Supporting Grade 8-9 Transition as Families of Schools

Simcoe County District School Board

August 2010

Table of Contents
Background Info
Risk Factors For Success Through Transition
Table 1: Synopsis of Risk Factors in Transition
Factors Supporting a Successful Transition
Table 2: Synopsis of Factors Which Facilitate the Transition
Student Success Team
Transition Deliverables
1. Transition Plan
2. Monitoring
3. Advocate
4. Strength Based Timetable
5. Mechanism for Sharing
Resources
Appendix A: Sample initiatives supporting the transition
Appendix B: Ministry Transition Fact Sheet
Background Info
In May 2005, the Early School Leaver report was prepared by the Community Health Systems
Resource Group for the Ontario Ministry of Education. One of the recommendations of this report
included “addressing the specific slippage points occurring in the process of disengagement (eg. transition
into grade 9)”. (Page 49)

Since this time, the Student Success Strategy has developed and adapted allowing schools to provide an
education based on individual student strengths and needs. The ultimate goal is an increase in graduation
rates province-wide. A variety of programs are included in this strategy including Dual Credits, Specialist
High Skills Majors, E-Learning, Co-operative Education and Ontario Youth Apprenticeship Programs,
and credit recovery. Simcoe County District School Board offers an assortment of these programs at
each secondary school. In addition to these innovative programs, the Student Success Strategy includes
transition programming and the presence of functioning Student Success Teams in each school to support
struggling students.

In February 2007 Dr. Kate Tilleczek and Dr. Bruce Ferguson with the Community Health Systems
Resource System prepared a report on the transition from elementary to secondary for the Ontario
Ministry of Education. The report, titled “Transitions and Pathways from Elementary to Secondary School:
A Review of Selected Literature” describes the risk factors within the transition into secondary school and
goes onto summarize factors that can support a successful transition. Based on this research, the Ministry
has set out five deliverables that schools are to meet while supporting the transition.

The purpose of this document is to outline these risk factors and highlight examples of how different
families of schools are successfully supporting the transition. This document is not attempting to direct
families of schools into specific transition activities, but to provide a method of sharing initiatives that are
working. Each school and family of schools are different and therefore, it is necessary to individualize the
transition activities. However, it is important that each family of schools consider each of the risk factors
and protective factors below while planning for transition. Not all transition initiatives are included in this
document, only a sampling.
Risk Factors For Success Through
Transition
The report “Transitions and Pathways from Elementary to Secondary School: A Review of Selected
Literature” uses the following table on pages 33-34 to outline risk factors in the transition years.

Table 1: Synopsis of Risk Factors in Transition

Macro Level (Culture and School Structure)
● Social class and poverty, important to keep “daily hassles” for poor students at a minimum, there is some evidence that risks can be
attenuated
● Gender differences in adjustment

● Ethnicity and visible minority status

● Age and “age-ism”, the developmental struggles of adolescence can get lost

● The primacy of the need for status and belonging can get lost

● Cross-school and cross-panel cultures are different and set up need to negotiate new pedagogy, assessment, curriculum, procedures,
structures
● Tend to focus on academics issues only, rather than relation of academic/social/procedural issues

Meso Level (Families, Friends and Classrooms)

● Losing, keeping, and exposure to new friends is critical

● Some learning pathways are better than others, for example an even achievement pathway is best as students do not need to quickly
catch up on math and reading. The quality and structure of elementary schools are important in establishing these pathways for
students
● Friends and dating are important part of adolescent development which get lost

● Adult status is sought at the very time that they enter a school where they are “newcomers” and the youngest

● Adult status is critical to the excitement of going to high school but gets lost

● Social isolation can occur in new, large, bureaucratic setting at the very time when friends and peers are critical

● Familial relations are changing and needs for autonomy coincides with familial negotiation of new school and structures – how do they
stay engaged?
● Teacher-student relationships remain critical but often change to one of distance, mistrust, and less personal

● Multiple, new relationships are being negotiated which is more difficult for some students

● Curriculum, pedagogy and assessment all shift in multiple ways

Micro Level (Youth)

● Identity issues are critical and often overlooked

● Alienation and isolation can be a result of both age and school – lack of developmental fit

● At-risk students require additional assistance through adjustment

● Adjustment patterns are variable for students

● Mental health issues can be overlooked, (eg. stress, anxiety, depression, loneliness can be seen as artefact of the adjustment)

● Dips in academic achievement can lead to disengagement

Source: Tillczek K., Ferguson B. Transitions and Pathways from Elementary to Secondary School: A Review
of Selected Literature”. February 2007. Pages 33-34.
When evaluating and assessing transition programs it is important to recognize that factors including
culture, identity, socio-economic status, social connection and relationships inside and outside of school
are as important as academic factors.
Factors Supporting a Successful Transition
To summarize their research, Tillczek and Ferguson (2007) used the following table on pages 41-42
listing protective factors, or those factors which can support a successful transition.

Table 2: Synopsis of Factors Which Facilitate the Transition

Macro Level (Culture and School Structure)
● Attend to social class, gender, and ethnicity, anti-racism, anti-classism, and bullying awareness

● Attend to school-development fit, belonging, friends, teacher training on youth culture and development

● Attend to continuities and discontinuities in elementary and secondary school cultures (structures, practices, pedagogy, assessment,
curriculum, teaching, etc.)
● Create well coordinated transitions, decrease adjustment time, keep what works, document, describe, communicate, evaluate. Provide
adequate information for students and families. Focus on long-term adjustment not just immediate movement
● Get administrative work out of the way so that students can focus on school and social events in first weeks

● Engage across panels (parents, students, and teachers) with multiple strategies (letters, hotline, websites, visits, clear timetables, open
house, handbooks, maps, meet teachers, ongoing meetings of personnel, internet chats, teacher/student cross-visits)
● Make time lines and transition plants for each student and parent (attend to at-risk issues early in elementary school)

● Redirect efforts and funds, assess human and financial supports, identify caring adults

● Note complexity of “families of schools” model, multiple feeder school possibilities and issues, few transitions the better for students

Meso Level (Classes, Friends, Families)

● Focus on teaching style/care, similarities across schools, student input in seating plans, work partners, class activities, sense of
belonging, teachers as human developers
● Focus on pedagogical issues/similarities across panels, less competitive pedagogy in grade 9, use friends, make friends, task-focused
strategies
● Focus on friendships, peer groups and influence, continuity in peer groups, connect students to friends/peers/classmates (seating
plans, working groups)
● Focus on shifts in parental/peer relations which occur at the time of transition; parents require more information at precisely the time
youth distance from parents
● Focus on roles of counselling, caring, community outreach, and parental input

● Focus on core/bridging curriculum across schools, language across the curriculum, post-induction programs for study and
organizational skills, elementary booster classes
● Focus on student success/fresh starts, front load grade 9 with courses based on student’s strengths

