Action Plan LEARN TO EMPOWER LEARN TO EMPOWER

Action Plan “LEARN TO EMPOWER”

LEARN TO EMPOWER �Learn to Empower is a peer tutoring and homework club which was offered three times a week (Wednesday to Friday) for 45 minutes during lunch recess. �Our vision for LEARN TO EMPOWER: To bring students together and to provide intermediate students with an opportunity to display leadership roles within their school community. �Furthermore, our program taught other life skills such as communication, goal setting, confidence and organization.

ST. WILFRID ELEMENTARY SCHOOL • Located: 1685 Finch Ave W • Enrolment: 620 • “At risk” school Who are the children in this community? • 46% come from lower income households • 31% First language not English • 31% University-educated parents • Sports community. • Multiple responsibilities outside of school.

CATHOLICITY • There is a strong presence of Catholicity at this school as it shares a parking lot with, St. Wilfrid Catholic Church. • School masses at the Church (Lent, Easter, Christmas etc. ) • Collaboration for certain projects (Christmas baskets) Within the school: • Prayer and O Canada each morning • Prayer (before language lessons, lunchtime, at the end of the day) • Symbols within the school and classrooms (prayer tables, crosses, patron saint statue) • Safe and caring community between students, staff and administration.

LEARN TO EMPOWER OUR ACTION PLAN: *we can explain how it worked here? • We wanted to create a program in the school that would benefit all members of the school and enhance the overall school experience and community. • We decided to include a leadership component for our intermediate students. This leadership component not only benefits the leaders themselves, but the students who they are helping as well. • Skills: Collaboration, initiative, peer-tutoring, organization, self-regulation. WHAT THIS PROGRAM OFFERED TO STUDENTS: • Additional methods of explanation of homework • Students develop lifelong skills that extend to their life outside of the classroom • Students gain confidence and they develop great communication skills • Tutoring: Students are able to take on the role of both teacher and student, while developing their own skills and strategies of learning through teaching RESEARCH • Conversations with teachers, students and administration • School Improvement Plan • Standardized test scores (EQAO) • Online data (Fraser Institute data, Government of Ontario website)

SCHOOL IMPROVEMENT PLAN (2011 – 2014) • Focus on literacy and numeracy areas School GOAL: “Increase the number of students achieving Level 3 and higher in Mathematics by 3% each year as measured through EQAO, CAT 4. ” Strategies: Activating prior knowledge, varied lesson design, variety of learning tools, problem solving, co-operative learning, communication • School GOAL: “Increase the number of students achieving Level 3 and higher in Reading by 3% each year as measured through EQAO, CAT 4. ” Strategies: Making Connections/Extending Understanding, Varied lesson design, oral communication and co-operative learning • v School GOAL: By June 2012 there will be an increase in the number of students who view themselves as positively engaged in their own learning and their Catholic learning community as measured by their involvement in leadership opportunities at the school. Strategies: Faith and Character Development, Student Diversity (virtue of the month), leadership teams, Me to We, Social Justice Team

LEARN TO EMPOWER IN RELATION TO OTHER PROGRAMS ATST. WILFRID • “Parent and Family Literacy Centre” • 5 TH block SCHOLARLY ARTICLES • Peer tutoring as a Strategy to Promote Academic Success – Michelle Nguyen “Peer tutoring has been extensively researched as an effective strategy to engage students and promote academic success. Peer tutoring has been used across various academic subjects and has been found to result in improvement in academic achievement for a diversity of learners within a wide range of content areas. ” • Peer education in Student Leadership Programs: Responding to Co-Curricular Challenges – Paige Haber “The integration of peer education into leadership programs provides a number of opportunities for increased leadership capacity and enhanced program development. Leadership programs focus on the role of peers in developing and implementing programs as an integral part to program success. ” • Heterogeneous peer-tutoring: An intervention that fosters collaborations and empowers learners – Jacob Worley and Nirmala Naresh This article examined key features of an intervention peer-tutoring program to highlight the cognitive and social benefits of this collaborative approach

GOALS v Our first goal is to provide a space where all students are able to get extra help with math, literacy and any other subject which students are having difficulty v Our second goal was to find a method to inform all of the staff and students of St. Wilfrid of the creation of Learn to Empower. v Thirdly, we would create a student council for Learn to Empower that would enable students to regulate a tutoring schedule. v Our fourth goal was to find a way to monitor the students’ progress while being involved in the Learn to Empower program.

FOLLOW UP ON GOALS 1. We were supported by staff, students and administration through the creation and implementation of our program. 2. In order to inform the school community about the accessibility of this resource, we spoke to teachers and students to create awareness. We also made an announcement each morning reminding students that the program is offered and that all are welcomed. “Are you looking for some extra help in math or language? Or some extra homework help? The grade 7’s and 8’s have started a tutoring club called Learn to Empower. Come down to the library today at lunch recess! Bring your work! See you there!” 3. We created a leadership council through monitoring students’ attendance. After speaking to these students, we gave them roles to fulfill during the remaining sessions. 4. When it came to monitoring student progress as a result of Learn to Empower, we made sure to be in constant communication with both the students involved as well as the teachers.

IMPLEMENTATION The principal was impressed by the implementation of Learn to Empower and the way that it benefitted student growth while effectively being integrated into the school community. ü The program met 7 times during our placement in January. ü We supervised the students in the library during lunch recess. ü Learn to Empower was a great success, our attendance ranged from 25 -35 students. • This program can easily be implemented at other schools through a conversation with administration and if there is available space. SUGGESTED STRATEGIES FOR FUTURE Prior to Learn to Empower, there was no peer-tutoring help programs offered at St. Wilfrid. The principal was adamant to keep the program running after our placement ended. The program would need a teacher who could supervise during recess and the commitment from intermediate students to help.

CATHOLICITY VIRTUE OF THE MONTH: January – Courage “Do not be afraid I am with you. ” Isaiah 41: 10 CATHOLIC SOCIAL TEACHING: January – Solidarity “We are one human family, we are brothers and sisters even if we are different. We need to get along with one another no matter where we live in the world. ” CATHOLIC GRADUATE EXPECTATIONS

STUDENT TESTIMONIALS “I like coming down to the library at lunch time because I had somebody to help me with my math homework. The grade 8 s helped me understand how to find answers for the questions I was having trouble with. ” - Grade 5 student y inside for ta s e w n e h “W oming to the c e k li I s s e c re ding with a a e r d n a y r a libr y read me grade 8. The ey help me stories and th s. nd out word read and sou ractice for p e m s lp e h It to read in when I have class. ” dent - Grade 3 stu ram because “I like this prog e the time to the grade 8 s tak find answers explain how to mework. for my math ho isn’t enough e er th es im et m So I like being time in class so the library to able to come to get extra help. ” nt - Grade 6 stude “I like reading to and younger students helping them read be a stories. I want to older teacher when I get good so this program is practice. ” t - Grade 8 studen s “Learn to Empower ha helped me build ger connections with youn le students. I like being ab nd to help them understa es their homework. It mak am me happy to see that I helping someone were understand what they having trouble with. ” - Grade 8 student

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