Model Schools For Inner City
Task Force Report
Submission of the
Task Force
May 2005
Toronto District School Board
Members of the Model Schools for Inner City Task Force
Trustee Sheila Cary-Meagher and Task Force co-ordinators Nanci Goldman and Jeff Kugler wish to warmly
thank each and every participant of the “Model Schools for Inner City” Task Force for sharing their expertise,
time and experience in order to develop this report. Their combined knowledge of inner-city issues was
immense and only exceeded by their passion and determination to produce a vision of model inner city schools.
The Board approved the Task Force and its mandate in November 2004. The Task Force met from January
2005 to March 2005 and this report was produced for the TDSB Program and School Services Committee
meeting, May 2005.
Task Force Co-ordinators:
Sheila Cary-Meagher: Trustee for Ward 16 Beaches East York, TDSB
Jeff Kugler: Principal: Nelson Mandela Park Public School, TDSB; President of CCICE (Canadian Council
for Inner City Education); newly-appointed Director of the OISE/UT Centre for Urban Schooling
Nanci Goldman: Former Coordinator Inner City Department, TDSB; Former Executive Director Horizons
program; Educational Consultant
Cassie Bell: Assistant Task Force Co-ordinator; parent, TDSB
Task Force Members:
Gary Crawford:Trustee for Ward 18 Scarborough Southwest, TDSB
Noah Ng: Trustee for Ward 21 Scarborough Rouge River, TDSB
David Shory: Trustee for Ward 20 Scarborough Agincourt, TDSB
Stan Nemiroff: Trustee for Ward 1 Etobicoke North, TDSB
Helen Watling: Constituency Assistant to Trustee Gary Crawford, TDSB
Dr. Kathleen Gallagher: Associate Professor Department of Curriculum, Teaching and Learning, OISE/UT;
Academic Director of the OISE/UT Centre for Urban Schooling; Canada Research Chair in Urban School
Research in Pedagogy and Policy
Dr. Jim Cummins: Professor, Department of Curriculum, Teaching and Learning, OISE/UT
Kathy LeBlanc: Practicum Coordinator, Faculty of Education, York University
Don Dippo: Professor, Office of the Dean, Faculty of Education, York University
Kathleen Gould Lundy: Course Director Fine Arts, Faculty of Education, York University
Sharon Turnbull-Schmitt: Student Achievement Officer, Literacy and Numeracy Secretariat, Ministry of
Education
Lisa Levin: Senior Policy Advisor, Ministry of Children and Youth Services
Diane Dyson: Research Analyst and Allocations Manager, United Way of Greater Toronto
Jeff Sprang: Director, Communications, OPSBA (Ontario Public School Boards Association)
Laurie Green: Parent, TDSB
Sandra Best: Business Development/Nutrition Liaison, TDSB
Dr. Rob Brown: Research Project Co-ordinator, Research and Information Services, TDSB
Gerry Connelly: Associate Director of Education, TDSB
Karen Grose: Superintendent of Education SE3, TDSB
Heather Johnson: Social Worker, TDSB; representative for PSSP (Professional Student Services Personnel)
Joe Leibovitch: Elementary school teacher, TDSB; representative for ETT (Elementary Teachers of Toronto)
Verna Lister: Superintendent of Education NW2, TDSB
Katie McGovern: Recording Corresponding Secretary, CUPE (Canadian Union of Public Employees)
Catherine Moraes: Business Development/Nutrition Liaison, TDSB
Yaw Obeng: Supervising Principal (Program Support, Equity and Inner City), TDSB
Melanie Parrack: Superintendent of Education SW5, TDSB
Linda Perez: Principal: Jesse Ketchum Public School, TDSB; Secretary/Treasurer CCICE
Dr. Uton Robinson: Superintendent of Education NE4, TDSB
Ruth Sischy: Early Years Manager, TDSB
Aldona Volunge: Principal: The Elms Junior Middle School, TDSB
Maria Yau: Research Project Co-ordinator, Research and Information Services, TDSB
Model Schools For Inner City Task Force Report – May 2005
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Table of Contents
Members of the Model Schools for Inner City Task Force……………………………………....
i
Introduction……………..……………..……………………………………………………….……. 1
The Issue……………….……….……….……………………….…………………………………... 2
The Vision…………………………………………………………………………..……….……….
Achieving Fairness and Equity……………………………………………...………………….
School as the Heart of the Community……………...…………………………...……………..
Inclusive Culture……………..…………………………………………………………………
High Educational Expectations for Our Students……….………………………..……………
3
3
3
4
4
Successful Inner City School Students – How Do We Get There?……………………………….. 4
Essential Components of Model Inner City Schools …………………….………………………
5
Selection Process …………………………………………………………….……………………… 5
Resources ……………………………………………………………………….…………………… 5
Funding………………………………….…………………………………………………...…….. 5
Governance and Sustainability ………….………………………………………………….… 6
Recommendations…………………………………………………………………………………… 7
Appendix A: Inner City Clusters and City of Toronto Neighbourhoods…………………………...
8
Appendix B: Essential Components of Model Inner City Schools…….….………………….……… 16
Appendix C: Research and Review Components for Model Schools for Inner City ……………… 21
Appendix D: Imagine … A Day in the Life of a Model Inner City School and its Students………
23
Introduction
“Imagine what you desire; will what you imagine;
and at last create what you will.”
