ANNUAL REPORT OF THE PORTUGUESE- SPEAKING COMMITTEE · Key Messages of the Portuguese-Speaking...
Transcript of ANNUAL REPORT OF THE PORTUGUESE- SPEAKING COMMITTEE · Key Messages of the Portuguese-Speaking...
PUBLIC
If Private select Ed. Act. Section.
ANNUAL REPORT OF THE PORTUGUESE-
SPEAKING COMMITTEE
Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right,
whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or
praiseworthy—think about such things.( Philippians 4:8)
Created, Draft First Tabling Review
May 21, 2014 September 11, 2014 Click here to enter a date.
Patrick Keyes Superintendent
Dan Koenig Superintendent
INFORMATION REPORT
Vision:
At Toronto Catholic we transform the world through
witness, faith, innovation and action.
Mission:
The Toronto Catholic District School Board is an
inclusive learning community rooted in the love of
Christ. We ed
ucate students to grow in grace and knowledgee and
to lead lives of faith, hope and charity.
G. Poole
Associate Director of Academic Affairs
A. Sangiorgio
Associate Director of Planning and Facilities
S. Pessione
Associate Director of Business Services,
Chief Financial Officer and Treasurer
Angela Gauthier
Director of Education
REPORT TO
STUDENT ACHIEVEMENT AND
WELL BEING, CATHOLIC
EDUCATION AND HUMAN
RESOURCES COMMITTEE
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A. EXECUTIVE SUMMARY
This annual report contains a Staff Action Plan supporting key messages provided by the
TCDSB Portuguese-Speaking Advisory Committee. This plan is also based in part on
research commissioned by the Committee and supported the TCDSB Student
Achievement Committee that examined the achievement of school communities with
relatively high levels of Portuguese speaking families.
B. PURPOSE
The purpose of this annual report, as mandated by the Board, is to report on the strategic
directions to support student achievement and well-being, with particular emphasis on
those school communities where a relatively high percentage of families speak
Portuguese at home.
C. BACKGROUND
On May 22, 2013, a report was tabled from the ‘Partners in Motion Committee,’ a
precursor of the Spanish- and Portuguese-Speaking Committees.
On June 3, 2013, the report was discussed at the Student Achievement Committee and at
that time the Board endorsed the following recommendations:
1. Staff will design and conduct research using a case study methodology to learn about
practices that have resulted in successful student outcomes in schools with a high
percentage of Portuguese and Spanish speaking students.
2. Staff will establish two community advisory committees (one for each specific
community) to continue the work of the Partners in Motion committee. The
committees, which will include a trustee representative, will ensure continuity,
continue the consultation process and determine the effectiveness of steps taken to
improve the academic success of these particular students.
3. Staff will place a focus on parental engagement that will enable parents to play an
effective and meaningful role in their child’s academic achievement.
4. Staff will assign Child and Youth Workers specifically focused on supporting the
needs of students from these cultural backgrounds within the current composite of
CYW staff, within the terms of the current collective agreements.
5. Staff to commit to maintaining a CRO (Community Resource Officer) for each of the
Portuguese and Hispanic community in order to specifically focus on supporting
meaningful parental engagement for parents of Portuguese and Spanish speaking
students in the TCDSB.
6. Staff will provide funding for after school tutoring programs within the current
approved 2012-2013 budget.
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7. Staff will provide funding to support community initiatives that aids and supports
students through the education system within the approved 2012-2013 budget.
Staff have endeavoured to implement the above recommendations.
Of particular interest to the Portuguese-Speaking Committee is the student achievement and
engagement of school communities where a relatively high percentage of families speak
Portuguese at home. To that end, the TCDSB staff conducted research to learn about practices to
support the achievement and engagement of students in these communities within the elementary
panel. Additionally, staff identified resources that they considered helpful to the Portuguese-
speaking students. A comprehensive Research Report was prepared and presented to the
Portuguese-Speaking Committee (see Appendix A).
This Research Report has been well received and discussed by members of the Portuguese-
Speaking Committee during the 2013-14 school year. The committee, using the research that
examined elementary schools as context for offering advice to staff that would be employed for
the 2014-15 school year. That advice included extending the research to the secondary panel.
D. EVIDENCE/RESEARCH/ANALYSIS
Based on school registration information for 2012-2013, there were 3,946 (4.3%) students for
whom their parents report Portuguese as the “language spoken at home” (making Portuguese the
third highest non-English language within the TCDSB community). The highest non-English
language spoken at home is Filipino (9.2%) and the second highest is Spanish (6.5%). In 2013-
14, Portuguese continues to be the third highest non-English “language spoken at home” within
the TCDSB.
There are 18 elementary schools within the TCDSB where 10% or more have identified
Portuguese as the language spoken at home (Trillium, 2012-13). In 9 of these schools, more
than a third have identified Portuguese as their language spoken at home.
Research conducted in 2013-14
In 2013, case study research was conducted on promising practices in Portuguese-speaking
school communities within the TCDSB. The research consisted of two phases and gathered the
views of members from four elementary schools that each have a large representation of students
who speak Portuguese at home. During phase I (spring 2013), principals and teachers provided
their perspectives on student achievement and well-being for their school community, while in
phase II (fall 2013), the views of parents and students on the same topic were gathered.
Methodology
Individuals from each of the four elementary schools participated in the research. Interviews
were conducted with 24 staff members (i.e., teachers, principals), focus groups were conducted
with 36 Grade 7 students, and nearly 50 parents participated in discussions held during CSAC
meetings. Students, parents and staff participants represented the various languages spoken at
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home. Questions asked participants about their respective school communities, as well as
specific strategies to support Portuguese-speaking students. Additionally, student perceptual data
from the primary and junior EQAO questionnaire, and the TCDSB Safe and Caring Catholic
School Climate (SCCSC) Survey were analyzed.
