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On a scale of 1-10 (10 being very strong); rate your level of implementation of the 7 Principles

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On a scale of 1-10 (10 being very strong); rate your level of implementation of the 7 Principles

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By: Jackie Pichette, Fiona Deller and Julia Colyar

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Destreaming in Ontario high schools should be expanded to all core subjects in Grades 9 and 10

Ontario is the only province in the country that separates students into academic and non-academic streams as early as Grade 9. Evidence from both Ontario and international contexts has shown this practice disadvantages many students, especially racialized and lower-income students. Although a recent announcement by the Ontario government of their commitment to ending streaming for Grade 9 math is a positive start, a new report published by the Higher Education Quality Council of Ontario (HEQCO) calls for destreaming for all Grade 9 and 10 core subjects so every student has the full selection of Grade 11 course offerings. The report also provides a series of recommendations to improve the success of destreaming initiatives.

In December 2019, HEQCO and People for Education held a two-day event that brought together stakeholders from across the education sector - researchers, administrators, educators, students, and government and community representatives - to share their experiences and perspectives, their research pertaining to student pathways, and ideas for policy change to remove barriers for postsecondary participation. Throughout the event, the impact of streaming on postsecondary access was a frequent topic, with many participants noting that individual and systemic biases often affect decisions about which students end up streamed into each group. The new HEQCO report, Destreaming in Ontario: History, Evidence and Educator Reflections, builds on the conversations from this event with discussions of the current policy context in Ontario, sample destreaming initiatives and international research.

Participants at the event repeatedly stated that the practice of streaming as early as Grade 9 forces Ontario students to make life-altering decisions about their educational and career pathways when they are only 13 or 14 years old. According to data from the Education Quality and Accountability Office (EQAO), Ontario students in applied courses have historically demonstrated lower results on provincial assessments than their peers in academic courses. Previous work by People for Education has shown that this is especially problematic given evidence that being in the applied stream can depress achievement: "Students with comparable academic backgrounds (i.e., similar scores, even poor scores on Grade 6 tests) are far more likely to do better in academic than applied courses". According to EQAO, about 26% of Ontario students taking Grade 9 math took the applied version in 2017-18. Toronto District School Board data has consistently shown that racialized students, especially Black males and students from lower-income families, are more likely to enrol in applied courses, and students from wealthier families are more likely to enrol in the academic stream.

This has significant consequences for equitable access to postsecondary education. Even though applied courses are intended to lead to college as well as university, Ontario's postsecondary application centre data reveals that between 2010 and 2016, just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses.

The process of implementing destreaming has barriers, as evidenced by Ontario's history of failed attempts to destream. Event participants noted the difficulty of challenging a status quo supported by privileged perspectives and oppressive systems. Sustained systemic change, they argued, requires buy-in and often a shift in attitudes among leadership, educators and even students themselves. Destreaming policies and plans should ensure all students have access to rigorous instruction alongside extra resources and/or bridging courses. Strategies like stakeholder engagement and professional development, including anti-racism training for teachers and administrators, should be embraced to address individual and systemic biases that impact expectations and depress achievement. Ongoing evaluation of destreaming efforts will also be essential with many participants stressing the importance of reporting on progress toward goals. This includes drawing on reliable data, such as EQAO results, to measure and demonstrate effects, which helps build buy-in among stakeholders like educators and parents.

Destreaming in Ontario: History, Evidence and Educator Reflections was written by Jackie Pichette, Fiona Deller and Julia Colyar.

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Destreaming in Ontario: History, Evidence and Educator Reflections

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Ontario is the only province in the country that separates students into academic and non-academic streams as early as Grade 9. Evidence from both Ontario and international contexts has shown this practice disadvantages many students, especially racialized and lower-income students.

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ACTIVITY: Read the summary and post a copy and past of a key quote or an idea or reflection

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ACTIVITY: Read the summary and post a copy and past of a key quote or an idea or reflection

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B) What would be the potential benefits of ALL grade 9 teachers making a "welcome/introductory" call at the start of a course? 

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B) What would be the potential benefits of ALL grade 9 teachers making a "welcome/introductory" call at the start of a course? 

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A) What would be the benefits of grading in levels and using anchor marks?

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A) What would be the benefits of grading in levels and using anchor marks?

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A) What would be the benefits of ALL grade 9 classes having teacher-student conference 2 times per year (before midterm) and before final?

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A) What would be the benefits of ALL grade 9 classes having teacher-student conference 2 times per year (before midterm) and before final?

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B) What would be the drawbacks/concerns? What would we need?

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B) What would be the drawbacks/concerns? What would we need?

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A) What should be included in a common template for a course outline?

