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13-14

for Inner Cities2013 - 2014 Year at a Glance

Model Schools

2 Model Schools for Inner Cities - 2013-2014 Year At A Glance

Spotlight:• STEM (Science, Technology,

Engineering and Math) • Innovation Pilot Project - I2Q

Snapshot:

• Precise Teaching in Reading and Writing in the Primary Grades (K-2)

• Learning Classroom Teachers (LCT)• Professional Learning Modules• Multicultural and Multilingual

Book Fair• Curriculum Units (K-10) • Summer School

Spotlight:• Guide to Community Resources• Cluster Parent Academy Committee

(CPAC) and the Parent Academy Conference

Snapshot:

• Community and Faith Walks• Community Agencies• Parents Reaching Out (PRO) Grants• Family Adventure Passport• Guide to Community Resources• Social Insurance Number and

SmartSaver• Welcome to Kindergarten

1Innovative

Teaching and Learning Practices

2Support Services to

Meet the Social, Emotional and

Physical Well-Being of Students

3School as the Heart of the Community

The 5 Essential Components of a Model School

Spotlight:• HEROES® Program• Hearing and Vision

Snapshot:

• Nutrition Programs• Pediatric Clinics• Beyond 3:30 Programs• Partnerships

3Model Schools for Inner Cities - 2013-2014 Year At A Glance

Spotlight:• Guide to Community Resources• Cluster Parent Academy Committee

(CPAC) and the Parent Academy Conference

Snapshot:

• Community and Faith Walks• Community Agencies• Parents Reaching Out (PRO) Grants• Family Adventure Passport• Guide to Community Resources• Social Insurance Number and

SmartSaver• Welcome to Kindergarten

Spotlight:• Monthly Cluster Modules• STEM (Science, Technology,

Engineering and Math) Showcase Snapshot:

• SharePoint• Cluster and Learning Classroom

Teacher (LCT) Updates• Exploration Classrooms• Equity Continuum• International Visitors


4 5Research, Review

and Evaluation of Students and

Programs

Commitment to Share Successful

Practices

The 5 Essential Components of a Model School

Spotlight:• Unpacking Data Through an

Asset-Based Lens• Data Driven Learning

Snapshot:

• Interim Report• Early Development

Instrument (EDI)• Parents, Students and Staff Surveys• Canadian Achievement Test 4 (CAT4)• Resiliency Surveys


Inspiring educators to teach innovation

• Eleven Model Schools will be participating in a pilot project, in partnership with Ideaction, intended to teach students how to think innovatively while problem-solving

• The pilot will begin in the 2014-2015 school year• Students in Grades 5 and 7 will participate in the pilot • Results from the pilot will inform us of how to move forward with expanding this

initiative to more schools, teachers and students• I2Q training for all participating teachers, coaches, Learning Classroom Teachers and

administrators will begin at the Model Schools Summer Institute in August

Innovation Pilot Project - I2Q

One Learning Classroom Teacher per Model School who:

• Shares best practices from MSIC Modules with school staff and community

• Builds capacity within their school with regards to professional learning

• Partners with Administrators and other teachers to co-learn and co-facilitate professional learning

• Is a lead learner who questions, investigates, plans, acts and observes to impact best practices in their school

• Multicultural and Multilingual resources for teachers to teach through a lens of Culturally Relevant and Responsive Pedagogy

• Books that support student engagement and are reflective of students’ lived experiences, cultural and social identities

• After-school professional learning sessions for primary teachers on how to intentionally teach reading and writing

• This year, sessions were held at an East location (Warden Avenue PS) and at a West location (Firgrove PS)

• Participants share best practices, resources and generate goals for their primary students that align with the Years of Action

Learning Classroom Teachers

Book Fair

Precise Teaching in Reading and Writing in the Primary Grades (K-2)

1Innovative

Teaching and Learning Practices

Monthly professional development for Learning Classroom Teachers and Administrators includes:

• Sharing of best practices through a lens of Culturally Relevant and Responsive Pedagogy

• A focus on inquiry learning and STEM• Critical discussion about how STEM can be a

vehicle for equity and social justice

Professional Learning Modules


Inquiry based learning through Science, Technology, Engineering and Math

• All MSIC Learning Classroom Teachers participated in modules about innovative thinking and pedagogical strategies that promote 21st Century learning skills

• At the Modules educators discussed STEM, generated examples of STEM tasks and critically de-constructed the tasks for richness and rigor