George Bernard Shaw
Imagine …
™ Imagine a nurturing place where the entire community comes together to educate
children
™ Imagine schools where newcomers to Canada are greeted in their native tongues
™ Imagine schools where all families are welcomed and learning starts the moment you
walk through the front doors
™ Imagine places where parents, grandparents and caregivers are all valued and who focus
on the well-being of the children
™ Imagine schools where timetabling meets the needs of parents and children and where
programs are offered all year long
™ Imagine schools where social justice is the foundation for all teachable moments
™ Imagine places where teachers not only teach mandated curriculum but are also
empowered to innovate, bound only by their own imaginations
™ Imagine schools where principals lead by example
™ Imagine schools where parents can take university and college level courses in one part
of the building, while their children are learning in classrooms in another part
™ Imagine schools where learning is seamless and caregivers bring their babies to early
years centres
™ Imagine schools that partner with public health, agencies, community programs and
hospitals to make sure that each and every student has the health screening and social
supports they need
™ Imagine schools as the beating hearts of our communities
Model Schools For Inner City Task Force Report – May 2005
1
Now…
Imagine, a vibrant new model for inner city schools …
The Issue
Inner City schools are identified by the
Toronto District School Board (TDSB) as
schools with a large concentration of
students living in poverty. The challenge
faced by urban schools today is to equip
students from diverse backgrounds to
participate fully and equally in an
increasingly complex Canadian society.
Teaching is not limited to the classroom
but is embodied in every aspect of the
school experience and student learning is
impacted by disparate social factors.
Poverty, culture shock, family status, and
youth violence increasingly play roles in
the lives of our students and are especially
significant in the lives of our inner city
students.
In November 2004, the TDSB took a step
towards the future when it established a
Model Schools for Inner City Task Force
(The Task Force) with a mandate:
In Toronto, “inner city” is not only a
downtown phenomenon. 1
To accomplish this task the TDSB
engaged a broad-based panel of experts in
the field of education including the
OISE/UT Centre for Urban Schooling,
York University Faculty of Education, The
Literacy and Numeracy Secretariat of the
Ministry of Education, as well as parents,
trustees, community agencies and TDSB
staff. This Task Force began with the
understanding that:
We in the Toronto District School Board
are in the unique position of spanning a
large urban centre, which includes at least
seven distinct neighbourhoods with
significant socio-economic challenges.
The strength of the amalgamated TDSB is
that we can bring to bear the best thinking
and the best practices of all the legacy
school boards, combined with a strong
commitment from academic institutions
and community organizations, to design
and choreograph a course of action that
will build on proven experience yet
innovate for the future.
1
Please see Appendix A, Inner-city Clusters and
City of Toronto Neighbourhoods.
“To identify up to five inner-city
elementary schools based on criteria
presented in research and looking
carefully at resources already in the
community, and to present to the
Program
and
School
Services
Committee by March 2005 the most
effective inner-city school models, the
most
practical
timelines
for
implementation, and the required
budget in order that at least two model
schools can be established by
September 2005.”
“All children come to school with the
capacity and desire to learn and that it
is the task of the educational community to
build on the unique strength of each
child.”
The fundamental underpinning is the
acknowledgement that “it is essential to
support both students and their families
within the context of their school
community”.
Model Schools For Inner City Task Force Report – May 2005
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The Vision
To support the unique needs of students in
our inner city neighbourhoods, the
following vision and goals guided the
Task Force:
1.
2.
3.
4.
Achieving Fairness and Equity
School as the Heart of the Community
Inclusive Culture
High Educational Expectations for Our
Students
1. Achieving Fairness and Equity
Achieving fairness and equity are
predicated on ensuring the lives and
experiences of our students and their
families are reflected and affirmed in the
school curriculum and that relevant issues
from various social justice perspectives are
embedded in ongoing academic programs.
Students are validated for who they are
and, as valued members of the school
community, they are empowered to
participate in the learning experience.
supporting organizations are essential to
healthy school communities.
Meaningful community participation is
nurtured by:
•
•
•
•
•
Strong, democratic, participatory and
active school councils operating both
in an advisory and advocacy role
School representation on external
groups that advocate for children and
their families
Community groups and external
agencies involved in school based
programs
Strong parental involvement
Safe, welcoming school environments
Community members are welcome in the
school as valuable partners in the
education of children. There are open lines
of communication to ensure that healthy
supports exist for student success.
To accomplish this vision it is essential
that:
•
•
•
Educational units, themes and topics
are inclusive of social justice issues
Relevant issues are imbedded into
ongoing academic programs
Critical thinking skills are encouraged
"Imagine schools
as the beating
hearts of our
communities"
2. School as the Heart of the Community
As education is the cornerstone of
democratic society, schools are the heart
of the community.
This demands
meaningful community participation and
access. Active partnerships with parents,
youth, community groups, agencies and
Model Schools For Inner City Task Force Report – May 2005
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3. Inclusive Culture
•
The culture of a school is built on good,
solid and open communication at all
levels. The administration is inviting, clear
and fair. This responsibility flows two
ways: teachers and support staff are
responsible for effective and ongoing
communication with the administration;
and the administration is likewise
responsible to all staff. In this healthy
school, teachers are accountable to each
other, sharing resources and strengths and
taking on leadership roles on many levels.
•
This strong communication exists among
teachers, principals and support staff and
extends to the entire school community.
Parents know that their opinions are
valued and their concerns are treated with
respect. They celebrate each and every
school success as they become partners in
the education of their children.
•
Inclusionary schools built on open, clear
communications
are
places
that
demonstrate and foster:
The goal of public education is to level
the playing field for all children
regardless of their socio-economic
circumstance or cultural background.
