dsbn board improvement plan for student

BOARD IMPROVEMENT PLANFOR STUDENTACHIEVEMENT

2014/2015

OUR CORE VALUES:

RESPECTWe will:• Value everyone’s contribution toward student success• Acknowledge and celebrate the diversity, dignity, success and

worth of all individuals• Embrace environmental stewardship

RELATIONSHIPSWe will:• Build a culture of co-operation, collaboration, trust and respect• Expand our educational community by fostering partnerships

among students, staff, family and community• Implement a healthy, balanced lifestyle and foster wellness• Strengthen a culture that supports and celebrates success

and innovation

RESPONSIBILITYWe will:• Provide a caring, inclusive, safe and healthy learning and working

environment• Model good citizenship and promote• Utilize our resources wisely and efficiently• Promote creative and critical thinking for life-long learners• Share and implement best practices and innovative approaches that

enhances student achievement.

The DSBN is committed to student success by working together to inspire, empower and support all learners to achieve their full potential.

The Board Improvement Plan for Student Achievement is the instrument that guides and

directs the operations of the District School Board of Niagara and provides a blueprint for our

goals and objectives. At the end of each year, the BIPSA allows the DSBN to assess our

successes and determine areas of continued growth.

Each year, we review our progress and determine our focus for the upcoming year. Our vision

of “Achieving Success Together” means that each DSBN employee, no matter what their role,

plays a vital role in ensuring the success of our students.

This year’s document outlines our priorities for the 2014/15 school year. We will continue our

focus on improvement in literacy and mathematics and have outlined the numerous strategies

and supports available to teachers. We will maintain our commitment to providing equitable

and inclusive schools and to ensure a safe and welcoming learning environment for all students.

We will continue to be leaders in providing cutting edge technology and learning opportunities

to ensure that our students have access to the tools they require as 21st Century learners.

We will continue to provide teachers with the resources and supports to assist them in the

classroom and to offer opportunities for their continued learning.

We are fortunate to have an exceptional group of talented, dedicated and hardworking leaders,

teachers and support staff. Together we have accomplished great things and I look forward to

our continued success.

On behalf of DSBN Trustees and Senior Staff, thank you for all you do to support our students

and their learning.

Warren Hoshizaki

DSBN BOARD IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT 2014-2015 Goal: To increase student learning and achievement by focusing professional learning on evidence-based instructional strategies and student well-being

NEEDS ASSESSMENT SMART GOALS

2009/10-2013/14 EQAO Mathematics/Numeracy

Percentage of students achieving or surpassing provincial standard Primary Mathematics 68-69% (+1) ELL 44-68% (+24) SE 35-39% (+4) Junior Mathematics 58-47% (-11) ELL 46-37% (-9) SE 20-21% (+1) Grade 9 Mathematics Academic 75-81% (+6) ELL 70-64% (-6) SE 62-69% (+7) Applied 32-44% (+12) ELL 24-30% (+6) SE 25-35% (+10) Pass Rate: Grade 9 Mathematics Academic 94.8-98.4% (+3.6) Applied 89.5-96.4% (+6.9) Grade 10 Mathematics Academic 92.2-96.1% (+3.9) Applied 84.8-87.1% (+2.3)

2009/10-2013/14 EQAO Language/Literacy Percentage of students achieving or surpassing provincial standard Primary Reading 63-73% (+10) ELL 38-73% (+35) SE 30-49% (+19) Junior Reading 72-79% (+7) ELL 53-59% (+6) SE 33-51% (+18) Primary Writing 67-82% (+15) ELL 53-79% (+26) SE 41-64% (+23) Junior Writing 67-77% (+10) ELL 59-67% (+8) SE 27-51% (+24) OSSLT Rate - First time 82-82% (0) ELL 81-67% (-14) SE 43-51% (+8) Pass Rate: Grade 9 English - Academic 97.6-98.2% (+0.6) Applied 89.3-97.7% (+8.4) Grade 10 English - Academic 97.0-98.3% (+1.3) Applied 88.1-87.0% (-1.1)

System

• 100% of students will demonstrate self -regulation, efficacy and take ownership of their effort and learning

• 100% of students will demonstrate mastery learning

• 100% of schools will implement a process to effectively respond to student needs