● Focus on issues of assessment and its practice and meaning across panels, focus on dips in achievement per subject

● Focus on numeracy, literacy, academic and career pathways and care/culture/community

Micro (Youth and Teachers)

● Focus on core/bridging curriculum across schools, language across the curriculum, post-induction programs for study and
organizational skills, elementary booster classes
● Help youth commit to learner identities and belonging, acknowledge strengths, prior achievements, create fresh starts, avoid old labels,
students can “unlearn” math, language and reading, change “shirkers” to “workers”, friends are important, self-perception dips are
lasting, set clear goals
● Support at-risk students, look beyond regular assessment data when tracking risk, look to how risk factors play out in class (e.g. boys
who are meeting targets but not challenged)
● Engage youth and friends in the transition process at all levels and stages

● Engage parents and students to see the importance of academic and social development

● Teachers are human developers, teachers are also in transition, teachers need support

Source: Tillczek K., Ferguson B. Transitions and Pathways from Elementary to Secondary School: A Review
of Selected Literature”. February 2007. Pages 41-42
These protective factors have been translated into five main deliverables for families of schools by the
Ministry of Education. These deliverables are;
1. ensuring a transition plan is in place,
2. monitoring at-risk students,
3. ensuring each at-risk grade 9 has an advocate in the school,
4. ensuring each potentially at-risk grade 9 has a strength-based timetable for first semester, and,
5. ensuring there is a mechanism for sharing information within families of schools.

Detailed information about each deliverable is below. Please note that each protective factor in the table
above is hyperlinked to a list of example activities and transition programs run in SCDSB schools to
support the factor.

Student Success Team

The Student Success Team (SSTeam) is an important part of school culture. The purpose of these teams
are to provide support for struggling students. SSTeams often include representatives from the school
administration, guidance department, special education department, co-operative education department,
student success teachers, credit recovery teachers, child and youth workers and native student advisors.

Transition is only one part of the SSTeam's responsibilities. In many schools there is a sub-group
focused on transition planning. The SSTeam is primarily within the secondary school, but there are
some wonderful examples within Simcoe County where elementary school representatives are regular,
contributing members of the SSTeam. This is especially beneficial in reaching goals around the transition
into secondary school and strongly encouraged.

Transition Deliverables
These deliverables are set out by the Ministry of Education to guide schools in supporting at-risk students
through the transition into secondary school.

1. Transition Plan
Schools are required to have a defined transition plan including orientation activities, strategies
and interventions;
○ communicating your plan to parents/students,
○ orientation activities that fit within the plan,
○ sample calendar,
○ sample division of roles.

Boards (and schools) develop, implement, and monitor their Grade 8 to 9 Transition plan (including
interventions and strategies based on each school's unique advantages and challenges).
Strategies for Meeting this Deliverable:

Title Description Contact

Interim reports All interim reports are collected reviewed and students with dobrien@mail.scdsb.on.ca
marks below 60% are flagged interviewed, interevention sappleby@scdsb.on.ca
Mid term reports stategies begin

All reports are Each member of the team takes on individuals to interview EDHS Student success team
reviewed by the and discuss any problems that may have come up on the
Student Success current report.
Team

Transiton database Students are referred to Student Success via Grade 8 dobrien@mail.scdsb.on.ca
teacher, students are interviewed sappleby Barrie North
Nantyr
Innisdale

Student Success Group of teachers meet to discuss students on an dobrien@mail.scdsb.on.ca

Network individual “case study” basis to brainstorm intervention sappleby Barrie North
strategies

Engagement A variety of Engagement Programs exist at lunch to connect dobrien@mail.scdsb.on.ca

Programs with students (Sports/Bike Shop Girls Lunch)

School Transition Plan Guidance, Spec. Ed. and Student Success develop and jpinneyrodger@scdsb.on.ca
annually implement 8 to 9 transition plan spanning Twin Lakes
beginning of gr. 8 to end of gr. 9 Nantyr
Innisdale

Transition Calendar Calendar is a monthly outline of the transition activites and sbolger@scdsb.on.ca
for Sec. School and outlines responsibilities of each school Park Street C.I.
Family of Schools
Sappleby Barrie North
Wsmallwood - Banting

Family of School Elementary principals visit principal monthly to discuss issues Innisdale
meetings & concerns. At times guidance, Spec Ed, SS are invited to
share information

Grade 9 Spirit To encourage grade 9’s to be future leaders and to give the Stayner Collegiate
Day, Leadership skills necessary for positive conflict resolution.
Camp, Anti-bullying
initiatives
2. Monitoring
Schools will ensure close monitoring (minimum first three months) of all students potentially “at-
risk” of not graduating is occurring.

Strategies for Meeting this Deliverable:

* progress reports
* grade 8 successful transition profile
* teacher referrals to student success team
* student success database

3. Advocate
Schools will ensure each Grade 9 student potentially at-risk of early leaving has a designated
caring adult who acts as an advocate.

Strategies for Meeting this Deliverable:

* using the Grade 8 Transition Profiles and at-risk definition, students are identified and the
Student Success Team determines a caring adult who is recorded in the Student Success
Database allowing all teachers to contact the students advocate.

4. Strength Based Timetable

Schools develop individualized timetables for Grade 9 students, basing them on students’ strengths
and interests, with a focus on at-risk students. These are developed in the first semester to help give
students a positive start in secondary school.
Strategies for Meeting this Deliverable:

Title Description Contact

eXtended Literacy Students identified by Grade 8 teacher with literacy dobrien@mail.scdsb.on.ca

Program (XLP) concerns, students placed in 4 courses 2 sem 1 2 sem same at bradford
2 that focus on literacy rjasek@mail.scdsb.on.ca

Balance all Gr. 8 SS Team works on the timetables and ensures all jamcdonald@scdsb.on.ca
Timetables students are in the correct level and that they have sappleby Barrie North
a favorite subject in the same semester as a difficult Jim MacMillan EDHS
one. Jody Tirone
Stayner

Meet all grade 9’s All grade 9’s meet with guidance/ SST in October to rjasek@mail.scdsb.on.ca
discuss their timetables and progress in school. sappleby@scdsb.on.ca
Stayner Collegiate – Jody Tirone

Transition meetings Through the meetings, able to identify strengths and jpinneyrodger@scdsb.on.ca
for all grade 8 at-risk needs to develop appropriate timetables Twin Lakes S.S.
students Innisdale
Stayner Collegiate

Try to put gr. 9 applied This ensures if the student needs to go to applied, Nantyr
and academic English they can often drop the level into a class right away
and Math at the same and keeps the student getting credits and staying
time positive about these crucial subjects.