However, the reality is different.
•
•
•
respect for children
respect for parents
respect for staff
4. High Educational Expectations for
Our Students
Achievement enhances self-esteem. It is
the expectation that every child will
graduate with the strongest academic skills
of which they are capable and with a high
level of self-esteem.
We will achieve this through:
•
High expectations for every student
and teacher
•
•
•
Honoring the achievements of each
and every student
Honoring the individual strengths and
learning styles of every student
Co-ordinating the progress of students
as they move from grade to grade so
that there is a seamless learning
process and consistent expectations
Long range planning that includes
innovative,
challenging
learning
activities and multiple assessment
methods that reflect the diversity of
our students’ learning needs
Modifying teaching so that the needs
of exceptional students are met
Supporting students for whom English
is a new language
Successful Inner City School
Students - How Do We Get
There?
Professor Jim Cummins states that:
“…the current educational reform discourse
has done little to challenge the pedagogical
divide that separates affluent and less affluent
schools. Although, the data come primarily
from the United States, there is consistent
evidence that very different pedagogical
assumptions operate in schools that serve
relatively affluent suburban students compared
to those that serve inner city and low-income
students. The former appear much more likely
to be given opportunities to engage in learning
activities involving collaborative inquiry
and knowledge generation whereas the
latter typically experience instruction
designed to teach basic literacy through
Model Schools For Inner City Task Force Report – May 2005
4
transmission of information and skills. Thus,
at least in some educational contexts, the
‘Knowledge Society’ rhetoric is applied in
very different ways across socioeconomic
groups.”2
The model presented for successful inner
city schools enables students to achieve
academically, socially and emotionally to
their highest potential. Successful inner
city school students critically question the
world around them and are active
participants in a democratic society.
Successful inner city school students see
and understand the views of others and
leave school with the skills and confidence
that position them to compete equally in
the broader world.
Successful inner city school
students grow up with choices.
Essential Components of Model
Inner City Schools:
While schools alone cannot eradicate the
effects of poverty, they can and do make a
difference in the lives of inner city
students. The Task Force believes that a
model inner city school has five
components essential to the success of
inner city students:
4. Research, review and evaluation of
students and programs
5. Commitment to share successful
practice
In-depth information outlining components
is found in Appendix B. In-depth
information outlining Component 4 is found
in Appendix C. Please also see Appendix D
for a journey through “A Day in the Life of
a Model Inner City School and its Students.”
Selection Process
The Task Force has begun the process of
highlighting the “clusters” of dense poverty
within seven areas of Toronto. Within
these clusters the first three model schools
will be selected according to criteria to be
determined by the Inner City Advisory
Committee which, would be established
by the Board. For the Inner City Cluster
Maps and the methodology and resources
used in generating the maps, please see
Appendix A.
Resources
1. Funding
1. Innovation
in
teaching/learning
practice and in school structure
2. Support services to meet the social,
emotional and physical well-being of
students
3. School as the heart of the community
Cost of implementing and integrating
programs, services and infrastructure
for a model inner city school would be
approximately $1.03 million. The
salaries are based on the figures given
in a report sent by the TDSB to the
Business and Finance Division of the
Ministry of Education regarding the
distribution
of
the
Learning
Opportunities Grant (LOG) and dated
October 12, 2004.
2
“Learning with Deep Understanding: The Role of
Identity Texts and Multiliteracies Pedagogy”, by
Professor
Jim
Cummins,
Modern
Language
Department, OISE/UT, November 2004
Model Schools For Inner City Task Force Report – May 2005
5
2. Governance and Sustainability
The programs and services in the
model must reflect that they are
making a difference for students. The
Task Force, with support from the
Research and Information Services
Department, has developed a comprehensive model for evaluation and
ongoing review that each school must
undertake to implement at the local
level. These assessments will be
shared regularly with school councils,
staff and community in order to
develop and enhance programs and
services that are proving successful.
Broader evaluation of the programs
would be undertaken by the TDSB and
through external partnerships (i.e.
OISE/UT, York) and would involve
not only the creation of a new
assessment tool (the “value added
component”), but would also provide
invaluable research and data collection
for use throughout the TDSB and at
the Ministry level.
"The direction in
which education
starts a man will
determine his
future in life"
It is imperative that real commitment
to model inner city schools be shown
in a concrete way at the central Board
level. A well-resourced Inner City
Advisory Committee should be
established with the task of not only
overseeing the successful implementation of the model schools and
monitoring their progress to report to
Board, but also to deal with all inner
city issues in a comprehensive and
pro-active manner. This might include
regularly reviewing funding issues
(LOG and the LOI) and working
consistently with other levels of
government to address social policy
and funding issues in a much broader
way.
Recent research (Levin, Rothstein,
Anyon) shows that it is vitally
important that housing, transportation,
health and education ministries work
in an integrated fashion to develop
over-arching social policies and
funding strategies to address poverty
and its implications in a holistic
fashion. The “Model Schools for Inner
City Task Force” has begun the
important process of working with
other government ministries and
agencies by inviting the Ministry of
Child and Youth Services (MCYS) to
the Task Force meetings, meeting with
Toronto Public Health, and by
presenting some of the current research
to the Ministry of Education.