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A) What should be included in a common template for a course outline?

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Does your grade 9 course have an "exam"?

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Does your grade 9 course have an "exam"?

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What is the pedagogical purpose/reason for having an exam in grade 9?

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What is the pedagogical purpose/reason for having an exam in grade 9?

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What are your observations and experiences with exams? To what extent do they serve the pedagogical purpose/reason? 

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What are your observations and experiences with exams? To what extent do they serve the pedagogical purpose/reason? 

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LIFE-ALTERING decisions about their educational and career pathways when they are only 13 or 14 years old (M.Z.)

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practice of streaming as early as Grade 9 forces Ontario students to make life-altering decisions about their educational and career pathways when they are only 13 or 14 years old.

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practice of streaming as early as Grade 9 forces Ontario students to make life-altering decisions about their educational and career pathways when they are only 13 or 14 years old.

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"Ontario is the only province in the country that separates students into academic and non-academic streams as early as Grade 9. Evidence from both Ontario and international contexts has shown this practice disadvantages many students, especially racialized and lower-income students."

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"...between 2010 and 2016, just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses."

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"...between 2010 and 2016, just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses."

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...applied stream courses depresses student achievement

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...applied stream courses depresses student achievement

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"Destreaming policies and plans should ensure all students have access to rigorous instruction alongside extra resources and/or bridging courses"

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"Destreaming policies and plans should ensure all students have access to rigorous instruction alongside extra resources and/or bridging courses"

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Teams and departments share resources that are beneficial.

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"Ontario’s postsecondary application centre data reveals that between 2010 and 2016, just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses."

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"Ontario’s postsecondary application centre data reveals that between 2010 and 2016, just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses."

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Interesting and something to think about

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“Students with comparable academic backgrounds (i.e., similar scores, even poor scores on Grade 6 tests) are far more likely to do better in academic than applied courses”.

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“Students with comparable academic backgrounds (i.e., similar scores, even poor scores on Grade 6 tests) are far more likely to do better in academic than applied courses”.

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In math, there are less strands and curricular expectations in applied when compared to academic. Why are students doing worse? It cannot be based on curriculum and expectations but must be on OTHER, EXTRINICT FACTORS

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Toronto District School Board data has consistently shown that racialized students, especially Black males and students from lower-income families, are more likely to enrol in applied courses, and students from wealthier families are more likely to enrol in the academic stream.

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Participants at the event repeatedly stated that the practice of streaming as early as Grade 9 forces Ontario students to make life-altering decisions about their educational and career pathways when they are only 13 or 14 years old.

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Participants at the event repeatedly stated that the practice of streaming as early as Grade 9 forces Ontario students to make life-altering decisions about their educational and career pathways when they are only 13 or 14 years old.

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I know this is a repeat, but Im going with it.

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"Destreaming policies and plans should ensure all students have access to rigorous instruction alongside extra resources and/or bridging courses.

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Event participants noted the difficulty of challenging a status quo supported by privileged perspectives and oppressive systems.

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Repeated mention that there must be stakeholder buy in for destreaming, including teachers, students and parent-guardians.

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just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses.

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just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses.

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Destreaming policies and plans should ensure all students have access to rigorous instruction alongside extra resources and/or bridging courses.

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It's interesting they mention how past attempts have been unsuccessful.  I lived through that as a student.  

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It's interesting they mention how past attempts have been unsuccessful.  I lived through that as a student.  

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The new HEQCO report, Destreaming in Ontario: History, Evidence and Educator Reflections, builds on the conversations from this event with discussions of the current policy context in Ontario, sample destreaming initiatives and international research

We really need to learn from the historical legacies that has lead us to where we are now.

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"The process of implementing destreaming has barriers, as evidenced by Ontario’s history of failed attempts to destream."
^ Are we looking at what failed last time and working to resolve those issues?

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ensure all students have access to rigorous instruction

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ensure all students have access to rigorous instruction

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(I'm not sure the applied teaching we were doing wasn't rigorous..but the expectations and inclusion need adjusting).

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Just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses.

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Just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses.

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Parents and teachers collaborating to support the student

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Parents and teachers collaborating to support the student

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Even though applied courses are intended to lead to college as well as university ... just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses.

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"...anti-racism training for teachers and administrators, should be embraced to address individual and systemic biases that impact expectations.."

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"...anti-racism training for teachers and administrators, should be embraced to address individual and systemic biases that impact expectations.."

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Romana

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A) What are the basic requirements or expectations of teacher communication with parents/guardians?

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A) What are the basic requirements or expectations of teacher communication with parents/guardians?

