL:
If learning goals, success criteria and descriptive feedback are modeled and practiced by students, teachers and administrators, then a continuous flow of
assessment information is created allowing next steps in learning to be intentionally informed.
STRATEGIES AND ACTIONS
What are the targeted, evidence-based instructional strategies we will use to
achieve our SMART goal?
A few staff:
Will take place in instructional rounds where they will observe and gather
evidence on the effectiveness of LG/SC/DF as they visit partner classrooms.
Will take place in the Student Success School Support Initiative (SSSSI)
initiative for applied level learners
Lead teachers:
Will undergo introductory training as to how LG/SC/DF connect and integrate
in an assessment for learning approach
Will create their own learning goal around the focus of learning on how goals,
criteria and feedback interact
Will monitor their progression in achieving this goal by collecting evidence
based on the School, Teacher and Classroom “look fors” in SEF document
under indicators 1.3 and 1.4
Will begin to mentor members of their departments as they intentionally
include LG/SC in their lesson planning
Will inform their curriculum areas about the 1.3/1.4 look fors ahead of
January 9 learning walks
All staff:
Will develop learning goals for each of their courses and co-construct success
criteria with students and then use these criteria as a basis for descriptive
feedback. Learning goals will be developed for each block of learning and will
be shared with students regularly
EVALUATION CYCLE
When and how often will we collect evidence to measure progress made on
the achievement of our SMART goal?
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Learning walks to continue throughout the year by administration for
all staff
Formal learning walk January 9 (1.3/1.4 look fors)
IR teachers will receive evidence on their progression as host
teachers in early December
SSSSI post-assessment data to be reviewed in early December
RESOURCES
What resources will we use to achieve our SMART goal?
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Supply coverage
Ministry support; Paul Walsh
Board office support; Jennifer McIlmoyle-Parsons (IR)
Board support; Vikki Dunn (SSSSI)
School Improvement Plan: Clarington Central Secondary School
PROFESSIONAL LEARNING
What knowledge and skills are required for us to achieve our SMART goal?
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Instructional Rounds involves 3 days of central learning around
LG/SC/DF and 4 days of classroom visits for observations
Learning walks conducted by admin can lead to DF for teaching staff
Formal learning walks lead to DF for administration
SSSSI meetings
Lead Teacher PD with Paul Walsh around LG/SC/DF (late November
and again in April)
November PD curriculum area meetings discussions linked to
goals/criteria and feedback
Notes
What else do we need to know?
MONITORING
What evidence will we use to show that students are making progress? When
will we collect evidence?
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Evidence will come in the form of anecdotal notes from teachers on
instructional rounds as well as evidence collected during learning
walks.
Evidence must be descriptive in nature and must be connected to our
focus on LG/SC/DF
Evidence to be focused on 1.3 and 1.4 in SEF
School Improvement Plan: Clarington Central Secondary School
Student Well Being
NEEDS ASSESSMENT
What is our data telling us about students’ area of need?
Which students have we selected to focus on?
SEF INDICATORS:
2.5 - Staff, students, parents and school community promote and sustain
student well-being and positive student behavior in a safe, accepting,
inclusive and healthy learning environment.
3.1 - The teaching and learning environment is inclusive, promotes the
intellectual engagement of all students and reflects individual student
strengths, needs, learning preferences and cultural perspectives.
Tell them from me:
Relative Strengths
 95% positive behaviour (87% federally)
 22% truancy (34% federally)
o No difference between males and females, however sharp
increase from grade 9 to grade 12 (up to 37% in grade 12)
 14% of students have been bullied in the previous month (20%
federally)
Surprises
 63% of students feel a sense of belonging vs 70% federally
 23% of students feel they have someone at school who consistently
provides encouragement and can be turned to for advice. (26%
federally)
 22% of students told an adult they were being bullied. 18% told an
adult a friend was being bullied
Areas for Growth
 30% (38% of females and 18% of males) report moderate to high
levels of anxiety (18% federally)
 28% report depression (19% federally)
o 62% of girls and 78% of boys report high self esteem
 40% feel school staff step in quickly when bullying occurs
SMART GOAL
What do we expect students to achieve at the conclusion of this time frame?