• All Model Schools held a STEM showcase during Education week (May 5th – 9th) • MSIC presented at the Ontario Association of Physics Teachers (OAPT)

Conference and at the Ontario Association of Mathematics Educators (OAME) conference

• MSIC staff and Learning Classroom Teachers in consultation with the Science and Technology Department and the Aboriginal Education Department created STEM tasks for Grades K-8 that will be piloted in the MSIC Summer School program 2014

• The MSIC Program is supporting the installation of wi-fi ports in all Model Schools to facilitate the use of technology tools

STEM (Science, Technology, Engineering and Math)

Student Achievement and Well-Being• Provide professional development on Science,

Technology, Engineering and Mathematics (STEM) to 100% of school and central leaders

• Enable more technology based learning tools by adding wi-fi zones and/or classrooms at 200 more schools

• Fulfill our commitment to Equity and Inclusive schools in curriculum, assessment and school climate

• Build a strong foundation for Early Years Learning and Care

• Kindergarten to Grade 10 lessons grounded in issues of social justice

• Cross disciplinary units that incorporate Language, Math and embed fundamental concepts from the Science and Social Studies curriculum

Curriculum Units (K -10)

• Literacy and Numeracy classes for Grades 1-8 students

• Builds student interest and self confidence

• Class size of maximum 20 students• Model Schools Units used as a foundation for teaching• STEM tasks for each grade to be piloted in all Model

Schools for the 2014 summer school program• Model Schools and the TDSB’s Science and Technology

Department formed a partnership to equip every class with a building toolkit that accompanies each STEM task

Summer School

Connected to the Years of Action Goals


The Gift of Sight and Sound Program provides vision and hearing screening for students in Toronto’s highest need school communities. The program:

• Administers selected vision and hearing screening procedures• Notifies parents or guardians that their child has been identified

as having a possible vision or hearing problem to facilitate further examination by a specialist

• Establishes follow-up procedures to assist identified students in receiving appropriate care

• Provides optometrist appointments in school locations • Organizes hearing follow-up appointments with Canadian Hearing

Society (CHS) or physician • Provides free glasses and hearing aid devices to students as required • Tracks results of the screenings, optometry clinics, and evaluates the

program outcomes

Hearing and Vision

“If it weren’t for the vision clinic my student wouldn’t have known that their learning difficulties were due to not being able to see”

- Cassandra Alviani-Alvarez, Principal, Fairbank Public School

• Making the connection between what we eat and how it affects wellness is at the core of healthy eating

• Eating breakfast impacts a student’s ability to learn and focus in the classroom

• All Model Schools provide Nutrition Programs for their students

• There are 6 pediatric clinics that offer medical support for Model School families

• It can take up to 7 months for students to see a developmental pediatrician

• With our pediatric clinics students have much faster access to doctors for early intervention

• The clinics provide medical support at School Support Team meetings

Nutrition Programs

Pediatric Clinics

2Support Services to

Meet the Social, Emotional and

Physical Well-Being of Students


• Model Schools seeks to develop partnerships, through both large initiatives and with the local community to collaboratively support student success

• This year, partnerships included Toronto Public Health, Toronto Public Library, Toronto Foundation for Student Success and Community Care Access Centre

• Supported schools with the development of local community partnerships to support goals for student success

• Provides students between the ages of 11 and 14 a safe and welcoming place for sports and physical fitness, a nutritious meal, and homework support each school day

• Beyond 3:30 students not only become more prepared to succeed in high school, but also in life

• Last year, 72% of Beyond 3:30 students reported a much better understanding of nutrition and food preparation, 68% became much more physically active, and over 70% improved their grades

The HEROES® experience engages students in story to share their own stories. As students begin to share their stories and uncover their greatness, they start a process of changing how they feel about themselves. Students who are confident and believe in themselves are more prone to connecting in positive ways. The program:

• Builds resiliency in both the students and the school culture

• Enables educators to rediscover the hero in them and provides them with the tools necessary to begin the conversation with students

HEROES®

“HEROES offers students and staff the framework and vocabulary by which conversations and understandings can occur that facilitate for students, staff and families the creation of a safe, supportive community of learners…”

– Principal, TDSB School

“Mr.S doing the work he does with HEROES helps us gain confidence so that we can make the right choices and feel good about ourselves.” – Fredrick (student), TDSB School

Partnerships

Beyond 3:30

Years of Action Connection

Student Achievement and Well-Being• Execute an effective Children and Youth Mental