Plato (428-348 BC)
Model Schools For Inner City Task Force Report – May 2005
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Recommendations of the Model
Schools for Inner City Task Force
The Task Force recommends:
1. That the Board endorse the vision, the
five essential components, the
selection process and the resources
presented for model inner city schools;
2. That the Board approve the creation of
three model elementary inner city
schools beginning September 2006;
3. That an Inner City Advisory Committee
be established consisting of a minimum
of three trustees, two Superintendents of
Education, the TDSB Supervising
Principal for Program Support, Equity
and Inner City, four parents/community
representatives, one ETT representative,
one CUPE representative, one PSSP
representative, one representative from
the TSAA and one representative each
from OISE/UT and York University
Faculties of Education, and Toronto
Public Health;
4. That the model schools be monitored
and evaluated through an annual report
to the Board to ensure that they are
making a difference;
5. That the Inner City Advisory
Committee report back to Board by
September 2005 with the selection of
the three model schools from the
identified clusters, and a work plan for
phased
implementation
of
an
additional four schools to begin in
September 2007;
6. That $500,000 be allocated in the
2005/06 from the Learning Opportunities Grant (LOG) to release three
principals and engage one co-ordinator
and three
Community Outreach
Workers beginning in January 2006 to
plan and design, through community and
school consultation, the process of
implementing three model schools by
September 2006;
7. That $3.5 million be considered in the
2006/07 budget process as a priority
for associated implementation costs of
three model inner city schools;
8. That the partnership with the Faculties
of Education at York University,
OISE/UT and the Literacy and
Numeracy Secretariat and the Ministry
of Children and Youth Services be
strengthened to include:
•
•
•
the establishment of a research and
evaluation process;
support for a longitudinal study;
and
the integration of student teacher
cohorts and support for the
development of a new "inner city
specialist" designation.
9. That Facilities staff work with the Inner
City Advisory Committee to address
the facility needs of the model inner
city schools and that Facilities staff
incorporate inner city schools’ facility
needs in the development of the
TDSB’s long term strategic facility
renewal planning.
Model Schools For Inner City Task Force Report – May 2005
7
Appendix A
Inner City Clusters and City
of Toronto Neighbourhoods:
Methodology and Sources for the Inner
City Cluster Maps
In March, members of the Model Schools
for Inner City Task Force examined a
series of maps related to inner city issues.
Some of these maps were provided
through researchers from the United Way,
others from Research and Information
Services of the TDSB. In particular, Task
Force members examined maps around the
2004-05 LOI from the Research and
Information Services report, "TDSB Maps
Related to Inner City and Achievement
Issues". These maps highlighted locations
of the quarter of TDSB elementary schools
with the highest LOI ranking (that is, the
greatest external challenge, as measured
through the 2004-05 LOI). Based on the
geographical proximity of highly ranked
elementary schools in the LOI, members
of the Task Force constructed seven
clusters, located throughout all four
quadrants in the TDSB. Research and
Information Services then constructed a
series of more detailed "cluster" maps
providing some contextual information.
Geographical data in the maps came from
the following sources:
1. Location of highest ranked elementary
schools
in
the
Learning
Opportunities
Index,
2004-05
(Research and Information Services)
2. Draft IC Clusters (Research and
Information Services)TDSB Quadrants
(Planning)
3. Major streets of the TDSB (Land
Information Services/Land Information Toronto)
4. City of Toronto Neighbourhoods (City
of
Toronto,
Neighbourhood
Profiles)
5. Average Family Income, 2001 Census,
City of Toronto, Dissemination
Area (DA) Level (Statistics Canada)
6. "Poverty by Postal Code The
Geography of Neighbourhood Poverty:
1981-2001" A report jointly prepared
by the United Way of Greater Toronto
and the Canadian Council on Social
Development
7. The "Strong Neighbourhoods" Task
Force Report: April 2004/05 (shortly
to be released), a report prepared by
the United Way of Greater Toronto in
co-operation with the City of Toronto,
members of the provincial and federal
levels of government and the private
sector
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Model Schools For Inner City Task Force Report – May 2005
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APPENDIX B
Essential Components of
Model Inner City Schools:
Teachers and support staff who:
•
Toronto District School Board respects the
autonomy of local school communities and
understands the importance of local
decision-making. It is essential then that,
within key parameters, choices be
available to local school communities.
That is why, while these components are
essential to a model inner city school,
implementation will vary according to the
specific needs, infrastructure and demographics of each individual school community.
In this way, each local school community will
be respected.
•
•
•
•
•
•
•
(1) Innovative teaching and learning
practices require:
•
•
•
•
•
•
•
A principal who is first and
foremost a curriculum leader
A principal with demonstrated
leadership, vision and energy
A principal who is a co-operative
school and community partner
A Model School Co-ordinator who
is a “change agent” and who, along
with the principal and staff, will
assist in building the model school
culture
and
help
develop,
implement
and
co-ordinate
innovative programs, protocols and
structures
Two curriculum resource teachers
who focus on literacy, numeracy
and local school-based initiatives
One office clerical staff member to
assist the administration and staff
in welcoming new families
Teaching for mastery and ensuring
curriculum is relevant to students’
present and future needs.