• 100% of professional learning will focus on the use of evidence-based instructional strategies and strategies to support the well-being of students

• 100% of staff will be involved in job-embedded professional learning using evidence-based instructional strategies that enhance student learning

• 100% of administrators will participate in and lead the professional learning of staff and learning of students

• 100% of superintendents will lead and support their schools through learning cycles

• Director will lead the system by focusing on evidence-based, professional learning

2009/10-2013/14 Credit Accumulation

Grade 9 (8 credits) Grade 10 (16 credits) Grade 11 (23+ credits) 79.61%, 81.43%, 83.89%, 85.87%, 87.5% (+7.89%) 64.65%, 66.1%, 70.74%, 74.46%, 76.72% (+12.07%) 63.47%, 65.26%, 69.23%, 73.22%, 75.08% (+11.61%)

Mathematics/Numeracy

• Primary EQAO scores will improve by 2% from 69% to 71%

• Junior EQAO scores will improve by 3% from 47% to 50%. By 2017, the Grade 6 EQAO scores will be at or above the provincial average

• Grade 9 EQAO Academic scores will improve by 4% from 81% to 85% (+5% with IEP and +10% ELL)

• Grade 9 EQAO Applied scores will improve by 3% from 44% to 47% (+4% with IEP and + 18% ELL)

• Improvement by 3% of students above 70% in 100% of all Grade 9 and 10 math courses

Literacy

• Primary EQAO Reading scores will improve by 2% from 73% to 75% (+3% with IEP and +2% ELL)

• Primary EQAO Writing scores will improve by 2% from 82% to 84% (+4% with IEP and +3% ELL)

• Junior EQAO Reading scores will improve by 2% from 79% to 81% (+3% with IEP and +3% ELL)

• Junior EQAO Writing scores will improve by 2% from 77% to 79% (+4% with IEP and +3% ELL)

• OSSLT Academic scores will improve by 1% from 95% to 96%

• OSSLT Applied scores will improve by 3% from 50% to 53%

• OSSLT English Language Learners scores will improve by 5% from 67% to 72%

• OSSLT Special Education scores will improve by 4% from 51% to 55%

• Improvement by 3% of students above 70% in 100% of all Grade 9 and 10 English courses

School Effectiveness Framework Indicators

1.2 A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and determine next steps

1.3 Students and educators build a common understanding of what students are learning by identifying, sharing and clarifying the learning goals and success criteria

1.4 During learning, timely, ongoing descriptive feedback about student progress is provided based on student actions and co-constructed success criteria

2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning

4.1 A culture of high expectations supports the belief that all students can learn, progress and achieve

4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout schools

4.4 Learning is deepened through authentic, relevant and meaningful student inquiry

4.7 Timely and tiered interventions, supported by a team approach, respond to individual student learning needs and well-being

5.1 Comprehensive education and career life/planning programs meet the learning needs, interests and aspirations of all students

DSBN BOARD IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT 2014-2015 Goal: To increase student learning and achievement by focusing professional learning on evidence-based instructional strategies and student well-being

STRATEGIES AND ACTIONS BUILDING CAPACITY THROUGH PROFESSIONAL LEARNING RESOURCES

RESPONSIBILITY AND MONITORING

Director will: • Incorporate the Board Improvement Plan for Student Achievement (BIPSA) into the Operational Plan and present to the Board for approval.

Superintendents will: • Maximize spent in classrooms and schools; • Collect, analyze and respond to evidence of student learning and well-being, and educator practices; • Support the development of instructional leadership by modeling, coaching, and participating in school-based Collaborative Inquiry Learning (CILs) and

Professional Learning Communities (PLCs), etc., as well as Principal Learning Teams (PLTs) and Network Learning Communities (NLCs) using evidence-based instructional strategies;

• Collaborate with and support schools in the development of their School Improvement Plan (SIP) and incorporation of relevant data; • Provide differentiated support to schools (e.g., instructional coach support, release time and resources, etc.); • Assist in connecting the BIPSA, School Effectiveness Framework (SEF), and DSBN Effective Teaching and Learning in Mathematics and Literacy documents

to SIPs; • Promote formal and informal leadership to support professional learning.