Transition meetings Meeting with grade 8 student, parents & grade 8 Mary Ellen Deneau
with grade 8 at-risk teacher to identify his/her strengths and weaknesses. O.D.
students Share info with guidance counsellor and adjust Stayner Collegiate
timetable

Gr. 8 Teachers visit Gr. Gr. 8 teachers visit the Gr. 9 orientation day to see Stephen Bird – PSS
9 orientation day how their former students are doing. They look sbird@mail.scdsb.on.ca
at status sheets and provide feed back regarding
pathways, marks etc.

5. Mechanism for Sharing

Schools will ensure there is a mechanism for sharing student information between elementary
partner schools and the secondary schools.

Strategies for Meeting this Deliverable:

* Student Success Database and Grade 8 Profile for a Successful Transition
Resources
● Ministry Transition page 1
● Ministry Transition page 2
● SCDSB Transition Page
● Ministry 2002 Transition PDF
● Grade 8-9 Transition Fact Sheet
● Ferguson Paper
● http://www.edu.gov.on.ca/eng/parents/studentsuccess.html
● http://www.edu.gov.on.ca/eng/teachers/studentsuccess/
● http://www.edu.gov.on.ca/eng/teachers/studentsuccess/strategy.html
● http://www.edu.gov.on.ca/eng/teachers/studentsuccess/transition.html
Appendix A: Sample initiatives supporting the
transition
The following sample transition initiatives are divided based on protective factor. There will be some overlap.

Factor 1: Attend to social class, gender, and ethnicity, anti-racism, anti-classism, and bullying awareness

Title Description Contact

Extended French A fun day with activities around French culture

Challenge held at the high school for both grade 8 and grade Stephen Bird – PSS
9 Extended French Students. sbird@mail.scdsb.on.ca

Multicultural Club (open Events and information are shared through this Innisale Secondary School
to the whole school) club for various religions, and cultural holidays. Ex.
Multicultural Fair where groups do demonstrations,
cultural displays, and ethnic foods are shared with
students/classes who buy in.

Gay Straight Alliance Weekly meetings are held and few awareness Innisdale Secondary School
(open to the whole campaigns run to encourage acceptance of all
school) students. The group does field trips too. Nantyr Shores

Wendy Smallwood – Banting

wsmallwood@mail.scdsb.on.ca
Sandra Appleby – Barrie North
Twin Lakes
mracco@mail.scdsb.on.ca

Stayner Collegiate

Bullying Awareness Bullying is discussed in classrooms along with Nantyr Shores

Week (whole school) announcements about anti-bullying. There are Twin Lakes
interative activities at lunch along with a day
where everyone wears purple.

Broadcast Public service anti- bulying announcements sappleby@mail.scdsb.on.ca

announcement videos created by students and played over the t.v. Barrie North
morning broadcast

International Lunch Students from various cultures bring in culturally Barrie North
specific food to sell at lunch proceeds going to a CCI
settlement charity

International Students Morning t.v. broadcast highlights international Sappleby – Barrie North
– feature on broadcast students

Guess Speakers Have guess speakers come into the school and Jeremy Oxley
have student come to listen to their message. Eastview
Alvin Law born without arm is an amazing speaker
with a great stong message of acceptance.

Full Circle Youth Student group which meets to plan regular First jpinneyrodger@scdsb.on.ca
Nations initiatives for the school (such as native Twin Lakes S.S.
foods in the cafe, native murals about the school,
awareness/celebration week, mini pow-wow, etc.)

Culture Committee A team of teachers and one admin. that discuss rjasek@mail.scdsb.on.ca
these issues and run programs during lunch to
help educate students. They also run assemblies to
try and inform the students.

Nutrition Committee Provide daily snacks during nutrition break and at jpinneyrodger@scdsb.on.ca
set locations throughout school (eg. SST office, CCI- Helping Hands and HEAT
Guidance office), available to all students team- Healthy Acitve Eating

Motivational Speakers Absolute Presentations did an awesome job at our jamcdonald@scdsb.on.ca

school- powerful multimedia character Education
message.

A.C.T. group (Active Anti – bullying, equality group. Builds confidence,

Change in Tolerance) leadership and teaches positive resolutions to Jody Tirone
conflict. Student Voice! Stayner Collegiate
Factor 2: Attend to school-development fit, belonging, friends, teacher training on youth culture and
development

Title Description Contact

Community Stellula Music rents a room in our school and offers Stephen Bird
Group Links lunch time and after school activities in collaboration sbird@mail.scdsb.on.ca
with teachers such as: recording workshops, song- Penetanguishene Secondary School
writers circle, “rock Thursdays lunch”.

Extra curricular Guidance, SS, and Spec Ed share brochure with all Anita Cunningham
brochure to extra curricular activties (clubs, sports), when they acunningham@scdsb.on.ca
Grade 8s begin, and what teacher is in charge of it. At risk and
IEPd students are coached to choose one thing to join Sandra Appleby
within the first semester. sappleby@scdsb.on.ca
Barrie North

Jody Tirone
Stayner Collegiate

Offering a room During lunch there is a room open for students who Nantyr Shores
during lunch do not want to be in the cafe or the great hall. These Barrie North
students are told about it from their SERT, Student
Success or guidance and they have the option of
going there. When there, they have extra help for Stayner Collegiate
assignments, computers and games. The students
often make friends with others who attend the room
and they feel safe there.

New students to New students have a meeting with guidance or Barrie North
school student succes to discuss involvement within the
school. During this meeting, they may meet coaches, Stayner Collegiate
team leaders or be given information about what
is happening in the school. We find this particularly
important for new students, as they often do not know
where to get the information or the friend base to ask
questions.

Link Crew Senior student connect with grade nine students Jeremy Oxley
and often develop bonds and connections with those Eastview
students. This help to develop a better school culture.

Hub program The communities social services program runs a room rjasek@mail.scdsb.on.ca
full of games and entertainment during lunch for
students who usually have nobody to hang out with. It
is a room that they can go to and meet people in the
same situation.

Child and Youth Students are able to meet with the CYW around any jamcdonald@scdsb.on.ca
Worker issues they are facing
Stayner Collegiate
Factor 3: Attend to continuities and discontinuities in elementary and secondary school cultures
(structures, practicies, pedagogy, assessment, curriculum, teaching, etc.)

Title Description Contact

Banting: Grade Grade 8’s to visit Banting to expose students to classroom/ Wendy Smallwood
8 “Math/English” curriculum expectations wsmallwood@mail.scdsb.on.ca
day

Science Kits Student Success Teachers visit Gr. 8 feeder schools with science Stephen Bird
equipment (kits) so students are less intimidated when they do sbird@mail.scdsb.on.ca
labs for the 1st time in secondary. Penetanguishene Secondary
School

OFSAA Bridging the Promotes “alternative sports” in elementary schools (flag football, Innisdale S.S.
Gap ultimate frisbee) by senior high school students travelling to
grade 8 classes and coaching.

