1. Teaching Learning Critical Pathway 3 P’s-Personalization, Precision, Professional Learning Community Josephine Virgilio – Junior Intermediate Teacher Leading for Student Achievement- SAT Team- Vice-Principals, Teachers, Resource

2. Introducing Saint Jane Frances Catholic Elementary School

3. Demographics Faith-based Curriculum Catholicity Demographics Faith-based Curriculum Catholicity  853 students Diverse Socio-Economic Diverse Socio-Economic Whole child Whole child Character Education- ACES philosophy (Action, Character, Education, Service). Character Education- ACES philosophy (Action, Character, Education, Service). Parental Involvement Parental Involvement

4. ECO Gold School

5. LIFE IS A JOURNEY, NOT A DESTINATION -Dr. Herbert Carnegie BE A FUTURE ACE!!! (ACES-Action, Character, Education, Service).

6. E arly Y ears L iteracy P roject 2 hour Literacy Block 2 hour Literacy Block Timetabling for literacy – Balanced Literacy Timetabling for literacy – Balanced Literacy Books,Books,Books (Classroom and multiple copy room) Books,Books,Books (Classroom and multiple copy room) Running Records/Reaching Readers Running Records/Reaching Readers Common planning time Common planning time Moderated Marking Moderated Marking Assessment/Evaluation- Backward Design Assessment/Evaluation- Backward Design Celebrations Celebrations

7. EQAO St. Jane Frances Grade Three Results Reading, Writing, Mathematics

8. EQAO Results Grade 6 Results Reading, Writing, Mathematics

9. What is Teaching- Learning Critical Pathway (TLCP) The 3 P’s -Practical, Precise &Personalized (TLCP) is a promising model used to organize actions for teaching and student learning. -Building Capacity -Creating a Culture for Change Breakthrough By: Michael Fullan Peter Hill and Carmel Crevola

10. Rationale for Teaching Learning Critical Pathway -TLCP Setting high expectations for students Setting high expectations for students Using assessment for learning to guide instruction Using assessment for learning to guide instruction Providing frequent, useful and useable feedback Providing frequent, useful and useable feedback Creating effective classroom discussions which elicit evidence of learning. Creating effective classroom discussions which elicit evidence of learning.

11. The Six Secrets of Change By: Michael Fullan 1. Love Your Employees 2. Connect with Purpose 3. Capacity Building Prevails 4. Learning is the Work 5. Transparency Rules 6. Systems Learn Pg. 23 “The quality of the education system cannot exceed the quality of its teachers”

12. PMI – Pluses, Minuses, Interesting Facts Pluses Teachers are putting students first. Teachers are putting students first. TLCP uses data to inform instruction and evaluation. TLCP uses data to inform instruction and evaluation. TLCP as a model for learning engages teachers in the reflective practice. TLCP as a model for learning engages teachers in the reflective practice. TLCP fosters collaboration amongst teachers TLCP fosters collaboration amongst teachers Encourages a variety of assessments/evaluation (KICA- Knowledge Inquiry-Problem-solving, Application) Encourages a variety of assessments/evaluation (KICA- Knowledge Inquiry-Problem-solving, Application) TLCP realizes the importance of students becoming self- regulated learners and the importance of developing critical thinking skills (H.O.T.S. – Higher Order Thinking Skills). TLCP realizes the importance of students becoming self- regulated learners and the importance of developing critical thinking skills (H.O.T.S. – Higher Order Thinking Skills).

13. Minuses OF TLCP Trying to find the time during the day for teachers to reflect on their own practice. Trying to find the time during the day for teachers to reflect on their own practice. TLCP model should not be perceived as extra work for teachers. TLCP model should not be perceived as extra work for teachers. Another challenge is to view the TLCP model as a way of improving student achievement. Sometimes immediate results will not be evident. Another challenge is to view the TLCP model as a way of improving student achievement. Sometimes immediate results will not be evident.

14. Interesting Facts about TLCP Networking for learning.. Vygotsky’s theory of Zone of Proximal Development (ZPD) Vygotsky’s theory of Zone of Proximal Development (ZPD) Reflecting the Future Aces philosophy and “Me to We” philosophy of social justice, sharing. Reflecting the Future Aces philosophy and “Me to We” philosophy of social justice, sharing. Focus on problem-solving strategies and communication in both literacy and mathematics (i.e. Bansho, Gallery Walk, Math Congress). Focus on problem-solving strategies and communication in both literacy and mathematics (i.e. Bansho, Gallery Walk, Math Congress).