Health & Well-Being Strategy • Fulfill our commitment to Equity & Inclusive Schools

in curriculum, assessment and school climate

Education for Sustainable Development

• Strengthen Gender Equality • Promote and implement Student Health awareness

and programs • Lead meaningful Research and Innovative Practice • Demonstrate commitment to Responsible

Citizenship programs



• Provides opportunities for students and their families to experience mainstream cultural and recreational activities throughout the city at a discounted rate

• Provide opportunities for educators to learn about the families and communities with which they work to infuse curriculum that is culturally responsive

• Facilitate partnerships between the home, school and community

• MSIC helps to facilitate partnerships between community agencies and schools to exchange ideas, information and best practices for student success

• Provides services to meet the needs and interests of students and families in our school community

• Support parents in taking an active role to increase parent engagement through removing barriers that prevent engagement and by developing innovative ways to meet the needs of parents in the school community

• Developed by the Community Support Workers (CSW) these guides are organized by five key factors that comprise the Social Determinants of Health and further categorized by the focus groups: early years, elderly, families, first nations and youth

• This document informs communities about resources, agencies and supports specific to their Ward as well as those that are available city wide

• This resource further equips schools and Community Support Workers to work together to support parents, students and the community with accessing resources and agencies

• All community members can access this resource guide through the TDSB public website www.tdsb.on.ca/modelschools

• The public is able to submit resources to be added to the online version of these guides by visiting the website and adding the organization

Family Adventure Passport

Parents Reaching Out Grants

Community and Faith Walks

Community Agencies


Guide to Community Resources


• Encourages a climate of early intervention, inclusiveness and meeting the needs of the whole child by providing educators and parents with resources and tools to support learning prior to entering school

• Increases parent engagement and fosters positive home-school-community relations

• Increases student interest and enthusiasm toward school, which in turn has increased academic achievement

• Supports closing the achievement gap by providing families an opportunity to invest in Registered Education Savings Plans for their children with support from the federal government

• Develops parent’s awareness on how to access free government grants

• Increases the long-term engagement of students and the likelihood that students will graduate from high school

• Supports parents and children in obtaining a Social Insurance Number

Welcome to Kindergarten Social Insurance Number and SmartSaver

Cluster Parent Academy Committees (CPAC) bring together parents from across the city to: • Increase parent voice and involvement in the content and process of parent workshops and

initiatives that impact themselves and their children• Deepen parent knowledge and skills of how to support their child’s success• Supports parent/caregiver networking and sharing of effective parent engagement practices

Parent Academy Conference

• Provides an opportunity for parents to learn alongside educators, as key stakeholders in their children’s learning and well-being

• Highlights best practices within TDSB schools and increases the accessibility to the latest educational research for parents, educators and community members

• Acts as a forum for MSIC educators and parents to showcase best practices from their schools

Cluster Parent Academy Committees and Parent Academy

ParentACADEMY

Toronto District School Boar

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Schools for Inner Cities

Student Achievement and Well-Being• Execute an effective Children and Youth Mental Health

& Well-Being Strategy • Fulfill our commitment to Equity & Inclusive Schools in

curriculum, assessment and school climate • Foster student creativity, leadership and ethical

citizenship

Parent and Community Engagement• Increase awareness of 100% of School Councils of

Parents Reaching Out Grants and other grants to support their initiatives

• Help 100% of Model Schools for Inner Cities Parent Academies to make budget decisions to support training needs



How we interpret the data and what we do with the results, speaks to our views of the students, families and communities we serve. If we consider that each piece of data tells a story, we need to ask ourselves:

• What story (stories) is the data telling us? Does this data give us the complete story? What additional pieces of information might you need to create a more complete story about a student and/or group of students?

• Who authors the story? • Who narrates the story? • What is the content of the story? • How do you identify students/stakeholders who experience barriers to success? • What mind sets influence how these students are perceived?• How can we promote asset-based thinking when working with data?• How can Culturally Responsive and Relevant Pedagogy guide data unpacking?