•
Believe in the success of inner city
students and honour all of their
achievements
Are committed to equity
Are
warm,
approachable,
supportive, fair and consistent
Engage in a wide range of teaching
methods
Reflect upon their practice
Understand,
implement
and
program for multiple literacies
Recognize and program for diverse
learning styles
Are highly skilled with a
background in ESL/ESD theories
and Special Education, and who
understand language acquisition
and the distinction between ESL
and Special Education students
Who believe in, and are trained to
deliver, a non-segregated model of
special education delivery (Four
additional teachers to support the
lower class size required in schools
with integrated models)
Innovative Practice includes:
Model Schools For Inner City Task Force Report – May 2005
•
•
Regular
opportunities
for
professional development based on
school, community and Board
initiatives. This includes the use of
staff in the school as experts, the
creation of multiple mentorships,
and the development of site-based
education courses in partnership
with Faculties of Education
Professional development for all
support staff
16
•
•
•
•
•
•
•
•
Orientation for all staff and
ongoing mentoring as turnover
occurs
The creation of a learning
community which fosters a culture
of “teacher as learner” through
intentional,
well-planned
professional development
Partnering with Faculties of
Education (OISE/UT and York
University) in the education of new
inner city teachers, using the model
schools as sites for pre-service
learning and research
Partnering
with
Academic
Institutions and Colleges in the
areas of social work, early childhood education, etc.
Ensuring that Early Years Learning
Program (EYLP) and the Middle
Years Adolescent Literacy Project
(MYALP) exist
Focussing on integrating all forms
of the Arts, including performances
in the school
Honouring and supporting students
learning English as a new language
through the use of dual language
approaches,
including
dual
language books in the classroom
and the publishing of student work
in multiple languages
Using technology as an amplifier
of knowledge (Possible additional
cost
for
hardware/software
upgrades depending on materials at
school site)
Innovative Structure may include:
"Who dares to
teach must never
cease to learn"
John Cotton Dana
Model Schools For Inner City Task Force Report – May 2005
•
•
•
•
•
•
•
•
•
Increasing
co-curricular
programming before and after the
school day, for example, team
sports, academic remediation,
music programs and lessons and
social skills groups
Recognizing that parents are the
first and most important teachers
for their children and that the
family is where early literacy
learning will take place. Literacy
begins at birth and should be
supported and respected by
providing parenting and family
literacy centres as well as other
supports for parents
Providing summer initiatives, such
as camps, tutoring, summer school
and book bags
Providing
space,
time
and
resources for quiet periods in
which homework, reading and selfdirected study can occur
Staggering arrival times, recess and
lunch hours to lessen conflict, vary
supervision and support a calm,
orderly
and
safe
school
environment
Building public library partnerships
both at the school and at the library
Restructuring the school timetable
to provide common teacher
preparation and teacher release
time to ensure that groups can meet
regularly by grade and school
interest
Providing opportunities within the
school day to celebrate and share
student and school accomplishments
with parents and the community
Implementing a model where
school programs, child-care, before
and after school programs flow
seamlessly together creating a
continuum for learning
17
(2)
Support Services to meet Social,
Emotional and Physical WellBeing of Students:
No child can achieve success in
class unless they come to school
each day ready and able to learn.
This is not a perfect world and we
know that many children do not.
According to the United Way’s
Poverty by Postal Code report,
there was a 100% increase in the
number of children being raised in
higher poverty Neighbourhoods
between 1991 and 2001. At the
same time, social programming
was being decreased due to
government fiscal policies. This
has left many inner city children
and their families without the
ability to meet their basic needs.
We all know that: "It takes a
village to raise a child" (African
Proverb) so it should be no surprise
that it takes an entire school
community to educate one.
•
Social and Emotional Well-Being:
•
•
•
This includes:
•
•
Physical Well-Being:
•
Partnering with Public Health,
community
health
centres,
community agencies and hospitals
to ensure that every student has a
routine health screening, including
hearing, vision, and dental with coordinated follow-up services (one
of the local neighbourhood
assistants could assist in coordinating these services part-time)
Providing nourishing snacks and
meals both through school
community
based
programs
supported by the TDSB and other
levels of government
•
Model Schools For Inner City Task Force Report – May 2005
Community gardens and kitchens
as part of our community outreach.
The Board presently partners with
a number of external agencies and
organizations that offer this kind of
community programming which is
a natural fit for inner city schools
Adopting
collaborative
and
consistent behaviour management
techniques
Providing consistent and easy
access to community support
workers, community supervisors,
speech
therapists,
settlement
workers and office staff through
sustained support and partnerships
with community agencies and
various levels of government
Hiring a half-time social worker
and a half-time psychologist to
focus on providing assessments to
better understand and meet the
learning needs of the students.
This will also provide regular and
professional support for children
and their families, particularly
during times of crisis
Including a school “Welcome and
Reception Centre” for new families
Child and Youth Worker (CYW) to
work in tandem with social worker
and provide on-site daily support
for students
18
(3) School as the Heart of the Community:
Successful schools are at the hearts of
local communities. This doesn't happen in
a vacuum – it requires solid support.
Community outreach and development
requires constant and consistent capacity
building and this cannot be done by
teachers and principals who are focussed
on classroom learning. What is needed are
community development professionals
who are committed to fostering
meaningful communication between all
levels of the local community and to grass
roots participation.
•
•
•
•
Each School:
•
•
•
•
•
Employs a Community Outreach
Worker to act as liaison between
parents and the school and to bring the
community “into the school”
Encourages, trains and supervises a
variety of parent volunteers who enrich
the school program and encourages
involvement in their child’s education
Provides a “seamless” Early Years
program (i.e. using First Duty
precepts) which includes day-care, a
parenting centre, all day kindergarten
and space where parents can meet
during the day or a ‘parent room’ to
support parent involvement and be a
venue for parenting classes and
workshops
Includes International Languages
programs according to parent and
student needs
Encourages and facilitates neighbourhood
community members to be employed as
assistants to support students in early years
classrooms. This provides for local
employment and continuing education for
adults in the community.
