Provincial Priority: Preparation of Students for Future Success
DCDSB Goal: Improve students’ graduation rates and preparedness for future success
Research demonstrates that streaming has been shown to negatively affect students’ self-perception and overall academic performance (Boaler et al., 2000) and students benefit from learning in groups of students of varied abilities and interests in which teachers have high and appropriate expectations for all students and a clear understanding that all students can be successful.
Black males and students from lower income families, are more likely to enrol in applied courses, and students from wealthier families are more likely to enrol in the academic stream (Robson et al., 2019).
Strategic Processes - Pathways
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Listen |
Learn |
Live |
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Review and reflect on critical data to identify areas of need.
Use research and experts to identify and implement best practice.
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Enhance opportunities for all students through a culturally responsive and relevant instructional approach and the de-streaming of secondary curriculum in accordance with the Ministry schedule.
Increase focus on authentic and experiential leaning in and beyond the classroom.
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Focus on Catholic Social Teaching across the curriculum.
Provide learning and faith formation opportunities that support every person in their lifelong journey to full attainment of Ontario Catholic School Graduate Expectations.
Bring faith to life through authentic learning that is experiential, applicable, practical, on-the-land and alive in the community. |
Strategies and Actions
Implementation:
- Hire, train and utilize Intervention Teachers to support students in Grade 8 and Grade 9 de-streamed courses.
- By the end of October 2023:
- Diagnostics have been completed for all marker students to identify gaps in either literacy or numeracy
- November 2023 – intervention teachers deployed for first round
- March 2024 – intervention teachers deployed for second round
Intended Impact:
- By October 2023/February 2024 ‘marker students’ have been identified who require additional assessments to identify intervention
- By June 2024 effective Tier 1 and Tier 2 instruction is occurring in the classroom.
Implementation:
Professional learning for English teachers on the new Grade 9 ENL1W Curriculum (2023).
- August 31, 2023 – Key changes
- October 6, 2023 - Front Matter
- November 17, 2023 – Culturally Relevant and Responsive Pedagogy
Intended Impact:
- By October 2023, all English teachers will have received training in the new Grade 9 ENL1W 2023 Curriculum.
Implementation:
- Develop system level guidance and recommendations for effective instruction and assessment practices resulting from the impact of Artificial Intelligence.
- Establish an adhoc Assessment and Evaluation (A&E) Committee for input and discernment (meet monthly).
- October and February Professional Activity day (Secondary) April (Elementary) – Impact of Artificial Intelligence on instruction and assessment.
Intended Impact:
- Guidance and recommendations regarding the use of Artificial Intelligence (AI) for students and staff will be provided to the system.
- Educator capacity to respond to the challenges of AI will be improved.
Implementation:
- Focus on building teacher capacity in the use of All About Me Portfolio (for incoming Grade 9 students) as a tool of assessment for learning.
- September and February PA day - Intermediate Guidance Teachers will provide to Grade 9 teachers and will support the use of student portfolios to inform instruction for each semester.
Grade 9 students have increased abilities to utilize their All About Me Portfolios as a critical pathways tool.
Implementation:
- Preparation for Implementation of new tech course requirements
- Establish a cross departmental steering committee to examine current data, identify programming, staffing and facility needs; and develop an implementation plan for the fall of 2024
- Build Capacity in staff of the use of experiential education for the development of STEM skills in students
- Develop partnerships with community organizations, indigenous community, trade organizations and technology companies
Implementation:
- Continued implementation of programming by Coach Advocates in select schools during the 2023-24 school year
- Coaches utilize student voice and collaborate with school staff to create initiatives and programs to improve academic success and positive experiences in school for students who identify Black students
Intended Impact:
- Increased feelings of belonging and school engagement for students who identify as Black
- Reported increased feelings of self-efficacy
- Increased percentage of students who feel supported in achieving their academic goals.
Implementation:
- Career exploration and employability skills development though three separate internships for 10 students with mild intellectual disabilities.
- Training of Project Search staff to support student interns and implement the initiative.
- Training of all Secondary Curriculum Chairs in Project Search Pre-transition curriculum to encourage use of this curriculum within K courses to better prepare prospective interns.
- Secure employment upon graduation from the program.
- Increased independence for interns through job skill development and skills to navigate the community (i.e. transit training)
- Improved preparation of students in K courses
Implementation:
- Provide experiential learning opportunities for female students and their families through welding workshops.
- Provide experiential learning opportunities for female Grade 7 and 8 students to learn more about the skilled trades.
Intended Impact:
- Increased awareness of the apprenticeship pathway for female students and their families.
- Increased awareness of exploring the apprenticeship pathway in secondary school through enrollment in technological education programs and OYAP.
Implementation:
- Finalize and implement process between Continuing Education and Secondary Schools for mature PLAR assessments.
Intended Impact:
- Increased credits granted and graduation rates concerning mature students.
Implementation:
- Creation of Monsignor Paul Dwyer Catholic High School Reconnect Pilot Program
Intended Impact:
Expanded number of Reconnect sites to allow more opportunities for students across the DCDSB to engage in credit recovery and additional supports (Child and Youth Counsellors, Social Workers, restorative practices) to enable students to graduate on time.
Implementation:
- Apply for 2 new Construction SHSM programs, giving DCDSB a skilled trades SHSM sector in all secondary schools.
- Partner with Support Ontario Youth to bring the Trades Boot camp program to DCDSB.
- Further engaged students interested in the skilled trades to increase post-secondary enrolment in apprenticeship programming.
- Increased student exposer to community organizations, skilled trades unions, and local trades employers.
Implementation:
- Expand the variety of placement opportunities for students in Grades 11 and 12 in long-term care facilities.
Intended Impact:
- Increased student awareness and placements in the healthcare sector.
Implementation:
- Deliver an Adult dual-credit course in Child Development for Continuing Education students.
- Deliver a second dual-credit in Ethics and Daily Life or Continuing Education students.
- Deliver new team-taught dual credits in Plumbing and Electrical studies
Intended Impact:
- Increased number of Continuing Education students choosing a pathway to be an Early Childhood Assistant or Child Development Practitioner.
- Increased number of students in the Personal Support Worker program by providing students the opportunity to learn a college credit.
- Increased number of students selecting a post-secondary pathway in the apprenticeship field.
Implementation:
- Provide experiential opportunities for students and families through participation in workshops and skilled trades career fair.
- Provide wrap-around support for OYAP Level 1 students in the General Carpenter and Hairstylist program as they transition to the post-secondary apprenticeship pathway.
- Provide experiential learning opportunities for Guidance Teachers to learn more about the apprenticeship pathway by partnering with Habitat for Humanity and local employers.
- Provide Cooperative Education Teachers with opportunities to learn more about the local transportation sector and meet employers through an industry tour.
Intended Impact:
- Increased awareness and support of parents/guardians/care givers concerning the apprenticeship pathway.
- OYAP Level 1 Transition Advisor supported OYAP Level 1 General Carpenter and Hairstylist students throughout the program and after graduation.
- Increased knowledge of the apprenticeship pathway to better serve families.
- Increased awareness of employment opportunities in the local transportation sector for OYAP students.