Final 2010 High Yield Supporting Students Book1

Supporting Student Success
Mapping High Yield Strategies

to Student Learning Needs
A Support Document for Student Success Learning Networks

2nd Edition
Prepared by the Student Success Team

www.successforall.ca
Ann Perron, Director of Education

Angela Kennedy, Chair of the Board
Toronto Catholic District School Board, 2007. Revised 2010
80 Sheppard Avenue East, Toronto, Ontario M2N 6E8 Phone: 416-222-8282 www.tcdsb.org
Supporting Student Success - Mapping High Yield Strategies to Students Learning Needs
TORONTO CATHOLIC DISTRICT SCHOOL BOARD

TRUSTEES 2009 - 2010
Wards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Joseph Martino
Ann Andrachuk, Vice Chair
Sal Piccininni
Mary Cicogna
Maria Rizzo
Rob Davis

John Del Grande
Mary Ann Robillard
Catherine LeBlanc-Miller
Barbara Poplawski
Angela Kennedy, Chair
Paul John Crawford, Honorary Treasurer
Connor Rollit, Student Trustee
416-512-3401
416-512-3402
416-512-3403
416-512-3404
416-512-3405
416-512-3406
416-512-3407
416-512-3408
416-512-3409
416-512-3410
416-512-3411
416-512-3412
416-512-3413
Ann Perron, Director of Education

Angela Kennedy, Chair of the Board
Toronto Catholic District School Board, 2010

80 Sheppard Avenue East, Toronto, Ontario M2N 6E8
Phone: 416-222-8282 www.tcdsb.org
TCDSB TRUSTEES
Supporting Student Success - Mapping High Yield Strategies to Student Learning Needs
Table of Contents
The Student Success Team ...................................................................................................... 1

Ontario Catholic Graduate Expectations . ...................................................................... 2
INTRODUCTION . ......................................................................................................................... 3
Psychological Foundations of Learning.................................................................. 4
What does the Research Say? . ........................................................................... 4
Translating Research into Practice ................................................................... 5
Role and Purpose of Differentiated Instruction . ............................................... 6
High Yield Strategies . ..................................................................................................... 7
CATHOLICITY COMMUNITY CULTURE & CARING (CCCC)........................................... 9
LITERACY ..................................................................................................................................... 29
NUMERACY................................................................................................................................... 45
PATHWAYS.................................................................................................................................... 69
ENGLISH LANGUAGE LEARNERS........................................................................................ 87
SPECIAL EDUCATION ............................................................................................................101
TABLE OF CONTENTS
SYSTEM PRIORITIES
This document was prepared by the
TCDSB Student Success Team

Loretta Notten, Student Success Leader
Vincent Burzotta, Supt Student Success School Support Initiative
Marina Vanayan, Educational Research Senior Coordinator
Jeannette Amio, Research Associate
Marinangela Artuso, Research Associate
John Morgan, Research Associate
Carmela Giardini, Pathways & Guidance Coordinator
Maria Kokai, Chief Psychologist
Lisa McGuckin, Guidance Resource Teacher
Teresa Paoli, Literacy and Library Services Coordinator
Caroline Falzon, Assistant Literacy Coordinator
Catherine Connors, Literacy Coach
Anna Filice-Gagliardi, Literacy Resource Teacher
Nadia Young, Literacy Resource Teacher
Peter Heydon, ESL/ELL Resource Teacher
Gina Iuliano Marrello, Numeracy Coordinator
Michele Goveia, Numeracy Resource Teacher
Angie Pizzirusso, Numeracy Resource Teacher
Geri Puritch, Numeracy Resource Teacher
Sonia Ramos, Numeracy Coach
Rose Salerno, Numeracy Resource Teacher
Vicky Brady, AICT Resource Teacher
Dianne Banasco, Acting SST Lead Teacher
Vince Bellissimo, Fast Forward Lead Teacher
Tina Cotrupi, Coop Lead Teacher
Luciano DiLoreto, OYAP Lead Teacher
Sheila Gilkinson, SST Lead Teacher
Catherine Moynihan, Pathways Facilitator
Sara DiNallo, Special Education Coordinator
Paula Antinucci, Assessment & Programming Teacher
Veronica Ellis, Assessment & Programming Teacher
Una Kilkenny, Programming & Assessment Teacher
Maria Zangrilli, Programming & Assessment Teacher
November 2007, Revised January 2010
INTRODUCTION
TCDSB
STUDENT SUCCESS TEAM
Ontario Catholic Graduate Expectations

The TCDSB Mission is to educate students to their full potential by providing:

Leadership is the shared responsibility for education that exists among schools,
students, families, parishes and community;
A safe and welcoming learning environment that is an example of Christian
community;
Role models of Gospel values and Catholic doctrines, teachings and beliefs;
Guidance in what students need to learn;
Instruction in the learning process itself;
Religious, academic and technological instruction;
Integration of Catholic, Christian beliefs into the total learning experience; and
Feedback on students proficiency and performance.
Within the Toronto Catholic District School Board we envision students who are:

Discerning believers formed in the Catholic faith community who celebrate the signs
and sacred mysteries of Gods presence through work, sacrament, prayer, forgiveness,
reflection and moral living;
Effective communicators who speak, write, and listen honestly and sensitively,
responding critically in the light of Gospel values;
Reflective, creative and holistic thinkers who solve problems and make responsible
decisions with an informed moral conscience for the common good;
Self-directed, responsible, life-long learners who develop and demonstrate their Godgiven potential;
Collaborative contributors who find meaning, dignity and vocation in work which
respects the rights of all and contributes to the common good;
Caring family members who attend to family, school, parish, and the wider
community; and
Responsible citizens who give witness to Catholic social teaching by promoting peace,
justice and the sacredness of human life.
As educators informed by our Catholic vision and values, we believe in the

value and sanctity of every student who comes to us. The Board is committed
to providing an inclusive curriculum that promotes positive knowledge,
skills, behaviours, and attitudes towards the values, experiences, and
achievements of its diverse community. We know that the strategy that
truly has the greatest impact is found in the relationships we forge with our
students as we learn and grow together. The strategy with the highest yield is
to care.
INTRODUCTION
Introduction
The Student Success strategy invites us to Reach every student ... One teacher at a time, one
student at a time. Within this slogan, there is a real invitation to all learning communities and
to all teachers in particular. We are asked to realize that all students learn differently and that it
is within the power of each and every teacher to maximize the God-given potential of all of the
students before him/her. This task can seem utterly daunting until we realize that comprehensive
research tells us that individual teachers can indeed have a profound effect on student learning.
This fact may seem self evident, but it is not one always so easily acknowledged. Robert Marzano
and his colleagues share this message from the research of Wright et al:
As a result of analyzing the achievement scores of more than 100, 000 students
across hundreds of schools, their conclusion was ... that the most important
factor affecting student learning is the teacher.... The immediate and clear
implication of this finding is that seemingly more can be done to improve
education by improving the effectiveness of teachers than by any other single
factor. Effective teachers appear to be effective with students of all achievement
levels, regardless of the level of heterogeneity in their classrooms.
It is this clear message of hope that gives this resource and the professional development model
of the Student Success Learning Networks their mandate. It is incumbent upon us as responsible
teachers to continually examine both the needs of our students and the effectiveness of our
own practice. High yield strategies marry these two concepts. They are the strategies that we
know will appeal to a variety of learning needs and which bring about maximum benefit in
closing the gap and raising the bar in student achievement.
This document explicitly identifies the high yield strategies that all of the members of the Student
Success Department have agreed based on practice and research - result in maximum impact
in the classroom. In its presentation it maps learning gaps (or SMART goals) that teachers have
been likely to identify to high yield strategies that would be most responsive to the identified
need. It further indicates for teachers where they might find additional information and ready
resources to support that strategy in their schools. The hope is that within a professional learning
community model, departmental and/or divisional teams will use their SMART goal/student
learning needs to select a particular high yield strategy as an area for instructional focus.
As we build our capacity in the high yield strategies highlighted in this document, we will be
far closer to our goal of reaching every student in order to ensure success for all.
Our greatest fear is not that we are powerless.

Our greatest fear is that we are powerful beyond measure.
ARCHBISHOP ROMERO
INTRODUCTION
Psychological Foundations of Learning

What does the research say?
Over the years, several important themes have emerged about the nature of learning and
development. These themes are supported by research in educational psychology and they all
have significant implications for instruction and the development of expertise in learning and
in teaching.
1.
DEVELOPMENT
Children progress through stages of development. These stages influence how children
and adolescents think and behave, what they find interesting, what they will be ready to
learn, what they already know, and what they are likely to find challenging at each age, in a
particular context or domain.
Offer developmentally appropriate instruction.
2.
LEARNING
Cognitive Psychology is the study of how knowledge is acquired (cogito = to know). It is
the study of all the processes by which sensory input is transformed, reduced, elaborated,
stored, recovered and used. In 1999 the National Academy of Sciences published a seminal
work How People Learn: Brain, Mind, Experience and School that summarizes the principles
of cognitive science and its implications.

Learning is a constructive, rather than a receptive process.
Social interaction plays an important role in cognition. This principle incorporates

concepts such as scaffolding and the zone of proximal development.
Students come to the classroom with preconceptions and about how the world works.
If their initial understanding is not engaged, they may fail to grasp the new concepts
and information that are taught or may revert to their misconceptions outside the
classroom.
To develop competence in an area of inquiry, students must have a deep foundation

of factual knowledge; understand facts and ideas in the context of a conceptual
framework; and organize knowledge in ways that facilitate retrieval and application.
A metacognitive approach to instruction helps students learn to take control of their

own learning by defining learning goals and monitoring their progress in achieving
them. Self-regulation of cognition are important characteristics of effective learning.
Learn about students experiences, and build on their knowledge and experiences.
Teach students self-monitoring and reflective skills.
INTRODUCTION
3. MOTIVATION
Motivation and beliefs direct learning. The more motivated a student is, the more likely
he/she will be to persevere when confronted with a challenging task.
Appeal to students attention and interest.
4. INDIVIDUAL DIVERSITY
Individuals learn differently and understanding these differences is critical. Educators must
be aware that learners have different capabilities and preferences for learning modes and
strategies.
Understand the learning process and use assessment strategies to identify
individual strengths and needs.
Translating Research into Practice

As indicated in the introduction, research shows that instructional practices are among
the most significant factors in affecting student learning. The themes delineated above are
foundational for effective instructional practice and they provide the rationale for effective
teaching strategies.
In their book, Classroom Instruction that Works: Research-based Strategies for Increasing
Student Achievement, Robert Marzano, Debra Pickering, and Jane Pollock translate research
and theory into practical programs and tools for K-12 teachers and principals. They delineate
9 specific strategies that have a high probability of enhancing student achievement (for all
students regardless of subject area or grade). Their findings are based on a meta-analysis. A
meta-analysis combines the results from a number of studies to determine the average effect
of a given technique. In short, their comprehensive work brings together the results of many
studies, over several years, in varied settings. The strategies they have recommended as a
result of their work follow below. (Each chapter in their text discusses a specified researchbased strategy in depth.)
STRATEGY
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4.
5.
6.
7.
8.
9.
Identifying similarities and differences

Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers
Each of these specific strategies can be mapped to / found in the high yield strategies
identified in this document.
INTRODUCTION
What is the role and purpose of
Differentiated Instruction?
Differentiated Instruction is effective instruction that is responsive to the learning
preferences, interests, readiness and affect of the individual learner.
It is a framework for thinking about teaching and learning.
Differentiated Instruction Teachers Guide, MOE, 2007
Being responsive to students readiness, learning profile, interest and affect

Readiness refers to a students knowledge, understanding, and skill in relation to

a particular sequence of learning. Only when a student works at a level of difficulty
that is both challenging and attainable for that student does learning take place.
Learning preferences refers to how students learn best. It includes learning style,
intelligence preference, culture and gender. If classrooms can offer and support
different modes of learning it is likely that more students will learn.
Interest refers to those topics or pursuits that evoke curiosity and passion in a
learner. Highly effective teachers attend both to developing interests and yet
undiscovered interest in their students.
Affect refers to how the students feel about themselves, their work, and the
classroom as a whole. Student affect is the gateway to helping each student
become more fully engaged and successful in learning.
The components of Differentiated Instruction are...

Content: what the students are going to learn
Process: the teaching/learning strategies
Product: demonstration of the learning
Environment: where the students are going to learn
Differentiation entails common goals and multiple ways to attain them.
INTRODUCTION
The Student Success Team has explored effective classroom instructional practice
and would highlight the following...
High Yield Strategies

1. Comprehensive Assessment Practices

Assessment for Learning (Diagnostic): Evidence-based instruction and feedback
Assessment as Learning (Formative): Students metacognition (their understanding

about their thinking and learning)
Assessment of Learning (Summative): Evaluation and Reporting
Explicit Teaching of Test-Taking as a Genre (multiple choice questions, open

response questions, key words in EQAO, pacing, etc.)
Collaborative Action Research
Common Assessments (used for essential outcomes/key expectations within any course
and used to identify common gaps in student learning)
2. Activating Prior Knowledge

Prepares students to connect new knowledge with what they already know by
focusing on the before component of a lesson/assignment
3. Varied Lesson Design

Gradual Release of Responsibility Model: Direct instruction/demonstration, shared

practice, guided practice, and independent practice
3 part lesson: before, during, after
3 part lesson: MATCH

a. Before: Minds on-activating prior knowledge
b. During: Action and Thinking- teaching and learning
c. After: Consolidation and Homework - checking and practicing
Direct, guided and exploratory lessons
Thematic / Interdisciplinary lessons
INTRODUCTION
4. Variety of Learning and Instructional Tools

Use of a variety of learning and instructional tools to help meet the varied interests
and needs of all students (e.g., manipulatives, graphic organizers, anchor charts,
physical movement, drama, games, assistive technology, SMART Boards, instructional
and communication technology, etc.)
5. Explicit Instruction of Literacy Skills

Explicitly teaching, through demonstration and think aloud, all necessary skills
in reading, writing, and oral communication to help students successfully access
information in all content areas
Teaching of academic vocabulary in all content areas
6. Problem Solving Approach

Four-step problem solving model (George Polya)

1. Understanding the problem
2. Devising a plan
3. Carrying out the plan
4. Looking back
7. Oral Communication and Cooperative Learning

Gives students an opportunity to engage in accountable talk, active listening, and

reflection in a large group, small group, or in pairs. Also includes opportunity for
cooperative games, drama, debates, etc. that respond to multiple intelligences and
varied modes of learning
INTRODUCTION
High Yield Strategies in Catholicity, Community, Culture & Caring are built on nurturing our Catholic
Communities. CCCC has its roots firmly planted in building relationships that foster the faith
development of our students. CCCC provides opportunities for teachers and students to, foster
excellence in Catholic Education through a faith development model that supports a safe, healthy
learning environment. Creating opportunities for students to become engaged, to support one
another through leadership development and to build community and spirit within their schools is the
foundation for the resources presented within this document.
Word, Worship and Witness
IN THE SPOTLIGHT
catholicity, community, culture & caring
CATHOLICITY, COMMUNITY, CULTURE & CARING (CCCC)
10
Cultivating the role of

caring adults in schools
Understanding student
diversity
Caring Adult
Target Area to Support

SMART GOAL
Mentorship
Community Building
Faith Development
HIGH YIELD STRATEGY(S)
Health Action Team Initiative

Year End Health Action Team Celebrations
Safe School: Final Board and Police Protocol

http://www.tcdsb.org/policyregister/Police%20School%20Board%20
Protocol,%20Final%202006.pdf
Building a Safe School Plan

http://www.tcdsb.org/bullyproofing/safescholsurvey/parentsurvey.htm
Bullying Awareness and Prevention

http://www.tcdsb.org/bullyproofing/Bullying%20Awareness%20
and%20Prevention.pdf
Safe Schools
http://sharepoint01/SafeSchools/default.aspx
http://sharepoint01/SafeSchools/Document%20Library/Forms/AllItems.
aspx
Health Action Team Student Initiatives
Toronto Sports Leadership Program

http://www.toronto.ca/parks/tslp.htm
Voices that Challenge Conference
Camp Olympia Leadership Training
Me to We Conference
My School My Voice TCDSB Student Survey
Imagine a School DVD sparking new conversations about

adolescent learning
RESOURCES
(Continued on next page...)
Student Engagement

SMART GOAL
Attendance Support
Community Spirit Built on

Diverse Student Interests
Leadership Opportunities
Caring Adult
TCDSB Northern Spirit Games
Stop the Stigma Initiative
Leadership Programs: India & Kenya
Leadership Training Camp
Power-Up Camp
7 Habits Leadership Camp
7 Habits Training
Smile Camp
Smile Leadership Program
Voices that Challenge Conference
I-lite Conference
Camp Olympia Leadership Training
Me to We Conference
RESOURCES
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12
Student Engagement

SMART GOAL
Chaplaincy Student Leadership Training Program
Eco Schools Leadership Program
Student Trustee Conference
Day of Service
The Covey Leadership Program 7 Habits of Highly

Effective Teens
The Africa Leadership Experience
Life In Action Program
Global Voices
YPI- Youth and Philanthropy Initiative
Take Action Leaders Today
Merry Go Round (Foundation Charity)

Attendance Support
T.R.O.O.P. (Toronto Police Service Recreational Outreach

Out-Tripping Program)
ESP (Empowered Student Partnership)
RESOURCES
Caring Adult
Student Engagement

SMART GOAL
Solving School Problems Solution Focused Strategies

Author: Nancy McConkey
Student Engagement/Caring Adult Presentations

http://sharepoint01/SuccessForAll/default.aspx
Early School Leaver Report Dr. Bruce Ferguson

http://www.edu.gov.on.ca/eng/parents/schoolleavers.pdf
Health Action Team Student Initiatives

Year End Health Action Team Celebrations
Toronto Sports Leadership Program
Prophets of Peace DVD & Questions
Jean Vanier: Belonging - DVD & Curriculum
Merry Go Round
Summer Camps Leadership Program

Attendance Support
Student Leadership Summer Institute
Confirmation Leadership Training Program
RESOURCES
Caring Adult
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Student Engagement

SMART GOAL
Attendance Support

Caring Adult
Credit Recovery English Assessment
Credit Recovery Math Assessment
CANADIAN HISTORY
SCIENCE
CIVICS
CAREER STUDIES
FOUNDATIONS OF MATHEMATICS
RELIGION
ENGLISH
Grade Ten Courses
Grade Nine Courses

CANADIAN GEOGRAPHY
SCIENCE
ENGLISH
FOUNDATIONS OF MATHEMATICS
RELIGION
Credit Recovery Mary Ward Modules
Eng 1P, 1D, Eng 2P, 2D
CHC 2P, CHC2D