Each school
should also provide a wide range of
adult education programs, including
•
LINC and university credit and noncredit courses
Opens the school library to the
community and ensures a wide range
of multi-lingual resources are available
Provides a place where parents can be
supported with resources so that they
may gain confidence to work with
their children and enhance their
parenting skills
Offers before and after school
programs facilitated by both teachers
and paid community staff to ensure
that programs take place both in the
school and outside of school
Updates the school library with dual
language books and appropriate
community resource material
Ensures that the Community Outreach
Worker supports the School Council.
This includes leadership support and is
both activist and project orientated.
(4) Research, Review and Evaluation of
Students and Programs:
The Task Force recommends that each
model school have an annual research and
review process that serves both formative
and summative purposes.
Please see
Appendix “C” for the complete research
and evaluation component.
(5) Commitment to share successful
practice
Each model school commits to share their
innovative practices, program initiatives
and school structures. In this way, the
model schools become lighthouses for the
system – indeed, centres of excellence for
educational change. The excitement,
enthusiasm and joy of learning evident in
these schools will inspire and excite the
learning communities across our system.
Model Schools For Inner City Task Force Report – May 2005
19
Model schools will provide the opportunity for ongoing and interactive sharing
of successful practices throughout the
TDSB and across the province. As centres
of excellence, all staff from these schools
will share their success, through the
provision of professional development
opportunities, with the entire educational
community.
Finally, the partnership between the model
schools and the Faculties of Education and
community colleges will engender a new
generation of trained inner city teachers
and support staff, leading to a broad
understanding of, and new strategies for,
excellence in inner city education.
Thus, the Toronto District School Board
will truly be an agent for educational
change and at the forefront of
excellence in education.
Model Schools For Inner City Task Force Report – May 2005
20
APPENDIX C
Research and Review
Components for Model
Schools for Inner City
This Task Force recommends that each
Model School has an Annual Research and
Review process which serves both
formative and summative purposes.
•
Formative: to provide regular feedback
for school administrators and staff to
monitor students' performance and
school progress, to identify needs, and
to focus school efforts and directions.
The aim is for continuous school
improvement.
•
Summative: to provide all stakeholders
with an assessment of the overall longterm impact of the school efforts on
student performance and the school
climate as a whole. This serves the
function of accountability.
•
•
direct
opportunities
for
parent
involvement in their children’s
education
partnerships with the wider community
to assist in the education of the whole
child
Design Team
The design of this Model School Review
process will involve the TDSB Research
and Information Services Department, all
stakeholders in the school, Faculties of
Education and "Teachers as Researchers"
projects. External research provided by
OISE/UT and York University will serve
as a supplementary source of research
support.
Key Research and Review Components
In addition to the board-wide School
Improvement Planning (SIP) process, the
Annual Model School Review plan
includes monitoring and tracking of the
following areas:
Goal
The Annual Model School Review seeks
to ensure equity of opportunity and
outcome for all students through
monitoring the following:
• academic progress
• enhanced personal growth
• exemplary curriculum and pedagogy
• expanded staff opportunities to meet
and grow professionally
Model Schools For Inner City Task Force Report – May 2005
1. Ongoing needs of students
2. Student performance and
growth
3. School programs and initiatives
4. Staff best practices,
involvement and satisfaction
5. Parental involvement
6. Community-based partnerships
21
Research and Review Components for Model Schools for Inner City
Review Component
1. Ongoing needs of students
•
•
2. Student performance and
growth
•
3. School programs and
initiatives
•
4. Staff best practices,
involvement and satisfaction
•
•
5. Parental involvement
6. Community-based
partnerships
•
•
•
•
Descriptions
Assessment of changing needs based on students’ demographics,
levels of academic performance, social development and other
non-academic indicators.
Aside from academic assessments (see below), other tracking
tools will be used, such as Early Development Instrument (EDI),
Every Student / School Perception Surveys, etc.
Ongoing monitoring based on multiple assessment methods
including portfolio assessment, standards-based assessment (e.g.
EQAO, Developmental Reading Assessment – DRA) and valueadded assessment*.
Program evaluations to be conducted over time with such
outcome indicators as student satisfaction, sense of belonging,
enthusiasm, happiness, absenteeism, conflicts, complaints,
teacher-student interactions, disciplinary measures (suspensions,
number of students sent to the office), etc.
Defining and tracking best practices for inner-city and ESL
students.
Monitoring both internal and external professional development
opportunities for teachers.
Assessing staff involvement and satisfaction in school.
Tracking the number of parents on the school council and parent
volunteers in the school, accessibility of language services,
support for parenting education, parent satisfaction, range of
tasks, as well as the frequency and type of face-to-face
interactions with staff and students.
Internally, tracking the number of neighbourhood persons
working and volunteering in the school, as well as monitoring inschool resource-based partnerships.**
Externally, assessing school involvement in external partnerships/
agencies in terms of its impact/influence on other schools and
communities including university education faculties. (This helps
determine how the model schools become “centres of excellence
in educational change”.)
*
This assessment method, which is a relatively new system of statistical analysis, allows one to detect the
amount of progress made by students in a given school or class over a period of time (usually multiple years) by
comparing the data with their own baseline, as well as to students in other schools with similar demographic
background and conditions. By doing so, one can determine the degree of achievement gains that can be
attributed to the “value added” by their teachers, schools, or programs, etc.