Emerging Findings
Staff, students and parents shared their experiences on how to foster student success with the
Portuguese-speaking population within their schools. Staff discussed strategies like a student-
centred approach and tending to the individual learning needs of students, as well as shared
resources that promote a welcoming and inclusive school climate. Parent suggestions included a
focus on teamwork between the home and school, the benefits of extracurricular opportunities,
and fostering student engagement. Students added that support for their achievement involves
key adults believing in their abilities, having effective studying and learning skills, and self-
confidence, among other ideas. Across the participants, high expectations of Portuguese students
was consistently identified as pivotal to encouraging their success and that of students overall.
The review of student perceptual data offered mixed results. In some instances, student responses
in each of the four schools did not differ from that of the Board; in other instances there was
variability among schools in the range of responses.
E. VISION
VISION PRINCIPLES GOALS
To create equitable learning
environments for all students
Provide all students with safe,
healthy learning
environments by promoting a
positive school climate,
inclusive and accepting of all
pupils.
Strive to ensure that the
physical, emotional, intellectual
and spiritual needs of all
students are met.
Ensure there is a high level
of achievement and well-
being for all students.
Ensure that there is a
coherence and aligned plan
for each school that makes
use of available resources
including community
partnerships.
Ensure there is meaningful
engagement of the family
in the school.
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F. ACTION PLAN
Following a presentation of the Research Report on February 3rd, 2014, the Portuguese-
Speaking Committee identified areas that support student achievement and well-being that
included the following: Early Years, transitions and career exploration, and resources and
research-based practices that support student achievement and well-being.
In subsequent meetings, using the Research Report (see Appendix A) as well additional
information, the Committee formulated advise for the 2014-15 school year. This advice resulted
in the development of a Staff Action Plan for 2014-15. The advice and the Staff Action Plan for
2014-15 are presented below. (See Appendix B for a side-by-side listing of the advice and
corresponding action from staff.)
Key Messages of the Portuguese-Speaking Committee
1. School Improvement (arising out of Comment 2 in the Research Report). In support
of ongoing improvement, the committee advises staff to continue to employ the tool
to identify the schools with 10% or more students who speak Portuguese at home and
for those schools, report various metrics, including EQAO indicators to guide
planning and advocating for interventions.
2. Early Years Interventions (arising out of Comment 9 in the Research Report). Given
the effectiveness of Parenting and Family Literacy Centres in supporting both literacy
and school readiness, the committee advises staff continue to advocate that these
centres be placed in TCDSB schools.
3. Early Development Instrument (EDI). Recognizing that the EDI is a useful tool to
understand the school readiness of kindergarten students, the Committee endorses
that practise that EDI data be shared and integrated into school planning.
4. Transition and Career Exploration. Recognizing the importance of transition and
career exploration for junior-intermediate students, the Committee advises staff that
(i) all students have access to ‘My Blueprint’, (ii) as part of the strategy to facilitate
student and parent engagement, resources be directed to those schools with high
populations of Portuguese-speaking students, (iii) an evening focussed on career
exploration be hosted involving students and their families and (iv) exploratory
excursions to local colleges, apprenticeship programs and universities be initiated.
5. Scholarships. The Committee endorses the practise that scholarships offered through
the Luso Golf tournament be promoted in all schools.
6. High Expectations (arising out of Comment 41 in the Research Report). Recognizing
the importance of high expectations for all students, the Committee support the
finding that that all principals and staff hold and communicate high expectations for
achievement to students and families as part of an intentional strategy for student
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success, while also pursuing a strategy of targeted and intentional instruction coupled
to a growth mindset for students.
7. Research. The Committee is grateful for the research conducted in the elementary
panel and recommends extending the research to examine perceptions and practises
supporting student success in secondary schools.
Staff Action Plan for 2014-15
In response to the advise of the Portuguese-Speaking Committee, staff proposes the following
Action Plan:
1. School Improvement. The TCDSB will continue to provide relevant data to schools.
With respect to the cluster of schools identified within the Portuguese-speaking
community, meaningful metrics including EQAO scores will be shared annually.
2. Early Years Interventions. The TCDSB presently has a variety of intervention
programs used with children demonstrating gaps in learning. The following programs
are routinely offered to support students in the Early Years:
i. Kindergarten Language Program
ii. Language Impaired Intensive Support Program
iii. Multiple Exceptionality Intensive Support Program
iv. Deaf and Hard of Hearing
v. 5th
Block
vi. Empower Reading Program (with Hospital for Sick Kids)
vii. Speech and Language Programs (e.g., PPIP - Primary Phonological
Intervention Program)
viii. Kindergarten Intervention Needs Development (KIND) Program
ix. Autism Teams Supports and Programs.
Staff shall:
a. investigate and work towards creating additional Parenting and Family
Literacy Centres (PFLC) in TCDSB schools bearing in mind Ministry of
Education parameters. There are presently 19 PFLCs located in TCDSB
schools, three of which are schools with a high Portuguese-speaking
population. Due to the non-denominational nature of the Parenting and Family
Literacy Centres, there are centres located in the TDSB schools who serve the
Portuguese community. Parents and families who have children in TCDSB
schools are able to access the TDSB programs; similarly, TDSB parents have
access TCDSB programs.
b. encourage schools to link with the Ontario Early Years Centres in the
neighbourhood to develop mutually beneficial partnerships and where
possible, programs for families in those neighbourhoods where the creation of
additional PFLCs is not feasible.
c. investigate programs that support the Portuguese-speaking community by
entering into partnerships with Ontario Early Years Centres to facilitate the
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implementation of programs such as the ‘School Readiness’ program, to
assist students with limited or no formal child care experience transitioning to
Kindergarten. The School Readiness program supports the child’s entry into
the school system.
d. investigate the barriers to creating more programs, as well as the financial
pressures of providing programs.
3. Early Development Instrument (EDI). The EDI will be used to identify areas of
strength and areas of growth within the school. The information shared with the
larger community will assist in the development of programs and supports for
children and families together with partners in the Early Years sector. The data will
continue to be shared with school principals and staff to help develop promising
practices for students entering the school system, and interventions for those who
demonstrate gaps in learning, academically, physically and socially.