SNC 2P, SNC2D
CHV 20
GLC 20
MFM 2P, MPM 2D
HRE 20
ENG 2P, ENG2D
CGC 1D, CGC1D

SNC 1D, SNC1 P
ENG 1P, ENG1 D
MFM 1P, MPM 1D
HRE 10
RESOURCES
Transitions

SMART GOAL
Exchange of Information
Caring Adult
Cross Panel Communication
Elementary and Secondary Student HAT leaders working

together
TCDSB Take our Kids to High School Event Planner Transitions DVD for Parents, Teachers & Students McIntyre Media
Elementary Program
TCDSB Transition Guides Translated Version: Spanish,

Portuguese, Italian, Ukrainian,
Polish, Vietnamese, Chinese, Tamil, Arabic, Filipino
TCDSB Transition Guide for Students After 8 Your High School

Transition Guide
TCDSB Transition Guide for Parents The Complete Picture

Secondary & Beyond
M.O.E Transition Planning for Students with Special Needs: A Resource

Guide, 2002.
RESOURCES
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16
Mental Health/
Diverse Needs

SMART GOAL
Canadian Association for Mental Health

www.camh.net
Toronto Public Heath

http://www.toronto.ca/health/
The 4th R Program

http://youthrelationships.org/curriculum_resources.html
No Health Without Mental Health Annual Student Symposium
Stop the Stigma Initiative
Talking About Mental Health (TAMI) Teacher Resource

http://www.camh.net/education/Resources_teachers_schools/TAMI/
tami_teachersresource.html
Stop the Stigma - Mood Disorder Association of Ontario Program

www.mooddisorder.on.ca
Psychiatric Research Foundation

www.cprf.ca
When Something goes Wrong-Canadian Psychiatric Research

Foundation
Health Action/Mental Health Action Teams

It Starts Here A Guide to Mood Disorders for Teens
http://www.mooddisorders.on.ca/pubs.html
Friends for Life: Anxiety Program

www.friendsinfo.net
Co-curricular Offerings
Community Building
Family Matters - A Guide to Mood Disorders for Families

http://www.mooddisorders.on.ca/pubs.html
RESOURCES
Professional Development
Mental Health/
Diverse Needs

SMART GOAL
Community Building
Co-curricular Offerings
Professional Development
Attendance Initiative
www.tcdsb.org/psychology
Anxiety in Adolescence
Child and Adolescent Depression
Consultation Skills for Teachers
Engaging & Managing Students
Helping Students Cope with Grief
Helping Students Deal with Trauma
Non-Compliance: Teens Who Cant, Dont, Wont
Resilience and Self-Care
Secondary School Student Difficulties and Strategies
Social-Emotional Functioning and Special Needs
Students with Challenges in Self-Regulation and Disruptive Behaviour
Student Engagement and the Early School Leaver Research by B.
Ferguson
Substance Use in Adolescence
Mood Disorders of Ontario Membership-access to library of resources
www.mooddisorder.on.ca
Student to Student Sexual Assault Manual (OPHEA & Ministry-in
production)
Presentations offered by the TCDSB Psychology Department
Childrens Mental Health Ontario

www.kidsmentalhealth.ca
Mental Health & High School
www.cmha.ca/highschool/
RESOURCES
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18
Student Diversity
Student Emotional
Health
Faith and Character

Development

SMART GOAL
The Vatican
http://www.vatican.va/
Sacramental Preparation
Global Awareness
World Religions
Poverty Awareness
Staff Faith Development Local

and System Wide
Scarboro Foreign Mission

http://www.web.apc.org/~sfms/
Salt of the Earth - online Resource for Social Justice

http://salt.claretianpubs.org/
Catholic Organization for Development and Peace

http://www.devp.org/
ShareLife
www.sharelife.org/
Catholic Graduate Expectations

http://www.tcdsb.org/curriculum/default.htm#GRAD%20
EXPECTATIONS
Word, Worship, Witness

http://www.tcdsb.org/nurturingourcatholiccommunity.htm
http://www.tcdsb.org/nurturing%20our%20catholic%20community/
Scriptural%20References%20by%20grade.pdf
RESOURCES
Participation in ACTS A Call to

Serve
Development and Peace Student

Days
Charitable Works School and

Community
Sacrament of Reconciliation
Advent and Lent
Liturgical Celebrations
Community and Class
Eucharist
Days of Reflection Student Staff
Retreats Individual Grade Level
Virtue of the Month
Student Diversity
Student Emotional
Health
Faith and Character

Development

SMART GOAL
Global Awareness
World Religions
Poverty Awareness
Staff Faith Development Local

and System Wide
Sacramental Preparation
Participation in ACTS A Call to

Serve
Development and Peace Student

Days
Charitable Works School and

Community
Sacrament of Reconciliation
Advent and Lent
Liturgical Celebrations
Community and Class
Eucharist
Days of Reflection Student Staff
Retreats Individual Grade Level
Virtue of the Month
Catholic Organization for Life and Family

http://colf.cccb.ca/english/colf.htm
Institute of Catholic Education

http://www.occb.on.ca/ice/default.cfm?category=50
http://www.occb.on.ca/ice/default.cfm?category=53
Catholic Teacher Centre (Staff Faith Development) (TCDSB)
Religion Family Life Resource Teachers (TCDSB)
Office of Catholic Youth

http://www.ocytoronto.org/
Archdiocese of Toronto
http://www.archtoronto.org/
Association of Catholic Bishops in Ontario (Family Life Resources)

http://www.occb.on.ca/englishweb/index.htm
Canadian Conference of Catholic Bishops (Religious Ed

Resources)
http://www.cccb.ca/site/index.php?lang=eng
http://www.cccbpublications.ca/site/index.php?lang=eng
The Ontario Conference of Catholic Bishops

www.occb.on.ca
RESOURCES
19
catholicity, community, culture & caring resources

Belonging DVD: Jean Vanier
This popular kit presents Jean Vaniers profound social vision of a world
where everyone belongs and can make a contribution. Created in 2003,
its lively pace and current content continues to hold the attention of
senior elementary as well as high school and adult students.
Early School Leaver Report

This report details the findings of a qualitative study designed to
understand the processes of disengagement from school and of early
school leaving, from the point of view of 193 young people in Ontario
who have themselves left school or are at risk of doing do. It also provides
data on the process from the perspectives of groups of parents/guardians
of early leavers, and of Ontario educators. This data fills a gap in the
research and policy literature on the process as told from these unique
perspectives.
Family Matters: A Guide to Mood Disorders for Families
The Family Matters Kit is a guide for families who are dealing with mood
disorders in their family. A mood disorder may affect your parent, spouse,
partner, sibling or child. The Kit provides information on the diagnosis
and treatment of mood disorders and how family members may be
supportive to their loved one.
The Fourth R Program

The Fourth R consists of a comprehensive school-based program
designed to include students, teachers, parents and the community in
reducing violence and risk behaviours. It is important that young people
be given information that will help them make good decisions, and are
shown positive relationship models that will demonstrate alternatives to
the negative examples they frequently see in the world around them.
Imagine a School
Imagine a School... DVD includes a documentary of the creative process
of the actors and teachers, as well as highlights of the 2006 Symposium. A
Guide to using the DVD to animate discussion is also included.
20

It Starts Here: A Guide to Mood Disorders for Teens
This guide provides information on depression and bipolar disorder
with current treatment options, community supports and more. It
Starts Here: A Guide to Mood Disorders for Teens, is an essential tool for
anyone dealing with adolescents and young adults.
Prophets of Peace
The 25-minute compilation explores how the weakest, most vulnerable
members of society offer a credible means to peace in a troubled
world.
Solving School Problems Solution Focused Strategies

This solution-focused approach gives counsellors, educators, and
administrators a proven, positive program that helps students deal
with their problems and gain self-esteem in the process. Rather than
dwelling on deficits or the history of the problem, the solution-focused
practitioner searches for times when the problem does not occur, and
utilizes these exceptions to begin to construct potential solutions.
This model is a practical, effective approach to working with students,
teachers, and parents.
Take our Kids to High School
This document was created to help you plan a day that will inform,
engage and excite students about their transition to high school.
TAMI: Talking about Mental Illness

Stigma continues to be a huge problem for people living with mental
illness. It undermines a persons sense of self, relationships, well-being
and prospects for recovery. Communities are proving they can make a
difference through education and awareness programs. The program
described in, Talking about mental illness, helps to increase awareness
about mental illness and the stigma that surrounds it. It is based on the
experiences of three communities that participated in the program, and
the steps they took to increase awareness and understanding of mental
illness.
21

TCDSB Northern Spirit Games
The TCDSB Northern Spirit Games (formerly Arctic Games) is an athletic,
cultural and spiritual celebration for students in junior grades four, five
and six. The Games are hosted at five high schools across the system
and student leaders at each school are trained to run the days activities.
Each site welcomes approximately ten elementary schools, or 300
students. Students participate in ten indoor and outdoor activities based
on traditional Aboriginal and Inuit games. The games emphasize team
work, and introduce students to sports and activities still alive in northern
communities, such as snow shoeing, rope skipping, and spear throw. Each
Northern Sprit Games day is kicked off with opening ceremonies led by
students from one of the participating elementary schools. The opening
ceremonies are based on the teachings of the Medicine Wheel and honour
the gifts of Mother Earth, reminding students of their sacred connection
to nature. Students pray and sing together and are treated to a drum
performance. Guest speakers from First Nations groups, including story
tellers, Elders, musicians and cultural leaders, address the children before
the athletic activities begin. The Northern Spirit games are currently in
their fifth year, and are part of the TCDSBs larger First Nations, Mtis and
Inuit initiatives, including curriculum development, teacher workshops and
twinning with Northern communities.
Transition Guide for Parents
This resource guide will answer the many questions you and your child may
have about secondary school and beyond. Second, is a transition blueprint
for grade 7 to grade 10, providing students with opportunities to explore
secondary school, pathways and career development. This blueprint for
transition continues to deliver these opportunities in grade 8, with a greater
emphasis on the transition to high school.
Transition Guide for Students
This resource guide will answer the many questions you and your child
may have about secondary school and beyond. Secondly, is a transition
blueprint for grade 7 to grade 10, providing students with opportunities
to explore secondary school, pathways and career development. This
blueprint for transition continues to deliver these opportunities in grade 8,
with a greater emphasis on the transition to high school.
Imagine a School
Imagine a School... DVD includes a documentary of the creative process
of the actors and teachers, as well as highlights of the 2006 Symposium. A
Guide to using the DVD to animate discussion is also included.
22

Transitions DVD Series
The transition from elementary or middle school to high school is a
crucial one in the life of every young person. In fact, Dr. Bruce Ferguson,
Director, Community Health Systems Resource Group in the Community
Health/Mental Health Program at Sick Kids states that he cant think of a
life transition thats more difficult. To make matters worse, it all happens
at a time when kids are also dealing with the emotional and physical
changes of puberty. In this series, we went straight to the source. We took
our cameras into the schools and interviewed Grade 7, 8 & 9 students,
their teachers, guidance counselors, principals and parents. What we
came away with is a 3-part series on the transition process - students,
parents and teachers guide to one of lifes biggest challenges.
When Somethings Wrong
When Somethings Wrong: Ideas for Families has been written as a
companion handbook to When Somethings Wrong: Ideas for Teachers.
It has been designed to give parents, caregivers or other family members
useful strategies to cope with and assist children and youth with mood,
behaviour, or thinking difficulties (e.g., social withdrawal, disorganized
thinking, hostility, aggression, agitation).
23
glossary
7 Habits Leadership Camp Using Sean Coveys The 7 Habits of Highly Effective Teens, campers are
given a powerful overview of the 7 Habits in their language. In this fun-filled, experiential program,
campers will learn the time-tested principles of the 7 Habits and how to apply them to the tough issues
and life-changing decisions they face. Utilizing full camper participation plus humor, anecdotes, videos,
real-life scenarios, and relevant interactive exercises, students will laugh while they learn with a new
found belief in their own abilities.
7 Habits Training Introduction to The 7 Habits of Highly Effective Teens workshop from
FranklinCovey, based on the best-selling book of the same name by Sean Covey and the No. 1 bestselling business book The 7 Habits of Highly Effective People by Stephen R. Covey, gives young
people a set of proven tools to deal successfully with real life. The training is a means for educators,
administrators, and superintendents to help improve student performance; reduce conflicts, disciplinary
problems, and truancy; and to enhance cooperation and teamwork among parents, teens, and teachers.
Camp Olympia Leadership Elementary Training The elementary version of this program is designed
to help intermediate students find their leadership voice and equip them with various leadership tools
that they can use and implement within their classrooms, schools, and community.
Camp Olympia Leadership Secondary Training The Olympia Leadership Program is a 3 day training
and leadership program designed to train high school leaders to run grade 9 orientations and
community building programs in their schools.
Career The sum of ones experiences in a variety of roles throughout life. Every person has a career,
which includes all of the individuals work, learning, community and family roles.
Chaplaincy Student Leadership Training Program This program provides student leadership training
for chaplaincy teams in high schools. This program is offered on October.
Confirmation Leadership Training Program This program offered in February empowers student
leaders to be faith ambassadors. This program is a 1 day program which trains student leaders to help
facilitate confirmation retreats for grade 8 students. The program helps to build a positive connection
around faith between high school and elementary students.
Day of Service Approximately 300 High School Students leave the CEC at 8:00am to provide a Day
of Service to the Toronto Community. Student leaders provide service with many of the Share Life
Organizations, soup kitchens, out of the cold program, the Toronto Police (graffiti removal) and other
service opportunities. The day concludes with a mass at St Michaels Cathedral at 8:00pm. This is a
partnership with Student Leadership Department, Chaplaincy Department, The Office of Catholic Youth
and Laidlaw Transit.
Diversity In reference to a society, the variety of groups of people who share a range of commonly
recognized physical, cultural, or social characteristics. Categories of groups may be based on various
factors or characteristics such as gender, race, culture, ethnicity, sexual orientation, ability/disability, age,
religion and socioeconomic level.
24
Eco Schools Leadership Program This program is in its infancy stage. Its goal is to provide safe schools
by being at peace with the environment. It aligns with the Catholic Graduate Expectation A Responsible
Citizen. This is a partnership between the TCDSB student leadership department, TCDSB Facilities
department, The Toronto Board of Trade and the City of Toronto.
ESP (Empowered Student Partnership) This student-led partnership between the Toronto Police
Services and student leaders promotes safe school initiatives. This program includes a city-wide launch
in October, monthly meetings with division police officers and a city-wide show case of initiatives in
May.
Global Voices Marc and Craig Kielberger publish articles in the Toronto Star every 2 weeks on Global
issues. Teachers can access these articles and the curriculum based on these articles by accessing www.
torstar.com
Grades 7, 8, 9 Transitions A group of orientation programs, strategies and interventions that help
students as they move from grade 7 to grade 9. Supports include: a caring adult to assist students in
their transition from Grade 8 to Grade 9; school developed individual student profiles, individualized
timetables for Grade 9 students basing based on student strengths and interests, with a focus on atrisk students; board implemented Grade 8 to 9 Transition plan (including student orientation activities,
interventions and strategies for transition, monitoring of students)
H.A.T. - Health Action Teams Health Action Teams are interdisciplinary school based teams, challenged
to develop and implement a comprehensive school health project utilizing classroom education,
cafeteria environment, school meal choices and the Dietary Guidelines as vehicles to impact dietary
choices of students.
I-lite Conference Intermediate Leaders In Training Event. This student leadership conference will be
geared towards grade 7 and 8 students, giving them an opportunity to network with student leaders
from across the board and get them enthusiastic about making a difference in their schools and
communities.
Life In Action Program This is a student leadership program for grade 6 students that focuses on
healthy active lifestyles and social issues. It includes a motivational speaker from Free the Children and
individual workshops. There is no cost for this program and there is an optional fundraising program to
assist developing countries. This fundraising program is known as Adopt a Village and partners a school
with another school in a developing country. The focus of assistance then can be through the Brick by
Brick building program, the Alternative Income project or the Drip by Drip program (clean water).
Me to We We Day We Day is a one-of-a-kind event featuring motivational speeches and performances
by leading activists, speakers and entertainers. It is an annual celebration of the power of young people
to change the world.
Merry Go Round (Foundation Charity) This Initiative provides 25 at-risk students from the TCDSB with
free computers and internet hook up for 5 years. The program focuses on a different area of the city each
year. Schools are identified by their superintendent and students are chosen by their school principal.
Students are identified as embodying a passion for learning and the potential to excel academically if
given more opportunity. This program is in partnership with Hewlett Packard, Microsoft, Rogers, Toronto
Police Services, CDI and Paterson partners.
25
Power-Up Camp The Olympia Power Up Leadership Program is a 7 day training and leadership
program designed to help students at risk build life, leadership and learning skills. It also provides
Professional development for up to 30 teachers with training to work with students at risk. This
program will run August 29th to Sept 4. It is open to up to 30 students from the TCDSB. Up to 5 TCDSB
teachers would be directly involved with the program and another 25 teachers could be trained to work
with students at risk. The cost of the program is approx $600 per participant for the camp (free for the
teacher leaders). This includes food, accommodation, all the resources Olympia has to offer as well as
34 hours of instructional learning. The funding model could be adapted so that the school or family
pays a portion of the camp tuition for the student.
Smile Camp Students and Teachers Mentoring Interdisciplinary Leadership Experiences is a 3-day
program for intermediate students and a 4-day program for high school students. Both programs also
provide professional development for teachers and police officers. Leadership training is focused on
building safe and inclusive communities and empowers participants with leadership skills and attitudes
to deal with bullying, racism and exclusion. An action plan to deal with issues in their schools is
demanded of each leadership team that participates in this program.
Stop the Stigma Initiative Students from schools are trained to implement school wide activities that
aim to eradicate the stigma associated with Mental Illness. During the firs week of May students and
staff work in partnership with the Mood Disorders Association of Ontario to raise awareness within their
school communities about Mental Health and Mental Illness.
T.R.O.O.P. (Toronto Police Service Recreational Outreach Out-Tripping Program) A police-driven
program in partnership with TCDSB Student Leadership and the City of Toronto which allows police
officers, agency workers, teachers and youth at risk to participate in a series of canoe trips to Central
and Northern Ontario. The program caters to students ages 12 to 17. The goals of the program include
changing the attitudes and perceptions of youth and law enforcement as well as developing leadership
and life skills.
Student Trustee Conference This conference held each spring allows the voices of the students a
forum for discussion of issues and opportunities that they have identified. The Student trustee then
summarizes these concerns and presents them in a formal report to the trustees. Many of the workshops
and discussion sessions include issues of faith, safety, inclusion etc. to help give a focus to Catholic
student leadership.
Student Leadership Summer Institute This institute held every Labour Day weekend is an
opportunity for student leaders and staff advisors of student leadership to address school issues and
leadership concerns prior to the beginning of the school year. Camp Olympia provides student leaders
from each school a wonderful environment for team building, planning and networking around school
leadership for the upcoming year.
Summer Camps Leadership Program This is a program offered through Continuing Education. It
provides camps in Literacy, Numeracy, Arts, Physical Education, Science and Drama for students in
Grades 1 to 6. Student leaders from high schools are utilized to facilitate the camps alongside summer
school teachers. The students receive 2 high school credits and the teachers are contracted as summer
school teachers.
26
Take Action Leaders Today This is a partnership between the TCDSB Student Leadership
Department and Marc and Craig Kielberger (former students of the TCDSB). The Take Action program
brings service as leadership into the grade 10 Civics curriculum and trains student leaders to assist
and motivate fellow students to acquire the Ministrys requirement of 40 hours of service. Schools can
request a school wide assembly on the topic of leadership as service by booking the Me to We Tour.
The Africa Leadership Experience This is a partnership between the TCDSB Student Leadership
Department., TCDSB Continuing Education Department and Leaders Today. This cross-cultural
leadership program is an outreach experience which includes a 90 hour study program and a 90 hour
(three weeks in August) co-op experience building a school and teaching in a primary school in the
Masai Mara region of Kenya. Students who have completed grade 9 may apply for this program by
contacting TCDSB Student Leadership department. Successful students will receive two high school
credits through TCDSBs Continuing Education Department. Approximately 10 educators accompany
this program.
The Covey Leadership Program 7 Habits of Highly Effective Teens Stephen Covey is one of the
most recognized names in leadership. This program provides an in-service for teachers so that they can
train student leaders in the 7 Habits of Highly Effective Teens. The TCDSB Curriculum and Accountability
and Student Leadership department has in-serviced teachers who teach the Grade 11 Leadership and
Peer Support course. Some schools provide the opportunity for student leaders trained in the Covey
material to facilitate in-services for elementary students.
Voices that Challenge Conference The Voices that Challenge Conference is a conference for 500
student leaders that deals with issues impacting the culture and community of their schools. Student
Leadership & Local Needs - Students will leave the conference with a toolbox of various leadership
activities, skills, and experiences that they can share with their class and school. There will be 15
different leadership workshops which will be attended by 1 student from each high school. Each
participating student will be asked to present what they have learned to the whole group back at their
schools as well as discuss ways to implement what they have learned to positively serve the local needs
of their school.
YPI- Youth and Philanthropy Initiative Student Leaders research and advocate for a charity their
school is/will work with. Through the student leaders the charity can be awarded $5,000 each year.
These awards are presented at the Leaders Today Celebration in May.
27
LITERACY
Independent
Practice
Guided Practice
Shared Practice
Modelling
I do
I do
J. Wilhelm
Student
I listen,
observe
& think
We do it together
You listen, observe,