Debunking high Senior students (various groups) travel to grade 8 classrooms Anita Cunningham
school myths forum to discuss the realities of high school with a focus on social, Innisdale SS
academics. Senior students have been coached before they lead
this forum. Sandra Appleby
Barrie North

Jody Tirone
Stayner Collegiate

Art lesson Senior students go to feeder schools to do an art lesson with Nantyr Shores
grade 8 students. During that time, they can answer questions
one-on-one with students. They also discuss the arts and
different courses throughout the school.

Math Visits The secondary math teachers visit the family of schools and
conduct a math lesson, this helps the teacher and students to
understand where they need to be the next year to be successful
in math.

Guidance/Student There are 4 visits throughout the year from guidance/student

Success Visits success collaboratively to discuss the transition, timetables,
question/answer period, opportunity for former students to talk
about their experiences.

Math diagnosis Students partake in diagnostic testing to validate proper

pathways
Factor 4: Create well coordinated transitions, decrease adjustment time, keep what works, document,
describe, communicate, evaluate. Provide adequate information for students and families. Focus on long-
term adjustment not just immediate movement

Title Description Contact

PSS “At-A-Glance” A brochure with information about programs and Jaclyn Calder, jcalder@scdsb.on.ca
brochure getting extra help. See file here. Same at Bradford
rjasek@mail.scdsb.on.ca
jamcdonald@scdsb.on.ca

Tracking re- Continuous reassessment about tracking of students Wendy Smallwood

asssessment ie. academic counelling, timetabling, pathways options wsmallwood@mail.scdsb.on.ca

Danielle Peters Nantyr

Anita Cunningham Innisdale
Sandra Appleby Barrie North
Barrie Central
dobrien@mail.scdsb.on.ca

Grade 8 Teachers Visit Grade 8 teachers from our feeder schools visit the Stephen Bird
Grade 9 orientation day to see how their students sbird@mail.scdsb.on.ca
are doing in Secondary. They also check Grade 9
status sheets and provide bulleted suggestions / info
regarding marks, pathways etc...

Family of School Elementary principals meet monthly throughout school Anita Cunningham – Innisdale
meetings year w/ our principal. At times Guidance, Spec Ed, and Sandra Appleby – Barrie North
SS are invited to present/share information
Barrie Central
dobrien@mail.scdsb.on.ca

Website The school website page is always updated with a link Nantyr
to the current newsletter so parents can see what is Barrie North
happening in the school.
Stayner Collegiate
CCI

Grade 8 Visit days in Grade 8 students visit the school and will go through a Jeremy Oxley
Dec. rotation where they will visit all of the possible elective Eastview
courses they will be able to choose from next year.
Jody Tirone
Stayner (Occurs on Take Your Kid to
Work Day)

Link Crew The entire year-long program! Sue Ketcheson

Bear Creek

SST Meetings To keep everyone updated as well as to come up with Stayner Collegiate
solutions to situations
Factor 5: Get administrative work out of the way so that students can focus on school and social events in
first weeks

Title Description Contact

Take 9 Day in Students get timetable, do an “amazing race”

August game throughout school which includes challenges Stephen Bird – PSS
like finding their locker, using a lock, finding their sbird@mail.scdsb.on.ca
classrooms, getting computer password, etc. Same at Bradford
Reduces need in Sept. rjasek@mail.scdsb.on.ca

Spartan Start Camp Students attend the school for a couple of days Jody Tirone
(end of August) before the actual start of school in order to jtirone@scdsb.on.ca
familiarize themselves with the school layout,
receive timetables, build leadership with senior
students in groups etc. Held so that students’ stress
in reduced at the start of grade 9.

LINK Crew Link crew orientation helps resolve the Jeremy Oxley
administrative work that comes with having 380 Eastview
new students come into the school on day one. Sue Ketcheson – Bear Creek
Student will receive lockers, timetable, tours, etc.
Barrie Central
slahaie@mail.scdsb.on.ca

Barrie North

Nantyr

Orientation day Grade nine students visit for day of activities before Barrie Central
Labour Day kduncan@scdsb.on.ca

sbolger@scdsb.on.ca
Park Street

First Friday of the Grade 9s are taken to Heritage Park for lunch, Karen Wilson & Heather Sneddon
school year music, and games lead by LINK Crew and then (LINK CREW)
brought back to a whole school essembly to be
welcomed into their repective Houses Pirates, Barrie North
Blizzards, Trojans and Rowdies.

Grade 9 Day Wednesday before school starts parents and “future Innisdale
Future Invader Tour invaders” come to school for information, pick
up timetable, pay registration fee, sign computer
use form, etc. *lead by Leadership Students and
Guidance.
Factor 6: Engage across panels (parents, students, and teachers) with multiple strategies (letters, hotline,
websites, visits, clear timetables, open house, handbooks, maps, meet teachers, ongoing meetings of
personnel, internet chats, teacher/student cross-visits)

Title Description Contact

Facebook Page Class of 2014 Facebook group - students have

been using it to make friends and ask questions. Stephen Bird – PSS
This proved exceptionally useful over the summer sbird@mail.scdsb.on.ca
months when students asked questions as they
thought of them.

Grade 8 Night A welcome to Grade 8’s and their parents to the Jody Tirone
high school. A chance for current students and staff jtirone@scdsb.on.ca
to present what the high high school has to offer,
and a chance for families to ask questions. Barrie Central
kduncan@scdsb.on.ca

Sandra Appleby
Barrie North
Nantyr
Innisdale

School Website On going updates from various clubs, teams and All staff at EDHS
staff members Barrie North
Innisdale
Nantyr

All of it Website updates for the school, Grade 8 visits rjasek@mail.scdsb.on.ca

during TYKTWD, Open house, Brochure, Meet
guidance and Student Success throughout the year,
Special ed. visits at the end of june.