Administrators will: • Collect, analyze and respond to evidence of student learning and well-being, and educator practices; • Support the development of instructional leadership by modeling, coaching, and participating in school-based Collaborative Inquiry Learning (CILs) and

Professional Learning Communities (PLCs), etc., as well as Principal Learning Teams (PLTs) and Network Learning Communities (NLCs) using evidence-based instructional strategies;

• Promote and take an active role in collaborative inquiry learning at both the student and teacher levels; • Develop and implement learning cycles based on school and student data/evidence; • Bring current evidence to each NLC meeting to demonstrate progress made within the inquiry process; • Participate in and provide release time and resources for co-planning, co-teaching and co-debriefing/reflecting amongst staff; • Promote formal and informal leadership within the school to support professional learning; • Ensure that learning communities (e.g., PLCs, CILs, NLCs, and Family of Schools (FOS)) are in place and evidence of progress is maintained.

Teachers will: • Use evidence-based instructional practices (e.g., critical thinking, problem-based learning, quality questioning, learning goals and success criteria,

descriptive feedback, assessment for/as/of learning, inquiry-based learning and play-based learning, etc.) and tiered interventions; • Participate in PLC discussions with colleagues using student data and collaborative inquiry to monitor progress and deepen professional knowledge

understanding; • Examine data, establish professional instructional goals, set a plan, monitor and determine professional learning needs through In school teams,

professional learning teams (IST, ISSST, PLC, CIL-M, Coaches, etc.) and departments/divisions; • Engage in co-planning, co-teaching and co-debriefing/reflection opportunities; • Participate in cross-panel curriculum-focused professional learning (specified staff) through the leadership of the Family of Schools Chair.

Support Staff will: • Collaborate with staff to assist in the implementation of effective strategies that will support learning for all students.

Instructional Coaches/School Support Services Staff will: • Collaborate with school staffs to support job-embedded professional learning of evidence-based instructional strategies; • Respond to system learning needs in a strategic and timely fashion.

Students will: • Engage with intention and purpose to achieve mastery learning, self-regulation, and efficacy; • Take ownership of their All About Me/Individualized Pathway Plan (IPP), with the guidance of the teacher; • Develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make appropriate choices.

Director will:

• Build superintendent capacity to use data to inform decisions, engage staff, and develop leadership.

Superintendents will: • Lead the teaching and learning agenda and build system

capacity to use data to inform decisions, engage staff, and develop leadership through PLTs, NLCs, PLCs, CILs, school and classroom visits, and other professional learning opportunities.

Administrators will: • Lead and facilitate teacher learning through job-

embedded professional development opportunities (e.g., CILs, PLCs, PLTs).

• Build capacity in collaboration with staff, instructional coaches, and School Support Services staff to use evidence-based instructional strategies and strategies within the Pyramid of Intervention.

Instructional coaches will: • Develop and foster a deeper understanding of

evidence-based instructional strategies through collaborative inquiry.

School Support Services staff will: • Strategically build educator capacity to understand, use,

and implement evidence-based instructional strategies using job-embedded learning opportunities.

School staff will: • Refine their use of evidence-based instructional

strategies through job-embedded learning opportunities such as CILs, PLCs, working with principals, vice-principals, instructional coaches, program leaders, School Support Services staff, and SOs (See Appendix).

• Identify and implement targeted strategies and interventions for the achievement and well-being of all students including those at higher risk, English Language Learners, Children and Youth in Care (CYIC), Indigenous, and Special Education students (See Appendix).

• Provide support to parents to enhance their child’s learning at home through school newsletters, parent nights, parent programs, classroom visits, websites, etc.

Human • Instructional coaches • Informal school leaders • Program Leaders • Administrators • School Support Services staff • In-school Student Success Team • In-School Teams • IT for Learning Team • Student Work Study Teacher • Teachers • Support Staff • Community Partners

Financial • Tutors in the Classroom/BASIC

Tutoring • System Implementation and

Monitoring • Student Work Study • Student Success • School Support Initiative • CODE Projects • Ministry grants • Community partnerships • Special Incidence Portion funding • SEA funding for Assistive

Technology • Child Youth in Care (CYIC) • Board Budget

Director will: • Monitor the progress of the BIPSA with

Supervisory Officers and report progress to the board.