4. Transition and Career Exploration. Staff will continue to introduce students to ‘My
Blueprint’ in the junior-intermediate grades and will offer multiple opportunities for
students and their families to explore career pathway opportunities.
5. Scholarships. Staff will communicate the benefits of scholarships to all schools.
6. High Expectations. Staff will continue to develop instructional leadership capacity
and promote differentiated, targeted and intentional instruction for all students.
7. Research. Staff will undertake research that examines perceptions and practices to
support student success in those secondary schools where a large proportion of
students speak Portuguese at home.
G. METRICS AND ACCOUNTABILITY
1. The Research Report was well received by the Portuguese-Speaking Committee and they
found the information gathered to be helpful.
2. Educators, parents and students were very willing to participate in the research and have
their voices.
3. Collectively, the many voices represented in the Research Report produced a coherent
perspective that is also affirmed by the literature on characteristics of effective schools.
4. The Portuguese-Speaking Committee supported the continuation of the research into the
secondary panel.
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H. STRATEGIC COMMUNICATIONS AND STAKEHOLDER
ENGAGEMENT PLAN
The communication plan should encompass the following elements:
1. A letter of thanks to the schools that contributed to the Research Report.
2. A summary of the Research Report to be shared with the 18 elementary schools where
10% or more have identified Portuguese as the language spoken at home.
3. A summary of the Research Report to be shared with secondary schools who draw
students from the above 18 elementary schools.
I. STAFF COMMENT
This annual report to support student achievement, including those from Portuguese speaking
families, is offered as information for the Board.
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APPENDIX A
RESEARCH REPORT
TCDSB Educational Research – Spring 2014
Promising Practices in Portuguese-speaking communities: Practitioner, Parent and
Student voice within TCDSB Elementary Schools
Executive Summary:
Four elementary schools with a large representation of students who speak Portuguese at home
were invited to share practices that they consider helpful in addressing the needs of their
students. During Phase I (May/June 2013) principals and teachers were interviewed and offered
their perspectives on student achievement and well-being in their schools. In Phase II
(October/November 2013), students and parents offered their perceptions. This report describes
some of the emerging findings, strategies and practices from the voice of practitioners, students
and parents in these schools with a high population of families who identify Portuguese as their
‘language spoken at home’.
Comments:
Background
1. Based on school registration information for 2012-2013 there were 3,946 (4.3%)
students for whom their parents report Portuguese as the “language spoken at home”
(making Portuguese the third highest non-English language within the TCDSB
community). The highest non-English language spoken at home is Filipino (9.2%)
and the second highest is Spanish (6.5%). In 2013-14, Portuguese continues to be
the third highest non-English “language spoken at home” within the TCDSB.
2. There are 18 elementary schools within the TCDSB where 10% or more have
identified Portuguese as the language spoken at home. In 9 of these schools, more
than a third of the students have identified Portuguese as their language spoken at
home.
3. Four elementary schools with a large representation of students who speak
Portuguese at home were invited (May/June 2013) to share practices that they
consider helpful in addressing the needs of their students. Principals and teachers
provided their perspectives on student achievement and well-being for their school
community.
4. In the Fall of 2013, parents and students from these schools were invited to provide
their perspective(s).
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School Context
5. The schools included in this project are located in an area of Toronto with a relatively
high number of Portuguese-speaking families.
6. Demographic indicators for these four schools reveal “parental education” (Census,
2006) and “second language at home” (EQAO 2012 Student Survey) as possible areas
of need as they fall with the lower Ntiles.
7. Based on the 2012-2013 TCDSB Safe and Caring Catholic School Climate Survey
(grade 6 and 8 students), 71% of students in these schools reported that neither of
their parents was born in Canada; although nearly 80% of the students were born in
Canada. Additionally 49% reported that English is the language “only or mostly”
spoken at home. These figures differ from the overall TCDSB averages: system-
wide 63% of students reported that neither parent was born in Canada, while 61%
reported that they spoke “only or mostly English” at home.
8. Student achievement results (based on EQAO scores) are mixed; there are some
scores that are above the Board average, and there are some scores below the overall
TCDSB average. However, each of these schools has shown positive movement in
their scores over time.
9. There is a variety of programs and supports offered in these schools. All four schools
offer 5th
Block, student nutrition programs and the Family Literacy Collection.
Additionally, some of these schools have other programs such as Empower, full day
kindergarten, International Languages and/or JLI; one has a Parent and Family
Literacy Centre.
Case Study Process
10. Interviews were conducted with 24 practitioners (teachers and administrators),
representing the four elementary schools. The teachers were representative of all
divisions (kindergarten, primary, junior and intermediate), and specialty programs
(e.g., 5th
Block/JLI, international languages, library and special education).
Additionally, teachers represented a range of teaching experiences (schools, grades,
and years of service) and language backgrounds (e.g., English, Italian, Portuguese,
etc.).
11. Schools were provided with a copy of the interview questions in advance to support
the dialogue. Questions included topics such as school community, strategies that
work, positive aspects of the students, challenges, enablers and resources.
12. Based on the initial findings from the practitioners, it was decided that in the second
phase of the research, input be gathered from parents and students regarding
emerging topics.
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13. Each school held discussions with parents during a CSAC meeting in the Fall of
2013. Principals were provided with a protocol to guide their discussion with the
parent groups. Parents were invited to share their views on the following key themes:
“what makes students successful in school”, resources/supports and transitions (into
elementary school, between grades, and from elementary to secondary school).
14. To garner further input, focus groups were conducted with Grade 7 students,
representative of these four elementary schools. These sessions provided the students
with an opportunity to expand on their responses to the Safe and Caring Catholic
School Climate Survey they had completed earlier in 2013. They were asked about
engagement in learning and what makes students successful, school climate, choices
for the future (high school and careers) and what they would like to see in their
schools.