**
This can be measured in terms of program retention, pedagogy of program, dedicated space, range of
programs, co-ordinated access, number of students registered and range of offerings, community use of school,
quality of adult education and recreation programs.
Model Schools For Inner City Task Force Report – May 2005
22
APPENDIX D
Imagine…A Day in the Life of
a Model Inner City School
and its Students
In order to better visualise what a model
inner city school might look like, a ‘day in
the life of” story was developed. The
following is a snapshot of a dynamic, but
imaginary, school of 515 students from
diverse backgrounds, including Raidah
and her three children: Sabir, Aazim and
Hakimah.
•
7:30 am
Raidah and the children arrive at the
school. They are met by signs that
greet them in not just their own
language, but in all the languages
spoken in the school community.
Raidah drops into the “Parent
Welcoming and Resource Centre” to
say good morning to other parents and
staff who have already arrived. Raidah
is excited to learn through a translated
newsletter that there is a trip next week
for Hakimah’s Grade six class to a
play at the Young People’s Theatre.
Another item which catches Raidah’s
eye is an informal parent development
session the next day which has been
organized by the Community Outreach
Worker to help parents prepare for
upcoming parent/teacher interviews.
Raidah is nervous about speaking with
Sabir’s and Hakimah’s teachers, but
she knows that the parent volunteers
who will lead this session will guide
her and the other parents through the
process.
•
7:45 am
Sabir and Hakimah sit together in the
breakfast nook outside the school
kitchen and have a hot breakfast while
waiting for their Mom to drop off
Aazim.
Meanwhile, Raidah takes
Aazim to the day-care where she reads
him a short story in Urdu as he eats his
breakfast. The Day-care Supervisor
makes sure Raidah is aware that
Aazim will undergo a health and
dental assessment later this morning
and asks Raidah to come in at
3:00 p.m. for the results that will be
interpreted for her. Raidah kisses
Aazim good-bye and passes through to
the kindergarten room next door to let
Aazim’s teachers know that he enjoyed
Aazim is Raidah’s four year old son and
he attends the all day kindergarten, while
his older brother, Sabir is six and is in
Grade one. Hakimah, 11, is Raidah’s
eldest child and only daughter, and she is
in Grade six. Raidah’s English is limited
as the family emigrated from Pakistan to
Canada only 18 months ago. The family’s
income is very limited as Raidah is
working part-time as a cleaning woman
and must improve her English and update
her workplace skills in order to seek
employment which is better paid.
Model Schools For Inner City Task Force Report – May 2005
23
his book bag selection very much and
to arrange for some new books to read
together at home.
•
•
8:05 am
Raidah returns to Sabir and Hakimah
and takes Sabir to a designated
classroom for a pre-school ESL
tutoring session being led by one of the
school’s resource staff.
Hakimah
heads off to the library where she finds
a quiet corner to finish off an
assignment which is supervised by a
university student volunteer.
The
library is well stocked and Hakimah is
easily able to find resource books in
her own language as well as in
English, especially with help from the
teacher-librarian.
9:00-10:30 am
Hakimah’s Grade six teacher and his
two colleagues head off to their biweekly literacy strategy planning and
student assessment meeting while the
two resource teachers guide the three
Grade six classes through a social
studies unit on Aboriginal peoples (as
per Ontario Social Studies Curriculum:
Heritage and Citizenship: Aboriginal
Peoples and European Explorers). The
students begin by reading the powerful
story “Encounter” (selected by the
teacher-librarian), and then start to
develop a dramatic history simulation
of the arrival of the Europeans to
North America from the perspective of
the Aboriginal peoples. Individual
groups of students are responsible for
doing research and making props,
writing scripts and interviewing one
another about the book’s themes.
•
10:30- 10:50 am (staggered recess)
Sabir’s Grade one class joins
Hakimah’s Grade six class outside for
games (soccer, ball hockey, tag)
organized by the Grade six student
leaders. These groups are mentored
and supervised by two of the
neighbourhood assistants and regular
teaching staff.
•
10:55- 12:00 noon
School breaks into multi-age/grade
groupings to finish preparations for
that evening’s school/community
event, “Let’s Celebrate Success!”.
While the principal and staff work
with the students to complete the dual
language books and CDs they have
prepared to share with their parents,
the Community Outreach Worker
organizes parent and community
volunteers to decorate the auditorium
and print up the final version of the
multi-lingual program prepared earlier
by the Grade six students.
•
12:00 – 12:30 p.m.
Along with the other students, Aazim,
Sabir and Hakimah enjoy a hot lunch
prepared and served by neighbourhood
assistants through a local community
restaurant co-op program. Food is
varied and reflects the diverse cultures
and beliefs of the students and their
families.
•
12:30 – 1:00 p.m.
Hakimah joins other Grade six student
tutors to provide numeracy support for
students in Grades one through three.
A resource teacher supervises the
students.
Model Schools For Inner City Task Force Report – May 2005
24
•
1:00 – 2:00 p.m.
The student teacher cohort engages the
Grade one classes in a literacy-based
“action-research” project that is
mandatory for the teachers’ “Inner
City Specialist” component at their
respective Faculties of Education. The
principal and Sabir’s Grade one
teacher are on hand to support and
guide the student teachers and to help
evaluate the success of the project.
Successful strategies emerging from
these
dynamic
classroom-based
research projects will be used to
inform practice for the next generation
of inner city educators across Toronto
and in other urban centres. For Sabir
however, his greatest moment of joy is
reading his first book in English!