Superintendents will: • Monitor progress of SIPs through the

implementation and participation in PLCs, CILs, NLCs and classroom visits.

• Collect data and monitor progress through NLC meetings and school-based PLCs to measure success.

Administrators will: • Monitor impact of learning teams based

on school data/evidence. • Monitor evidence at, and in between, each

NLC/PLT meeting to measure progress made during the inquiry process.

Teachers will: • Monitor through reflective practice the

impact their instruction has on student achievement and well-being.

• Monitor data and determine learning needs.

Support Staff will: • Monitor the effectiveness of strategies

used to support learning and well-being for all students.

Instructional Coaches/School Support Services Staff will: • Monitor and refine system processes

based on feedback and student achievement data.

Students will: • Monitor progress toward their own

learning and well-being, and goals as outlined in their All About Me/IPP.

BIPSA 2014-2015 APPENDIX

A. WELL BEING

The District School Board of Niagara community believes that mental health and well-being is the foundation for success. We provide a safe, caring, healthy and inclusive environment for all in which to learn, grow and achieve. The DSBN multi-year strategy provides the framework to support and empower everyone to achieve the foundation for sustainable mental health and well-being.

B. EQUITY

The District School Board Niagara strives for education that is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment in which diversity is honoured and all individuals are respected.

The DSBN continues to respond to the Ontario's Equity and Inclusive Education Strategy and the Safe and Accepting Schools Act by following an ongoing implementation plan which includes documents and programs that promote a safe and inclusive learning environment for the whole child. Documents include the Religious Accommodations Guidelines and LGBTQ Supporting Sexual and Gender Diverse Students in the Learning Environment. We are supporting the development and implementation of Safe School Teams in each of our schools. We continue to focus on themes of Bullying Awareness, Empathy, and Inclusion with the Pink Shirt Everyday Campaign. Through community partnerships, we are building capacity of staff, students and parents with targeted training opportunities.

C. SPECIAL EDUCATION

The District School Board of Niagara is committed to student success by working together to inspire, empower and support all learners to achieve their full potential. Each student is a unique individual with their own strengths and needs and some students may require special education supports and services to achieve success. In the District School Board of Niagara (DSBN), Special Education is a collaborative process that encompasses the supports, services and strategies that provide the opportunities for each student to reach their potential. At the District School Board of Niagara there is a full continuum of services available to help support the unique needs of each child.

The goal for each child is to ensure that they are served in the most enabling environment that lends itself to their individualized success. We believe all children can learn, and we know that all children learn differently. The DSBN strives to build a school community that values the learning differences and contributions of each and every student.

D. ENGLISH AS A SECOND LANGUAGE (ESL)

The District School Board of Niagara’s English as Second Language (ESL) program supports students whose first language is not English. Newcomers to the DSBN are invited to access the supports offered from our Welcome Centre for Newcomer Families. English Language Learners work on the same Ontario curriculum expectations as other students. The ESL program helps students with vocabulary, and reading and writing strategies, to help them in all subject areas. The DSBN values and honours the diversity that our newcomer families add to our school communities.

F. COMPREHENSIVE MATHEMATICS/NUMERACY

In an effective mathematics program, teachers plan instruction for all students using the curriculum expectations, process skills and big ideas to engage in problem-based instruction that promotes conceptual understanding and procedural efficiency.

Mathematical learning occurs in an environment in which students construct their mathematical knowledge through intentionally selected problems, contexts, and conversations as well as strategic teacher and student questioning. Instructional decisions are based on emerging student understanding, curriculum expectations, research informed big ideas in mathematics and should engage students in mathematics through the process expectations. Both conceptual understanding and procedural efficiency are valued. Students are given opportunity to both investigate and practice mathematics.

Students will build efficacy and develop a growth mindset about learning mathematics by seeing the value in making mistakes and learning from them and by believing that effort can create success.

MATHEMATICS/NUMERACY: There are a variety of evidence-based programs and strategies that can be used to address mathematics/numeracy learning. These include:

Effective Teaching and Learning in Mathematics

This document provides educators with the philosophy and pedagogy to support effective mathematics teaching and learning in all classrooms. As teachers continue to deepen their mathematics for teaching knowledge they become better at making instructional decisions that support student learning. In order to develop mathematical understanding and nurture mathematicians it is critical to have students make sense of mathematics and engage in learning through the mathematical processes on a daily basis. Within this document you will find material to support teaching and learning of mathematics.