Emerging Findings
15. The collective voices of staff, parents and students are summarized in this report.
Practitioner Voice
16. Staff reflected on areas of strength and areas for continued growth. Below is a
summary of their collective voices.
17. Overall, the strategies highlighted were consistent with a student-centered approach
to teaching and learning and what the research demonstrates as important within the
Ministry of Education’s School Effectiveness Framework (2013). Additionally,
resources to promote and support a welcoming and inclusive school climate were
shared.
18. A key theme that emerged was that strategies that work best are those that address the
individual learning needs of every student. A consistent message heard from all was
that students from Portuguese-speaking homes are respectful, family-oriented and
proud of their heritage.
19. While there was variability among practitioner voices regarding which strategies they
highlighted as successful, the overriding message was that all students can learn and
that setting high expectations combined with an articulated belief in the students, will
lead to improved levels of student achievement and well-being. Furthermore, they
asserted that targeted, intentional strategic actions based on student learning profiles
have been shown to be successful. Additionally, once student academic success is
demonstrated, a positive cycle of achievement emerges; the expectation of students,
parents and school community continues to rise.
Key Strategies Identified as Effective
Clearly articulate and communicate high expectations for academic success. The
belief by practitioners that all children can be successful with the curriculum can be
demonstrated by encouraging a growth-oriented mindset in the classroom; this builds
self-esteem in students and enhances motivation to learn.
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Indicate to students that through focussed effort, they can achieve academic success.
As schools, take responsibility for student learning and achievement; consistently
communicate the importance of learning. Additionally, successes should be
recognized, celebrated and communicated.
To support learning, build on the strengths and needs of individual students. Targeted
instruction can be supported through strategies such as cooperative learning, inquiry-
based learning and small group work. Incorporating visual and kinaesthetic
opportunities within lessons will also ensure students have multiple access points to
the material.
Create a team of staff and practitioners that reflect the community. This is helpful for
both communication (the ability to speak directly to parents/caregivers) as well as to
understand the culture. These teachers are role models and provide an opportunity for
students to see career paths available which might not typically be represented within
their community. When it is not possible to have staff that can converse in the
language of the families, it is important to ensure that interpreters are available where
relevant (e.g., parent teacher interviews) and that translations of materials are
provided.
Build positive relationships, where student needs are understood and learning can
take place. Building inclusive schools and classrooms will lead to an atmosphere
where students, parents, teachers and others within the school have clear
communication and are in agreement regarding expectations. Part of the relationship
building is through outreach to students and families. Regular communication should
include the celebration of student successes. Additionally, the school can also serve
as the hub of the community, where events outside of school hours (e.g., school
concerts) provide opportunities for building relationships and community.
Provide detailed descriptions, including practice in class and exemplars, to facilitate
independent homework completion; this is particularly important for those who do not
have access to help at home. Another strategy identified as helpful to students is the
use of agendas as organizational tools.
Areas Identified for Continued Growth
Continue to create an environment with a cohesive message, of high expectations for
all students; foster common understandings of learning goals, articulating success
criteria collaboratively between teachers and students.
Ensure that transitions are supported:
o Readiness for JK/SK was seen as problematic in some communities. This can be
addressed through early learning programs offered through the parish, and other
programs such as Welcome to Kindergarten.
o To prepare for the transition to secondary school and make informed choices on
schools and careers beyond high school, more targeted information would be
helpful; for example, career fairs, high school information evenings, etc.
o Continue to strengthen transitions between home and school, including
expectations at school (e.g., homework, etc.).
20. When asked about resources helpful to the Portuguese-speaking students, most
responded with resources that were relevant for students in general. Some referenced
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specific resources for Portuguese-speaking students that they have accessed.
Suggestions included an after-hours tutoring program for Portuguese-speaking
students, in addition to general literacy and on-line sites (see Appendix A – Part 2).
Parent Voice 21. Nearly 50 parent voices were heard through the CSAC meetings in the late
October/November 2013. Parents indicated that their families spoke different
languages at home, including: English, Spanish, Portuguese, Ukrainian, Italian,
Ojibwe, Greek and Creole/French; 50% of the parents at the meeting stated that
Portuguese was a language that was spoken at home. Additionally, parents of children
in all grades were represented (K-8). Below is a summary of the discussions held at
the four schools on the topics of student success, transitions and community supports.
22. When asked what makes students successful in school, parents provided a variety of
answers. All were consistent with the Student Effectiveness Framework. Responses
included themes such as:
Parent-school relationships (teamwork)
Development of literacy skills (home and school)
Student engagement
Extra-curricular opportunities (including academic and other activities)
Parent involvement
Student engagement
High self esteem
Awareness of individual student strengths and needs
High expectations for student success
23. When asked about the various transitions that students are faced with, parents
suggested:
a) Transition to school (Kindergarten)
Programs such as Welcome to Kindergarten, Early Childhood Centres,
Toronto Public Library were consistently mentioned helpful in the transition
process
Other suggestions included settlement workers, classroom visits in the spring,
staggered entry in September, home-school connections, and communication
Additionally, some parents suggested other ‘organized’ activities prior to
Kindergarten such as day cares, community centres, etc.
b) While in elementary school (K-8)
Many of the suggestions, focused around literacy (borrow-a-book programs,
5th
Block, JLI, RAZ, afterschool reading clubs and the Toronto Public
Library).