think & assess.
You help
You do
Teacher
www.edugains.ca
Literacy and Numeracy Secretariat: Web casts for Educators: http://www.curriculum.org/secretariat/march29.shtm
Independent Practice the students

use the strategy as the teacher provides
supports as needed.
Guided Practice the students use the

strategy as the teacher provides targeted
and differentiated support;
Shared Practice the teacher provides

explicit instruction and feedback as
students participate in the strategy;
Modelling the teacher demonstrates

the use of and the thinking behind the
use of the strategy
(eg., makingconnections);
Gradual Release of Responsibility
IN THE SPOTLIGHT
LITERACY
29
30
Data Analysis and

Determining Needs

SMART GOAL
Comprehensive Assessment
Practices
OCA
EQAO
CAT/3 (4)
TLCP (Assessment for Learning )
Descriptive and Ongoing
Feedback
EQAO Item Information Report: Student Roster (IIR)

Profile of Strengths and Areas for Improvement (PSAI)
Detailed School Results (EQAO)
Tracking a Cohorts Achievement on EQAO Assessments
OCA (Ontario Comprehension Assessment), grades 7,8,9
Grade 7 CAT3 Detailed School Report
Junior EQAO Detailed School Report
Education For All, pp. 19-29 (Learning for All K-12, DRAFT, pp. 25-46)
Me Read? No Way, pp.43-45
curriculum.org, Webcast: Teacher Moderation: Collaborative
Assessment of Student Work
Student Success Grades 7 & 8 Differentiated Instruction Educators
Package, Oct/07: Green Students Cards
Facilitators Guide-Assessment for Learning, Differentiated Instruction
Educators Package, Oct/08
Supporting Literacy Success: A Guide for Literacy Leaders, Sections V
and VI
Common Resources
RESOURCES
Literacy in the Middle Grades

4-8 (Diagnostic Assessment
section)
Elementary

OSSLT Detailed School Reports
Secondary
Sharepoint:
Student Success November Regional Launching the TLCP, 2009
OCA for Premier, Oct., 2009
Differentiated Instruction 7-12, Winter 2009
LITERACY
LITERACY
LITERACY
Explicit Teaching of
Test-Taking as a Genre

SMART GOAL
Explicit Instruction of Literacy

Skills
Metacognition
Practices
Test taking as a genre
Mock tests
Multiple choice questions
Open response questions
Question and Answer
Relationship
Descriptive and Ongoing
Feedback
Common Resources
RESOURCES
Guiding Readers and Writers,

(Chapter 27: Understanding
the Testing Genre: Preparing
Students for High-Quality
Performance)
Elementary
Characteristics of Successful
and Unsuccessful Student
Performance on the OSSLT
(EQAO)
Beyond Monet, p. 81
Super QAR: Grade 9 kit
Stepping Out Reading and
Viewing, pp.128, 161,170
Tools for Teaching Content
Literacy
Secondary
www.eqao.com Educator Resources: Planning and Preparation

Guide, Teacher Bulletin, Getting Ready Guide, Sample Tests Materials,
Framework, Exemplars, Summary of Results and Strategies for
Teachers
OCA (Ontario Comprehension Assessment), grades 7,8,9
After School Program: Literacy materials
Supporting Literacy Success: A Guide for Literacy Leaders, Section X
LITERACY
31
32
Explicit Information
Reading

SMART GOAL
3 part lesson (before, during

and after reading)
Explicit Instruction of
Literacy Skills
Cross-curricular focus
Metacognition
A Variety of Learning and

Instructional Strategies
Graphic organizers
Anchor charts
Assistive technology
Gradual Release of
Responsibility
Varied Lesson Design
Activating Prior Knowledge

Focus on before reading
strategies
Common Resources
RESOURCES
Teacher Resource Manual for

CAT-3 pp. 24-28
4-8 , pp. 17-71
Elementary

Literacy
Viewing, pp. 33-35
Inquiring Minds Learn to Read
and Write, pp.69, 74, 85, 88,
98,100, 136
Secondary
Me Read? No Way!, pp. 17 and 18

Package, Oct/07 Strategy and Structure Cards
Educators Package, Oct/08 Literacy Cards
Differentiated Instruction Teaching/Learning Examples
Think Literacy Cross-Curricular Approaches 7-12, pp. 44-54
LITERACY
LITERACY
LITERACY
Implicit information
Inferring
Reading

SMART GOAL
3 part lesson (before, during

and after reading)
Literacy Skills
Metacognition

Graphic organizers
Anchor charts
Gradual Release
of Responsibility

Focus on before reading
strategies
Common Resources
RESOURCES
Literacy in the Middle

Grades 4-8, Reading
Workshop,
pp. 17-19, 48-71
Teachers Resource Manual
for CAT-3, p. 33
Diversity Read Alouds
Intermediate Picture Book
Collection
Reading Comprehension
Posters
Elementary
Beyond Monet, pp. 77-78

Tools for Teaching Content Literacy
Subjects Matter Every Teachers
Guide to content-Area Reading, Chapter
2
Inquiring Minds Learn to Read and Write,
pp. 66-68, 71-76,
79-85, 93-128
The Ten:
Most Compelling New Image (Analyzing)
Most Influential Hip Hop Artist
(Predicting)
Most Extraordinary Medical Conditions
(Inferring)
Worst Things About the Internet
(Evaluating)
Most Revolting Parasites (Synthesizing)
Stepping Out Reading and Viewing,
pp. 82, 84, 90,102, 108, 114, 118, 120,
126,128,132,146, 150
Secondary
Think Literacy Cross-Curricular Approaches 7-12, pp. 8-43,70-73,57

Me Read? No Way!, pp. 33-36
Differentiated Instruction Educators Package, Oct/07 Strategy and
Structure Cards
Differentiated Instruction Educators Package, Oct/08, Literacy Cards
LITERACY
33
34
Making Connections/
Extending
Understanding
Reading

SMART GOAL
Graphic organizers
Anchor charts
Literacy Skills
Metacognition
Oral Communication and

Cooperative Learning
Grouping strategies (large,
small, pairs)
Drama
Read aloud
Think aloud

Gradual Release of
Responsibility

Text to text, text to self, text to
world
Common Resources
RESOURCES

4-8, Reading Workshop, pp 7-9,
17-19
Diversity Read Alouds
Intermediate Book Collection
Reading Comprehension
Posters
Elementary
Subjects Matter Every Teachers

Guide to content-Area
Reading, Chapter 2
Literacy
and Write, pp. 58-61, 64-68,
71-85, 90, 92, 100-114, 116-123,
126, 138
The Ten:
Best Underdog in Sports
(Making Connections)
Viewing, pp. 70, 72, 82, 84, 90,
94, 102, 106, 108, 114, 118,
126, 132, 138, 146, 150, 152
Secondary
Think Literacy Cross-Curricular Approaches 7-12, pp.57, 66-69, 152,

162, 182
Educators Package, Oct/08, Literacy Cards
Me Read? No Way! pp. 37-42
LITERACY
LITERACY
LITERACY
Improving crosscurricular academic

vocabulary
Reading

SMART GOAL
Literacy Skills
Word walls

Graphic organizers
Anchor charts
Gradual Release
of Responsibility

Pre-reading strategies

Common Resources
RESOURCES
Literacy in the Middle Grades 4-8,

Reading Workshop, pp. 17-19,
48-49, 69-71
Words, Words, Words
Teachers Resource Manual for
CAT-3, pp. 114-123
Elementary

Inquiring Minds Learn to Read and
Write, pp. 64, 69, 74, 83
Stepping Out Reading and Viewing,
pp. 72, 74, 84, 114, 152
Secondary
Think Literacy Cross-Curricular Approaches 7-12, pp. 24-33, 57

Education For All, pp. 97-99
Package, Oct/07, St. Wilfrids Video Clip
LITERACY
35
36
Developing a main idea

with supporting details
Organizing information
Using conventions
Topic Development:
Writing

SMART GOAL

Large and small group discussion
Think-pair-share
Reflection
Literature Circles
Drama
Explicit Instruction of Literacy

Skills
Metacognition
3 part lesson (before, during, after)

Graphic organizers
Anchor charts
Blogs and wikis
Gradual Release of
Responsibility

Pre-writing strategies

Common Resources
RESOURCES

4-8, Writing Workshop, pp.
59-79, 80-98, 132- 157

Writing Posters
Words Their Way, Chapter 7

Teachers Resource Manual for
CAT-3, pp. 132-138

Elementary
Write Traits Advanced

Notebook Level 1
Literacy
and Write, pp. 68, 74, 87, 92,
93, 100, 115, 116, 124, 129
Viewing, pp. 74, 122
Stepping Out Writing:
Constructing and Crafting
Meaning
Secondary
Think Literacy Cross-Curricular Approaches 7-12, pp. 98-130, 132150

Teachers Resource Manual for CAT-3, pp. 150-165
Facilitators Guide-Assessment for Learning, Differentiated
Instruction Educators Package, Oct/08, Literacy Cards
LITERACY
LITERACY
LITERACY
Oral Communication

SMART GOAL

Large and small group
discussion
Think-pair-share
Reflection
Literature Circles
Drama
Readers Theatre
Literacy Skills
Metacognition
Common Resources
RESOURCES
A Guide to Effective Literacy

Instruction Grades 4-6, Volume
1 2006, pp. 31, 93
4-8, Literature Circles
Elementary
Beyond Monet, Chapter 7

and Write, pp. 58, 64-67, 71-77,
80-92, 94, 112, 118-123, 126
Viewing, pp. 70, 76, 80, 84, 92,
94, 98, 100, 118, 124, 132, 146
Stepping Out Writing:
Constructing and Crafting
Meaning, pp. 124, 132, 140,
158,160
Secondary
Think Literacy Cross-Curricular Approaches 7-12, pp. 151-197

Literature Circle Kits, Grades 7 10
LITERACY
37
LITERACY RESOURCES
Beyond Monet: The Artful Science of Instructional
Integration
- Bennett and Rolheiser
Differentiated Instruction
Educators Package Oct/07
Student Success Grades 7 & 8
(Ministry of Education)
Educators Package 2008
Facilitators Guide- Literacy
Facilitators Guide- Assessment for Learning
Teaching Learning Examples
Education for All: The Report of the Expert Panel on Literacy

and Numeracy Instruction for Students with Special Needs,
Kindergarten to Grade 6, 2005
A Guide to Effective Literacy Instruction

Guiding Readers and Writers

- Fountas & Pinnell
38
LITERACY
LITERACY RESOURCES
Inquiring Minds Learn to Read and Write
- Jeffrey Wilhelm, Peggy Jo Wilhelm, and Erika Boas
Literacy in the Middle Grades 4 to 8

(TCDSB)
Me Read? And How!

Ontario teachers report on how to improve boys literacy
skills
Me Read? No Way! A practical guide to improving boys

literacy skills
Ontario Comprehension Assessment

(Pearson Professional Learning)
The Ontario Secondary School Literacy Test OSSLT

Parent Brochure
(TCDSB)
Start Where they Are: Differentiating for Success with the

Young Adolescent
- Karen Hume
LITERACY
39
LITERACY RESOURCES
Stepping Out: Reading and Viewing Making
Stepping Out Writing: Constructing and Crafting Meaning
(Pearson Professional Learning)
Subjects Matter: Every Teachers Guide to Content-Area

Reading
- Daniels and Zemelman
Super QAR
(McGraw Hill)
Supporting Literacy Success: A Guide for Literacy Leaders

(TCDSB)
Teacher Resource Manual for CAT-3

(Canadian Test Centre)
Teacher Resource Manual for CAT- 4

(Canadian Test Centre)
Best Underdog in Sports

Most Compelling News Image
Most Extraordinary Medical Conditions
Most Influential Hip Hop Artist
Most Revolting Parasites
Worst Things about the Internet
40
LITERACY
LITERACY RESOURCES
Think Literacy: Cross-Curricular Approaches
Grades 7 12 , 2003
Think Literacy: Cross Curricular Approaches 7 12
Subject Specific Examples, 2004 2005

- Janet Allen
Words Their Way

- Bear, Invernizzi, Templeton, and Johnston
Words, Words, Words

- Janet Allen
Write Traits Advanced Notebook: Level 1

- Spandel and Hicks
TCDSB Software
LITERACY
Co Writer
Language Trek
Learn 360
Premier Assistive Technology
Reading and Writing Achievement
Smart Ideas
Write Out Loud
41
LITERACY RESOURCES
Online resources
42
After School Programs: Literacy and Numeracy

Go to TCDSB Intranet
Under Departments, click on Continuing Education
Curriculum and Accountability Team Portal
http://www.cateam.ca/
Curriculum Services Canada
www.curriculum.org
Data Integration Platform (DIP)
Go to TCDSB Intranet
Under Applications, click on Data Integration Platform (DIP)
EBSCO Database
http://search.ebscohost.com
EDU GAINS
www.edugains.ca
Education Quality and Accountability Office (EQAO)
www.eqao.com
www.eqao.com
Literacy is Everybodys Business
http://www.cateam.ca/index.php?option=com_content&task=categ
ory&sectionid=3&id=125&Itemid=652
Literacy and Numeracy Secretariat: Capacity Building Series
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/
capacityBuilding.html
Literacy and Numeracy Secretariat : Web casts for Educators
http://www.curriculum.org/secretariat/march29.shtml
Me Read? And How! Ontario teachers report on how to improve boys
literacy skills
http://www.edu.gov.on.ca/eng/curriculum/meRead_andHow.pdf
Me Read? No Way! A practical guide to improving boys literacy skills
http://www.edu.gov.on.ca/eng/document/brochure/meread/
meread.pdf
On the Same Page
http://www.cateam.ca/index.php?option=com_content&task=categ
ory&sectionid=3&id=124&Itemid=653
Ontario Comprehension Assessment (OCA) - Premier
http://www.tcdsb.org/academic_it/oca/
(password: literacy)
Ontario Educational Resource Bank (OERB)
http://resources.elearningontario.ca/
Premier (at home)
www.premierathome.com
Student link
http://intranet/studentlink/index.htm
Student Success SharePoint
Think Literacy: Cross Curricular Approaches, Grades 7 12 and Subject
Specific Documents
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/library.
html#subjects
LITERACY
Glossary
Anchor charts are designed by the class or by the teacher and list steps, procedures, or processes for a particular
activity or provide reference items and examples.
(The Ontario Curriculum: Language)
Assessment for Learning guides learning and teaching; it is diagnostic and formative assessment.
(Growing Success Draft)
Assessment as Learning encourages students to engage in peer and self-assessment as they are learning.
(Growing Success Draft)
Assessment of Learning confirms students achievement of curriculum expectations; it is evaluation and
summative assessment. (Growing Success Draft)
Modelling - the teacher demonstrates the use of and the thinking behind the use of the strategy;
Shared Practice - the teacher provides explicit instruction and feedback as students participate in the strategy;
Guided Practice - the students use the strategy as the teacher provides targeted and differentiated support;
Independent Practice - the students use the strategy as the teacher provides supports as needed.
(www.edugains.ca)
The Item Information Report (IIR) prepared by EQAO identifies the question by question scores and multiplechoice responses of students (first-time eligible and previously eligible) who were unsuccessful on the Ontario
Secondary School Literacy Test (OSSLT). For each question on the OSSLT, the IIR identifies the target skill and
highest score point possible/ correct multiple-choice response.
The Ontario Comprehension Assessment (OCA) is a whole-class assessment for grades 7 to 10. It identifies
students strengths in relation to literacy expectations outlined by the Ontario Ministry of Education. The OCA
is based on reading comprehension of information texts. There are two OCA assessments: initial and final. (OCA:
Ontario Comprehension Assessment Teachers Guide)
Question-Answer Relationship (QAR) - There is a relationship between different types of questions and how
students approach their responses. Identifying the type of question being posed will assist students as they
formulate their responses.
Explicit Understanding refers to literal understanding. Responses are usually right there in the text.
Such questions are coded R1 by EQAO for assessment purposes.
Implicit Understanding refers to inferred understanding. Reponses require students to read between
the lines. Such questions are coded R2 by EQAO for assessment purposes.
Making Connections: text-to-text; text-to-self; text-to-world; such questions are coded R3 by EQAO for
assessment purposes.
The Teaching-Learning Critical Pathway (TLCP) begins by using evidence to identify an area of student need
(e.g., making inferences). This area of need becomes the focus for a TLCP. Teachers use a pre-assessment question/
task to assess students skills in relation to that area of need. Teachers engage in teacher moderation of the
pre (and post) assessment questions/tasks ensuring a common and consistent understanding of the success
criteria. Throughout the 4 6 week cycle, teachers focus on employing explicit literacy strategies, differentiating
instruction, providing on-going descriptive feedback, and collecting student artefacts to monitor student progress.
At the end of the TLCP, teachers administer a post-assessment question / task and reflect on student progress and
the instructional strategies used throughout the TLCP.
LITERACY
43
NUMERACY
Did I talk to others about your plan? Did you listen to your classmates ideas?
Have I ever solved a problem like this one?