Unpacking Data Through an Asset-Based Lens

“It is our responsibility as leaders to see the strengths, possibilities and opportunities for the students we serve in everything we do. We have to take a holistic approach that recognizes the stories behind the data” - Heather Groves, Principal, Oakridge JPS

• Students in Grades 4-8 complete resiliency survey, developed by Resiliency Initiatives, annually

• The resiliency factors/developmental strengths represent fundamental elements found to be essential for all youth to cope effectively with life challenges and to become productive and responsible adults in society (Dr. Wayne Hammond)

• Survey results help schools identify students who may require supports with internal and external strengths

• Includes information on student demographic background, Kindergarten students’ readiness for school, results from the EDI, student engagement, attitudes and skills, literacy scores (DRA/CASI), EQAO scores, CAT4 results, report card results, student/parent/staff perception surveys and/or TDSB student/parent census data

• These surveys capture data about the schooling experience from the various stakeholder groups

• Surveys are anonymous and provide valuable information that can inform the School Improvement Plan

• Many schools unpack the survey results with these stakeholder groups, leading to meaningful dialogue and change

Resiliency Surveys

Interim Report

Parents, Students and Staff Surveys4

Research, Review and Evaluation of Students and

Programs


• The MSIC Interim Report provides information on each school’s learning community - students, parents/caregivers and staff

• Unpacking this data makes evident the strengths of a school and the areas of focus • The areas of focus then determine goals in the School Improvement Plan• Professional learning can then be aligned based on the teacher learning needed to support

student learning (Katz & Dack, 2013)• Professional Learning Teams/Communities become more meaningful and engaging

Schools in the MSIC Program have access to a wealth of data that can be used to inform areas of focus in the School Improvement Plan and professional learning in the school.

Data-Driven Professional Learning

“Unpacking reliable data allows us to determine the areas of need in terms of our school effectiveness and the professional learning that must occur in order to make our school the best it can be. This is why reliable data is the life blood of our School Improvement Plan in the eyes of Valley Park Middle School stakeholders (staff, parents and community partners). Without reliable data, our SIP is just another group of stapled pages to be placed on a pile of other stapled pages rather than a working document and blueprint for student success.”

- Nick Stefanoff, Principal, Valley Park Middle School

• Children who are ready to learn at school from their first day have a better chance of doing well in all their years at school

• Some children are more ready for formal learning in a classroom than others

• As part of our commitment to the MSIC Program, Junior and Senior Kindergarten MSIC teachers complete the EDI to better understand a child’s readiness to learn at school, and to support communities and families in their efforts to prepare young children for school

• The information will be used to look for factors affecting a child’s development between the ages of 0 and 5 that influence their successful start to school

• Canadian standardized test that focuses on basic skills in reading, writing and mathematics

• Students in Grades 2-9 in the MSIC Program participate in this test each fall

• Data is criterion-referenced and norm-referenced and shared with schools by grade, by class and by individual student

Early Development Instrument (EDI)

Canadian Achievement Test 4 (CAT4)

Student Achievement and Well-Being• Ensure 100% of schools participate in School District

Reviews show global education competencies in staff and students

Education for Sustainable Development

• Provide all Grade 4-6 students (approx. 50, 000 students) with the opportunity to participate in School Climate Surveys by June 2014

• Review the Learning Opportunities Index to better assess and respond to resource and program allocation needs



Monthly meetings that:

• Involve Administrators and Learning Classroom Teachers (LCT)• Inform MSIC educators about program initiatives and opportunities, that support

students and families at the school level through a consistently formatted structure for all clusters

• Facilitate the formation of educator networks with respect to urban leadership, Culturally Relevant and Responsive Pedagogy, and practices in equity within our schools

• Align system objectives with MSIC goals by enlisting the voices of all stakeholders

• Share best practices within current pedagogy such as STEM (Science, Technology, Engineering and Math) and collaboratively explore STEM approaches at the national and international levels

• Job embedded work sessions that include observing lessons and instructional decisions to equip educators with the tools for best practice

• Facilitates online sharing of best practices within the Five Essential Components of the MSIC program

• Teachers, administrators and MSIC staff exchange information, share ideas and provide program feedback

• Allows users easy access to important MSIC related documents, school based data, MSIC Units, Module information et al.

Bi-weekly email updates that: • Keep key stakeholders well-informed

about MSIC initiatives, community supports, timelines and best practices

Exploration Classrooms influence change in teaching practices that reflects higher expectations for students, resulting in improved student involvement and engagement. They:

• Support teachers in learning from and with one another to guide the process and facilitate co-teaching with the host teacher

• Provide opportunities for student voice to be valued and respected

• Exemplify successful practices for educators

• Increase teacher-directed learning that builds teacher engagement and efficacy in the classroom

Monthly Cluster Modules

Exploration Classrooms

SharePoint

Cluster and Learning Classroom Teacher (LCT) Updates5

Commitment to Share Successful

Practices


An open house for all MSIC schools was held during Education Week to highlight and celebrate STEM-inquiry based learning.