•
2:00 – 2:15 p.m.
(Staggered recess
for Grades 4-6)
Conflict!
Hakimah witnesses two
Grade six girls actively bullying a
younger student. Hakimah, a member
of
the
school’s
“Peacemakers
Program”, gently intervenes under the
watchful eye of one of the school’s
resource teachers. Shaken by the
incident, Hakimah later visits the
school’s Child and Youth Worker
(CYW) to discuss the situation and
talk
about
future
preventative
strategies she and other Peacemaker
members can take. (Hakimah and the
other Peacemakers meet weekly to
discuss
situations
and
conflict
resolution strategies with the CYW
and the Community Outreach Worker)
Meanwhile, the CYW makes a note to
have the Community Outreach Worker
and Social Worker help to organize a
workshop on bullying for parents and
all staff, including the neighbourhood
assistants and community members.
•
2:15 – 3:25 p.m.
Hakimah’s Grade six class goes to the
interactive technology lab, overseen by
both the teacher-librarian and the staff
music specialist.
The students continue a project that
has them partnered in “cyberspace”
with students from a different inner
city school.
In pairs, the students collaboratively
build a website that hosts recordings of
music they have composed themselves
and reflect their diverse cultural
backgrounds. The students then take
turns composing stories in response to
each other’s musical compositions.
The composite work is posted on both
of the schools’ websites for all
students and parents to enjoy.
Hakimah, who particularly loves
music, is very proud of the work she
and her partner have done and can’t
wait to bring Raidah into the library to
show her the finished product on the
computer.
•
3:25 – 3:30 p.m.
Principal reads “thought for the day”
over the P.A. Today he reads a
quotation from Ghandi: “You must be
the change you wish to see in the
world”
•
3:00 – 3:30 p.m.
Raidah arrives at the day-care to
receive the results from Aazim’s health
and dental assessment. The Public
Health representative informs her
(through interpretation provided by
one of the trained neighbourhood
assistants) that while Aazim is in good
health, he is due for a DTPP booster
immunization. The representative will
arrange a referral for Aazim at the
local community health centre soon.
The Public Health representative also
informs Raidah that she is referring
Model Schools For Inner City Task Force Report – May 2005
25
friends which has been organized by
the local Boys and Girls Club.
Aazim to the public health dental
clinic as he was complaining of tooth
pain during the dental exam. Raidah is
relieved she doesn't have to arrange the
appointment herself due to her limited
English skills.
•
•
3:30 – 4:00 p.m.
Raidah goes to the Parent Room
(Parent Welcoming and Resource
Centre) for a parent workshop on ways
to support literacy in the home which
is led by one of the TDSB’s early
years specialists. Raidah is joined by
one Aazim’s kindergarten teachers, the
Day-care Supervisor and the Parenting
Centre leader, as well as other parents
from the community.
Raidah is
pleased and surprised to learn that she
can help improve the capacity of her
children to learn English by making
sure they have a good foundation in
their mother tongue as well. Raidah
discovers that she should read, tell
stories and sing to her children in their
mother tongue and encourage them to
do the same. Aazim’s kindergarten
teacher asks the parents if they would
like to set up a roster for the following
month to come in and read to the
students in their own languages which
the parents quickly agree to.
The Principal and Model School Coordinator lead the staff in a workshop
on the assessment of writing samples
to inform future practice for the staff.
Due to the staff’s background in both
ESL and Special Education, they are
able to discuss in depth strategies and
techniques to support different
learning styles. The group agrees this
was a useful discussion and asks the
Model School Co-ordinator to
timetable another meeting in a month’s
time to share what they have
accomplished.
•
3:30 – 4:30 p.m.
Meanwhile, the school is humming
with ‘after’ school activity. Hakimah
and the rest of her Grade six
classmates attend a remedial academic
session led by local volunteer high
school students working on their
Community Service requirements.
Hakimah works on a math assignment
while some of her friends get
assistance with the ideas presented in a
previous math lesson.
Sabir grabs an after school snack and
joins in a basketball game with his
Model Schools For Inner City Task Force Report – May 2005
4:30 – 6:00 p.m.
Raidah picks up Aazim from the Daycare and meets Sabir and Hakimah in
the auditorium for the “Let’s Celebrate
Success!” event. The Principal and
Community Outreach Worker greet the
parents at the door and hand them the
evening’s program. A potluck dinner
organised and cooked by the School
Council is awaiting the families.
After dinner, the students share their
progress with the community with a
series of dual language books, videos
and CDs that they have created
themselves. Raidah looks on proudly
while Hakimah confidently introduces
her
classmates’
work.
The
Community Outreach Worker has
invited the local school trustee, city
councillor, MPP, MP, student teacher
cohort and their faculty advisors, local
agencies
and
local
police
representatives to participate in
tonight’s wonderful event.
Aazim
yawns and snuggles sleepily into
Raiha’s shoulder. It has been a busy
day. Time to take the children home.
26
•
7:00 – 9:00 p.m.
After Aazim is tucked in bed, Raidah
plays a board game with Sabir and
Hakimah. Raidah then makes tea and
sits at her kitchen table with an ESL
workbook
and
tape
provided
through the LINC class that she is
taking. Her class is tomorrow night
from 7:00-9:00 p.m. at the school and
she is looking forward to trying out
some of the new English phrases she
has learned. She smiles. The future
looks bright.
"He is able who thinks he is able"
Buddha (563-483 BC)
Model Schools For Inner City Task Force Report – May 2005
27