Student SuccessLearning to 18 20072008

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Student Success/Learning to 182007/2008

• Regional Sessions for Guidance Counsellors
• Fall 2007

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AgendaThe Guidance Counsellors Critical Role
in Student Success

• What you need to know about Student
  Success/Learning to 18
• Connecting Students to Opportunities
• Operational Directives to support expanded
  opportunities

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Purpose of the Session

• Affirmation
• Information
• Networking

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Making A Difference DVD
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Every Student Deserves a Good Outcome

• Increasing graduation and reducing drop out rates
• Changing pedagogy and culture through strong,
  focussed leadership and ownership in schools and
  boards
• Providing new and relevant opportunities
• Building on students interests and strengths
• Effective transitions from elementary to
  secondary school, between schools and from
  secondary to post-secondary destinations

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Spring Regional Dialogue Sessions

• What you told us
• Guidance counsellors have been leaders in student
  success for a long time involved in
  transitions, tracking and advocacy for students.
• The role of the guidance counsellor and other
  student success team members need to be
  clarified.
• A challenge for guidance is how to create shared
  ownership for student success among all staff.

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A Culture of Shared Ownership

• Lack of deep ownership is not just a matter of
  commitment.
• Without engagement you dont get the ingenuity
  and creativity of practitioners that is necessary
  for developing new and better solutions.
• Michael Fullan

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Temporary Leave
Re-entry to School
 Transfer
Program Change
ALL SOME
FEW
 In-School Interventions
 In-Class Interventions
 In-School In-Class Preventions
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Guidance in Student Success

• Guidance counsellors collaborate with others to
  provide a whole school program for all students
• Guidance counsellors work with SS Leaders, SS
  teachers and SS teams to support students deemed
  to be at risk

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Composition of Student Success Teams
Provincially(in addition to Student Success
Teachers)
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Student Success Teams 5 Deliverables - 2007-08

• Develop and use a system for monitoring and
  tracking students at risk
• Execute a coordinated timeline that ensures there
  is a plan in place for students at risk
• Clarify roles and responsibilities within the
  team
• Execute a staff development and communication
  plan to encourage shared responsibility within
  the staff
• Measure its team effectiveness in improving
  student achievement

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Student Success Team Web Resource Bank

• Website
• http//community.elearningontario.ca
• Board password available from your student
  success leader

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Resources to support teams
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Discussion Roles

• How did you establish your role so that you work
  effectively as a part of the student success team
  to support students deemed to be at risk?

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Every Student Deserves a Good Outcome

• Increasing graduation and reducing drop out rates
• Changing pedagogy and culture through strong,
  focussed leadership and ownership in schools and
  boards
• Providing new and relevant opportunities
• Building on students interests and strengths
• Effective transitions from elementary to
  secondary school, between schools and from
  secondary to post-secondary destinations

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10 Key Indicators

• credit accumulation
• pass rates in compulsory credits
• literacy graduation requirement success rates
• workplace preparation course selections
• college preparation course selections
• locally developed compulsory credit course
  selections
• guidance and career education co-op related
  courses
• annual school leaver rate
• grades 7 and 8 students at risk
• mark distribution (introduced in 2006-2007)

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Graduation Rates Projected to Target Year
2003/04-2010/11
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Grade 10 Credit Accumulation2004-05 and 2005-06
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Pass Rates Compulsory Courses Academic, Applied
LDCC 03-04, 04-05, 05-06
The rate of students passing compulsory courses
has increased among all three types of courses,
and in the case of locally developed compulsory
courses, the increase is almost 11 percentage
points.
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Career Studies Pass Rate
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Course Enrolment By Gender/Type (05-06)
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Why do students leavebefore graduation?
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Disengagement

• 35 were disengaged by age 15
• 28 had been kicked out of class
• 23 skipped class once a week or more
• 29 were sent to the P/VP 3 times per year

Early School Leavers Final Report, May 2005
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Credit Loss

of Early Leavers
Number of Credits Achieved
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Five Minute Pause

• Individually
• How has data been used in your school to improve
  student learning?
• If this data was your school data, what actions
  might you take to improve student learning?

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Focus for 2007-2008
Memo to Directors of Education - May 23 - 07

• Work and dialogue regarding necessary changes to
  Ontario Secondary Schools Program and Diploma
  Requirements (OSS).
• Increase offerings and other customized learning
  opportunities, (e.g. SHSM, Dual credits,
  expansion of cooperative education, credit
  recovery).
• Continue to work with Boards around the
  implementation of Learning to 18 legislation
  (Bill 52)
• Adult Education

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Focus for 2007-2008

• Improving student achievement with specific
  attention to the individual learner
• Student Success Teams
• More Professional Development
• Differentiated Instruction for Grades 78
• Guidance Counsellors,
• Principals,
• Transition,
• Assessment and Evaluation

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Credit Intervention Strategies
Peer Tutors
Credit Rescue
Study Hall
Homework Contracts
Credit Recovery
After School Remediation
Caring Adult
Intervention with the Home
Math/English Clinics
continuous entry co-op
Invitational Class/School Community
Extra Time During Exams
Effective Assessment and Evaluation
Tracking/Monitoring
½ credit opportunities
Customized timetabling/changes
Differentiated Instruction and Intervention
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Credit Recovery Anticipation Guide True or
False

• In Pairs,
• Complete the left hand side of the Anticipation
  Guide.
• Consider the April 4, 2007 Qs and As.
• Complete the right side of the Anticipation Guide.