Parent Teacher SST is available at interviews to discuss and answer Student Success teacher.
Interviews at questions for Grade 8 parents
Elementary school

Grade 9 Day Last Wednesday in August, grade 9s and parents Mary Ellen Deneau
come to O.D. to pick up their timetable, school t- O.D.
shirt & buy lock. Find their classrooms, practice
their combination, ask questions

Grade 8 self Answer online assessment about their strengths Wendy Smallwood – Banting
assessment and needs to be used in conjunction with teacher wsmallwood@mail.scdsb.on.ca
profiling for transition purposes

Grade 8 “Explore Grade 8’s visit the high school to visit classes in the jpinneyrodger@scdsb.on.ca
Your Options” Day optional subjects
Monthly Family of Administrators and Secondary SS Team meet to Barrie Central
Schools meeting discuss issues, students, concerns, activities, etc dobrien@mail.scdsb.on.ca

Monthly visits to This allows regular contact with Gr.8 teachers sbolger@scdsb.on.ca
Gr.8 classes as well as regular emails-this has created strong Park Street
relationships b/w schools

Factor 7: Make time lines and transition plans for each student and parent (attend to at-risk issues early in
elementary school)

Title Description Contact

SERT Visits to SERTs visit with grade 8 students and parents Jeremy Oxley
Elementary School that have an IEP. Together they develop Eastview
strategies that will help that student’s transition Nantyr
into high school. Innisdale

Staff visits to grade 7
and 8 classrooms
A chance for staff and admin to introduce Jody Tirone
themselves to grade 7 and 8’s, specific clubs to jtirone@scdsb.on.ca
introduce their program (Robotics), a chance
for students to ask questions and for the
high school to inform students and parents of
upcoming events in school

SSTeacher & grade Take a grade 9, former grad, back to their Mary Ellen Deneau
9 student visits to elementary school to share info on what high O.D.
elementary schools school is like Jim MacMillan EDHS

Stephen Bird – PSS

sbird@mail.scdsb.on.ca

Student Success visit Meet with students that are identified as at risk rjasek@mail.scdsb.on.ca
in grade 8 and discuss changes that will occur
in grade 9. Emphasis expectations in grade 9
and consequences. Innisdale

Making use of the data Self explanatory

base

Tech It Out Bring at risk students to the school for a week jamcdonald@scdsb.on.ca
to try optional tech programs that interest
them. Helps to engage these students as as
soon as they enter high school.

Monthly visits to First meeting of the year I send a letter sbolger@scdsb.on.ca

the Grade 8 classes to the parents of the grade 8s outlining the Park Street
objective of the visits, important dates and how
to contact the SST
Factor 8: Redirect efforts and funds, assess human and financial supports, identify caring adults

Title Description Contact

Failure Lists Meetings At reporting times the SS Team reviews the failure Jeremy Oxley -Eastview
report and seeks out new names that are not Jody Tirone - Stayner
currently on the @ risk list and then attach one of Jim MacMillan EDHS
the team members to that student. Nantyr
Innisdale

Formation of SST Committe formed from admin and teachers from Jody Tirone
Team within the various subject areas. Students assigned to Stayner
school caruing adult hopefully already with a connection
or raport.

SST team meetings The team takes time to meet regularly, every 2 to rjasek@mail.scdsb.on.ca - Bradford
3 weeks. Meetings are useful and informative. Innisdale

Curiculuum Sec. & Elem panel teacher meet and discuss Math head, science head, English
Discussions various core subject needs head,..etc...
EDHS

Purchasing more Extra funds were given to English last year to Nantyr
engagaing materials purchase new novels that are engaging and more Innisdale (graphic texts too)
relevant to the students. They are used in the
grade 9 and 10 applied level English. They also
bought graphic novels as an option to read

Dedication Lists Immediatly following mid terms, dedication lists sbolger@scdsb.on.ca

are creates and distributed so students and Park Street
teachers know who to come to. Decreases overlap
and streamlines info.
Factor 9: Focus on teaching style/care, similarities across schools, student input in seating plans, work
partners, class activities, sense of belonging, teachers as human developers

Title Description Contact

Literacy Circles Attn paid to gr.9 & 10 boys and encouraging Park Street:
reading (purchased literature geared to boys) and jnewman@mail.scdsb.on.ca
conferencing w/each other-roles and responsibilities apatterson@mail.scdsb.on.ca
for each group member & using scaffolding

Lab partners Allowing students to pick their own

Link Crew Academic Leaders visit grade 9 classes and teach theme Sue Ketcheson
Follow-ups lessons (i.e. Achieving Excellence).

PD Workshops for PD days focused on high school staff improving Anita Cunningham – Innisdale
high school staff their practice through teacher-directed workshops.
Example: 4 pens, Smart board, clickers, etc.

*Ideally grade 8 teachers could join these!

Using the student The database can be a useful tool where teachers rjasek@mail.scdsb.on.ca
success database are encouraged to make comments and share ideas jamcdonald@scdsb.on.ca
that work with specific students.
Nantyr

Student Surveys Link Crew offers the chance for different grade Jeremy Oxley
levels to have the opportunity to speak their minds Eastview
by completing different surveys throughout the
school year.

PD days Common PD activities with grade 7 & 8 teachers & Mary Ellen Deneau
grade 9 teachers, focusing on key literacy and math O.D.
stands
Factor 10: Focus on pedagogical issues/similarities across panels, less competitive pedagogy in grade 9,
use friends, make friends, task-focused strategies

Title Description Contact

Intermediate Math Grade 7,8, 9 and 10 math teachers met and

Focus Group discussed common practices and differences. Stephen Bird – PSS
Looked at continuum of skills. (2008) sbird@mail.scdsb.on.ca

Cross Panel Every few years we try to connect gr.9 eng, math sbolger@scdsb.on.ca Park St.
discussions and science teachers w/ grade 8 teachers-talk jpinneyrodger@scdsb.on.ca
about where the focus is on, gaps and overlaps Twin Lakes

Department Grade 9 english teachers meet to ensure Innisdale

Standardization programming in classes is similar (ex. All academic Nantyr (applied too)
classes use same ISU). Every 3 years rotation.

Grade 9 Health – All grade 9 phys ed classes have a conflict Innisdale

Conflict Resolution resolution unit with a focus on strategies to resolve
conflict.

Healthy Relationship Guidance and SST focus on dealing with social sbolger@scdsb.on.ca
sessions issues and work with groups of students if need be Park Street
Factor 11: Focus on friendships, peer groups and influence, continuity in peer groups, connect students to
friends/peers/classmates (seating plans, working groups)

Title Description Contact

STEP Summer Two-week summer camp for grade 8’s that incudes
Program leadership activities, team building, outdoor education, Stephen Bird – PSS
confidence building, cooking and literacy activities. sbird@mail.scdsb.on.ca

Link Crew Gives students a chance to meet new friends in small Sue Ketcheson
Orientation group setting (10 students per group) Jeremy Oxley
Eastview

Spirit Day A day where grade 9 students are taken of school rjasek@mail.scdsb.on.ca
grounds to a park and participate in activities with Jody Tirone - Stayner
senior student leaders

Opening Day Having Fun first day activities for grade nines to enjoy
Ceremonies and get to know new people.