• Educators communicated their understanding of the integration of Science, Technology, Engineering and Math, as well as the role of other disciplines in the STEM process

• Participants shared their ideas with one another and engaged in conversation that helped them to further understand STEM and spread this knowledge at their schools

STEM Showcase (Science, Technology, Engineering and Math)

“I really enjoyed seeing what other teachers are doing at their schools around STEM education. I collected some great STEM task ideas to implement with my own students.”

- Jason Kandankery, Principal Nelson Mandela Park PS

• A tool that was created in partnership with The Centre for Urban Schooling (OISE) to create more equitable school experiences and success for all students

• Provides key areas and “look-fors” that guide educators during school and classroom equity walkthroughs

• Covers seven areas of equitable practice:- Classroom Climate and Instruction- School Climate- Student Voice and Space- Family/Caregiver-School Relations- School Leadership- Community Connections- Culture of Professional Development

• Educators partake in an exchange of knowledge between MSIC schools and international programs/schools to learn from and with each other

Equity Continuum

International Visitors

Staff Inspiration and Support• Provide Professional Learning, Staff Development

and Training programs• Establish and implement strong Talent Growth and

Succession Planning structures and processes

Education for Sustainable Development• Support initiatives for Poverty Reduction and

Sustainable Livelihoods• Strengthen commitment and advocacy for Inner City

programs for students and communities



A1 A2 B3 C4Cluster Cluster Cluster Cluster

Anson Park Cedar DriveCedarbrook

Charles Gordon MSCornell

Dorset Park Eastview

General CrerarGrey Owl

Guildwood Highland Heights

Hunter’s GlenIonview

John McCraeKnob Hill

Military Trail Tecumseh Sr.

William Tredway Willow Park

Woburn

Bliss Carman Sr. Chester Le

Cliffside Corvette

Danforth GardensGalloway Road George B. Little

Glen Ravine HA Halbert

J.G. Workman Joseph Brant Mason Road

Norman Cook Pauline Johnson

Robert Service MS Samuel Hearne MS

Scarborough Village St. Margaret’s Walter Perry

Warden Avenue West Hill Wexford

Blake Street Bruce

Chester Crescent Town DA Morrison

Duke of ConnaughtDundas

First NationsGateway

George Webster GrenobleLeslieville Maryvale

Morse Street O’Connor Oakridge Parkside

Queen Alexandra Roden Secord

Valley Park Westwood

Alexander Muir/GladstoneCarleton Village Charles G. Fraser

Essex Fairbank

Fairbank Memorial FH Miller

General Mercer J. R. Wilcox

Lord Dufferin Market Lane

Nelson MandelaOgden

Parkdale Queen Victoria

Rawlinson Rose Avenue

Ryerson Shirley Street Sprucecourt Winchester

Model Schools for Inner Cities


C4 D5 E7 F6Cluster Cluster Cluster Cluster

Alexander Muir/GladstoneCarleton Village Charles G. Fraser

Essex Fairbank

Fairbank Memorial FH Miller

General Mercer J. R. Wilcox

Lord Dufferin Market Lane

Nelson MandelaOgden

Parkdale Queen Victoria

Rawlinson Rose Avenue

Ryerson Shirley Street Sprucecourt Winchester

Amesbury Braeburn

Brookhaven CR Marchant

Elmbank Elmlea

GreenholmeHarwood

H.J. Alexander Kingsview Village

Lambton Park Maple Leaf

Melody Village North Kipling

Parkfield Pelmo Park

Second Street The Elms

Twentieth Street Valleyfield West Glen

Bala Avenue Baycrest Blaydon

C.E. Webster Cordella

Dennis AvenueDownsviewFlemington

George Anderson George Syme

Highview Joyce

KeelesdaleLawrence Heights Pierre Laporte MS Portage Trail JCS

Portage Trail MCSRockcliffe MS

RoselandsSilverthorn CS

Warren Park

AfricentricBeverley Heights

Blacksmith Brookview MS

Calico Chalkfarm Daystrom

Derrydown Driftwood

Elia MS Firgrove Gosford

GulfstreamHumber Summit

Oakdale Park Sheppard Shoreham

Stanley Stilecroft Topcliff

TumpaneYorkwoods

Model Schools for Inner Cities

Learn more about

Model Schools for Inner Citiestdsb.on.ca/modelschools

youtube.com/ModelSchoolsTV

twitter.com/TDSB_MSIC

For further information contact: Vicky Branco, Superintendent of Model Schools for Inner Cities

Helen Fisher, Central Coordinating Principal of Model Schools for Inner Cities

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