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Credit Recovery

• Credit recovery programs should be available in
  every school for any student where it has been
  determined by the School Credit Recovery Team to
  be the appropriate way for a student to regain a
  credit
• All credit recovery programs are based on current
  Ministry of Education approved courses
• Credit recovery enables students to recover
  credits that have been lost by meeting the
  overall expectations of the course

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Building On Students Interests And Strengths

• Differentiated Instruction
• Multiple Intelligences
• Learning Styles
• E-learning strategy
• Expanded
• Opportunities

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e-Learning Ontario Working in Collaboration

• Meeting the Diverse Needs of Students
• Credit courses
• Interventions and support
• Credit recovery
• Electronic and Classroom resources
• Professional Development
• http//www.elearningontario.ca/

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• Connecting students to
• new and relevant
• learning opportunities

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Bill 52

• Royal Assent December 20, 2006, the Education
  Amendment Act (Learning to Age 18) 2006 requires
  students to stay in school until age 18 or until
  they graduate
• Key Provisions immediately in effect
• requirement to attend school until age 18 or
  graduation
• 16 and 17 year olds who have withdrawn from
  parental control obtain their own right to attend
  school where they are living
• Responsibility for Absent Students attendance
  counsellor documents attempts to reengage

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Bill 52 (Cont.)

• 16 or 17 year olds who stopped attending school
  before Dec. 20, 2006 are not required to return
  to school. If they do return, the requirement to
  stay until age 18 will apply
• Further work under way on implications for SALEP
  regulations appropriateness for 16 17 year
  olds not attached to a school

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Revision of OSS

• Phase I - consultation on structure key policy
  pieces beginning Nov. 2007
• Phase II consultation on draft revised policy
  document- fall 2008
• Release implementation of revised OSS document
  beginning in 2009/2010
• Full implementation, September 2010

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School attachment is stronger in students who
have a sense of themselves in their world and
can find their way to it.
Bruce Ferguson
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Valuing All Pathways

• Student Success Pillar
• Increased focus on support for students aligned
  with all post-secondary destinations
• Apprenticeship, college and workplace not default
  positions from university
• Guidance counsellors OSCA have been leaders

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Expansion of Co-op

• Two new guidance courses
• PPM 139
• Co-op as a teaching learning strategy
• Differentiated instruction assessment
• Hands-on learning
• Connects curriculum expectations to applications
  in the workplace
• Develops skills essential for success in
  workplace
• Provides teacher-mediated career exploration
• Encourages students to stay in school graduate
• Helps students make a smoother transition to next
  destination

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Strategies for Expansion

• Targeting all students including students at risk
  of not graduating those with special needs
• Expanded models ( 1- 4 credit), e-co-op
• Packaged programs building skills before co-op
  e.g. Discovering the Workplace for students in
  grade 10
• Continuous Intake and re-entry programs
• Summer school/night school
• SHSM gt Required component gtincreased
  opportunities for other students

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• Expansion of Cooperative Education
• An Administrators Guide

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Expansion, but

• Students must be deemed ready for a workplace
  experience through the Interview process
  conducted by a co-op teacher and/or guidance
  counsellor
• Note Student Success Teams should include a
  co-op teacher if
• co-op is an option being considered for a student
• 2) Quality of co-op experience, credit
  integrity, student safety and employer
  satisfaction dependent upon fair staffing ratios
  in all co-op classes especially for programs
  targeted at students at risk and those run as a
  continuous intake model.

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Co-op- Reach Every Student
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Co-op Fact Sheet REVISED Oct. 2007
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Specialist High Skills Major (SHSM)
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Specialist High Skills Major

• A Specialist High Skills Major (SHSM) is a
  ministry-approved specialized career-focused
  program that allows students to acquire knowledge
  and skills that are of particular importance in
  specific economic sectors and earn certifications
  recognized in those sectors, as they work towards
  meeting the requirements for an OSSD.

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PATHWAYS TO ALL FOUR DESTINATIONS
CERTIFICATIONS TRAINING
SPECIALIST HIGH SKILLS MAJORS
REACH AHEAD EXPERIENCES
EXPERIENTIAL LEARNING
ONTARIO SKILLS PASSPORT
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Required Components

• Bundle of 8-10 credits 4major credits 3 - 4
  additional required credits 2 co-op credits
• Sector-recognized certification and training
• Experiential learning within the sector
• reach ahead experience in postsecondary pathway
• Development of Essential Skills and work habits
  used of OSP for documentation

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Specialist High Skills Majors (SHSMs)
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SHSM Expansion!