What information do I need to solve the problem?
What materials can I use? (manipulatives, tools, calculator, computer)
What strategies can I use?
o Guess and Check, Look for a pattern, Act it Out
o Draw a Picture, Make a Chart, Table or Graph
o Write an equation, work backward
o Examine a simpler or special case of the problem to gain insight into the solution of the original problem.
o Make a 2-D/3-D model or symbolic representation: concrete representation, table, organized list, chart, diagram, graph or
picture.
2. Devising a Plan:
What is the problem asking me to do?

Can I state the problem in your own words or visualize it?
What information can I obtain from the problem?
What information, if any, is missing or not needed?
What information can be inferred? (reason from the premise)
Did I talk to others about your plan? Did you listen to your classmates ideas?
1. Understanding the Problem:
Rationale: Problem solving is central to most current definitions of mathematics literacy. Through problem solving, students can apply
procedures they have learned and deepen their conceptual understanding. Problem solving is the vehicle by which students make sense
of mathematics. Interrelated aspects of problem solving include: representing, reflecting, connecting, reasoning and proving, selecting
tools and computational strategies, and communication. (Math Education, Nelson, 2002)
IN THE SPOTLIGHT
PROBLEM SOLVING PROCESS AND STRATEGIES (G. Polya)
numeracy
45
46
Source: Billstein, R., Libeskind, S., Lott, J. W. A Problem Solving Approach to Mathematics for Elementary School Teachers. 4th ed., The
Benjamin/Cumming Publishing Company, Inc., CA, USA, 1990
Interpret the solution in terms of the original problem. Does my answer make sense? Is it reasonable?
Are there any alternative, more efficient or elegant, solutions?
Did I explain my solution clearly?
4. Looking back:
Implement the strategy or strategies, and perform any necessary actions or computations. Is my plan working?
Do I need to change my plan?
What else could I try?
What could the answer be?
Did I use numbers, pictures, symbols and/or words to communicate my solution?
Keep an accurate record of your work. Did I record what I did when I used manipulatives, tools, a calculator, or computer?
Check each step of the plan as you proceed. This may be intuitive checking or a formal proof of each step.
3. Carrying out the Plan:
PROBLEM SOLVING PROCESS AND STRATEGIES (G. Polya)
IN THE SPOTLIGHT
numeracy
NUMERACY
NUMERACY
four - step problem

solving process and
strategies (G. Polya).
seven mathematical
processes (problem
solving, representing,
reflecting, connecting,
reasoning and proving,
selecting tools and
computational
strategies, and
communication)
Ontario Ministry of
Education
Improve Problem
Solving:

SMART GOAL
Communication
Academic vocabulary in
Mathematics
Oral, written, and visual
forms
Math Talk Learning
Community
Variety of Learning Tools

Manipulatives
Technology
Graphic organizers
Multiple representations
Ministry licensed software
process and strategies

7 mathematical processes
Presentation of multiple
solutions
4-step problem solving
Problem
Solving

Review of prior skills and
concepts
Mental math
Games

Targeted Implementation and Planning Supports for Revised
Mathematics (TIPS4RM), Continuum and Connections (Grades 7 10)
Think Literacy Mathematics, Grades 7 - 9, 2004, pgs. 22, 38, 90, 96, 102
Leading Math Success, Mathematical Literacy Grades 7 - 12, 2004, Ch. 4

pgs. 25-37, Ch. 5 pgs. 41-54, Ch. 7 pgs. 60-69
Education for All, 2005, Ch. 7 pgs. 70-91, Ch. 10 pgs. 127-138
Elementary and Middle School Mathematics Teaching Developmentally
by John A. Van de Walle, Ch.4 pgs. 39-60, Ch. 22 pgs. 483-500,
Ch.23 pgs. 501-516
Package (Differentiated Instruction Educators Package, Facilitators
Guide Mathematics, Getting to the Core of Teaching and Learning)
Ontario Curriculum Unit Planner: Resources for Assessment and E
valuation for Improved Student Learning Training Sessions
(English 9 - 12, ESL and ELD 9-12, Mathematics, 1 -12)
Ministry of Educations Website: http://www.edu.gov.on.ca/eng/
studentsuccess/lms/
Software: Math Trek 7, 8, 9 (Intermediate), Math Trek 11, 12 (High
School), The Geometers Sketchpad, Zap-a-Graph, Tinkerplots,
Fathom, Virtual Tiles, Smart Ideas, Excel
CLIPS: www.oame.on.ca or GAINS http://edugains.ca/
GIZMOS: www.explorelearning.com
Common Resources
RESOURCES

numeracy
47
48
four - step problem

solving process and
strategies (G. Polya).
seven mathematical
processes (problem
solving, representing,
reflecting, connecting,
reasoning and proving,
selecting tools and
computational
strategies, and
communication)
Ontario Ministry of
Education
Improve Problem
Solving:

SMART GOAL
Co-operative Learning
Varied respectful grouping
Think-pair-share
Bansho, Math Congress,
Gallery Walk
Games
Math talk learning
community
Secondary
Student Textbooks, grades 9 -12
Targeted Implementation and
Planning Supports for Revised
Mathematics (TIPS4RM), Gr. 9 - 12
Think Literacy Mathematics,
Grades 10 - 12, 2005, pgs. 12, 22,
34, 60, 66
The Ontario Mathematics
Curriculum Grades 9 & 10, 2005,
pgs.12, 11-22
pgs.18, 23-27
RESOURCES
Student Textbooks, grades

7&8
Mathematics (TIPS4RM),
Gr. 7 & 8
Making Math Meaningful to
Canadian Students, K 8 by
Marian Small, Ch. 3 pgs. 37-60,
Ch. 22 pgs.627-652
Big Ideas from Dr. Small
Creating a Comfort Zone for
Teaching Mathematics by
Marian Small
Curriculum Grades 1-8, 2005,
pgs.11, 18, 19
Exemplars - Online teacher
resources www.mathk8.nelson.
com, www.eqao.com
Elementary
numeracy
NUMERACY
NUMERACY
comprehension of
mathematical concepts,
operations, and
relations/connections
Improve Conceptual
Understanding
of Mathematical
Concepts:

SMART GOAL

solutions
Problem Solving

Manipulatives
Technology
Graphic organizers

Exploration/Investigation,
direct, guided lessons
3-part lesson design
Thematic/interdisciplinary
instruction

Review of prior skills and
concepts
Mental math
Games
Common Resources
RESOURCES

Leading Math Success, Mathematical Literacy Grades 7 12, 2004, Ch. 4
pgs. 25-37, Ch. 5 pgs. 41-54, Ch. 7 pgs. 60-69
Education for All, 2005, Ch. 2, pgs. 19-28, Ch.6 pgs. 59-70, Ch.7 pgs. 71-91,
Ch. 10 pgs. 127-138, Ch.11 pg. 141
by John A. Van de Walle, Ch. 3 pgs. 26-39, Ch. 4 pgs. 39-60
Package (Differentiated Instruction Educators Package, Facilitators Guide
Mathematics, Getting to the Core of Teaching and Learning)
studentsuccess/lms/
Software: Math Trek 7, 8, 9 (Intermediate), Math Trek 11, 12 (High School),
The Geometers Sketchpad, Zap-a-Graph, Tinkerplots, Fathom, Virtual
Tiles, Smart Ideas, Excel
CLIPS: www.oame.on.ca or GAINS http://edugains.ca
numeracy
49
50
comprehension of
mathematical concepts,
operations, and
relations/connections
Improve Conceptual
Understanding
of Mathematical
Concepts:

SMART GOAL
Communication
Mathematics
forms
Math Talk Learning
Community
Think-pair-share
Gallery Walk
Games
Math talk learning
community
Secondary
Teacher Resource for textbook
(print & electronic)
Mathematics (TIPS4RM), Grades
9 - 12
Grades 10 - 12, 2005, pgs. 12, 22,
34, 40, 60, 66
pgs.12, 11-22
Curriculum Grades 11 & 12, 2007
pgs.18, 23-27
RESOURCES
Student Textbooks,
grades 7 & 8
(print & electronic) www.
mathk8.nelson.com
7&8
Ch. 2 pgs. 17-36
Marian Small
Young Mathematicians at Work
Series by Cathy Fosnot
Constructing Fractions,
Decimals and Percents
Constructing Multiplication
and Division
Constructing Number Sense,
Addition, and Subtraction
Curriculum Grades 1 - 8 , 2005,
pgs.11, 18, 19
Elementary
numeracy
NUMERACY
NUMERACY
to be supported
by conceptual
understanding
skill in carrying out

procedures flexibly,
accurately, efficiently,
and appropriately
Think-pair-share
Gallery Walk
Games
Math talk learning
community

Manipulatives
Technology
Graphic organizers

instruction
Games
Improve Mathematical Activating Prior Knowledge

Procedural Fluency and Review of prior skills and
concepts
Understanding:
Mental math

SMART GOAL
Common Resources
RESOURCES
- Targeted Implementation and Planning Supports for Revised Mathematics

(TIPS4RM), Continuum and Connections (Grades 7 10)
- Think Literacy Mathematics, Grades 7 - 9, 2004, pgs. 22, 38, 76-90, 96, 102
- Leading Math Success, Mathematical Literacy Grades 7 12, 2004, Ch. 4
pgs. 25-37, Ch. 5 pgs. 41-54, Ch. 7 pgs. 60-69
- Education for All, 2005, Ch.6 pgs. 59-70, Ch.7 pgs. 71-91, Ch. 10 pgs. 127-138
- Elementary and Middle School Mathematics Teaching Developmentally by
John A. Van de Walle, Ch. 3 pgs. 26-39, Ch. 4 pgs. 39-60, Ch. 5 pgs. 62-89, Ch.
22 pgs. 483-500, Ch. 23 pgs. 501-516
- Student Success Grades 7 & 8 Differentiated Instruction Educators Package
(Differentiated Instruction Educators Package, Facilitators Guide
- Ministry of Educations Website: http://www.edu.gov.on.ca/eng/
studentsuccess/lms/
- Software: Math Trek 7, 8, 9 (Intermediate), Math Trek 11, 12 (High School),
The Geometers Sketchpad, Zap-a-Graph, Tinkerplots, Fathom, Virtual Tiles,
Smart Ideas, Excel
- CLIPS: www.oame.on.ca or GAINS http://edugains.ca
- GIZMOS: www.explorelearning.com
numeracy
51
52
skill in carrying out

procedures flexibly,
accurately, efficiently,
and appropriately
to be supported
by conceptual
understanding
Think-pair-share
Gallery Walk
Games
Math talk learning
community

Manipulatives
Technology
Graphic organizers

instruction
Games
Improve Mathematical Activating Prior Knowledge

Procedural Fluency and Review of prior skills and
concepts
Understanding:
Mental math

SMART GOAL
Secondary
pgs.12, 11-22
Curriculum Grades 11 & 12, 2007 ,
pgs.18, 23-27
9 - 12
Grades 10 - 12, 2005, pgs. 12, 22,
34, 40, 60, 66
RESOURCES
Student Textbooks,
grades 7 & 8
mathk8.nelson.com
Curriculum
Grades 1-8, 2005, pgs.11, 18, 19
Grades 7 & 8
Marian Small, Ch. 1-4 pgs. 1-82
Marian Small
and Division
Elementary
numeracy
NUMERACY
NUMERACY
Problem Solving
solutions
Communication
Mathematics
forms
Math Talk Learning
Community
Written (words,

symbolic, algebraic, etc.)

Visual (pictorial, table of
values, graphical, etc.)
Oral
Improve
Communication Skills:

SMART GOAL
Common Resources
RESOURCES

Think Literacy Mathematics, Grades 7 - 9, 2004, pgs. 22, 38, 76-90, 96, 102
Leading Math Success, Mathematical Literacy Grades 7 - 12, 2004, Ch. 4
pgs. 25-37, Ch. 5 pgs. 41-54, Ch. 7 pgs. 60-69
Education for All, 2005, Ch.6 pgs. 59-70, Ch.7 pgs. 71-91
by John A. Van de Walle, Ch. 2 pgs. 3-14, Ch. 5 pgs. 62-86
studentsuccess/lms/
numeracy
53
54
Written (words, symbolic,

algebraic, etc.)
Visual (pictorial, table of
values, graphical, etc.)
Oral
Improve
Communication Skills:

SMART GOAL
Varied respectful groupings
Think-pair-share
Gallery Walk
Games
Math talk learning
community

pgs.12, 11-22
- The Ontario Mathematics
pgs.18, 23-27
- Targeted Implementation and
9 - 12
- Think Literacy Mathematics,
Grades 10 - 12, 2005, pgs. 12, 22,
34, 40, 60, 66
- The Ontario Mathematics
secondarymath/
- www.mgrawhill.ca
- http://cf.pearsoned.ca/school
- http://www.nelson.com/
Secondary
- Student Textbooks, grades 9 -12
- Teacher Resource for textbook
RESOURCES
Student Textbooks, grades 7

&8
mathk8.nelson.com
pgs.11, 18, 19
7&8
Marian Small, Ch. 4 pgs. 61-82
Marian Small
and Division
Elementary
numeracy
NUMERACY
NUMERACY
Minds On, Action and

Thinking, Consolidation,
Homework)
instruction
Problem Solving
solutions
A positive learning

environment that is safe,
respectful, and inclusive
Physical set-up of
classroom
Manipulatives
Technology
Graphic organizers
Math and English dictionaries
Mathematical literature
A Christian Community
built on the Gospel
values

Create an Effective
Mathematical Learning Exploration/Investigation,
Environment:
3-part lesson design (MATCH

SMART GOAL
Common Resources
RESOURCES

Leading Math Success, Mathematical Literacy Grades 7 12, 2004, Ch. 4
pgs. 25-37, Ch. 5 pgs. 41-54, Ch. 7 pgs. 60-69
Education for All, 2005, Ch.6 pgs. 59-70, Ch.7 pgs. 71-91. Ch. 10 pgs. 127138
by John A. Van de Walle, Ch. 22 pgs. 483-500, Ch. 23 pgs. 501-516, Ch. 24
pgs. 515-533
Guide Mathematics, Getting to the Core of Te
Ontario Software Acquisition Program Advisory Committee: www.
osapac.org
Software: Math Trek 7, 8, 9 (Intermediate), Math Trek 11, 12 (High School),
The Geometers Sketchpad, Zap-a-Graph, Tinkerplots, Fathom, Virtual
Tiles, Smart Ideas, Excel
numeracy
55
56
A positive learning
environment that is safe,
respectful, and inclusive
Physical set-up of
classroom
A Christian Community
built on the Gospel
values
Create an Effective
Mathematical Learning
Environment:

SMART GOAL
Assessment
For/As Learning (nonevaluative)
Of Learning (evaluative)
Varied respectful groupings
Think-pair-share
Gallery Walk
Games
Math talk learning
community
Communication
Mathematics
forms
Math Talk Learning
Community
Word/strategy wall
Secondary
www.mgrawhill.ca
http://cf.pearsoned.ca/school
http://www.nelson.com/
secondarymath/
The Ontario Mathematics Curriculum
Grades 9 & 10, 2005, pgs.12, 11-22
Grades 11 & 12, 2007, pgs.18, 23-27
Targeted Implementation and Planning
Supports for Revised Mathematics
(TIPS4RM), Grades 9 - 12
Think Literacy Mathematics, Grades
10 - 12, 2005, pgs. 12, 22, 34, 40, 60,
66
High School Mathematics
Manipulatives Kit (2005)
High School Mathematics LDCC
High School Mathematics
Resource Manipulatives Kit (2006)
RESOURCES
Student Textbooks,
grades 7 & 8
www.mathk8.nelson.com
pgs.11, 18, 19
7&8
Marian Small, Ch. 21 pgs. 597626, Ch. 22 pgs. 627-652, Ch. 23
pgs. 653-662
Marian Small
Grade 7 & 8 Mathematics
Elementary
numeracy
NUMERACY
NUMERACY
Use a variety of
assessments in
each of the four
achievement chart
categories (Knowledge
& Understanding,
Thinking,
Communication,
and Application),
e.g., open response
questions, multiple
choice questions, short
answer, performance/
summative tasks, etc.
Improve Student
Achievement on
Various Assessment of
Learning (evaluative)
Genres:

SMART GOAL
Problem Solving
solutions
Questioning
Parallel, open, scaffolded
High level (process) and low
level (product) questioning
Assessment
Pre- and post assessments
Common class assessments
EQAO (e.g., PSAI, IIR), CAT 3,
report cards, etc.
Assessment For/As Learning
(non-evaluative) with
effective feedback
Assessment Of Learning
(evaluative)
Explicitly teach test taking
strategies
Variety of assessments
(written, oral, visual
representation)
Common Resources
RESOURCES

Leading Math Success, Mathematical Literacy Grades 7 12, 2004,
pgs. 33, 41-54, 60-69
Education for All, 2005, Ch. 2, pgs. 19-28
by John A. Van de Walle, Ch. 1-5 pgs. 3 86
Ontario Curriculum Unit Planner: Resources for Assessment and
Evaluation for Improved Student Learning Training Sessions (English 9 12, ESL and
ELD 9 - 12, Mathematics, 11 -12)
numeracy
57
58
Use a variety of
assessments in each of
the four achievement
chart categories
(Knowledge &
Understanding, Thinking,
Communication, and
Application), e.g., open
response questions,
multiple choice
questions, short answer,
performance/ summative
tasks, etc.
instruction
Math Talk Learning

Community
Communication
Improve Student
Achievement on Various Academic vocabulary in
Mathematics
Assessment of Learning Oral, written, and visual
(evaluative) Genres:
forms

SMART GOAL
Secondary
9 - 12
Grades 10 - 12, 2005, pgs. 12, 22,
34, 60, 66
Curriculum, Grades 9 & 10, 2005,
pgs.12, 11-22
Curriculum , Grades 11 & 12,
2007, pgs.18, 23-27
RESOURCES