Spartan Start See previous number for explanation Jody Tirone

Camp - at the end of August (2 day orientation camp) Stayner Collegiate

Leadership Focus on positive peer iinteractions and leadership skills Jody Tirone
camp for Stayner Collegiate Institute
grade 9 Spirit
Day

Student Voices Bi-monthly forum of disengaged students meet to

discuss issues

Lunch Sports/GSA/Bike shop/ Girls Lunch/ Skate Club Barrie central

Enagement dobrien@mail.scdsb.on.ca

Me 2 We Leadership group and selected group of Grade 10 at Barrie Central

risk students attend dobrien@mail.scdsb.on.ca

Link crew pep- Usually second week of school. Follows freezie Friday. Wendy smallwood – Banting
rally for grade wsmallwood@mail.scdsb.on.ca
9’s

Student Students from all the groups in the schools get together Nantyr
Senate to discuss events within the school. They also decide
who they will support each other to make events/food
drives etc. successful. It is run by students for students.

Girl’s Group Our Child and Youth Worker runs a girl’s circle once Stephen Bird
every 2 weeks during 1 period. Participants do activities sbird@mail.scdsb.on.ca
 and talk about social issues, friendship etc...

Gay Straight Student group open to all students. Runs vaious event Vicki Lucier – EDHS
Alliance in the school to bring an awareness of tolerance and
exceptance.

Grade 9 Day All grade 9s and their teachers are transported to Mary Ellen Deneau
Tudhope Park for a day of team building activities, lead O.D.
by our Blues Leaders. Students participate in their
home room class groupings.

Factor 12: Focus on shifts in parental/peer relations which occur at the time of transition; parents require
more information at precisely the time youth distance from parents

Title Description Contact

Brochure/ A brochure is mailed out to all grade 8 students where rjasek@mail.scdsb.o

parenting parents and student have a chance to discuss the school. n.ca
meetings Added are parenting meetings scheduled throughout the year
to help parents in the transition.

Website Use for Transition activities are included in several links on our jamcdonald@scdsb.
Communication website on.ca

Email use by Regular email to home by many teachers jamcdonald@scdsb.

staff on.ca

Ebulletin sent Info to parents sent out on a regular basis jamcdonald@scdsb.

home by Admin on.ca

Parent Workshops offerred on teen issues (self esteem) Maria Macarone

Workshops mmacarone@scdsb.
on.ca

Facebook 101 Evening presentation to parents about protecting their child Innisdale
guest speaker and the realities of cyberbullying. A similar assembly held
for parents (and during the school day for students. Bear Creek (student
students) assemblies)

CMHA Referrals to CMHA for self esteem, addiction, and anger Innisdale
workshops management support groups. Parents and students informed
about the workshops through newsletter, posters, etc.

Grade 8 Parents An evening in January, parents and their grade 8 child attend Mary Ellen Deneau
Night to hear a power point presentation about grade 9 courses, O.D.
tour school and meet with teachers
Factor 13: Focus on roles of counselling, caring, community outreach, and parental input

Title Description Contact

Grade 9 Third week in September, all grade 9s have a fun day. The Stephen Bird – PSS
Orientation morning is run by our leadership class and the afternoon sbird@mail.scdsb.on.ca
is a boat cruise with activities run by Students Council. Sandra Appleby- Barrie North
Grade 8 teachers are invited to participate (morning is
cross panel discussions, afternoon on the boat). Grade 8
teachers check up on the grade 9s and relay any concerns
they have.

Fall Monitoring Student Success and Special Education check in with grade Anita Cunningham
9 at-risk or IEPd students within the first 2 weeks of grade acunningham@scdsb.on.ca
9, again at mid-term, and again at the end of semester Innisdale SS
1. Use grade 8 database results to locate these students Wendy Smallwood - Banting
along with grade 8 teacher referrals. wsmallwood@mail.scdsb.on.ca
Jim MacMillan EDHS
sbolger@scdsb.on.ca
sappleby – Barrie North

Grade 8 Parent All grade 8 parents are invited to an information night at Anita Cunningham
Info Night our school including course elective information and course acunningham@scdsb.on.ca
(January) level informtion. Innisdale SS
Danielle Peters
dpeters@mail.scdsb.on.ca
Wendy Smallwood - Banting
wsmallwood@mail.scdsb.on.ca
Jim MacMillan EDHS
Barrie Central
dobrien@mail.scdsb.on.ca
Sue Ketcheson BCSS
Sappleby- Barrie North
sbolger@scdsb.on.ca
Park Street

Meeting with Student Success Teacher meets with the parents of Jim MacMillan EDHS
Parents students experiencing difficulties in Grade 7 & 8 to become
aware and to devise a plan to help students cope better
before they get to high school

Gr.8s visit the To further familiarze students w/the building, programs sbogler@scdsb.on.ca
school and supports available, we have added a third day to the ParkStreet
transition calendar where grade 8s come in-it is the day of
the Open House that occurs for their parents that evening

Parent Forum Evening workshop for parental/teen issues Barrie Central

mmacarome@mail.scdsb.on.ca
Factor 14: Focus on core/bridging curriculum across schools, language across the curriculum, post-
induction programs for study and organizational skills, elementary booster classes

Title Description Contact

Reading Week: Homeroom classes choose a destination in Canada Anita Cunningham

Invade Canada and “read” across Canada. One km= one page. All acunningham@scdsb.on.ca
winning classes are entered into a draw for a class prize.
One year class went to a Toronto Raptors game. Goal is to Innisdale SS Literacy
encourage reading in all subjects. Committee

Organization Teachers identified grade 9 students struggling with study Anita Cunningham
& Study Skill skills and organization skills. Workshops held (hands-on acunningham@scdsb.on.ca
Workshops and D.I. focused) to offer strategies to help grade 9s.
Follow up continues for rest of semester 1 with these Innisdale SS – Student Success
students. Strategies & resources shared with all teachers. & Guidance

Focus on boys Grade 9 boys are identified as needing more help in Danielle Peters
and literacy literacy and are recommended for a specialized grade 10 Nantyr Shores
for ‘Dream Team’ all boys English at the applied level. It is to help students Randy Bauer, Karen Wilson
gain confidence and get interested in literacy. EDHS

Focus on literacy Grade 9 – 10 cross curricular literacy initiative. Each Wendy Smallwood - Banting
department creates a literacy task to administer to wsmallwood@mail.scdsb.on.ca
all grade 9’s and 10’s which utilizes one common
rubric. Objective is to assess gap in programming and
consistency in assessment.

Consistency Student Success teachers visit Grade 8 feeder schools

between Gr. 8 to determine specific terminology (A.P.E.) used for
and 9 Literacy paragraph writing as well as terminology used in anchor
Terminology charts. This information is relayed to Gr. 9 and 10 literacy
teachers so that students recognize terminology and
consistency is ensured.