Leaps and Bounds - Primary, Junior, and Intermediate

This is a commercial resource. There are three grade bands; 3/4, 5/6 and 7/8. Each resource covers all five strands. Each resource includes a facilitator guide, and student book or blackline masters. Leaps and Bounds is an intervention resource developed to help teachers support students who are struggling in mathematics. It is a research-based intervention approach that is founded on how students learn math developmentally. Diagnostics are used to identify specific gaps and suggest intervention pathways for students based on development and curriculum.

E. FIRST NATION, MÉTIS, INUIT (FNMI)

First Nation, Métis, Inuit education is a key priority for the District School Board of Niagara. Our goals for all students and staff are to have knowledge and appreciation of traditional and contemporary FNMI history, traditions, cultures, and perspectives. To this end we have created authentic documents and programs to engage our FNMI youth and to educate both Indigenous and Non-Indigenous youth and staff.

FIRST NATION, MÉTIS, INUIT (FNMI): There are a variety of strategies and programs that can be used to support student learning. These include:

Student FNMI Supports and Initiatives

Native Studies and Native Languages courses; Completing the Circle mentorship program; FNMI Tutors in the Classroom; FNMI Consultant, Student Support Teacher, and Advisor; FNMI Career Day; FMNI Summer HEAT; and, FNMI Student Voice Leadership Conference.

FNMI Learning for Staff and Our Community

A Sacred Journey: A Guide to Understanding and Supporting Aboriginal Students; FNMI Awareness Week; FNMI Elementary Visual Arts (Visions and Voices: Explorations in Art through FNMI and other Canadian Artists); FNMI Secondary Arts Curriculum: Integrating First Nation, Métis and Inuit Art 9-12; and, Introduction to Anishinaabe and Mohawk Language.

Do The Math - Primary, Junior and Intermediate

Do the Math is an intervention resource designed to be used with small groups of students who, despite sound instruction, lag behind their peers. Do the Math focuses on the essential content in mathematics. Content is organized in manageable chunks. The lessons are explicit about the relationships among these chunks and are carefully sequenced to help students build a solid foundation of understanding. The Math Team has several Multiplication and Fractions Modules.

Context for Learning Mathematics Series (Fosnot)

The Contexts for Learning Mathematics series (Fosnot units) use carefully crafted math experiences to foster a deep conceptual understanding of essential mathematical ideas, strategies, and models. Building on the ideals of a math workshop, each unit provides a sequence of investigations, mini-lessons, games, and other contexts for learning. The mini-lessons ('strings') are also used throughout the year to support computational fluency.

Teaching Student-Centred Mathematics (Van de Walle)

The Teaching Student-Centered Mathematics (Van de Walle) resource provides practical guidance, along with proven strategies, for teachers of Kindergarten through grade 8. Each book has sections on establishing a student-centered environment and on teaching student-centered mathematics. This resource offers a large collection of high quality tasks and activities to engage students, while developing understanding and confidence in mathematics.

PRIME (Professional Resources and Instruction for Mathematics Educators) - Primary, Junior and Intermediate

This resource is designed to provide educators with a framework to structure the mathematics they are teaching and to understand the developmental phases that students pass through as they learn mathematics concepts and skills. The kit includes diagnostic tools that place students on a developmental continuum, instructional strategies to move students forward, and a Background and Strategies Book which provides support for both content and pedagogy.

DreamBox - Primary, Junior

Each student from JK-Grade 4 has their own DreamBox account, which they are encouraged to use at school and at home. DreamBox is an adaptive computer program which accelerates learning by ensuring every student works continually in their optimal learning zone and helps all students achieve mathematics proficiency. Dynamically adapting in real time, within and between lessons, each students’ unique needs are addressed. The DreamBox student driven learning environment differentiates content, pace, and sequence for the highest levels of student achievement so every student can learn to think critically, understand deeply and have a life-long love for and confidence in math.