Grades 7 & 8
Ontario Numeracy Assessment
Package 7 (ONAP 7), Nelson
Education Canada
Ontario Numeracy Assessment
Package 8 (ONAP 8), Nelson
Education Canada
Ch. 2 pgs. 17-35
Marian Small
Curriculum Grades 1- 8, 2005,
pgs. 11, 18, 19
Exemplars - Online teacher
resources www.mathk8.
nelson.com, www.eqao.com
Elementary
numeracy
NUMERACY
NUMERACY
Knowledge of evidenc
e-based strategies
Knowledge of
students possible
misconceptions
Knowledge of the
mathematics content
Knowledge of the
Ministry curriculum
expectations
Improve Teachers
Pedagogical Content
Knowledge:
Target Area to
Support SMART GOAL
Collaborative Inquiry
Learning
Action research
Co-teaching, team
teaching
Continuum and Connections

of Mathematics
AQ courses
Professional reading
Board, ministry, OAME,
TEAMS, NCTM in-services
and/or conferences
Collaborative Planning &

Reflection
Teacher Moderation and

Moderated Marking
Teacher Practice in the

Mathematics Classroom
Varied lesson design,
variety of learning
tools, problem solving
process and strategies,
communication,
assessments, etc.
Differentiated instruction
Numeracy Assessment for
Learning Cycle (NAfLC)
Common Resources
RESOURCES
Board Professional Development

Regional meetings (SSLN, transition meetings, etc.)
Mathematics Department Heads Professional Learning
AQ and ABQ courses
Conferences: OAME, TEAMS, NCTM, Ministry of Education, Student Success, etc.
Targeted Implementation and Planning Supports for Revised Mathematics
(TIPS4RM), Continuum and Connections (Grades 7 10)
Leading Mat h Success, Mathematical Literacy Grades 7 12, 2004, Ch. 4 pgs.
25-37, Ch. 5 pgs. 41-54, Ch. 6 pgs. 55-59, Ch. 7 pgs. 60-69, Ch. 11 pgs. 89-92
Education for All, 2005, Ch.2 pgs. 9-16, Ch.6 pgs. 59-70, Ch.7 pgs. 71-91. Ch. 10
pgs. 127-138
Elementary and Middle School Mathematics Teaching Developmentally by
John A. Van de Walle, Ch. 6 - Ch. 21 pgs. 87-436
Student Success Grades 7 & 8 Differentiated Instruction Educators Package
(Differentiated Instruction Educators Package, Facilitators Guide
studentsuccess/lms/
Academic ICT site: http://intranet.tcdsb.org/academic%5Fit/
CLIPS: www.oame.on.ca and www.edugains.ca
Texas Instruments: www.education.ti.com
Webcast Curriculum Services Canada Learning Mathematics Within Contexts:
http://www.curriculum.org/literacy.html
Software: Math Trek 7, 8, 9 (Intermediate), Math Trek 11, 12 (High School), The
Geometers Sketchpad, Zap-a-Graph, Tinkerplots, Fathom, Virtual Tiles, Smart
Ideas, Excel
numeracy
59
60
Knowledge of students
possible misconceptions
Knowledge of evidenc
e-based strategies
Knowledge of the
mathematics content
Knowledge of the
Ministry curriculum
expectations
Improve Teachers
Pedagogical Content
Knowledge:

SMART GOAL
Collaborative Inquiry Learning

Action research
Co-teaching, team teaching
Continuum and Connections

of Mathematics
AQ courses
Professional reading
Board, ministry, OAME,
TEAMS, NCTM in-services
and/or conferences
Collaborative Planning &

Reflection
Teacher Moderation and

Moderated Marking
Teacher Practice in the

Mathematics Classroom
Varied lesson design,
variety of learning tools,
problem solving process and
strategies, communication,
assessments, etc.
Differentiated instruction
Numeracy Assessment for
Learning Cycle (NAfLC)
Secondary
www.mgrawhill.ca
http://cf.pearsoned.ca/school
http://www.nelson.com/
secondarymath/ The Ontario
Mathematics Curriculum Grades 9 &
10, 2005, pgs.12, 11-22
Grades 11 & 12, 2007, p. 18, 23-27
Supports for Revised Mathematics
(TIPS4RM), Grades 9 - 12
Think Literacy Mathematics, Grades
10 - 12, 2005, pgs. 12, 22, 34, 40, 60,
66
RESOURCES
Student Textbooks, grades 7

&8
mathk8.nelson.com
Curriculum Grades 1- 8, 2005,
pgs.11, 18, 19
7&8
Canadian Students, K 8 by Marian
Small, Ch. 7 Ch 19 pgs. 137-566
Big Ideas from Dr. Small Creating
a Comfort Zone for Teaching
Mathematics by Marian Small
Constructing Multiplication and
Division
Elementary
numeracy
NUMERACY
NUMERACY WEBSITES
Curriculum Services Canada - http://www.curriculum.org/index2.shtml
Education Quality and Accountability Office - www.eqao.com
GAINS - http://edugains.ca/
GIZMOS - www.explorelearning.com
Leading Math Success - http://www.edu.gov.on.ca/eng/studentsuccess/lms/
McGraw-Hill Ryerson - www mcgrawhill ca
National Council of Teachers of Mathematics www.nctm.org
Nelson Mathematics K 8 - www.mathk8.nelson.com
Nelson Mathematics 9 12 - http://www.nelson.com/secondarymath/
Ontario Association of Mathematics Educators - www.oame.on.ca
Ontario Ministry of Education - www.edu.gov.on.ca
Ontario Ministry of Education: Leading Math Success - http://www.edu.gov.on.ca/eng/
studentsuccess/lms/
Pearson Education Canada - http://cf.pearsoned.ca/school/
Ontario Software Acquisition Program Advisory Committee - www.osapac.org
Texas Instruments - www.education.ti.com
Statistics Canada - www.statscan.ca
Student Success Sharepoint - http://sharepoint01/SuccessForAll/default.aspx
NUMERACY
61
NUMERACY RESOURCES
Big Ideas from Dr. Small Creating a Comfort Zone for Teaching
Mathematics by Marian Small
This K-8 resource looks at math through the lens of `big ideas` which
helps teachers to make connections in their understanding of the
math they teach. This view of mathematics instruction helps to focus
classroom instruction. Teachers are provided with practical ideas and
strategies that they can readily use with their students. The design
of this resource enables teachers to become more confident and
comfortable in teaching mathematics.
Differentiated Instruction Educators Package, Facilitators Guide
Mathematics, Getting to the Core of Teaching and Learning
Differentiated instruction is effective instruction that is responsive to
students readiness, interests and learning preferences. This resource
provides opportunities to study unscripted DVD footage and to use
these records of practice to deepen understanding of how to support
development of adolescents mathematics problem solving skills.
http://www.edugains.ca/resourcesDI/D.I.%20Enhancement%20
Package/Mathematics/DI_Math_Gde_2009.pdf
DI Math Cards: http://www.edugains.ca/resourcesDI/D.I.%20
Enhancement%20Package/Mathematics/DI_Math%20Cards.pdf
Problem Solving DI Math Card:
http://www.edugains.ca/resourcesDI/D.I.%20Enhancement%20
Package/Mathematics/DI_Math%20Card_PROBLEM%20SOLVING.pdf
Education for All, 2005
The Ministry of Education established the Expert Panel on Literacy and
Numeracy Instruction for Students with Special Education Needs to
recommend practices, based on research, which would allow Ontarios
teachers to improve and reinforce effective instruction of reading,
writing, and oral communication, and mathematics for students who
have special education needs.
www.edu.gov.on.ca/eng/document/reports/speced/panel/speced.pdf
Elementary and Middle School Mathematics Teaching
Developmentally by John A. Van de Walle
This book provides teacher candidates and educators with ideas and
strategies to help them develop an understanding of the mathematics
they will teach and develop confidence in their ability to teach
mathematics from K 8.
Learning for All, K 12 (2009):

Learning for All K12 is designed to share information with educators
throughout the Ontario school system, from Kindergarten to Grade
12, about educational approaches that have proved to be effective in
helping all students learn.
http://www.ontariodirectors.ca/L4All/L4A_en_downloads/
LearningforAll%20K-12%20draft%20J.pdf
62
NUMERACY
NUMERACY RESOURCES
Leading Math Success: The Report of the Expert Panel on Student
Success in Ontario, 2004
The Expert Panel on Student Success was formed to address the issue of
adolescents at risk of leaving high school without the mathematics skills
and understanding they need to reach their full potential. The report aims
to provoke discussion and debate and to change how we view students
at risk of underachieving in mathematics and how we as a society
support their learning. The report is intended to inform and change
educational practice, propose effective strategies and resources, and help
shift attitudes both in our schools and in society.
http://www.edu.gov.on.ca/eng/document/reports/numeracy/
numeracyreport.pdf
Making Math Meaningful to Canadian Students, K-8 by Marian Small
This book provides teachers with Canadian evidence-based research on
strategies to help them to make mathematics make sense to students and
capture their interest. This reference book is an ideal support for teachers
who often have not had specialist training in mathematics.
The Ontario Curriculum, Grades 1-8, Mathematics (2005)

All Mathematics programs for grades 1 to 8 will be based on the
expectations outlined in this revised 2005 document.
www.edu.gov.on.ca/eng/curriculum/elementary/math.html
The Ontario Curriculum, Grades 9 & 10, Mathematics (2005)

All Mathematics programs for grades 9 and 10 will be based on the
expectations outlined in this revised 2005 document.
http://www.edu.gov.on.ca/eng/curriculum/secondary/math.html
The Ontario Curriculum, Grades 11 & 12, Mathematics (2007)

All Mathematics programs for grades 11 and 12 will be based on the
expectations outlined in this revised 2006-2007 document.
http://www.edu.gov.on.ca/eng/curriculum/secondary/math.html
NUMERACY
63
NUMERACY RESOURCES
Think Literacy Mathematics, Cross Curricular Approaches Grades
7-12, Mathematics Subject Specific Examples, 2004 & 2006
This document provides practical, hands-on, classroom-ready strategies
and recommends related resources that apply to literacy skills in
mathematics in Grades 7 to 12.
Grades 79 (2004): http://oame.on.ca/main/files/thinklit/Math_Think%20
Literacy.pdf
Grades 10 -12 (2006): http://oame.on.ca/main/files/thinklit/
MathThinkLit2.pdf
TIPS4RM, Grades 7, 8, 9 Applied, 10 Applied Targeted
Implementation & Planning Supports for Revised Mathematics,
Ministry of Education
Comprehensive resource guide for planning and implementing Grades 7,
8, and 9 Applied Mathematics curriculum. The document (binder) outlines
Big Ideas in mathematics, instructional strategies, and suggested lessons.
The resource document provides grade-specific and cross-grade program
planning supports for each grade level. Blackline masters are included
as well as specific and practical, hands-on, classroom-ready strategies,
lessons, activities, and technology integration are provided as well as and
recommends related resources that apply to literacy skills in mathematics
in Grades 7 to 12.
http://www.edu.gov.on.ca/eng/studentsuccess/lms/library.html#TIPS4RM
TIPS for English Language Learners in Mathematics
This resource connects to current research, and includes grade-level
support materials for those working with English language learners in
Grades 7 to 10.
http://www.edu.gov.on.ca/eng/studentsuccess/lms/library.html#TIPSell

Mathematics (TIPS4RM), Grades 7 10, Continuum and Connections
Content-based packages that: position significant mathematical themes
in a larger context; include problems with solutions connected to the
Mathematical Processes; make connections across the grades for linking
with other strands, with instruction, and with the problems.
There are six packages in the following content areas:

Fractions

Integers

Patterning to Algebraic Modelling

Perimeter, Area, and Volume

Proportional Reasoning

Solving Equations and Using Variables as Placeholders
http://www.edu.gov.on.ca/eng/studentsuccess/lms/library.html#TIPS4RM
64
NUMERACY
NUMERACY RESOURCES
Mathematics (TIPS4RM)
Mathematics of Data Management (MDM4U) http://www.edu.gov.
on.ca/eng/studentsuccess/lms/MDM4U.html
Advanced Functions (MHF4U) http://www.edu.gov.on.ca/eng/
studentsuccess/lms/MHF4U.html
Calculus and Vector (MCV4U) http://www.edu.gov.on.ca/eng/
studentsuccess/lms/MCV4U.html
This package of materials has been created in response to the revised
2007 grade 12 mathematics curriculum. The prepared lessons and
technology integration are not exhaustive, but rather were developed
to give a flavour of the intended approach for this course. Teachers are
encouraged to work together in school and board teams to develop
lessons not included to extend their own learning as the writers in this
project have done.
NUMERACY
65
Glossary
Assessment for Learning - Assessment for learning guides learning and teaching: it is diagnostic and formative
assessment. (Growing Success Draft)
Assessment as Learning - Assessment as Learning encourages students to engage in peer and self-assessment as
they are learning. (Growing Success Draft)
Assessment of Learning - Assessment of learning confirms students achievement of curriculum expectations; it is
evaluation and summative assessment. (Growing Success Draft)
Bansho - Bansho originates from Japanese mathematics lessons. In Ontario classrooms, the term bansho has been
used to represent a process where teachers co-ordinate discussions of students mathematical thinking through a
discussion that engages students in clarifying and justifying their solution methods. Teachers use visual aids (e.g.,
samples of student work on chart paper) to facilitate discussion that requires students to compare and synthesize
different solution methods and identify relationships among them. (The School Effectiveness Framework 2008)
Co-operative Learning - Cooperative learning strategies help students to become active, responsible, and caring
citizens by promoting positive and collaborative group interactions, respectful listening behaviour, and the
weighing of both sides of an argument or issue. The focus of cooperative learning is to teach students to interact
successfully with each other and to transfer those skills to effective interactions in society. The key concepts of
cooperative learning include: group collaboration for positive interdependence (i.e., all must work together to
achieve success), individual accountability (i.e., each individual must contribute in order to learn), interpersonal
skills of communication, trust, decision making, and conflict resolution, face-to-face interviewing, processing, and
sharing skills, final reflection and debriefing to assess the effectiveness of the process. (Ontario Curriculum Unit
Planner, Teaching/Learning Strategies Companion)
Co-Teaching - Co- teaching is an informal professional learning arrangement in which teachers with different
knowledge, skills and talents have agreed to share responsibility for designing, implementing, monitoring and/
or assessing a curriculum program for a class or group of students. Co-teaching makes it possible for teachers to
engage in teaching as collaborative problem-solving. (The School Effectiveness Framework 2008)
Direct Instructional Lesson - Direct instructional lesson are modeled lessons that teach a specific procedure or
strategy. (Nelson Mathematics 8 Teacher Resource Overview)
Exploration Lesson - Exploration lessons are full-class problem solving lessons which allow students to explore
their own strategies, thinking and solutions. (Nelson Mathematics 8 Teacher Resource Overview)
Evidence-based strategies - Evidence-based strategies are what works in education the best practices at the
school and classroom level which result in successful outcomes for students. These powerful approaches to the
teaching-learning process are supported by empirical research and/or inquiry and experiences in classrooms,
schools and school boards that have been validated over time. (The School Effectiveness Framework 2008)
Guided Lesson - Guided lessons are prompted lessons that lead students through a problem, allowing individual
inquiry leading to a common solution. (Nelson Mathematics 8, Teacher Resource Overview)
IIR - Item Information Report
Mathematics Associations: - The following are a list of mathematics associations in Ontario:
OAME - Ontario Association of Mathematics Educators
OMCA - Ontario Mathematics Coordinators Association
TEAMS - Toronto Educators Association for Mathematics
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NUMERACY
Math Congress - The math congress allows the sharing of selected student responses, analysis of the mathematics
used in the solution, and prompts all students to learn from one another. The purpose is to debrief the strategies
used by students, unearth multiple representations of mathematical thinking, and assist in the development
of deep understanding of concepts. By having students defend and explain their thinking, teachers give their
students an opportunity to see and hear different perspectives. (LNS, 2006)
Math Talk Learning Community - In a math talk learning community, students are able to explain, defend, and
justify their mathematics thinking with confidence. (LNS, 2004)
Numeracy Assessment for Learning Cycle, (NAfLC) - NAfLC is similar to the framework of the TLCP. It begins
by using a pre-assessment to identify students strengths and needs in a particular strand or set of expectations.
Teachers plan and implement assessment for and of learning, rubrics, lessons, use evidence based strategies,
differentiated instruction and provide on-going descriptive feedback to monitor student progress. Throughout
the 3 to 4 week cycle teachers are also involved in moderated marking where-by students work is collaboratively
leveled to ensure a consistent understanding of the success criteria.
ONAP: Ontario Numeracy Assessment Package - ONAP is an assessment for learning tool to assist teachers in
identifying students knowledge, strengths and needs and help them plan instruction to improve learning. (ONAP,
2010)
Pedagogical Content Knowledge - To teach all students according to todays standards, teachers need to
understand subject matter deeply and flexibly so they can help students create useful cognitive maps, relate one
idea to another, and address misconceptions. Teachers need to see how ideas connect across fields and to everyday
life. This kind of understanding provides a foundation for pedagogical content knowledge that enables teachers to
make ideas accessible to others (Shulman, 1987).
PSAI - Profile of Strengths and Area for Improvement
Questioning - Higher level (process) and lower level (product) questioning have their place in the mathematics
classroom, with teachers employing both types as the need arises. Successful questioning often involves a teacher
asking open-ended questions, encouraging the participation of all students, and patiently allowing appropriate
time for student responses. (CPRM: Research Synopses)
Teacher Moderation - Teacher Moderation is a process for ensuring that student assessment results are reliable
across classes and schools. The process engages teachers in conversation about the precision and reliability of
their assessment tools (e.g., criteria charts, rubrics) and the validity of the task. It enables them to collect authentic
student work that exemplifies the specified criteria (i.e., through the collection of task-specific exemplars).
Teacher moderation promotes consistency and reliability in assessing student samples when measured against
predetermined assessment criteria (e.g., rubrics). Through moderation, teachers examine student work to share
beliefs and practices, enhance their understanding, compare their interpretations of student results and confirm
and/or question their judgments about a students level of achievement. (The School Effectiveness Framework 2008)
Think/Pair/Share - Think/pair/share is a strategy whereby students think alone for a specified amount of time (wait
time) in response to a question posed by the teacher. Students form pairs to discuss their ideas, and then share
responses with the class. Think/pair/share is used to help students check their understanding during a learning
experience and provide opportunities for practice or rehearsal. It provides a simple structure within a short time
frame for all students in the class to think and talk (to pose questions, to respond to an issue, to summarize or
synthesize ideas). (Ontario Curriculum Unit Planner, Teaching/Learning Strategies Companion)
NUMERACY
67
PATHWAYS
High Yield Strategies in Pathways are primarily experiential in nature. In creating direct and relevant pathways through a set of
pre-selected courses, students may choose to enter the workplace, apprenticeship, college or university. Students decisions
about pathway choices are informed by secondary courses and the ability to apply their knowledge through experiential learning
opportunities. The following resources provide the exposure the students require in making the informed decisions regarding
which pathways are right for them. The resources provide a variety of Career Exploration, Apprenticeship, Employability websites,
and written material on Essential Skills. The Credit Recovery Modules provide students with the ability to re-engage in courses
in which they may previously been unsuccessful. The strategies indicated in the previous sections would be most appropriate in
engaging students within the credit recovery classroom.
Career Education Across the Curriculum
IN THE SPOTLIGHT
pathways
69
70
Develop Career
Education/
Awareness
Target Area to
Support SMART GOAL
1. Understanding the
problem
2. Devising a plan
3. Carry out the plan
4. Looking back
Presentation of
multiple solutions
Problem Solving Approach