Mental Health:
If staff develop a common understanding and a common language around mental health, then
students will feel more comfortable engaging in conversations around their mental health status
and teachers will be better equipped to accommodate their needs, thereby reducing levels of
anxiety around school.
Equity and Diversity:
If school offers a variety of activities, then more students will feel a sense of belonging in the
school community.
Community, Culture and Caring:
If staff make intentional connections with students, then students will feel as though they have a
caring adult in the building who can step in quickly when bullying occurs.
School Improvement Plan: Clarington Central Secondary School
Trends in comments
 Teachers are helpful and understanding
 School is welcoming and friendly
 School is overwhelming and stressful at times (it seems that large
assessments come in waves)
 E-texts are not useful as some students don’t have Internet access
Our staff pre-assessment (October staff meeting) indicated that:
 There is a need for common vocabulary surrounding mental health
 There is a need to increase staff and student awareness of mental
health
Our student voice survey at the end of 2013/2014 indicated that:
 There are reduced incidences of bullying
 A whole school approach (student voice) is necessary in creating a
safe school
As well, this survey suggested that:
 We could become more approachable by all students (not just IEPs)
Notes:
 SWT to administer pre-test for staff in October
 Student responses from October survey are to be analyzed
 From October survey, goals have been developed
School Improvement Plan: Clarington Central Secondary School
SMART GOAL:
Mental Health:
If staff develop a common understanding and a common language around mental health, then students will feel more comfortable engaging in conversations
around their mental health status and teachers will be better equipped to accommodate their needs, thereby reducing levels of anxiety around school.
Equity and Diversity:
If school offers a variety of activities, then more students will feel a sense of belonging in the school community.
Community, Culture and Caring:
If staff make intentional connections with students, then students will feel as though they have a caring adult in the building who can step in quickly when
bullying occurs.
STRATEGIES AND ACTIONS
EVALUATION CYCLE
What are the targeted, evidence-based instructional strategies we will use to
When and how often will we collect evidence to measure progress made on
achieve our SMART goal?
the achievement of our SMART goal?
A few staff:
Will continue to work on Ministry directives on transitions
Will continue to facilitate grade 9 camp and other inclusion activities
Will continue to work on anti-bullying initiatives; Tami, Live Differrent
Will implement new programs; A5 is Against the Law, Kids have Stress Too,
The Fourth R, The Zones of Regulation, Model Me Kids, Rainbow
Will Develop a comprehensive mental health survey to inform our next steps
Will offer athletic intramurals
Will organize inclusion activities; Breakfast Club, Pink Shirt Day, Mental Health
School Climate survey to be done annually
Student Voice Survey to be done annually
School Improvement Plan: Clarington Central Secondary School
Committee, Student Council, Arts, Athletics
Some staff:
Will engage their period 2 classes in Career Cruising’s Individual Pathways
Planner
Will offer their classroom (including the gym) to students at lunch
All staff:
Will increase their mental health literacy; Tracy Valencourt (April PD)
Will greet students at the door and welcome them to class
Will use the calendar in Outlook to coordinate major assessments between
subject areas in the senior U courses
Will act on the TTFM survey results posted online, in poster form and on our
TV announcement
PROFESSIONAL LEARNING
What knowledge and skills are required for us to achieve our SMART goal?
RESOURCES
What resources will we use to achieve our SMART goal?
Student Success Team
School Well-Being Team
Safe, Caring and Restorative Schools Committee
Mental Health Coordinators
Mental Health Steering Committee
MONITORING
What evidence will we use to show that students are making progress? When
will we collect evidence?
Further training for teachers in the whole school approach to creating a
positive school climate
 Annual school climate surveys
Mental health learning sessions including Mental Health First Aid
 Annual Tell Them From Me surveys
“Managing Mental Health in Your School (for administrators)
“Supporting Mental Health in Your School” (support staff)
Teacher PD on Career Cruising (October Staff Meeting)
Suicide ASIST training for guidance staff
Notes
What else do we need to know?
The school well-being team is a new initiative and therefore goals and strategies will be adjusted as necessary
SWT has analyzed 2014 TTFM survey results