Gap Closing Materials - Junior, Intermediate, and Senior

“The Gap Closing package is designed to help teachers provide precisely targeted remediation for students who they identify as being significantly behind in mathematics. The goal is to close gaps in Number Sense so that the students can be successful in learning grade-appropriate mathematics.” [Facilitator’s Guide, Introduction]. There are Junior and Intermediate/Senior packages. These resources are provided through the Ministry; the Junior Package was in-serviced/ distributed to all LRTs 2011/2012.

Homework Help (One-to-One Math Tutoring in the Evenings for Students) - Intermediate

Math Homework Help is a program for students in grades 7 to 10, offering math help online. Real time math teachers are available to assist students Sunday to Thursday, from 5:30 to 9:30 p.m. Additional 24/7 math resources are also available on this site to support students. Resources include introductory lessons on the most commonly asked math questions, interactive math tutorials and highlights of math tutoring sessions. Students can access the homework help site at www.homeworkhelp.ilc.org.

Homework Help (One-to-One Math Tutoring in the Evenings for Students) - Senior

Math Homework Help is a program for students in grades 11 and 12, offering math help online. Real time math teachers are available to assist students Sunday, Monday, Wednesday, and Thursday evenings from 7:00 to 10:00 p.m. Students can access the homework help site at www.dsbn.org/mathhelp.

http://www.homeworkhelp.ilc.org/

http://www.homeworkhelp.ilc.org/

http://www.dsbn.org/mathhelp

G. COMPREHENSIVE LITERACY

In an effective comprehensive literacy program, teachers engage all students through the fluid and responsive use of evidence-based instructional approaches (small group, collaborative, whole group, individual) based on students’ learning needs to become proficient readers, writers and oral communicators.

Learning focuses on the Four Roles of the Literate Learner: Meaning Maker, Code User, Text User and Text Analyzer.

Oral Communication (talking, listening, sharing and thinking) is used by teachers in a planned and purposeful way to increase students’ opportunities to use talk as the “vehicle for learning” in the classroom.

Reading is a complex process that involves the application of many strategies (i.e. comprehension and cueing systems) to support effective processing, navigating, and understanding of a variety of texts.

Writing must include opportunities for students to explore the writing process, the elements of writing as well as writer’s craft, to allow them to express their ideas with understanding, skill and confidence in a variety of text forms, genres and formats.

Media Literacy is integrated in the classroom to help students develop a critical and balanced perspective of mass media and popular culture. Students are provided numerous opportunities to create and analyze media.

LITERACY: There are a variety of evidence-based programs and strategies that can be used to address literacy learning. These include:

Effective Teaching and Learning in Literacy

This document provides educators with the philosophy and pedagogy to achieve effective literacy instruction in all classrooms. Within this document you will find the foundational values that are essential for developing literate learners. Included in each of these are reflective questions to guide instructional decisions, literacy behaviours to observe, tools for gathering evidence of student learning and professional resources to support successful implementation.

Benchmark Assessment System (BAS)

Benchmark Assessment System (BAS) is an assessment tool for teachers to help make students’ reading behaviours more visible in order to support intentional instruction. BAS has three components: oral reading, comprehension conversation, and extending understanding through writing. This one-on-one approach enables teachers to gain valuable evidence regarding a student’s ability to process, navigate, and understand fiction and non-fiction texts.

Levelled Literacy Intervention (LLI)

Levelled Literacy Intervention is a research-based, small group, short term, supplementary intervention program designed to support readers who struggle with closing the gap and to prevent future literacy difficulties. LLI consists of intentionally structured lesson frameworks to support students with reading comprehension, phonics/word study and extending understanding through writing.

Remediation Plus (Individual, Small Group or Whole Class) - Primary

It is a phonological awareness and phonics program that uses multisensory learning to aid students in closing early literacy gaps. There are two models, the LRT Model and the Whole Class Model being used in our board. Students can be withdrawn for individual support by a Learning Resource Teacher, or the program can be implemented by the classroom teacher. There are pre- and post-assessments that allow for evidence-based learning. The Special Education Team supports job-embedded teacher training and direct classroom supports for the program.

Reach Every Student: Next Steps for Teaching and Learning - Primary, Junior and Intermediate

This electronic document available on First Class is intended to support teachers with “Next Steps” for teaching and learning based on evidence of student learning (observations, conversations, products) obtained through diagnostic and formative assessments. The purpose of this document is to provide specific next steps with links to lesson plans and strategies so that teachers can plan their program for individuals and small groups of students according to their needs.