Four - step problem
solving model

Exploration
Direct
Guided
3 - part lesson design
MATCH - Minds on,
Action and Thinking,
Consolidation, Homework

Resources
RESOURCES
Career Cruising
http://www.careercruising.com/
http://www.myblueprint.ca/
My Blueprint
password: oerbt
http://resources.elearningontario.ca/ username: TCDSBteach
Contextualized Learning Activities (CLA)
password: oerb
http://resources.elearningontario.ca/ username: TCDSBteach
Ontario Education Resource Bank (OERB)
TCDSB Grade Ten Transportation Technology Literacy and Numeracy

Supplementary Activities
Test of Workplace Essential Skills (TOWES): How do your skills measure up?
http://www.towes.com/measureup/english/relatedsites.asp
Step into the World of Workplace Learning - A Collection of Authentic

Workplace Materials, Human Resources Development Canada, Nelson
Thomson Learning
Career Studies Pathway Exploration in Transportation, Construction &

Hospitality & Tourism, TCDSB resource document
PATHWAYS
PATHWAYS
PATHWAYS
Develop Career
Education/
Awareness
Target Area to
Support SMART GOAL

Resources
RESOURCES
http://www.worksearch.gc.ca
Worksearch
Ontario Prospects Ontarios Guide to Career Planning

www.ontarioprospects.info
Other Resources
Ontario Colleges
www.ontariocolleges.ca
On Target
www.getontarget.ca
Ignition: A Career Information Resource for High School,
College and University Graduates
www.councils.org/ignition
Choices Into Action

http://www.edu.gov.on.ca/eng/document/curricul/secondary/choices/
choicee.pdf - page 10
Think Literacy-Cross Curricular Approaches 7-12
Webbing, mapping & more, page 108
Think Literacy-Cross Curricular Approaches 7-12
Think, Pair, Share, page 152
Timed Retell, page 156
Discussion Etiquette. Page 17
http://skills.edu.gov.on.ca/OSPWeb/jsp/en/actionPlan_learner.jsp
Ontario Skills Passport
Ontario School Counsellors Association

http://www.osca.ca/onwinlinks/index.cfm?fuseaction=Links&Category=
300&PageID=1074&PageCategory=26
PATHWAYS
71
72
Experiential Learning
Opportunities for
Students
Target Area to
Support SMART GOAL
Variety of Learning and

Resources
RESOURCES
Cooperative Education
http://sharepoint01/co-op/default.aspx
http://www.career-connections.info/Teachers/Teachers.aspx
Insurance Institute of Canada
Applications of Working and Learning (AWAL) Guide: Handbook for Facilitators

(Forms 1-5)
http://www.awal.ca/files/AWALGuide-English-Web.pdf
Test of Workplace Essential Skills (TOWES): How do your skills measure up?
http://www.towes.com/measureup/english/relatedsites.asp
Class 2 Careers
http://www.class2careers.com/home.html
Pathways to Success
http://www.edu.gov.on.ca/eng/document/reports/pathways.pdf
Implementation Guide for Specialist High Skills Major

http://www.edu.gov.on.ca/eng/studentsuccess/pathways/shsm/
implementationGuide.pdf
Step into the World of Workplace Learning - A Collection of Authentic

Thomson Learning
TCDSB Workplace Learning: Exploring Opportunities: Teacher Resources

for Implementing Job Shadowing, Job Twinning and Work Experiences
PATHWAYS
PATHWAYS
PATHWAYS
Experiential Learning
Opportunities for
Students
Target Area to
Support SMART GOAL

Resources
RESOURCES
Ontario Universities
http://www.edu.gov.on.ca/eng/general/postsec/univers.html
Ontario Colleges
www.ontariocolleges.ca
Ontario Youth Apprenticeship Program - TCDSB

www.oyaptcdsb.com
Job Bank
www.jobbank.gc.ca
Jobboom Career Connection

http://jobboom.cc.canoe.ca
Job Futures
www.iobfutures.ca
Official Toronto Workinfo NET of Ontario

http://www.poss.ca
Service Canada Open for Business!

www.youth.gc.ca
Skills Work! Looking for a Career?

http://skillswork.com
PATHWAYS
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74
OYAP-Apprenticeship
Specialist High Skills

Major (all pathways)
Fast ForwardWorkplace
Developing Pathway
Programs
Target Area to
Support SMART GOAL

Resources
RESOURCES
Beyond Monet. Toronto: Bennett, Barrie and Carol Rolheiser

M.O.E. - An Educators Guide to Program Pathways
TCDSB Sample Grade 9 Pathway Timetables
Enablers to Student Success
http://sharepoint01/SuccessForAll/default.asp
B.C. Construction Industry Skills Improvement Council

Numeracy at Work
Numeracy Rules Kit
Reading at Work
Writing at Work
Science for the Trades
Tools for the Trades
Building Pathways to Success: The Report of the Program Pathways for Students
at Risk Work Group 2003
http://www.oyaptcdsb.com/
TCDSB Ontario Youth Apprenticeship Program (OYAP)
Specialist High Skills Major

http://www.edu.gov.on.ca/eng/studentsuccess/pathways/shsm/index.html
School College Work Initiative (SCWI)

http://www.gotocollege.ca
Dual Credits - Secondary Schools of West Toronto Humber College

http://studentservices.humber.ca/ssowtdualcredit/
PATHWAYS
PATHWAYS
PATHWAYS
OYAP-Apprenticeship

Developing Pathway
Programs
Target Area to
Support SMART GOAL

Resources
RESOURCES
Strategy Courses and Program and Options to Support Student Success

http://sharepoint01/SuccessForAll/default.asp
Student AWAL Resource

http://www.awal.ca
Ontario Work Infonet (ONWIN)

www.on.workinfonet.ca

http://skills.edu.gov.on.ca
Ontario School Counsellors Association

http://www.osca.ca/cardev.htm

http://skills.edu.gov.on.ca
Ontario Job Futures

www.ontariojobfutures.net/
New Horizons for Learning

http://www.newhorizons.org/strategies/assess/dickinson.htm
Mazemaster
http://www.mazemaster.on.ca/
Career Directions
www.careerccc.org/careerdirections/
Career Directions
www.carerdirectionsonline.com
http://www.apprenticesearch.com/
Apprenticeship Search.com
http://www.career-connections.info/Teachers/Teachers.aspx
Insurance Institute of Canada
PATHWAYS
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76
Skilled Trades: Careers in Trades

www.careersintrades.ca
Community Health Careers
www.communityhealthcareers.ca
OYAP-Apprenticeship

Fast Forward Programs

www.successforall.ca
Landscape Ontario
www.landscapeontario.com
www.landscapetrades.com
Automotive Repair and Service
www.carsyouth.ca
Ontario Horticulture Educational Council

www.hortcareers.com
Can Fit Pro

www.canfitpro.net
Ontario Tourism Education Corporation

www.otec.org
Canadian Tourism Human Resources Council

www.cthrc.ca
Live Safe! Work Smart! Resources for teachers of students with special learning
needs. Toronto: Ontario Ministry of Labour. 2004
Live Safe! Work Smart! Toronto: Ontario Ministry of Labour. 2000
Resources
RESOURCES

Developing Pathway
Programs
Target Area to
Support SMART GOAL
PATHWAYS
PATHWAYS
PATHWAYS
OYAP-Apprenticeship

Developing Pathway
Programs
Target Area to
Support SMART GOAL

Resources
RESOURCES
Funny Money
http://www.funnymoneyinc.com/
Investor Education Fund

http://www.getsmarteraboutmoney.ca/Pages/default.aspx
Career Connections
http://www.career-connections.info/
Retail Council of Canada

http://www.retailcouncil.org/
Canadian Food Industry Council

http://www.cfic-ccia.ca/
The Essential Skills Equalizer

www.jobsetc.ca
Industrial Accident Prevention Association

http://www.iapa.ca/index.htm
http://www.hrsdc.gc.ca/en/gateways/individuals/cluster/cp.shtml
Human Resources and Skills Development Canada
Essential Skills: Search by Occupation

http://www15.hrdc-drhc.gc.ca/English/general/search occupation name.asp
Essential Skills: Search the Profiles

http://www15.hrdc-drhc.gc.ca/English/general/search_e.asp
PATHWAYS
77
PATHWAYS (GRADES 7 - 12) RESOURCES

B.C. Construction Industry Skills Improvement Council, Document
Use at Work
Skill Plans Document Literacy and The Language of Documents are
now bundled together as a set in this new presentation, Document Use
at Work. Together, the two provide a thorough introduction to using
documents, an essential skill.
B.C. Construction Industry Skills Improvement Council, Numeracy
Rules
Introducing the Numeracy Rules Kit: Pocket Guide, Rulers and Worksheets
for practicing the numeracy skills used by apprentices and journeyworkers in the construction industry. The Numeracy Rules Pocket Guide
is a quick reference for metric-Imperial conversions and frequently
used formulas that fits in a pocket for handy use on the job and in the
classroom. Use the Numeracy Rules Rulers unique multi-layer design
to practice measuring, fractions, and conversions. Buy the Pocket Guide
individually or as a package with the Rulers and the Worksheets binder of
more than 100 pages of numeracy exercises
B.C. Construction Industry Skills Improvement Council, Numeracy at
Work
Numeracy at Work is a collection of workplace examples which illustrate
on-the-job applications of numeracy: Money Math, Scheduling or
Budgeting and Accounting Math, Measurement and Calculation Math
and Data Analysis Math. Numeracy At Work uses stories from workers
across Canada to illustrate how they use numeracy in their jobs, and
provides activities and suggestions for further exploration. These applied
work activities are intended as a resource for educators to enrich their
instructional activities
B.C. Construction Industry Skills Improvement Council, Reading at
Work
Reading at Work illustrates how the Essential Skills of reading text and
document use are applied in the workplace. Reading at Work Workplace
Reader uses authentic workplace documents and real-life stories of
workers on the job to form the basis of learning activities.
B.C. Construction Industry Skills Improvement Council, Reading at

Work Facilitators Guide
Lesson activities in the Facilitators Guide help the instructor introduce and
expand on topics in the Workplace Reader, providing learning strategies,
suggestions for further activities, and additional source documents.
78
PATHWAYS

B.C. Construction Industry Skills Improvement Council, Science for
the trades
Science for the Trades, An Illustrated Guide to Basic Applications in the
Construction Industry is a unique addition to the growing library of
resources that support workplace essential skills. Photographs and
examples from industry illustrate basic principles and concepts of physics
and chemistry. These fresh and relevant views of fundamental knowledge
are designed to enhance learning and make it relevant to those who
are drawn to the hands-on experiences of construction trades. Direct
links are made between theory and practice. The process of transferring
knowledge to skill is demonstrated at an elemental level, a process that is
critical to the increasing demands of theoretical and practical learning in
the trades.
B.C. Construction Industry Skills Improvement Council, Writing at
Work
Writing at Work is a resource based on the world of work. It describes
the writing used in many occupations. The descriptions and examples
use the language of HRSDCs Essential Skills Profiles, which have become
the standard in addressing workplace writing in Canada. Each chapter
examines the purpose, style, organization and use of such writing forms
as Memos, Entry Forms, Logbooks, Bulletins and Regulations.
Beyond Monet: The Artful Science of Instructional Integration
Bennett, Barrie and Carol Rolheiser
Choicesnot Chances! Ontario Youth Apprenticeship Program,

Toronto Catholic District School Board
A Grade 7/8 Curriculum Resource Document that focuses on the Skilled
Professions
Live Safe! Work Smart! Toronto: Ontario Ministry of Labour, 2000

Resources for teachers of students with special learning needs.
PATHWAYS
79

Ministry of Education, The Ontario Curriculum, Choices Into Action
(1999)
Ministry of Education, Specialist High Skills Major Implementation

Guide (2007-2008)
Ministry of Education, Program Pathways: An Educators Guide (Ontario)

(2005)
Step into the World of Workplace Learning A Collection of Authentic

Thompson Learning
Toronto Catholic District School Board Grade Ten Transportation