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Removal of the anxiety and anticipation that often occurs between parents and teachers

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Removal of the anxiety and anticipation that often occurs between parents and teachers

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difficulty of challenging a status quo supported by privileged perspectives and oppressive systems

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difficulty of challenging a status quo supported by privileged perspectives and oppressive systems

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"Ontario’s postsecondary application centre data reveals that between 2010 and 2016, just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses."
This is insightful and something to think about...

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Flip grid videos- students share their interests, fun facts, how they learn?

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Creating a Class Spotify Playlist together and posting it to your online platform.

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https://jamboard.google.com/d/1IwzSAZh4gn9iF8tzRU8u6AorXiAzRR44d4qapF-uvtM/viewer

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ask the students to choose a meme or GIF that represents how they are feeling that day. (Most of them look something like this:)

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(I learned of this from Mme Smiley :D)

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Collaborative playlist- start each class off with a new song. Many rich discussions about language, culture, and humanity have come from this!

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Open gym at the start of each class.  Gives me a chance to talk to students on a personal level.

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Open gym at the start of each class.  Gives me a chance to talk to students on a personal level.

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I like to show this video on the first day

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I like to show this video on the first day

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have students create a profile of who they are mathematically and who they want to be. https://sites.google.com/pdsb.net/2a-identity-all-groups/exploring-identity-agency-and-shared-authority?authuser=0

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A Google Classroom Stream collection of favourite cartoon theme songs from childhood!

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A Google Classroom Stream collection of favourite cartoon theme songs from childhood!

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More Than One Story - cards with questions - choose a couple and students share their stories over time

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More Than One Story - cards with questions - choose a couple and students share their stories over time

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Group game- marshmallow challenge was always my thing.. not sure if any of you remember that- I did it with the staff

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Group game- marshmallow challenge was always my thing.. not sure if any of you remember that- I did it with the staff

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Once or several times a way, start class with a 5 minute meditation and a prompt. We reflected on what makes us anxious, what we are grateful for, what we fear, etc. Students share with the whole group only if they are comfortable.

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Share information about who you are using mathematical expressions and orders of operations. Students use the clues to know about one another.

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A "this or that" icebreaker (Ex. Do you (a) pour syrup ON your pancakes, or (b) dip your pancakes into a puddle of syrup?) I use a jamboard (with sticky notes) to do this virtually.

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A "this or that" icebreaker (Ex. Do you (a) pour syrup ON your pancakes, or (b) dip your pancakes into a puddle of syrup?) I use a jamboard (with sticky notes) to do this virtually.

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... and sharing most interesting parts of solutions ...

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Pixton allows each user to create a unique Avatar. Students can present themselves and share parts of their presentation of identity. The platform allows us to create a whole class photo, like in Elementary :)

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Can't beat just a simple, "Good to see you Mary!  How ya doing today?"

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Can't beat just a simple, "Good to see you Mary!  How ya doing today?"

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- break down any communication barriers - get started off on the right foot - allies

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The relationship is no longer "passive" but becomes "active" and reinforces the Teacher/School, Parent, and Student connection

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read the local newspaper with class regularly

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read the local newspaper with class regularly

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Plus: we don't get caught up in long, often unresovable, conversations about a percent or two.

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Plus: we don't get caught up in long, often unresovable, conversations about a percent or two.

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B) What would be the drawbacks/ concerns? What would we need?

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B) What would be the drawbacks/ concerns? What would we need?

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Can we change the report cards to reflect levels? Do we have to change levels to percentages for the report card?

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What about the student that calulates their mark and it is higher than the anchor mark?

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What about the student that calulates their mark and it is higher than the anchor mark?

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Minus: "the suspense is bothering me sir! Where EXACTLY am I in this level?" 

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Minus: "the suspense is bothering me sir! Where EXACTLY am I in this level?" 

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Plus: You can tell in a way that is more clear, often more calm manner, what you get or didn't get about a reading or text. (And you can see that I care...we are preparing for adult world norms).

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Plus: You can tell in a way that is more clear, often more calm manner, what you get or didn't get about a reading or text. (And you can see that I care...we are preparing for adult world norms).

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Minus: I have to accept that there will be, at different times of the year, or in different courses, a rapport that won't be positive between me and a student (no matter how much I try to relationship build) so the conference can add to that tension. 

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Minus: I have to accept that there will be, at different times of the year, or in different courses, a rapport that won't be positive between me and a student (no matter how much I try to relationship build) so the conference can add to that tension. 

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Even though applied courses are intended to lead to college as well as university, Ontario’s postsecondary application centre data reveals that between 2010 and 2016, just 33% of students who took applied math and language courses in Grade 9 attended postsecondary directly after graduation, compared to 73% of students who took academic courses.