Other areas that were identified were Scientist in School, cultural clubs (e.g.,
Portuguese), community support workers and community centre partnerships
Communication through agendas, school portals and directly between parents
and teachers were also highlighted
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A need for a mathematics program similar to 5th
Block was also suggested
Additionally a need for guest speakers to provide ‘tips for parents’ was
identified; math/literacy and homework help
c) Transition to high school
High school open houses and visits by high schools were suggested
Grade 7 / 8 summer literacy programs
Guidance counsellors to work with Grade 7/8 students
Some suggested that the application was due too soon, as some of the open
houses occur later
Parents also feel that they need more support with the transition
“Welcome to High school” was suggested
d) Planning ahead (high school/career options)
Career Fairs, Junior Achievement and paid Co-op were suggested
Parents to come in for career days
Bring students to work day
Familiarize parents with myblueprint – course selection/career options
Volunteer hours to be accumulated in different job settings
24. Parents indicated that the following community resources would help to support
student learning:
High parent expectations; this includes understanding the value of education,
the importance of staying in school and parent involvement
Homework support for students, before and after school programs and extra-
curricular activities (arts/sports)
Communication in all languages
Provide information in Grade 9 about financial supports that are available to
help with the cost of post-secondary education (college/university)
Student Voice
25. Student perceptions for students in these schools, as measured by EQAO
questionnaires, indicate that most students like math “sometimes” or “most of the
time” (with one school being exceptionally positive in their attitudes). Most of the
students surveyed indicated that they try to do their best; however they also indicated
some difficulty with mathematics questions. This was consistent for both Grade 3 and
Grade 6. In the Primary Division Questionnaire, the proportion of students
responding ‘never’ to reading with their parents and reviewing the agenda with their
parents is higher than the Board average for almost all of these schools. When asked
whether they read together with their parents, 26% (range 18%-32%) of Grade 3
students at these four schools combined responded “never”; this compares to 22%
system-wide. Additionally, 18% of these students (range 12%-27%) stated that they
never review their agenda with their parents; this compares to 16% for the Board
average. When asked whether they like to read, 38% of these Grade 3 students
responded “most of the time” as compared to 45% for TCDSB as a whole. For Grade
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6 students at these schools, the proportion of students who responded they liked to
read most of the time was 37%, less than the Board average of 42%.
26. Perceptual data from the Safe and Caring Catholic School Climate (SCCSC) Survey
indicate no consistent pattern for these Portuguese-speaking schools. When
combined, the findings from these schools are consistent with overall Board results,
demonstrating that differences are indicative of individual schools, not necessarily
related to the language background of these schools. For example, 72% of students in
these schools ‘like or love’ school, compared to 75% of the overall TCDSB
population. Additionally, 68% of these students report having a ‘caring adult’ at
school compared to 64% of the overall TCDSB population. For other questions
regarding expectations, pride, motivation and importance of learning results were
identical, indicated an equally positive outlook. Similar to TCDSB, over 95% of these
students reported that they feel safe in their schools.
Safe and Caring Catholic School Climate Survey 2012-2103
Combined* TCDSB
Number of respondents 446 12,031
Student born in Canada (Q2) 79% 75%
Neither parent born in Canada (Q3) 71% 63%
Only/mostly English spoken at home (Q4) 49% 61%
Like/love school (Q7) 72% 75%
“Caring adult” at school (Q9a) 68% 64%
Student Perception - Agree/Strongly Agree about: …
Students in our school care about each other (Q32d) 78% 78%
It is important to take part in events that help us learn about
different jobs or careers (Q32e) 95% 95%
I feel that in school, I am expected to succeed (Q32j) 93% 93%
I am proud of the work I do in school (Q32m) 88% 88%
I think it is important to do well in school (Q32n) 98% 98%
I try hard and do my best when doing my school work (Q32o) 93% 93%
Learning is important to me (Q32r) 96% 96%
* Combined: the 4 case study schools
27. Voices were heard from 36 students in Grade 7 through focus groups held at the
schools in November 2013. They were representative of various classrooms,
achievement levels and both genders. Home languages for these students included:
English, Spanish, Portuguese and Vietnamese (69% of them spoke Portuguese). Most
of the students had been at their current school since Kindergarten, although a few
had emigrated from Portugal (primary and junior). The focus groups were intended
to further explore the findings from the Safe and Caring Catholic School Climate
Survey that they had completed in early 2013.
28. A summary of the responses from the students during the focus group related to
“what makes students successful in school?” is reported below:
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When asked about why students like school (Q7), responses ranged from friends,
learning, specific subject areas, for the future, and teachers that care. In response
to why some students might not like school, replies included school being boring,
homework, students who don’t do well, bullying and exclusion.
When asked what it means to have high expectations, they responded that it meant
that people thought you should be doing well. Students reported that teachers had
high expectations for them (Q32j), and most stated that their parents also had high
expectations for them at school. Some of the students mentioned the reason was
because their parents had dropped out of school, wanted their children to do
better.
When asked whether it was important to do well in school (Q32n), students
agreed and related it to future job and educational opportunities. One student
stated, “life is like a flower and school is the root of the flower”. Students seemed
to have high expectations for themselves; many of them considered grades below
an 80 or a B as not being successful; several suggested that getting below a C as
‘failure’. There were several who suggested that not doing well was motivation to
try harder.
When asked “what makes students successful in school?” responses included:
engagement, studying, self-confidence, teachers that believe in you/encourage
you, supportive community and having a positive attitude.
When asked what motivated students at school, responses ranged from high
expectations, friends, extracurricular activities, field trips, civvies, experiments,
projects and group work. Outside of school, students were interested in sports,
music, friends, reading, family and relaxation.
When asked whether students feel that they try hard/do their best (Q32o), there
were some mixed responses, although mostly they agreed. For several who did
not feel that they did their best, it was generally because that thought they could
do better (or assignments they weren’t interested in). Typically many felt that
their friends did not try as hard as them in school.
Most students took pride in their work (32m), although sometimes they felt that
they could do better.
29. Several questions related to school atmosphere elicited the following responses:
When asked whether students cared about each other in their school (32d),
typically the students responded positively. There was some discussion related to
friendships, but it appeared to be more avoidance than bullying.
Regarding a ‘caring adult’ (do you feel that there is someone at school to talk to if
you had a problem – an adult; Q9a), unanimously the students felt that there is an
adult within the school that they would feel comfortable talking too. Responses
included the principal, guidance counsellor, CYW, a specific teacher, secretary,
etc.