Technology Literacy and Numeracy Supplementary Activities
80
PATHWAYS

Toronto Catholic District School Board Workplace Learning: Exploring
Opportunities A Teacher Resource for implementing Job Shadowing, Job
Twinning and Work Experiences
Think Literacy - Cross Curricular Approaches 7-12
PATHWAYS
81
Glossary
Accelerated OYAP: An enriched Ontario Youth Apprenticeship program which provides students withthe
opportunity to work towards and/or attain their Level One in apprenticeship pertaining to one of the Accelerated
programs offered by the Toronto Catholic District School Board while in a cooperative education program.
Action Plan: A plan used to guide the process of achieving a goal. An action plan includes such details as
monitoring progress, revising action steps, and refining goals.
Annual Education Plan: A detailed plan, completed by students each year from Grades 7 to 12, summarizing their
learning, interpersonal and career goals, and the actions they intend to take to achieve these goals.
Applications of Working and Learning (AWAL): The AWAL National Project is a professional development project
for educators. Participants are placed in a variety of workplace environments to help them connect the curriculum
they teach in the classroom with how that curriculum is used in the workplace. Using what they learn, participants
develop relevant classroom activities that are then stored in an easy to use, searchable, electronic database.
Apprenticeship: A form of education that includes both classroom and on-the-job training and that leads to
certification in a specific trade.
Career: The sum of ones experiences in a variety of roles throughout life. Every person has careers, which includes
all of the individuals work, learning, community, and family roles.
Career Cruising: Career Cruising is a comprehensive and interactive career guidance resource that provides the
information students need to help them make the right career choices. It includes in-depth profiles of hundreds of
different careers, detailed information on colleges and universities, and has multimedia interviews with real people
in every career.
Community Partners: People or organizations in the community (e.g., parents, businesses, agency personnel) that
work with school staff and/or students to achieve mutually beneficial goals.
Competencies: The specialized knowledge, skills, and attitudes that assist in accomplishing specific tasks.
Cooperative Education: A planned learning experience, for which credits are earned, that integrates classroom
theory and learning experiences at a workplace to enable students to apply and refine the knowledge and skills
acquired in a related curriculum course or a locally developed course.
Cooperative Learning: Instruction that involves students working in teams to accomplish a common goal. All
members of the team must work together to complete a task, and each member is accountable for the final result.
Diversity: In reference to a society, the variety of groups of people who share a range of commonly recognized
physical, cultural, or social characteristics. Categories of groups may be based on various factors or characteristics
such as gender, race, culture, ethnicity, sexual orientation, ability/disability, age, religion, and socio-economic level.
Dual Credits: Students participate in apprenticeship training and postsecondary courses, earning dual credits that
count towards their high school diploma and their postsecondary diploma, degree or apprenticeship certification.
EARAT (Evaluating Academic Readiness for Apprenticeship Training): An assessment process designed to
help apprentices and/or potential trainees to determine if they have the appropriate academic skills such as
mathematics, communications, and sciences, needed for the in-school portion of their apprenticeship training. This
assessment is not to be used as an exclusion from entering into an apprenticeship program, but rather to bring
attention to matters that should be given consideration in the selection process. Staff of the MTCU (Ministry of
Training, Colleges and Universities) Work Place Support Services Branch usually administers assessments.
Employability Skills: The core competencies required in all work settings: the Conference Board of Canadas
Employability Skills Profile identifies three critical groups of skills: academic, personal management and teamwork.
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PATHWAYS
Employment Portfolio: An Employment portfolio is a systematic and organized collection of evidence which
the student can use to monitor and provide evidence of growth of knowledge, tasks, skills and attitudes. It should
assist in establishing future career goals and aspirations as it helps to identify both areas of strength as well as areas
that need work.
Entrepreneurship: A creative process that involves the use of resources to implement innovative ideas for new,
thoughtfully planned ventures.
Essential Skills: Human Resources and Skills Development Canadas Essential Skills are the skills needed for
work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with
their jobs and adapt to workplace change. These skills are used in nearly every occupation and throughout daily
life in different ways and at different levels of complexity. Levels of complexity are a rating tool by which all skills
are measured. Complexity levels from 1 (basic tasks) to 4 or 5 (advanced tasks) are assigned to example tasks
performed by a worker in a specific job. The Essential Skills Research Projects groundbreaking research developed
these levels of complexity to address the differences in skill requirements between occupations. For example,
a bricklayer and a travel agent both require the Essential Skill of writing to effectively do their respective jobs.
However, the specific form and complexity of writing is different for each.
Expansion of Cooperative Education: An initiative that allows students to apply two co-op credits towards their
compulsory high school graduation requirements, with no limit on earning optional co-op credits.
Experiential Learning: Learning acquired wholly or in part through practical experiences inside and outside the
classroom.
Grades 7, 8, 9 Transition: A group of orientation programs, strategies and interventions that help students in
their planning as they move from grade 7 to grade 9. Supports include: a caring adult to assist students in their
transition from Grade 8 to Grade 9; school- developed individual student profiles; individualized timetables
for Grade 9 students basing based on student strengths and interests, with a focus on at-risk students; board
implemented Grade 8 to 9 Transition plan (including student orientation activities, interventions and strategies for
transition, monitoring of students).
Guided Learning: A teaching style that involves direct guidance from teaching staff to assist students in learning
new content or completing an activity.
Health and Safety 101: Health and Safety 101 Is an e-course developed by the Workplace Safety and Insurance
Board (WSIB) in Ontario, to provide workers(students) 24 years old and younger with important health and safety
information. This course also prepares the students for the Passport to Safety test and online transcript program
www.passporttosafety.com.
Inquiry/Research Process: A process that involves asking questions, investigating, experimenting, and relating
what is discovered to what is already known. It enables students to see the connections among people, things,
events, processes, and ideas. Inquiry is an ongoing search for meaning that develops in students the skills and
knowledge required to understand their world and to influence change.
Job: A specific set of duties performed for a specific employer in a prescribed location or range of locations for a
specific rate of pay.
Job Shadowing: The opportunity for the student to spend one-half to one day (or, in some cases, up to three days)
with a worker in a specific occupation.
Job Twinning: The opportunity for the student to accompany a cooperative education student to his or her
placement for one-half to one day.
PATHWAYS
83
Labour Market Information: Labour Market Information provides valuable insights into labour market conditions
and trends in Ontario, as well as in specific regions or communities in the province. Labour market information
helps individuals determine which occupations suit their aptitudes and interests, where the jobs are, and which
occupations have the best prospects. It also helps people locate the most appropriate training and educational
resources. Employers benefit from a range of labour market information such as salary surveys, demographic
trends, industry statistics and information on workplace innovationfor developing business plans and human
resource strategies, and for making investment and location decisions.
Lighthouse Projects: Innovative local programs that help students who need extra support and attention to stay
in school.
National Occupational Classification (NOC): A Canadian occupational classification system that codes and
categorizes more than 25 000 occupational titles according to two basic criteria, skill type and skill level.
Networking: The process of connecting with other people, often for the purpose of information exchange and
support, when searching for work or advancing or changing a career.
Occupation: A cluster of jobs with similar tasks and skills performed at a variety of locations. Teacher is an
occupation; teacher at Sturgeon Falls High School is a job.
Ontario Skills Passport (OSP): A bilingual web-based resource that provides clear descriptions of the skills and
work habits required for success in the workplace. The skills in the OSP are transferable from school to work, from
job to job, and from sector to sector. Applications of the OSP for use by students, teachers, employers, and jobseekers are available at http://skills.edu.gov.on.ca.
Ontario Youth Apprenticeship Program: The Ontario Youth Apprenticeship Program (OYAP) is a school-towork transition program offered through Ontario secondary schools. Full-time students in Grades 11 and 12 earn
cooperative education credits through work placements in skilled trades.
Passport to Prosperity: Passport to Prosperity is a province-wide campaign to increase employer awareness of
and participation in work opportunity experiences for high school students. The campaign is an employer-led
recruitment effort to help students explore career options and develop workplace skills and experiences.
Passport to Safety: Passport to Safety is a unique, not-for-profit, cross-Canada catalyst for change intended to help
eliminate needless injuries and preventable deaths of young Canadians aged 24 and under. Passport to Safety
supports the vision that our children enter and then return home from safe workplaces every day, which are
therefore safe workplaces for people of all ages. Young people write a Passport to Safety test, based on learning
outcomes developed by health and safety curriculum experts from most provincial and territorial jurisdictions
across Canada.
Pathways: A program pathway consists of the combination of courses that make up students educational
programs and the supports provided in offering those programs. A program pathway is designed to lead students
to a particular destination and should reflect the goals that motivate students to complete their secondary school
education.
Pathways to Employability: Pathway to Employability is a project funded and supported by the Ministry of
Education for the Province of Ontario. It represented the collaborative effort of five Boards; District School Board
of Niagara, Limestone District School Board, Thames Valley District School Board, Toronto Catholic District School
Board and Waterloo Region District School Board. Programs are highly prescriptive, yet flexible, four, four and a
half, or five year credit bearing programs that combine courses from the Ontario Ministry of education curriculum
and locally developed courses to prepare students for entry-level employment. These programs will make use of
skills-based teacher and curriculum resources developed jointly with industry and validate through industry and
education partnerships.
Personalized Placement Learning Plan: A Personalized Placement Learning (PPLP) is the outline of a course of
study for the placement component that identifies the expectations upon which the credit will be based.
84
PATHWAYS
SchoolWork Transition Programs: A combination of school and work-based education and training involving
a variety of learning opportunities and an opportunity for a student to meet diploma requirements while
participating in cooperative education usually taking place over 34 semesters, usually during Grades 11 and 12.
Sector Council: An association responsible for providing human resource information about a field of work, an
industry or a group of similar occupations (e.g. National Seafood Sector Council or the Software Human Resources
Council).
Specialist High Skills Major (SHSM): A ministry-approved specialized program that allows students to focus their
learning on a specific economic sector while meeting the requirements for the Ontario Secondary School Diploma
(OSSD) and assists in their transition from secondary school to apprenticeship training, college, university or the
workplace.
Student Success: Meeting the individual learning needs of each and every student with schools providing
students with more opportunities to customize their high school experience and build on their strengths and
interests through a variety of new and enhanced learning options.
Student Success Culture: Training for principals and teachers that includes new ideas and innovative approaches
to helping students graduate from high school. It builds upon a culture of high expectations and individualized
attention and caring.
Student Success Teams: At each school, a dedicated team consisting of the principal, the student success teacher,
special education teacher, numeracy teacher, literacy teacher, subject teacher(s) and a guidance counsellor
provides extra attention and support for individual students learning needs.
The Big Picture: Essential Skills for Life and Learning: The Big Picture is a curriculum resource document designed
to enhance students and teachers understanding of the Essential Skills used at work, school, and home and in
the community. The Essential Skills are embedded into curriculum delivery to provide learners with multiple
opportunities to demonstrate and reflect on the relevance of the Essential Skills within their lives. The resource is
divided into four sections Introductory (a starting point for all users), Beginner (Grade 7 8), Intermediate (Grade
9 10) and Expert (Grade 11 12).
TOWES: Test of Workplace Essential Skills: TOWES (Test of Workplace Essential Skills) is a new test of workplace
essential skills that has been developed in Canada. The TOWES project now has a bank of test items that,
collectively, form an assessment tool to measure essential skills in workplace settings. The assessment tool resulting
from this project is significantly different from other tests of literacy skills. It hassufficient items to discriminate
across the full range of skill levels demanded by jobs in Canadian work places. The test content is based on workplace documents and item responses mimic workplace tasks.
Work Habits: Critical skills needed in the workplace: Fundamental Skills (Communication, Manage Information,
Use Numbers and Think and Solve Problems) Personal Management Skills (Demonstrate positive attitudes and
behaviours, Be responsible, Be adaptable, Learn Continuously, Work Safely) Teamwork Skills (Work with Others and
Participate in projects and tasks).
Workplace Hazardous Materials Information System (WHMIS): WHMIS (Workplace Hazardous Materials
Information System) is a Canada-wide system designed to give employers and workers information about
hazardous materials used in the workplace.
PATHWAYS
85
ENGLISH LANGUAGE LEARNERS
The ESLDepartment has a Word Chart Template that teachers may duplicate for student use. Contact the ESL
Department at 416 222-8282, extension 2715.
The learning load should be kept manageable. It is not necessary to introduce all the possible forms of a word at once,
but new words can be added later.
Only the most useful

and transferable words
should be included,
not for example highly
technical or specific
vocabulary such as igneous as such words are usually explained in the text and are of limited general usefulness.
Examples of the words

in context rather than
definitions should be
provided as learning
word definitions does
not promote deep
understanding.
TIPS:
A word chart is a set of key words that students will encounter during intensive subject reading or in other parts of a lesson or unit.
Teachers and students build a word-family chart with key words to assist their study of lesson words in more depth. For example,
examining word roots and their various forms and meanings helps English language learners make connections among words.
Every teacher, student, and parent is aware of these content area vocabulary words and students are expected to become intimately
familiar with each word during the unit of study. These are words that students must learn to master as part of the learning outcomes for
each course. The excerpt below is from a unit on Rocks and Minerals, from the publication Many Roots, Many Voices, 2005, pg. 28.
Word Charts
IN THE SPOTLIGHT
87
88
Assessment for
Learning

SMART GOAL
Diagnostic and Formative

Assessment
Assessment Adaptations and

Alternatives
Authentic Assessment
Strategies
Use of student portfolios,
dialogue journals, oral
responses and others
RESOURCES
Learning for All K 12 DRAFT, Assessment for Learning, (pp. 25-30)

Many Roots, Many Voices, Measure success: monitoring and
assessment (pp. 32-34)
http://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf
Supporting ELLs with Limited Prior Schooling, Grades 3-12, (pp. 21-33)
http://www.edu.gov.on.ca/eng/document/manyroots/ELL_LPS.pdf
Grade 7 CAT3 Detailed School Report
Grade 3 & 6 EQAO Detailed School Report (ELL)
Education for All: The Report of the Expert Panel on Literacy and
Numeracy Instruction for Students With Special Education Needs,
Kindergarten to Grade 6 (pp. 19-29) http://www.edu.gov.on.ca/eng/
document/reports/speced/panel/speced.pdf
Curriculum Services Canada Webcast: Teaching and Learning in
Multilingual Ontario
http://www.curriculum.org/secretariat/december7.html
Curriculum Services Canada Webcast Sept 2007 - Teacher Moderation:
Collaborative Assessment of Student Work
http://www.curriculum.org/secretariat/september10.shtml
The Ontario Curriculum Unit Planner Assessment Companion
Curriculum Services Canada Webcast April 2006, Rethinking Classroom
Assessment http://www.curriculum.org/secretariat/april27.shtml
Equity and Inclusive Education in Ontario, Achievement Gap and
Assessment, pp. 21-22
http://www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdf
Ontario Comprehensive Assessment (OCA) available on board DIP
Common Resources
english language learners
Assessment for
Learning

SMART GOAL
Diagnostic and Formative

Assessment
Assessment Adaptations
and Alternatives
Authentic Assessment
Strategies
Use of student portfolios,
dialogue journals, oral
responses and others
ERGO Initial English

Assessment (Elementary) ESL
Dept Publications
4-8 (Diagnostic Assessment
section)
Supporting English Language
Learners Grades 1- 8 http://
www.edu.gov.on.ca/eng/
document/esleldprograms/
guide.pdf
Elementary
Secondary
ERGO Initial English Assessment
(Secondary) ESL Dept
Publications
OSSLT Detailed School Report
English as a Second Language
and English Literacy
Development, Grades 9 12
http://www.edu.gov.on.ca/
eng/curriculum/secondary/
esl912currb.pdf
RESOURCES
89
90
Multiple Choice
& Open Response
Questions
Improving TestTaking Skills:

SMART GOAL
Practices
RESOURCES
Many Roots, Many Voices, Tips for the Classroom (pp. 8 34)
Ministry ELL Policies and Procedures Document Section 2.9 (p.28)
http://www.edu.gov.on.ca/eng/document/esleldprograms/
esleldprograms.pdf
EQAO Educator Resources: Key Words, Getting Ready Guide, Sample
Tests, Framework, Item Information Student Roster, www.eqao.com
Numeracy Instruction for Students with Special Education Needs,
Kindergarten to Grade 6 (pp. 19-29) http://www.edu.gov.on.ca/eng/
document/reports/speced/panel/speced.pdf
Learning for All K 12 DRAFT, Strategies, (pp. 21-24)
The Ontario Curriculum Unit Planner Assessment Companion http://
www.ocup.org/resources/documents/companions/assess2002.pdf
EQAO Item Information Report: Student Roster (IIR)
Profile of Strengths and Areas for Improvement (PSAI)
OCA (Ontario Comprehensive Assessment) grades 7, 8, 9
Tense Buster Program, Co-Writer, Write Out-Loud, Language Trek,
TCDSB Network Software Programs
Common Resources
Multiple Choice
& Open Response
Questions
Improving TestTaking Skills:

SMART GOAL
Comprehensive
Assessment Practices
The Report of the Expert Panel

on Literacy in Grades 4 to 6 in
Ontario Assessment
(pp. 45-52) http://www.
eworkshop.on.ca/edu/
resources/guides/
ExpPanel_456_Literacy.pdf
Assessment for SecondLanguage Learners (p. 49)
http://www.edu.gov.on.ca/eng/
document/reports/literacy/
panel/
literacv.pdf
The Ontario Curriculum Unit
Planner ESL/ELD Companion
http://www.ocup.org/
resources/
documents/companions/
esleld2002.pdf
Elementary
Secondary
ESL/ELD Secondary Curriculum
Grades 9-12 Assessment
and Evaluation of Student
Achievement (pp. 31- 35) http://
www.edu.gov.on.ca/eng/
curriculum/secondary/esl912
currb.pdf
RESOURCES
91
92
Reading
Writing
Speaking
Listening
Improving Literacy
Skills:

SMART GOAL
Explicit Literacy Skills Instruction
Use of Graphic Organizers, Word
Charts
Universal Design for

Learning

Use of First Language
RESOURCES
Many Roots, Many Voices, Get them talking: the value of oral language
(pp. 19 - 22), Tips for the Classroom (pp. 8-34)
Supporting ELLs with Limited Prior Schooling Grades 3-12, (pp. 35-58)
http://www.edu.gov.on.ca/eng/document/manyroots/ELL_LPS.pdf
Sharing Space with English and French: How to Create a Multilingual
School Environment + Poster Gallery and News Clippings, Ministry
of Education link http://www.edu.gov.on.ca/eng/literacynumeracy/
inspire/equity/sharingSpace_Jan01.html
Think Literacy ESL/ELD, Speaking (pp. 12-15, 16-19), Listening (pp.
8-10, Reading (pp. 2 5)
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/
ThinkLitESL.pdf
http://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/
ThinkLitESL7-12.pdf
The Ontario Curriculum Unit Planner ESL/ELD Companion http://www.
ocup.org/resources/documents/companions/esleld2002.pdf
Learning for All K 12 DRAFT, Universal Design for Learning, (pp. 1316), Differentiated Instruction, (pp. 17-20)
LearningforAll%20K-12%20draft%20J.pdfhttp://www.edu.gov.on.ca/
eng/studentsuccess/thinkliteracy/files/
ThinkLitESL7-12.pdf
The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario,
Talking and Listening (pp. 55 - 60), Reading (pp.61-77), Writing
(pp.79-90) http://www.edu.gov.on.ca/eng/document/reports/
literacy/panel/literacy.pdf
Common Resources
Reading
Writing
Speaking
Listening
Improving Literacy
Skills:

SMART GOAL
Explicit Literacy Skills
Instruction
Gradual Release of
Responsibility
Use of Graphic Organizers, Word
Charts

Learning

RESOURCES
Kindergarten to Grade 6, Reading (pp. 97 105), Writing (pp. 106-112)
http://www.edu.gov.on.ca/eng/document/reports/speced/panel/
speced.pdf
EQAO Educator Resources www.eqao.com
Curriculum Services Canada, Differentiated Instruction Webcast, http://
www.curriculum.org/secretariat/march29.shtml
eLearning Ontario, http://elearningontario.ca
Curriculum and Accountability Website, http://cateam.ca, Literacy Link
Student Link for Home, User name dmz\studentlink, Password
4homeuse http://www.tcdsb.org/academic_it/studentlink/
TLCP SharePoint, Videos and PowerPoint presentations and shared
documents, Intranet, Applications, Success for All http://sharepoint01/
SuccessForAll/default.aspx
Word Charts - See In the Spotlight
Tense Buster Program, Co-Writer, Write Out-Loud, Language Trek,
TCDSB Network Software Programs
Common Resources
93
94
Word Charts
Explicit Literacy Skills
Instruction
Gradual Release of
Responsibility
Use of Graphic Organizers,

Learning
Reading
Writing
Speaking
Listening
Activating Prior
Knowledge
Improving Literacy
Skills:

SMART GOAL
The Ontario Curriculum Grades 1-8

English As a Second Language and
English Literacy, Support ELLs pp. 1747 http://www.edu.gov.on.ca/eng/
document/curricul/esl18.pdf
The Report of the Expert Panel on
Literacy in Grades 4 to 6 in Ontario,
pp. 42 http://www.edu.gov.on.ca/
eng/document/
reports/literacy/panel/literacy.pdf
Literacy & Numeracy Secretariat,
Promoting Literacy in Multilingual
Contexts, June 2007 http://www.edu.
gov.on.ca/eng/literacynumeracy/
inspire/research/Cummins.pdf
Reach Every Student Through
Differentiated instruction Brochure,
Grs 7, 8 http://www.edu.gov.on.ca/
eng/teachers/buildingfutures/files/
pdf/differentiated7and8.pdf
Learning for All K 12 DRAFT,
Programming Considerations, (pp.
31-46) http://www.ontariodirectors.
ca/L4All/L4A_en_downloads/
LearningforAll%20K-12%20
draft%20J.pdf
Elementary
RESOURCES

Grs 9-12, Reading, Writing,
Listening and Speaking Strands
eng/
curriculum/secondary/esl912
currb.pdf
TIPS for English Language
Learners in Math, Grades 7, 8, 9,
10 (pp. 1 2) http://www.edu.
gov.on.ca/eng/studentsuccess/
lms/files/ELLMath4All.pdf
ESL Web Companion,
Secondary School web
application on Trillium to help
identify and target ELLs.
Apple/iPod project continuing
at four TCDSB area schools
Learning for All K 12
DRAFT, Programming
Considerations, (pp. 31-46)
http://www.ontariodirectors.
ca/L4All/L4A_en_downloads/
LearningforAll%20K-12%20
draft%20J.pdf
Secondary
Dual Language Projects

Learning
Cultural Profiles
Bilingualism Development
Co-operative Learning/ Oral

Communication
Use of L1 to Support L2
Multilingual /
Multicultural
Development

SMART GOAL
RESOURCES
Many Roots, Many Voices, Build Bridges pp. 14-15, Be Inclusive pp.
41, Make Connections pp. 44-46 http://www.edu.gov.on.ca/eng/
document/manyroots/manyroots.pdf
Website: Dual Language Showcase http://thornwood.peelschools.org/
dual/index.htm
Website: Dual Language Projects http://www.multiliteracies.ca
The RWB Jackson Lectures 2008, Dr Jim Cummins on Brave New
Schools: Identity and Power in Cdn Education Presentation and
PowerPoint http://www.oise.utoronto.ca/oise/2008_R.W.B._Jackson_
Lecture.html
The Canadian Association of Second Language Teachers Podcasts,
(e.g., Use of L1in L2), http://www.caslt.org/what-we-do/researchpodcast-series_en.php
Identity Texts and Literacy Engagement in Multilingual Classrooms
Jim Cummins video http://www.curriculum.org/secretariat/files/
ELLidentityTexts.pdf
Differentiated Instruction for English Language Learners http://www.
edu.gov.on.ca/eng/literacynumeracy/inspire/equity/Differ_July30.
html
Stages and STEPS Chart, Strategies for Supporting ELLs http://www.
edu.gov.on.ca/eng/literacynumeracy/inspire/equity/Stage_chart.pdf
Assistive Technology: Premier, Kurzweil, Write Outloud, Language Trek
Learning for All K 12 DRAFT, Universal Design for Learning, (
pp. 13-16) http://www.ontariodirectors.ca/L4All/L4A_en_downloads/
Common Resources
95
96

Learning
Cultural Profiles
Dual Language Projects
Bilingualism Development
Co-operative Learning/ Oral