15. TLC Pathway Gathering Evidence Gathering Evidence Area of greatest need Area of greatest need Current Practice Current Practice Rubric Rubric Data Wall Data Wall Culminating task Culminating task Classroom action/PLC Action Classroom action/PLC Action Moderated Marking Moderated Marking Communication Communication

16. St. Jane Frances TLCP Outcomes Term 1-Primary Grade # of students Level 1 Level 2 Level 3 Level 4 2 Pre Test 803823145 2 Post Test 802422213 3 Pre Test 772725214 3 Post Test 7719271912

17. St. Jane Frances TLCP Outcomes – Term 1 Junior St. Jane Frances TLCP Outcomes – Term 1 Junior Grade # of students Level 1 Level 2 Level 3 Level 4 4 Pre-Test 945225152 4 Post-Test 942736265 5 Pre Test 772131232 5 Post-Test 771029317 6 Pre-Test 6 Post -Test 828245322332121424

18. St. Jane Frances TLCP Outcomes – Term 1 Intermediate Grade # of students Level 1 Level 2 Level 3 Level 4 7 Pre-Test 77234572 7 Post- Test 77835240 8 Pre-Test 90493362 8 Post- Test 903332196

19. Analysis of TLCP Outcomes Term 1- Primary/Junior Grade # of students Pre-Test Post - Test ChangePre-testPost-test 28019(23%)35(43%)16(20%)23(28%)12(52%) 37725(32%)31(40%)6(8%)24(32%)7(28%) 49417(18%)31(33%)14(15%)25(26%)13(52%) 57725(32%)38(49%)13(17%)23(40%)12(21%) 682 14 (17%) 18(22%)4(5%)23(28%)4(17%)

20. TLCP & Smart Goals Grade Grade SMART Goal Target (TLCP #1) movement of specific # of students based on predictions (from Level 2 to 3) Movement of students as a result of Post-Assessment 21712 3167 42013 52012 664 71012 8119

21. Monthly Instructional Levels

22. Writing Samples

23. Professional Learning TLCP Meetings Junior & Intermediate Agenda 1. Successes and Challenges of our Pathway 2. Share an Instructional Strategy 3. Reflections from Teacher Moderation Session. 4. Outcome Results and review our Target Setting (by checking how accurate we were compared to our predictions 5. Choose our next area of focus 6. Align instructional strategies and resources 7. TLCP Timelines 8. Bring: TLCP Folder (with Tracking Outcomes Sheet) QCA/OCA Tracking Summary Sheet QCA/OCA Tracking Summary Sheet Language Curriculum Document Language Curriculum Document

24. Successes Gradual release responsibility Gradual release responsibility Consistent assessments Consistent assessments Focusing Professional Learning Communities (PLC’s) on student needs Focusing Professional Learning Communities (PLC’s) on student needs Ongoing professional learning Ongoing professional learning

25. What we would like to learn with and from others More about using larger blocks of learning time to differentiate instruction for struggling students. More about using larger blocks of learning time to differentiate instruction for struggling students. What the process of teacher moderation looks like in the schools. What the process of teacher moderation looks like in the schools. Explicit-teaching strategies to accelerate learning for high-needs students. Explicit-teaching strategies to accelerate learning for high-needs students.

26. Professional Learning Communities

28. Steps for Answering Open Ended Questions

33. Family of School Literacy Coach (FOSLC) feedback from teachers and administrators about the TLCP has been very positive feedback from teachers and administrators about the TLCP has been very positive PLC’s and moderated marking were very powerful for teachers – the dialogue and reflections among colleagues about their students, the work both teachers and students were doing, student achievement became much more positive over the year PLC’s and moderated marking were very powerful for teachers – the dialogue and reflections among colleagues about their students, the work both teachers and students were doing, student achievement became much more positive over the year schools planning for 2008-09 school year with TLCP’s in mind…moving towards clustering expectations and cross-curricular integration schools planning for 2008-09 school year with TLCP’s in mind…moving towards clustering expectations and cross-curricular integration

34. Next Steps Continue Pathway with Grades 1-8 EQAO, CAT III and report card results to guide our “path”. Continue Pathway with Grades 1-8 EQAO, CAT III and report card results to guide our “path”. Begin a Pathway with Grade 1 Begin a Pathway with Grade 1 Writing answers to open ended questions Writing answers to open ended questions Use writing samples from first week as starting point Use writing samples from first week as starting point

35. Personal Reflections Teamwork Coming together is a beginning. Keeping together is progress. Working together is success. - Henry Ford