Action Model

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Associate Organization/community Intervention & Service
Implementing
partners Delivery Protocols Steps taken
Organization Parents in order to deliver the
-Taylors College, Ministry of Education Ontario interventions
Canadian Pre University Other students not part of the target What will be the nature of the SS sessions?
population (Volunteer peer tutors) What is the schedule for the SS sessions?
When will they commence and end?
Will the SS Sessions be planned? How long?
Where will the SS sessions take place?
Ecological Context: Portion of environment How will the students be counselled?
that directly interacts with the program How will the parents be communicated?
Implementers The Program must have support from the How often?
At what point with the SST, student, and
Principle, Teachers, parents and peers of students that are part of parents meet together?
Student Success Leader the SS program
(SSL), Students Success Micro-level support: Student must attend SS
Teachers (SSTs), Admin sessions outside their class time. Make sure Target Populations
that SS session is not too early in the day. A 1) ELL Students
peer support group should be in place for Criteria: a) Use of home language survey to
Responsible for: check the degree of exposure to the English
student in the SS program
Training, providing language
Macro-level support: Set up a campaign in b) English language assessment in the form
resources, school to encourage the SS program so that of a mock OSSLT assessment
communicating, hostile attitudes towards the program are
2) At- Risk Students
evaluating and minimized. Communicate with parents to get CriteriaL Students who have received less
monitoring performance, their full support. than 60% in any course in their midterm
and modifying report card.

Change Model

Intervention
Identify ELLs
Identify At-risk students who are struggling in 1 or
more course (below 60% in midterm report card)
Pair students with Student Success Teachers (SST)
Set schedule for them to attend 1 session/ week
(70 min)
SST & Teachers to provide support, practice,
better communication of expectation on work,
and offer strategies to time management and self
regulation.
SSTs to work on practice of OSSLT Questions
SSTs to set peer groups within SS session for
students to collaborate on work.
Start Volunteer Peer Tutor Program for high
achievers to earn community hours and help
Students in the SS program
Determinants
ELLs often lack the proper communication with
teachers and consequently do not seek help in
class.
ELL show low comprehension skills in Outcomes
determining expectations and success criteria f
assignments. Reduction in the gaps in student
At risk students usually have poor attendance achievement for ELLs and Non-ELLs
At risk students show poor time management A significant improvement in student
skills when it comes to juggling 2 courses in a achievement for at risk students (
semester (especially during larger projects like Increase in the proportion of students
the Independent Study Unit) who earn 70% and above)
At risk and ELLs often lack the initiative to seek
out extra support outside class
Communication with parents with at risk
students and ELLs is often inadequate.