Communication
Multilingual /
Multicultural
Development

SMART GOAL
RESOURCES
Citizenship and Immigration Canada, Cultural Profiles Project http://

www.cp-pc.ca/english/index.html
Settlement Workers in the Schools, Information on Education for
Newcomers http://www.settlement.org/topic_articles.asp?section=E
DUCATION&t=Education
ESL Resource Group of Ontario, http://www.ergo-on.ca/
Thornwood and Peel Schools, Dual language dictionaries, Translation
tools, Links http://thornwood.peelschools.org/esl_website/text/links_
for_esl_%20site.htm#dictionaries
Curriculum & Accountability Website, Adapting Curriculum for ELLs,
http://www.cateam.ca/index.php?option=com_content&task=view&i
d=100&Itemid=163
Curriculum Services Canada Webcast: Teaching and Learning
in Multilingual Ontario http://www.curriculum.org/secretariat/
december7.html
Word Charts Use of L1 See In the Spotlight
Common Resources
Multilingual /
Multicultural
Development

SMART GOAL

Learning
Cultural Profiles
Bilingualism
Development
Dual Language
Projects
Co-operative
Learning/ Oral
Communication
The Ontario Curriculum Grades 1-8

English As a Second Language and
English Literacy Development Section 1 http://www.edu.gov.on.ca/
eng/document/curricul/esl18.pdf
Curriculum & Accountability Website,
Programs K-12, ESL Dept http://
cateam.ca
Elementary
RESOURCES

Grades 9-12, Socio-Cultural
and Media Literacy Strands
eng/curriculum/secondary/
esl912currb.pdf
Curriculum & Accountability
Website, http://cateam.ca
TIPS for English Language
Learners in Math Grades 7,8
and 9 http://www.edu.gov.
on.ca/eng/studentsuccess/lms/
files/ELLMath4All.pdf
Secondary
97
english language learners RESOURCES
Many Roots Many Voices, 2005
Supporting English Language Learners,

Grades 1-8, 2008
Supporting ELLs with Limited Prior

Schooling, 2008

Supports for English Language Learners in
Math, Grades 7, 8, and 9, 10 Applied, 2005
ESL & ELD Policies and Procedures, 2007
ESL/ELD Secondary Curriculum,

Grs 9-12, 2007
98
ESL Resource Group of Ontario (ERGO)

Website http://www.ergo-on.ca/
Curriculum Services Canada, ELL Video and

Print Resources Website
http://www.curriculum.org/LNS/ELL/index.shtml
Glossary
ELD English Literacy Development programs are for newcomers whose first language is other than English, or a
variety of English significantly different than that used for instruction in Ontario schools, and who have had limited
formal education. They have had limited opportunities to develop language and literacy skills in any language.
ELL English Language Learners are students whose first language is other than English, or a different variety.
They may be Canadian born or have arrived from elsewhere. This term distinguishes the learner from the program.
ERGO The ESL Resource Group of Ontario is an organization of provincial ESL education representatives
committed to improving educational practices for English language learners across the province.
ESL English As a Second Language defines the school program model for students born in Canada or
newcomers whose first language is other than English, or a variety of English that is significantly different than that
used for instruction in Ontario schools.
L1 Refers to an English language learners first or original language.
L2 Refers to an English language learners second language.
STEP - Steps to English Proficiency is a developmental continua and ongoing assessment instrument designed
for English language learners. It is scheduled for release province-wide in September 2010.
Universal Design for Learning UDL refers to a teaching approach or pedagogical materials that respond to the
special needs of a specific student of group of students that can also be useful for all students.
99
SPECIAL EDUCATION
THE USE OF ASSISTIVE TECHNOLOGY (AT) means any item, piece of

equipment, product or system that directly assists, maintains, or improves
functional capabilities of individuals with special education needs. Students
ability to listen, read, write and organize information may benefit from the
use of assistive technology. AT allows students to access the curriculum and
demonstrate knowledge and skills with less frustration.
IN THE SPOTLIGHT
SPECIAL EDUCATION
101
102
Assessment

SMART GOAL
Text to speech
software
programme to
read questions
Speech to
text software
programme to
answer questions
Use of Assistive
Technology:
Extended Time Provision
Rubrics
Provide opportunities for

choices based on a multimodal model of delivery
Oral testing
Evidence-based decision
making
Common Resources
RESOURCES
The Ontario Curriculum Unit Planner: Special Education Companion

Queens Printer for Ontario, 2002
http://www.ocup.org/resources/documents/companions/speced2002.
pdf
The Ontario Curriculum Unit Planner: Assessment Strategies
Companion Queens Printer for Ontario, 2002
http://www.ocup.org/resources/documents/companions/assess2002.
pdf
ISSN 1913-1097 What Works? Research Into Practice (Print)
Research Monograph # 3 The Educational Implications of
Attention Deficit Hyperactivity Disorder By Dr. Rosemary Tannock
OISE/University of Toronto http://www.edu.gov.on.ca/eng/
literacynumeracy/inspire/research/Tannock.pdf
Go to http://www.teachadhd.ca for additional resources and in-depth
coverage of the issues raised in this monograph. This evidence-based
website is approved by The Hospital for Sick Children. Differentiated
Instruction Webcast featuring Jeffrey Wilhelm, Lyn Sharratt, Elizabeth
Coelho, and Camille Williams -Taylor This webcast discusses
strategies proven to be successful with struggling students. Includes
demonstration of a think-aloud as a high-yield strategy, the power of
accountable talk, and how to connect assessment to instruction.
http://www.curriculum.org/secretariat/march29.html For more
information: info@ontario.ca
www.teach-nology.com
SPECIAL EDUCATION
SPECIAL EDUCATION
Math Skills

SMART GOAL
SPECIAL EDUCATION
See Numeracy Pillar for

additional strategies to support
Math Skills
Variety of learning tools
Opportunities for reinforcement
Scaffolding concepts
Smartboard to
reinforce learning
On line math tutorials

to support learning
and to review and
reinforce concepts
Rich math tasks
Common Resources
RESOURCES
Checklist for Teaching/Learning Strategies http://www.ocup.org/

resources/documents/companions/TLStrategiesChecklist.pdf
Ontario Curriculum Unit Planner: Teaching/Learning Strategies
Companion Queens Printer for Ontario, 2002 http://www.ocup.ord/
resources/documents/companions/telrsta2002.pdf
Making Mathematics Accessible to All Students Webcast featuring
Mary Lou Kestell, Kathryn Kubota-Zarivnij, and Marian Small http://
www.curriculum.org/secretariat/march29.html
Woodward, J., & Montague, M. (2002). Meeting the challenge of
mathematics
reform for students with LD - Learning disabilities. Journal of Special
Education, 36(2), 89- 101.
Martinussen R, Tannock R, with McInnes A, Chaban P (2006).
TeachADHD: Teachers Resource Manual (DVD included.): http://www.
teachADHD.ca
TVOntario, Toronto, Canada http://tvontario.org/sales/teachadhd
Learn math online www.GCFLearnFree.org
Visual Math Learning www.visualmathlearning.com
Math.com www.math.com/
www.algebasics.com
CLIPS www.dame.on.ca & edugains.ca
GIZMOS www.explorelearning.com
PRIME
M.Small, Making Math Meaningful for Students, K 8
Board Licensed Software Math Trek
TIPS4RM Gr 7 12 (see Numeracy)
SPECIAL EDUCATION
103
104
Reading Skills

SMART GOAL
See Literacy Pillar for

additional strategies to
support the development of
Reading Skills
Access to E-Texts
Strategies based Reading

Programmes
Using text to
speech software to
improve reading
fluency and
comprehension
Direct Explanation of
appropriate strategy
Common Resources
RESOURCES
Martinussen R, Tannock R, with McInnes A, Chaban P (2006).

TeachADHD: Teachers Resource Manual (DVD included.):
http://www.teachADHD.ca
Beers, K. (2003). When kids cant read what teachers can do.
Portsmouth, NH: Heinemann. Harvey, S., & Goudvis, A. (2000).
Strategies that work: Teaching comprehension to enhance
understanding. Portland, ME: Stenhouse Publishers.
http://www.bibliomania.com/
http://www.bookrags.com/
http://www.childrensbooksonline.org/
http://www.enchantedleaming.com/Home.html
http://www.factmonster.com/
http://www.gutenberg.org/catalog/
http://www.starfall.com/
http://www.bridges-canada.com
http://rsl.psbnet.ca/rsl2005/login.aspx
To order E -Text Books
SPECIAL EDUCATION
SPECIAL EDUCATION
Writing Skills

SMART GOAL
SPECIAL EDUCATION
See Literacy Pillar for

additional strategies to
support Written Expression
Speech to text
software, word
prediction
programmes,
word webs, text
dictionaries
Activate Prior Knowledge
Multi-modal approaches to
generate ideas
Student/Teacher conferencing
Explicit Strategies, Procedures,

Structures and Models for
effective writing
Graphic Organizers
Common Resources
RESOURCES
Ministry licensed software list: http://www.osapac.org/software.asp

SMART Ideas, C/icker5, Write OutLoud & CoWriter, Dragon Natura//y
Speaking
Internet Sites:
http://www.bridges-canada.com
http://eworkshop.on.ca
http://www.ldonline.org
http://www.linktolearning.com
http://www.readplease.com
http://www.setbc.org
http://www.tvokids.com
Premier Accessibility Suite http://www.readingmadeeasy.ca
www.premierathome.ca to download to home computer
www.slideshare.net
SPECIAL EDUCATION
105
SPECIAL EDUCATION, K - 12 RESOURCES

Education For All: The report of the Expert Panel on Literacy and
Kindergarten to Grade 6. Ministry of Education, 2005.
Effective Educational Practices for Students with Autism Spectrum

Disorders: A Resource Guide. Ministry of Education, 2007.
Individual Education Plans: Standards for Development, Program

Planning and Implementation. Ministry of Education, 2000.
Planning for Entry to School: A Resource Guide. Ministry of Education,

2005.
The Individual Education Plan (IEP): A Resource Guide. Ministry of

Education, 2004.
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SPECIAL EDUCATION
SPECIAL EDUCATION, K - 12 RESOURCES

Shared Solutions: A Guide to Preventing and Resolving Conflicts
Regarding Programs and Services for Students with Special
Education Needs. Ministry of Education, 2007.
Special Education: A Guide for Educators. Ministry of Education, 2001.
Special Education Transformation: The report of the Co-Chairs with

Recommendations of the Working Table on Special Education. Final
report to the Ministry of Education The Honourable Sandra Pupatello,
May 2006.
Standards for School Boards Special Education Plans. Ministry of

Education, 2000.
Transition Planning: A Resource Guide. Ministry of Education, 2002.
SPECIAL EDUCATION
107
Glossary
ADHD Attention Deficit Disorder is a biologically based condition causing a persistent pattern of difficulties
resulting in one or more of the following behaviours:

inattention

hyperactivity

impulsivity
Inattention is difficulty attending or focusing on a specific task. People with Attention Deficit Disorder may become
distracted within a matter of minutes. Inattentive behaviour may also cause difficulties with staying organized (e.g.
losing things), planning, keeping track of time, completing tasks, and making careless errors.
Hyperactivity is difficulty inhibiting behaviour. These people are in constant motion. They may engage in excessive
fiddling, leg swinging, and squirming in their chair.
Impulsivity is difficulty controlling impulses. These people do not stop and think before they act. They say
and do whatever comes into their mind without thinking about the consequences. They might say something
inappropriate and regret it later, blurt out a response to question before a person is done speaking to them, or have
difficulty waiting for their turn in line.
Accommodated Programme indicates that the student is working on Ontario Curriculum expectations
appropriate for that grade level. The term accommodations is used to refer to the special teaching and assessment
strategies, human supports, and/or individualized equipment required in order for the student to access the
Ontario Curriculum and to demonstrate learning (i.e. extra time, use of Assistive Technology, quiet environment,
photocopied notes etc.). Accommodations do not alter the provincial learning expectations for the grade level. For
this reason the IEP box is not checked on the Provincial Report Card.
Assistive Technology (AT) Any item, piece of equipment, or system that is commonly used to increase, maintain, or
improve functional capabilities of individuals with disabilities. AT facilitates a students ability to access the Ontario
Curriculum and allows them to demonstrate their knowledge and skills.
Individualized Education Programme (IEP) All children learn differently. Program modifications and or
accommodations may be incorporated into a formalized IEP which focuses on the childs strengths as well as areas
of need. The IEP is developed by the school, in consultation with the parent. It must include:

specific educational expectations;
an outline of the special education program and services that will be received;
a statement about the methods by which the students progress is reviewed;
for students 14 years and older a plan for transition to appropriate post-secondary school activities, such
as work, further education, and community living.
IPRC The Identification, Placement and Review Committee (IPRC) has three essential functions:

to determine the strengths and needs of students;
to identify the students exceptionality according to the categories and definitions provided by the Ministry of
Education and Training;
to recommend program placement, to be followed by the development/modification of the Individual

Education Plan.
Modified Programme indicates that the student is working on Ontario Curriculum expectations that differ from
those appropriate for the grade level. When a students IEP includes modifications the IEP box on the Provincial
Report Card for those subjects that are modified is checked off. The IEP box is indicated when the mark refers to the
achievement of expectations as set out in the students IEP. These changes may involve developing expectations
that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or
decreasing the number and/or the complexity of the regular grade level curriculum expectations.
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SPECIAL EDUCATION
Ministry Categories of Exceptionality and Definitions:

Behaviour: A learning disorder characterized by specific behaviour problems over a period of time, to such a
marked degree, and of such a nature, as to adversely affect educational performance. This may be accompanied by
one or more of the following:

an inability to build or maintain interpersonal relationships;
excessive fears or anxieties;
a tendency to compulsive reaction;
an inability to learn which cannot be traced to intellectual sensory or other health factors or any
combination thereof.
COMMUNICATION:
Autism: A severe learning disorder that is characterized by disturbances in rate of educational development, ability
to relate to the environment, mobility, and / or perception, speech and language, or lack of the representational
symbolic behaviour that precedes the language
Deaf and Hard of Hearing: An impairment characterized by deficits in language and speech development
because of a diminished or non existent auditory response to sound
Language Impairment: A learning disorder characterized by an impairment in comprehension and/or use of
verbal communication or the written or other symbol system or which may be associated with neurological,
psychological, physical, or sensory factors and which may; (a) involve one or more of the form, content, and
function of language in communication; and (b) include one or more of the following: language delay; dysfluency;
voice and articulation development, which may or may not be organically functionally based
Learning Disability: A learning disorder evident in both academic and social situations that involves one or
more of the processes necessary for the proper use of spoken language or the symbols of communication, and is
characterized by a condition that:

is not primarily the result of impairment of vision/hearing, physical disability, development disability,
primary emotional disturbance or cultural difference;
results in significant discrepancy between academic achievement and assessed intellectual ability,
with deficits in one or more of: receptive language (listening, reading); language processing (thinking,
conceptualizing, integrating); expressive language (talking, spelling, writing); mathematical computation;
may be associated with one or more conditions diagnosed as: a perceptual handicap; a brain injury;
minimal brain dysfunction; dyslexia; developmental aphasia.
Speech Impairment: A disorder in language formation that may be associated with neurological, psychological,
physical or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that my be
characterized by impairment in articulation, rhythm, and stress
INTELLECTUAL:
Developmental Disability: A severe learning disorder characterized by:

inability to profit from a special education program because of slow intellectual development
ability to profit from a special education program that is designed to accommodate slow intellectual
development
a limited potential for academic learning, independent social adjustment and economic self-support
Giftedness: An unusually advanced degree of general intellectual ability that requires differentiated learning
experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the
level of educational potential indicated
SPECIAL EDUCATION
109
Mild Intellectual Disability: A learning disorder characterized by:

ability to profit educationally within a regular class with the aid of considerable curriculum modification
and supportive services
inability to profit educationally within a regular class because of slow intellectual development
potential for academic learning, independent social adjustment and economic self-support
OTHER:
Blind and Low Vision: A condition of partial or total impairment of sight or vision that even with correction affects
educational performance adversely
Multiple Exceptionalities: A combination of learning or other disorders, impairments or physical disabilities,
that is of such nature as to require, for educational achievement, the services of one or more teachers holding
qualifications of support services appropriate for such disorders, impairments or disabilities
Physical Disability: A condition of such severe physical limitation or deficiency as to require special assistance in
learning situations to provide the opportunity for educational achievement equivalent to that of pupils without
exceptionality who are of the same age or developmental level
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SPECIAL EDUCATION

Final 2010 High Yield Supporting Students Book1

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Supporting Student Success

Mapping High Yield Strategies

A Support Document for Student Success Learning Networks

Prepared by the Student Success Team

Ann Perron, Director of Education

TORONTO CATHOLIC DISTRICT SCHOOL BOARD

Ann Perron, Director of Education

Toronto Catholic District School Board, 2010

This document was prepared by the

TCDSB Student Success Team

Ontario Catholic Graduate Expectations

As educators informed by our Catholic vision and values, we believe in the

Our greatest fear is not that we are powerless.

Psychological Foundations of Learning

Learning is a constructive, rather than a receptive process.

Social interaction plays an important role in cognition. This principle incorporates

To develop competence in an area of inquiry, students must have a deep foundation

A metacognitive approach to instruction helps students learn to take control of their

Translating Research into Practice

Identifying similarities and differences

What is the role and purpose of

Being responsive to students readiness, learning profile, interest and affect

Readiness refers to a students knowledge, understanding, and skill in relation to

The components of Differentiated Instruction are...

Content: what the students are going to learn

Process: the teaching/learning strategies

Product: demonstration of the learning

Environment: where the students are going to learn

Differentiation entails common goals and multiple ways to attain them.

High Yield Strategies

Assessment for Learning (Diagnostic): Evidence-based instruction and feedback

Assessment as Learning (Formative): Students metacognition (their understanding

Assessment of Learning (Summative): Evaluation and Reporting

Explicit Teaching of Test-Taking as a Genre (multiple choice questions, open

Collaborative Action Research

2. Activating Prior Knowledge

3. Varied Lesson Design

Gradual Release of Responsibility Model: Direct instruction/demonstration, shared

3 part lesson: before, during, after

3 part lesson: MATCH

Direct, guided and exploratory lessons

Thematic / Interdisciplinary lessons

4. Variety of Learning and Instructional Tools

5. Explicit Instruction of Literacy Skills

Teaching of academic vocabulary in all content areas

6. Problem Solving Approach

Four-step problem solving model (George Polya)

7. Oral Communication and Cooperative Learning

Gives students an opportunity to engage in accountable talk, active listening, and

Word, Worship and Witness

catholicity, community, culture & caring

CATHOLICITY, COMMUNITY, CULTURE & CARING (CCCC)

Cultivating the role of

Target Area to Support

HIGH YIELD STRATEGY(S)

Health Action Team Initiative

Safe School: Final Board and Police Protocol

Building a Safe School Plan

Bullying Awareness and Prevention

Health Action Team Student Initiatives

Toronto Sports Leadership Program

Voices that Challenge Conference