30. The students that were part of the focus groups had high aspirations and were able to
speak about their plans for the future (high school/career options)
Most students seemed to have started thinking about high school (Q33) last year
(Grade 6), although several had started earlier and a few hadn’t started thinking
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about high school yet. Although many were thinking about going to the typical
feeder schools, there were students that had specific aspirations and had certain
programs in mind that related to their interests; others were choosing their high
school based on where their siblings or parents had gone. Interestingly, many of
the students were aware of perceived reputations or rumours about certain
schools.
Students thought that it would be helpful to have more information about high
schools; one suggestion was that a session be arranged that was not school-based
(e.g., central) that would give them information about all of the schools. They
also felt that students should be encouraged to go on school visits, and/or have
presentations at their school prior to Grade 8 to give them more time to plan.
Almost all of the students that were part of the focus groups had an idea of what
type of career they were interested in, and some were even aware of the
universities they might attend to achieve their goals (e.g., Harvard, Ryerson,
UofT). Career aspirations included: architect, lawyer, veterinarian, nurse, doctor,
interior designer, musician, teacher, writer, orthodontist, physiotherapist,
journalist, computer analyst, chef, marine biologist, actor, biologist for space,
astronomer, artist, and professional soccer player.
Following up on Q32e (‘it is important to take part in events that help us learn
about different jobs or careers’), responses of students were unanimous.
Although most of the schools had visits from Skills Canada about apprenticeships,
many would appreciate more information on other careers as well. They felt that
having individuals come and talk to them about different careers, or having a
career day, would be helpful.
31. Students were asked what they ‘wished for’ within their school. This question was a
‘pie in the sky’ query, and was not related to any issues in the school. Responses to
the ‘wish list’ included better facilities (e.g., grass in the yard, air conditioning, better
washrooms, lockers for intermediates, elevators, cafeteria, new fence, pool), materials
(new computers and books), rotary for intermediates, and after school programs.
There was some discussion about homework and different school hours, but nothing
conclusive.
Literature to Support the Findings
32. Findings from the interviews are consistent with the components from the Ministry of
Education’s School Effectiveness Framework (SEF). Examples of indicators
addressed (organized by component) are shown in the table below:
Component Indicator
Assessment for, as and of Learning 1.3 Students and teachers build a common
understanding of what students are
learning by identifying, sharing and
clarifying the learning goals and
success criteria
School and Classroom Leadership 2.1 Collaborative instructional leadership
builds capacity to strengthen and
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enhance teaching and learning
Student Engagement 3.2 Students’ stated priorities that reflect
the diversity, needs and interests of the
student population are embedded in
School Improvement Plans (SIPs) Curriculum, Teaching and Learning 4.1 A culture of high expectations
supports the belief that all students
can learn, progress and achieve
Pathways Planning and Programming 5.3 Students, parents, families and
educators understand the full range of
pathways, programs, options and
supports that are available
Home, School and Community Partnerships 6.2 Students, parents and community
members are engaged and welcomed,
as respected and valued partners in
student learning
33. Consistent with current literature (see Appendix A – Part 3), the data collected
indicate that successful practices for Portuguese-speaking students support research-
based practices that are effective for all students.
34. Research by Dweck (2006) highlights the growth mindset, the belief that learning can
be developed through hard work rather than fixed ability, as effective in increasing
motivation and achievement. This theory is best demonstrated through high
expectations for all students, consistent with the voices of the practitioners in the
TCDSB research. In fact, Dweck (2010) demonstrated empirically that those with a
growth mind-set are resilient and continue to learn, as they believe that effort will
lead them to reach their potential.
35. Research conducted in Britain by Demie and Lewis (2010),
demonstrates improved outcomes for these students through the use of targeted
programming. Strategies identified include: high expectations for all students, strong
and purposeful leadership, evidence-informed and targeted
support, community linkages, parent involvement, inclusive curriculum, learning
mentors, diversified workforce, and Portuguese classes. These findings are
consistent with the interviews in TCDSB.
36. A recent publication by Goldenberg (2013) which summarizes research on English
Language Learners confirms the voices of the practitioners that were interviewed:
good instructional practices for all students are effective for English-language
learners (e.g., Portuguese first-language students). Additionally, the practitioners in
the TCDSB interviews concurred with other findings reported in this study, providing
additional supports for their ELL students (e.g., some teachers discussed pairing
newly immigrated students with those who spoke both English and Portuguese) and
the benefits of using the home language to support learning (e.g., reading in
Portuguese with non-English speaking families).
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37. Engel de Abreu, Cruz-Santos, Tourinho, Martin and Bialystok (2012) looked at low-
income children of Portuguese descent; half of the sample was monolingual
Portuguese-speaking children and the other matched group was Portuguese-
Luxembourgish bilingual students in Grade 2. These researchers demonstrated that
those who were bilingual were not limited by their socio-economic status in areas of
executive functioning such as abstract reasoning, working memory and selective
attention.
38. In another study of immigrant families, Stagg Peterson and Heywood (2007)
interviewed principals, teachers and parents in Canada and demonstrated the positive
aspects of second language and cultural capital in supporting student literacy.
39. These findings coupled with the Dweck’s theory demonstrate that practicing a growth
mind-set can lead to positive outcomes for all students.
Concluding Remarks
40. In July 2013, principals of the four schools participating in this study were invited to
review the emerging findings and to consider what they might identify as the single
most important area for improving student achievement and well-being and which
they would recommend for inclusion in school planning.
41. Overwhelmingly, principals identified high expectations as the pivotal area of focus
that will be transformative. Specifically, they identified the importance of clearly
communicating high expectations for academic success by principals, teachers and
parents along with explicitly articulating the belief that all students can achieve
success (i.e., a growth mind-set). They stated that as educators, our role is to create
within our schools and classrooms those conditions for success where students are
able to demonstrate improved learning. This is done through identifying student
learning needs, ongoing assessment, and targeted, intentional, responsive classroom
instruction within a welcoming and inclusive school culture.
42. In October 2013, the Portuguese Advisory Committee met to discuss the findings
from Phase I. At this time, it was decided that parent and student voice be included
as well.