High School Session in the library for our At Risk Grade 9’s at the end Sue Ketcheson
Survival Tips of September Bear Creek

PASS program Students that miss due dates are given the opportuntiy to jamcdonald@scdsb.on.ca
Positive go to a supervised room to complete their assignments.
Accountability for
Student Success

XLP Extended Literacy Focus Program for Grade 9 students Barrie Central
Literacy Program dobrien@mail.scdsb.on.ca

Literacy Building Departments build literacy base projects that during the Jeremy Oxley
Program the literacy test month they begin to use to help support Eastview
grade 10 students in their goal of passing the OSSLT.
Factor 15: Focus on student success/fresh starts, front load grade 9 with courses based on student’s
strengths

Title Description Contact

Meetings at Grade 9 students have a meeting with a member of Danielle Peters

Midterms guidance at midterms to discuss placement for next dpeters@mail.scdsb.on.ca
semester. This is often when we make course level changes
for semester two or offer encouragement and study tips to Jim MacMillan EDHS
use for the rest of the semester. This offers a student the
opportunity to express concerns but also to celebrate the
courses they are doing well in.

Grade 8 Spring transition meetings with ‘at risk’ students for Wendy Smallwood - Banting
timetable academic counselling and timetable balancing. Check wsmallwood@mail.scdsb.on.ca
balancing timetables first week of school or before to ensure balance Sandra Appleby – Barrie North
still exists Anita Cunningham – Innisdale
Jeremy Oxley – Eastview
Sue Ketcheson—Bear Creek
Jody Tirone – Stayner
Jim MacMillan EDHS
John McDonald- CCI

Grade 8 Grade 8 Teachers visit the Grade 9 orientation day to see Stephen Bird – PSS
Teachers how their students are doing. They look at status sheets sbird@mail.scdsb.on.ca
visit Grade 9 and provide feedback regarding pathways, marks etc...
Orientation Day

Transition December – Guidance & SS travel to feeder schools to “sell” Anita Cunningham – Innisdale
Meetings elective courses with video and samples of work so that
grade 8s are choosing the right elective for their interests Jim MacMillan EDHS

Daryl O’Brien
Central

Transition Meet with grade 8 teacher, at-risk student and parents to Mary Ellen Deneau
Meetings get to know student’s strengths and needs and discuss O.D.
preferences of courses for sem. 1 so the student is
hooked with a favourite subject. Share info with guidance Stayner Collegiate
counsellor to adjust timetable accordingly Jim MacMillan EDHS

XLP Studnets placed in specific Literacy program periods 1 and Barrie Central
2 in both semesters dobrien@mail.scdsb.on.ca
Factor 16: Focus on issues of assessment and its practice and meaning across panels, focus on dips in
achievement per subject

Title Description Contact

Grade 8 + On TYKTWD - grade 8s follow a grade 9s timetable and Steve Bird sbird@scdsb.on.ca
Grade 9 Grade 8 teachers meet with various secondary teachers Wendy Smallwood - Banting
Teachers throughout day to discuss assessment, curriculum, etc. wsmallwood@mail.scdsb.on.ca
Meeting Jody Tirone - Stayner

Transition IEP students at-risk are placed in an English GLE package Anita Cunningham
Meetings with one teacher to monitor their progress and improve Innisdale
literacy, social, and organization skills. Rest of timetable
is electives. Semester 2 the group stays together and has Stayner Collegiate
science, math, and geography together.

Dedication Guidance and SST create a Dedication list and meet reg. sbolger@scdsb.on.ca
lists w/ our respective grade 9s immediately following mid-term
marks-if possible adjustments and/or referrals can be made Jody Tirone - Stayner Collegiate

Student Team of teachers meet to develop strategies and continue Barrie Central
Success to monitor progress through mentorships dobrien@mail.scdsb.on.ca
Network

Factor 17: Focus on numeracy, literacy, academic and career pathways and care/culture/community

Title Description Contact

Link Crew Senior students serve as mentors to grade 9 Kerrie Pellarin

students, running a series of activities both kpellarin@scdsb.on.ca - Twin Lakes
social and academic in nature. S.S.
Amy Reesor/ Brooke Slumskie/ Mike
Naccarato areesor@mail.scdsb.on.ca -
Barrie North C.I.
Shaun Lahaie - slahaie@scdsb.on.ca
Karen Wilson/Heather Sneddon EDHS
Danielle Peters - Nantyr
Sue Ketcheson - Bear Creek

Student Tutoring Senior students serve as tutors for grade 9 Jennifer Pinney-Rodger
Program students struggling in a subject, either at jpinneyrodger@scdsb.on.ca
lunch or during class time. Twin Lakes S.S.
Sandra Appleby -
sappleby@scdsb.on.ca
Barrie North C.I.
Jody Tirone - Stayner Collegiate

Peer Tutoring Senior Students Volunteer to tutor at lunch Beth Davis Guidance
for vaious courses
 Levelled core subject While grade 9s are out of school at TYKTWD, Sandra Appleby
presentations on grade 8s follow a timetable of compulsory sappleby@scdsb.on.ca
TYKTWD grade 8 back courses to learn about levels
fill Jody Tirone - Stayner Collagiate

Grade 9 panel visits to Grade 9s answer grade 8 questions Sandra Appleby

grade 8 classrooms sappleby@scdsb.on.ca
Barrie North C.I.
Jody Tirone - Stayner Collegiate

Literacy Focus Classes Grade 9 and 10 students identified at risk of Barrie Central
and Programs failing literacy test placed in literacy focus aeliot@mail.scdsb.on.ca
programs Jody Tirone - Stayner Collegiate
Nantyr Shores

Lunch math Support Drop in math tutoring every day at lunch Barrie Central
tbarnes@mail.scdsb.on.ca
Jody Tirone - Stayner Collegiate
Bear Creek
Nantyr Shores

Personal Best Program At-risk girls are identified in grade 9 and Nantyr Shores
recommended to an all girls class for civics,
careers and history for grade 10. It is a
smaller class size and more one-on-one help
for the girls. They can also get help to prep
for the grade 10 literacy test if it may be a
problem.

Engagement Programs Various programs designed to engage Barrie Central

marginalized students (sports/bike shop/ girls dobrien@mail.scdsb.on.ca
lunch/ GSA)

Student Voices group Forum of disengaged students share ideas, Barrie Central
concerns, and wishes dobrien@mail.scdsb.on.ca

Creation of ACT (Active Gives students the opportunity to voice Jody Tirone
Change in Tolerance) concern and needs, positively invoke change Stayner Collegiate
Group, Girls’ Group, and and practice leadership skills.
Social Change groups.

Transition meetings for Allows an opportunity for SST or SERT to jpinneyrodger@scdsb.on.ca

at-risk grade 8 students get to know student’s strengths, interests,
possible career choices, appropriate course
level choices, etc.
Factor 18: Focus on core/bridging curriculum across schools, language across the curriculum, post-
induction programs for study and organizational skills, elementary booster classes

Title Description Contact

Science Kits Science deptartment makes science kits and Steve Bird - PSS
activities for Grade 7/8 classes on Christian Island
and then goes over and works with them.