• Colleges collaborating in development delivery
• In 200708, over 6,000 students involved

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Specialist High Skills Majors

• For more information
• SHSM Fact Sheet
• SHSM Sector Guides (available Dec. 07)
• Contact your board SHSM contact

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Dual Credits

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Dual Credit Projects

• What is a Dual Credit?
• Secondary school students earn ministry-approved
  optional credits (maximum of 4) toward their OSSD
  through college courses and apprenticeship
  in-school training.

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Dual Credit Guidelines

• Primary focus on students facing the biggest
  challenges in graduating
• Entry into program guided through Student Success
  Team
• All opportunities involve dedicated role for a
  secondary school teacher
• Board/Colleges coordinate exchange of academic
  progress information

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Dual Credits Making a Difference

• According to teachers and college faculty,
  students are demonstrating higher attendance and
  credit accumulation
• This is the best choice I could have made. Its
  like this program was designed just for meMy
  parents and teachers always said that I was
  underachieving but I did not believe that I could
  handle college work. I have met my goalsmy
  marks are highernow, I will be applying to
  college.

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Provincial Skills Certificate(under development)

• Intended for students who are either not working
  towards the OSSD or who are at risk of not
  completing the OSSD.
• Focus on skill achievements e.g. Essential
  Skills and work habits, developmental level
  skills set, independent living skills
• The skills focus and framework for the PSC will
  be coordinated with and ladder to higher level
  skills connected to the OSSD and expanded
  opportunities for adult learners.

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Adult Education

• Goal better coordination and navigation of
  adult and continuing education system and easier
  access to common assessment tools and resources
  to enhance learner pathways.
• Pilots in 28 boards/11 communities
• use Essential Skills language for assessment
• recognition of Newcomers first language for
  credit
• partnerships that maximize existing resources and
  support collaboration

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We can each make the difference One student at
a time
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Expanded Opportunities in Your School

• Think, Pair, Share
• Individually, think of one student in your school
  who has become re-engaged in school due to one of
  the expanded opportunities (SHSM, dual credits or
  co-op).
• Share this with others at your table.

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Operational Support for Changes Through Student
Success
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Accurately recording and reporting student
achievement is essential for individual students
and informs priorities and practice at the
school, board and provincial levels.
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Interim Revised OST Manual

• Updated to include changes in policy since 2003.
• Available on the ministry website.
• A final version of the OST Manual will be
  released once the revised OSS policy is
  published.
• A summary of changes is included in your package.

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New Policy Program Memorandum 146

• GOAL
• To increase flexibility and options for
  students so they can create personalized pathways
  based on their interests and needs within
  graduation requirements that continue to maintain
  high standards
• Will apply in 2007-08 school year

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PPM 146 (cont.)

• The term a third language no longer applies
• Group 1 now reads
• Any course in
• French as a second language, in
• a Native language, in
• a classical or an international language

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PPM 146 (cont. )

• Language-Support Programs
• Students may continue to count a maximum of 3
  credits in ESL or ELD towards the 4 compulsory
  credits in English, but now must earn the 4th
  compulsory credit in English at the Grade 12
  level rather than at Grade 11 or 12.
• (Students graduating in 07-08 exempt)

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PPM 146 (cont.)

• Health and Physical Education
• Students may now take more than one Healthy
  Active Living course for credit in each of Grades
  10, 11 12
• Students may now take one or more Grade 9 Healthy
  Active Living courses for credit. The groups are
  the same as those listed for Grade 10 in the
  curriculum policy document.
• New codes for these courses are included in the
  PPM

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Revised November 2007
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Dual Credits

• DM Memo dated Sept. 17 Interim Guidelines for
  Dual Credits Earned by Students in 07-08 in
  Approved Dual Credit Projects
• Reporting and recording procedures
• Sample Provincial Report Card
• Sample Ontario Student Transcript

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Dual Credits (cont.)

• Delivery approaches include advanced standing,
  team taught and college-delivered.
• For college-delivered courses, new course codes
  must be used.
• Development of codes coordinated with OnSIS, SMS
  vendors, OCAS and OUAC.

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Specialist High Skills Major

• Interim Recording and Tracking Procedures
• Pilot Year 2007 - 2008
• Provincial Report Card
• Ontario Student Transcript
• SHSM Record Card
• OSSD Diploma with SHSM Seal
• OSR Guideline information

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Discussion Questions

• In your package you have
• A guide to changes in the OST Manual
• Revised What You Need To Graduate
• Sept. 17 Deputy Ministers Memo on Dual Credits
• SHSM Interim Recording Tracking Procedures

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Discussion Questions

• Individually
• Familiarize yourself with the materials
• With members of your table
• Share experiences and problem-solve
• Record questions/concerns on stickies
• Post sticky notes on the Parking Lot
• Questions will be addressed either at the session
  or posted on the OSCA website at www.osca.ca

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Consolidation

• EXIT CARD
• (Green)