Targeted Small Group Instruction - Primary, Junior, Intermediate, Senior

Teachers plan instruction using a variety of assessment data, both diagnostic and formative, to target instruction in flexible groupings based on student learning needs. Working with a small group enables teachers to provide fifteen to twenty minutes of high-quality intensive instruction that is appropriate for every member of the group. This direct instructional time that every student receives ultimately has a great impact on their independent reading.

Brigance - Inventory of Early Development II (for Low Enrolment Classes) - Elementary and Secondary - Based on Individual Needs

This is a comprehensive assessment for students working on early developmental skills. Physical Development, Language Development, Academic/Cognitive Skills: Literacy, Mathematical Concepts, Social and Emotional Development and Daily Living. This tool assists teachers in providing targeted goals with pre and post assessment in many areas, including alternative programming. It is provided for the student that does not participate in the EQAO for literacy and numeracy, and helps to assess students and set next steps for instruction. All Fundamental Skills Class teachers have been provided with the assessment tool and it is available through your Special Education Resource Teacher. This ensures that all students are assessed consistently, and ensures that growth and achievement are evidence based. There are many other Brigance resources available as well through the Special Education Department to support our Low Enrolment Classes in determining expectations and goals.

Empower Reading - Secondary

Empower Reading is an intervention strategy for secondary students who are struggling or non-readers, including English as a Second Language Learners. Empower Reading engages students to successfully learn to read and gain knowledge from written materials. It teaches students the skills needed to analyze text and decode words. The program is available in most SSTW sites and delivered by a trained teacher.

H. CROSS-CURRICULAR INSTRUCTIONAL STRATEGIES

When planning for student success, teachers need to have a clear and valid target of what that success should look like and sound like, based on the curricular expectations, current student needs, and enduring understandings. Planning with this target in mind allows teachers to make assessment transparent to their students and to design activities that encourage students to assess their own progress and set their own goals for moving forward.

Teachers develop a shared understanding of the learning goals with students. Teachers plan to co-construct the success criteria and requirements with their students, ensuring a fair and transparent set of targets to work toward.

Teachers use principles of critical thinking to design challenges requiring students to make judgments about authentic, engaging issues. Teachers plan a series of activities and questions that will allow students to move toward curricular targets, adjusting their plans in response to student successes and needs.

Teachers develop classroom cultures that support collaborative learning through inquiry- a dynamic approach driven by student curiosity. Teachers facilitate student inquiries that meet curricular goals, encouraging and empowering students to ask and genuinely investigate their questions through exploration, experimentation, and creativity.

Teachers provide ongoing, actionable feedback that is focused on success criteria and learning goals. Students develop skills in self- and peer- assessment for the purpose of improving their own learning.

Formative assessment is ongoing, integrated with instruction, and linked to planning next steps. In assessing for learning, teachers and students reflect on where students are in terms of curricular goals, where they need to go and how they will get there.

In assessing as learning, students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.

Summative assessment is based on the overall expectations, and is planned to include multiple and varied opportunities for students to demonstrate success. Assessment of learning is a point in time measure of achievement for the purpose of reporting.

CROSS CURRICULAR: There are a variety of supports available to schools. These include:

Kindergarten: Learning Through Play: Developing the Building Blocks for Academic Success – Functional Screening and Strategies for Kindergarten Success

This document was created from a variety of different disciplines (e.g., Early Childhood Education, Speech Language Pathology, Occupational Therapy, Psychology, and Education) to support the needs of Kindergarten students in terms of their developmental strengths and areas of need across the 5 Developmental Domains. Within these developmental domains are sub-sets for consideration: personal and social development (emotional, social, self-regulation skills), physical development (gross motor, fine motor, sensory processing skills), classroom performance abilities (communication, cognitive, visual, perceptual skills) and independent skills (independent work behaviours, self-help skills). Through the intentional use of play, adapting the environment and individually tailored instructional practices; individual, small group, whole group, which is defined by the needs of the child, educators will serve to establish the foundation necessary for learning and support students’ growth and development along the continuum towards greater independence. The Functional Screening and Strategies for Kindergarten Success was developed using the program of the Early Learning Kindergarten Program Document: Personal and Social Development, Language, Mathematics, Science and Technology, Health and Physical Activity, and the Arts to aid educator teams in programming.