Music program for jrothenburg@mail.scdsb.on.ca

grade 7 and 8s Barrie North C.I.

Picture Yourself At School visit (Moch school day) Barrie central

central kduncan@scdsb.on.ca
Jody Tirone - Stayner Collegiate

Literacy Emedded Literacy embedded lessons to each department Barrie Central

Lessons aelliot@mail.scdsb.on.ca
Jody Tirone - Stayner Collegiate

After school math Tues.& Thurs after school extra help in math Mary Ellen Deneau
support provided by math teachers on a rotating basis O.D.

After school Math Tuesday and Thursday after school. Senior Beth Davis – EDHS
Program students and teachers give help for all levels of
math

Summer school 2-week programs to bolster literacy or numeracy Available through continuing
programs for grade skills of grade 8 students education
8s in math and
literacy

Learning Strategies A course for students who could benefit from I believe all high schools offer these
classes extra support in learning, organization, time classes for grade 9 students.
management, test preparation, etc.; students
recommended to this class through SERT or SST
usually
Factor 19: Help youth commit to learner identities and belonging, acknowledge strengths, prior
achievements, create fresh starts, avoid old labels, students can “unlearn” math, language and reading,
change “shirkers” to “workers”, friends are important, self-perception dips are lasting, set clear goals

Title Description Contact

Interest SSTeacher does interest/career inventories with grade Steve Bird - PSS
Inventories 8 students and then discusses personalizing their
education based on their strengths. Jody Tirone - Stayner Collegiate

Top Ten SSTeacher meets with grade 8 classes to list their mdeneau@scdsb.on.ca
top 10 things/activities they do well. Then discuss
talents/strengths as they relate to future career goals
and education.

Team and Club We give out brochures about things that students can sketcheson@mail.scdsb.on.ca
Fair join and run a Team and Club Fair to promote joining Nantyr Shores
new and positive groups. Innisdale

Grade 8 Night Same as one above. Give information folders out, Jody Tirone
displays of clubs, teams and groups students can join. Stayner Collegiate
S Exhibit as well of specific classes and their subject
highlights. Chance for parents and students to ask Innisdale
questions.
Factor 20: Support at-risk students, look beyond regular assessment data when tracking risk, look to how
risk factors play out in class (e.g. boys who are meeting targets but not challenged)

Title Description Contact

Informal Informal discussions with teachers

Boys Literacy Group Grade Boys are selected after 4 or 5 weeks of school by a Karen Wilson/ Randy Bauer
9s panel of teachers and are invitied into a group run
by senior female students.

SS Team connecting with When a student is added to someones @ risk list. Jeremy Oxley
@ risk students The SST member will develop a relationship with Eastview
that student that will go beyond just the classroom. Same at Bradford
rjasek@mail.scdsb.on.ca
Jody Tirone - Stayner
Twin Lakes too
Nantyr (if Student success
is not available, guidance
counsellor can also be
involved)

`Informal class time Student success teacher will drop by a class to Nantyr
see a student as they act in the classroom and to
assist students will work in the class (teacher knows Jody Tirone
you are coming). They sometimes includes being Stayner Collegiate
a part of the lesson or just stopping by while the
students are working. This can give insight to the
Student Success teacher when they are establishing
a relationship with the student.

SST meets w/ gr.9 to “download”information sbolger@scdsb.on.ca

teachers that was gathered at the Transition meetings and
gr.8 profiles

SST meetings with all Go over student profiles, OSR’s etc. Jody Tirone
teachers Stayner Collegiate

Meetings with Grade 8 Discuss database input Jody Tirone

teachers Stayner Collegiate

Informal Teachers informed and reminded regularly to notify jpinneyrodger@scdsb.on.ca

recommendations by SST or Guidance when a student not already on
teachers to SST or our Student Success monitoring list is concerning
Guidance (academically or otherwise)
Factor 21: Engage parents and students to see the importance of academic and social development

Title Description Contact

Mine Grade Eight Child and Youth Worker mines the data for 5 risk jamcdonald@scdsb.on.ca
Database factors and then SST team looks over the list and
divides out students to contact dobrien@mail.scdsb.on.ca

Self assessment In order to identify intrinsic motivators students dobrien@mail.scdsb.on.ca

survey grade 8 students complete a personal transition
survey outlining their personal concerns

SST “call down” interview with identified at risk students from sappleby@scdsb.on.ca
transition data base Stayner Collegiate
Innisdale

Ensure that Strength SNC meetings encourage a collaboration amongst sbolger@scdsb.on.ca

and Needs Committee the individual’s teachers to address factors
meets Stayner Collegiate Institute

Student Success Using the current at-risk defintions, create list of jpinneyrodger@scdsb.on.ca
Monitoring List students and assign each to a monitoring teacher Stayner Collegiate
(SERT or SST or Guidance counsellor) for regular Eastview
monitoring Stephen Bird – PSS
sbird@mail.scdsb.on.ca

Boys Group Grade 10 boys package program that focuses on Innisdale SS

behaviour management.

Grade 9 boys english courses with a focus on

movement and improving literacy skills.
Factor 22: Teachers are human developers, teachers are also in transition, teachers need support

Title Description Contact

Cross Curricular Work Target English and Math – teachers come to view jamcdonald@scdsb.on.ca
the high school lessons – meet afterward to Stayner Collegiate
discuss common issues

Student Success Teachers come together to brainstorm ideas on dobrien@mail.scdsb.on.ca

Network at risk students and share concerns and ideas Stayner Collegiate
Stephen Bird – PSS
sbird@mail.scdsb.on.ca

HAL:Homework HAL=help at lunch and ZAP: initiatives that see sbolger@scdsb.on.ca

initiative another teachers working with students that are
ZAP not necessarily completing assignments;another Stayner Collegiate
adult to support the student Jim MacMillan – EDHS

Student Success Guidance, Spec. Ed., SST, Coop, Admin share jpinneyrodger@scdsb.on.ca
team together the responsibility of caring for the
students – and support each other in the process Stayner Collegiate
Bear Creek

Meet the grade 9 Sent appt slips out to meet with at-risk students Mary Ellen Deneau
student interview who were identified by Transition Meetings and O.D.
SS Database

SST and Spec. Teachers can request the support of SST or SERT jpinneyrodger@scdsb.on.ca
Ed. Support to in their classrooms – to help specifically with
classrooms learning strategies teaching

Team Teaching A few teachers have worked together to help Jeremy Oxley
teach and develop a stronger program. This Eastview
allows the students to see different teaching
styles while allowing the teachers to learn from
eachother as well.
Appendix B: Ministry Transition Fact Sheet
You can find the original PDF of this file here.
Source: Queens Printer 2006, Ministry of Education. http://www.edu.gov.on.ca/eng/teachers/
studentsuccess/grade8to9.pdf