43. Student and parent voice appears consistent with the perspectives of the staff in
interviewed earlier in the year: high expectations are essential for student success.
Specifically, students identified the importance of teachers and parents that set high
expectations and believed in their success. This is consistent with the School
Effectiveness Framework, “a culture of high expectations supports the belief that all
students can learn, progress and achieve” (SEF 2013, 4.1), where high expectations
is an important indicator for school improvement and student success. Additionally,
Hattie’s (2009) review of 674 studies and 8 meta-analyses concluded that
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expectations are a significant variable in influencing student behaviour and
achievement.
44. Overall, there was a positive climate indicative of confidence, high expectations and
well-being. Students in our focus groups expressed high aspirations and appeared to
have set goals for the future in terms of high school, university and careers. The
responses of both parents and students offered directions of consideration. One area
that consistently emerged was a renewed focus regarding information about high
schools and career opportunities.
45. Each school is unique, and consistent with the learning and improvement cycle,
School Improvement Teams (SIT) review available data sources (achievement and
contextual such as EQAO, demographics, SCCSC, etc.) when creating the SLIP each
year to support student achievement and well-being. It is anticipated that schools
participating in this project review the research reported here and consider how it may
inform their planning within the School Effectiveness Framework.
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APPENDIX A - Part 2
Practitioners Voice: Resources Used to Support an Inclusive School Climate
Universal Resources
BookFlix: http://www.scholastic.ca/education/bookflix_ontario/
raz kids: http://www.raz-kids.com/main/Login/) (reading program)
Tumblebooks: http://www.torontopubliclibrary.ca/detail.jsp?R=EDB0128 (via TPL)
reading program (home-school book program within the school)
Early Years Centres (main website):
http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/oeyc/index.aspx
Library programs and websites:
o http://www.torontopubliclibrary.ca
o http://www.torontopubliclibrary.ca/services/dial-a-story.jsp
o http://kidsspace.torontopubliclibrary.ca
o http://www.tumblebooks.com/library/asp/customer
Community centres: http://www.toronto.ca/parks/prd/facilities/recreationcentres/index.htm
Supporting parent engagement in literacy, TCDSB
Tutoring programs (e.g., Working Woman/On the Mark)
Portuguese-English dictionaries
TVO websites: http://www.tvokids.com and http://tvoparents.tvo.org
Ministry of education: http://www.edu.gov.on.ca/eng
EQAO: http://www.eqao.com/parents/parents.aspx?lang=E
Catholic curriculum: http://www.catholiccurriculumcorp.org/
Supporting Inclusion
Career fairs: include professionals from Portuguese community (variety of careers)
Community needs: make staff new to the school aware of needs of the community
High school selection/transition:
o Presentation early in the year for parents of students in Grades 7 and 8
o Liaison with local secondary schools to communicate needs of the students
International Languages Program:
o daily instruction in Portuguese for all students
o Saturday morning programs through Continuing Education
o After school community-based Portuguese language programs
Math and literacy nights: for students and families (information in multiple languages)
Staff that can speak the language of the school community – to speak directly with
families, and also to reflect the community
Study of famous individuals and events pertinent to the community (e.g., Portuguese):
o E.P.E. – Ensina português para estrangeiros (Sal Picos) – curriculum resource
o Portuguese author visits (e.g., Margarida Fonseca Santos: história em 77 palavras
website)
Translation:
o information/communications with parents in Portuguese
o interpreters for interviews, after school events
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Board-Wide Initiatives
Welcome to Kindergarten brochures in other languages (e.g., Portuguese)
Portuguese Canadian Heritage ‘page’ on TCDSB website
Celebration
Portugal Day, June 10th
Concerts and talent shows – encourage and promote Portuguese presentations
Food festivals – sharing of foods and traditions from all Portuguese speaking areas
(Portugal, Azores, Madeira, Brazil, Mozambique, Angola, São Tomé e Príncipe)
Fun fair – include Portuguese dance groups and songs for school events
Participation in Portuguese writing contests
Months of Mary (May and October) - reciting the rosary; prayer in Portuguese;
understanding of the apparition of Mary in Fatima, Portugal
Host visits for Portuguese authors (local and international)
Host visits from the Portuguese consulate in Canada
Participate and support soccer for boys and girls (indoor and outdoor rep, house leagues)
Liaison with community partners:
Career Fairs: invite Portuguese professionals to present to the students (role models to
encourage different career options for students, and encourage students to pursue higher
education).
Federation of Portuguese Canadian Business and Professionals essay contest (through
Consulate General of Portugal in Toronto): http://www.secomunidades.pt/web/toronto
Pathways to Education Canada: charitable organization that helps low-income youth graduate
from high school and successfully transition into post-secondary education or training.
Portuguese Canadian Lawyers Association (PCLA): lawyers of Portuguese heritage present
to students on the topic of staying in school and graduating, getting an education, pathways and
raising awareness about challenges that may arise in high school.
Liaison with Parish: e.g., pre-school programs, confirmation, communion (in various
languages)
Ontario Secondary Schools Portuguese Contest: partnership between secondary school
teachers and university staff (York University). This contest promotes the Portuguese language,
cultures and histories of the Lusophone (Portuguese-speaking) world among students of
Lusophone heritage and students of Portuguese as a Second/Third Language.
University of Toronto Portuguese Association: http://utpa.sa.utoronto.ca/ (scholarship
program associated with this organization https://ulife.utoronto.ca/opportunities/view/id/1451)
Working Women: after-school tutoring program specifically designed to support students of
Portuguese heritage (On Your Mark tutorial services for Portuguese-Speaking Children).
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Portuguese Association (Luso Canada) at York University: http://lusocanada.com/york-
university-portuguese-association/
APPENDIX A – Part 3
References
Demie, F., & Lewis, K. (2010). Raising the achievement of Portuguese pupils in British
schools: A case study of good practice. Educational Studies, 36(1), 95-109.
Dweck, C.S. (2006). Mindset: The new psychology of success. New York, NY: Random House.
Dweck, C.S. (2010, January). Mind-sets and equitable education. Principal Leadership, 10(5).
Engel de Abreu, P.M.J., Cruz-Santos, A., Tourinho, C.J., Martin, R., & Bialystok, E., (2012).
Bilingualism enriches the poor: Enhanced cognitive control in low-income minority
children. Psychological Science, 23(11), 1364-1371.
Goldenberg, C. (2013). Unlocking the research on English learners: What we know – and don’t
yet know – about effective instruction. American Educator, Summer, 4-11, 38.
Ontario Ministry of Education. (2013). K-12 School Effectiveness Framework (SEF), 2013: A
support for school improvement and student success. Toronto: Author.
http://www.edu.gov.on.ca/eng/literacynumeracy/SEF2013.pdf
Stagg Peterson, S. & D. Heywood (2007). Contributions of Families' Linguistic, Social, and
Cultural Capital to Minority-Language Children's Literacy: Parents', Teachers', and
Principals' Perspectives. Canadian Modern Language Review, 63(4), 517 – 538.
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APPENDIX B
Advise of the
Portuguese-Speaking Committee Staff Action Plan for 2014-15
1. School Improvement (arising out of Comment 2 in
the Research Report). In support of ongoing
improvement, the committee advises staff to
continue to employ the tool to identify the schools
with 10% or more students who speak Portuguese
at home and for those schools, report various
metrics, including EQAO indicators to guide
planning and advocating for interventions.
1. School Improvement. The TCDSB will continue to
provide relevant data to schools. With respect to the
cluster of schools identified within the Portuguese-
speaking community, meaningful metrics including
EQAO scores will be shared annually.
2. Early Years Interventions (arising out of Comment 9 in
the Research Report). Given the effectiveness of
Parenting and Family Literacy Centres in supporting both
literacy and school readiness, the committee advises staff
to continue to advocate that these centres be placed in
TCDSB schools.
2. Early Years Interventions. The TCDSB presently has a
variety of intervention programs used with children
demonstrating gaps in learning. The following programs
are routinely offered to support students in the Early
Years:
i. Kindergarten Language Program
ii. Language Impaired Intensive Support Program
iii. Multiple Exceptionality Intensive Support Program
iv. Deaf and Hard of Hearing
v. 5th Block
vi. Empower Reading Program (with Hospital for Sick
Kids)
vii. Speech and Language Programs (e.g., PPIP - Primary
Phonological Intervention Program)
viii. Kindergarten Intervention Needs Development
(KIND) Program
ix. Autism Teams Supports and Programs.
Staff shall:
a. investigate and work towards creating additional
Parenting and Family Literacy Centres (PFLC) in
TCDSB schools bearing in mind Ministry of
Education parameters. There are presently 19
PFLCs located in TCDSB schools, three of which
are schools with a high Portuguese-speaking
population. Due to the non-denominational nature
of the Parenting and Family Literacy Centres, there
are centres located in the TDSB schools who serve
the Portuguese community. Parents and families
who have children in TCDSB schools are able to
access the TDSB programs; similarly, TDSB
parents have access TCDSB programs.
b. encourage schools to link with the Ontario Early
Years Centres in the neighbourhood to develop
mutually beneficial partnerships and where
possible, programs for families in those
neighbourhoods where the creation of additional
PFLCs is not feasible.
c. investigate programs that support the Portuguese-
speaking community by entering into partnerships
with Ontario Early Years Centres to facilitate the
implementation of programs such as the ‘School
Readiness’ program to assist students with limited
or no formal child care experience transitioning to
Kindergarten. The School Readiness program
supports the child’s entry into the school system.
d. investigate the barriers to creating more programs,
as well as the financial pressures of providing
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Advise of the
Portuguese-Speaking Committee Staff Action Plan for 2014-15
programs.
3. Early Development Instrument (EDI). Recognizing that
the EDI is a useful tool to understand the school readiness
of kindergarten students, the Committee supports
continued the practise that EDI data be shared and
integrated into school planning.
3. Early Development Instrument (EDI). The EDI will be
used to identify areas of strength and areas of growth
within the school. The information shared with the larger
community will assist in the development of programs
and supports for children and families together with
partners in the Early Years sector. The data will continue
to be shared with school principals and staff to help
develop promising practices for students entering the
school system, and interventions for those who
demonstrate gaps in learning, academically, physically
and socially.
4. Transition and Career Exploration. Recognizing the
importance of transition and career exploration for junior-
intermediate students, the Committee endorse that
practise that (i) all students have access to ‘My Blueprint’,
(ii) as part of the strategy to facilitate student and parent
engagement, resources be directed to those schools with
high populations of Portuguese-speaking students, (iii) an
evening focussed on career exploration be hosted
involving students and their families and (iv) exploratory
excursions to local colleges, apprenticeship programs and
universities be initiated.
4. Transition and Career Exploration. Staff will continue
to introduce students to ‘My Blueprint’ in the junior-
intermediate grades and will offer multiple opportunities
for students and their families to explore career pathway
opportunities.
5. Scholarships. The Committee endorses the practise that
scholarships offered through the Luso Golf tournament be
promoted in all schools.
5. Scholarships. Staff will communicate the benefits of
scholarships to all schools.
6. High Expectations (arising out of Comment 41 in the
Research Report). Recognizing the importance of high
expectations for all students, the Committee supports the
findings that all principals and staff hold and
communicate high expectations for achievement to
students and families as part of an intentional strategy for
student success, while also pursuing a strategy of targeted
and intentional instruction coupled to a growth mindset
for students.
6. High Expectations. Staff will continue to develop
instructional leadership capacity and promote
differentiated, targeted and intentional instruction for all
students.
7. Research. The Committee is grateful for the research
conducted in the elementary panel and supports
extending the research to examine perceptions and
practises supporting student success in secondary schools.
7. Research. Staff will undertake research that examines
perceptions and practices to support student success in
those secondary schools where a large proportion of
students speak Portuguese at home.
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