B.A.S.I.C. Program - Primary, Junior and Intermediate

The Before and After School Initiative for Children program (B.A.S.I.C.) provides funding for schools to develop programs in literacy and numeracy skill development to be run outside of classroom hours which address specific needs of students. This program assists schools to close the gaps in achievement, and achieve equity of outcomes for specific populations.

Tutors in the Classroom - Primary, Junior

This program provides funding to close the gaps in achievement and achieve equity of outcomes for specific populations. The program assists schools in hiring Ontario postsecondary students who are currently enrolled in an Ontario institution and wish to focus on improving achievement in JK-6 classrooms.

Brigance - Transition Skills Inventory - Intermediate and Senior - based on individual students needs

This comprehensive assessment focuses on secondary education, employability skills, independent living as well as academic skills to support transition to the community. This tool has been provided to all schools that support students in the Secondary School to Community Program, and is available through School Support Services. For students who participate in EQAO and have alternative programming, this tool allows for assessment of these skills in a standard way across our system, to provide support and evidence based next steps to support individual programming. English as a Second Language Programming - Best Practices document

Best Practices to Meet the Needs of English Language Learners is a document for elementary classroom teachers, ESL/ELD teachers, LRTs, and administrators. The purpose of the document is to provide consistent programming and strategies for all ELLs across DSBN while aligning with Ministry of Education policies and procedures. The Best Practices document was implemented in March, 2013 and is continuing to be used. Many teachers and principals are using it as a discussion tool for IST or other collaborative planning meetings to further the educational success of ELLs.

The document is also helping to increase awareness about the ESL/ELD program as a site school or itinerant model and is fostering a collaborative relationship between all stakeholders.

After Hours Literacy and Numeracy - Intermediate

After hours literacy and numeracy is a school based program designed to support student who are struggling with literacy and/or numeracy skills. The program can be used to support students in preparing for EQAO Grade 9 Mathematics, OSSLT and course work in grades 7 to 10. The Program is delivered after school and the focus is based on a needs assessment of students enrolled in the program.

French Immersion Homework Help Website - Junior and Intermediate

This website provides resources and support to assist students with their homework for Grades 4-8 of the French Immersion program. Students may ask questions by posting them on the website, or emailing the tutor. It is dedicated not only to the French Language but also Social Sciences, Arts, Science, Technology, as well as Math. The tutor will also be able to post discussions and/or lessons about Commonly Asked Questions.

Summer HEAT - Primary - Grade 4

Summer HEAT which stand for Helping Everyone Achieve Together, is a primary summer learning program designed for students entering junior kindergarten to grade 4 in the fall. The focus is on literacy, numeracy, and experiential learning. The program runs for three weeks in the middle of the summer and often involves trips to allow students to build background knowledge and first-hand experience.

Summer School - Intermediate and Senior

Summer school is an intermediate/senior program delivered during the month of July in various locations across the DSBN. The Grade 7 and 8 program is based on identified learning gaps based on classroom and EQAO results. The secondary program has both remedial and new credit courses in a variety of subject areas, which are delivered both on site and through e-learning. Both programs contribute to improved pass rates and credit accumulation rates.

Reach Ahead - Grade 7 and 8

New Credit courses available to current Grade 7 & 8 students during the summer that are designed to allow students to get a start at the High School in their community. Courses include Physical and Health Education, Fitness, Integrated Arts and Robotics.

Gr8 in 8 Program and High School Head Start Program

These programs provide a four week summer learning experience to assist students currently in Grade 7 prepare for Grade 8 (Gr8 in 8 Program) and students currently in Grade 8 prepare for Grade 9 (High School Head Start). At the end of the program, a progress report is mailed home with a copy sent to the student's day school. The report highlights the focus of the Summer School curriculum in Language, Mathematics, and Skills for school success.

Administrative ServicesPriorities for Improving Student Achievement

ADMINISTRATIVE SERVICES

Organization Group and Link to Student Achievement

Initiative Schedule Responsibility and Proposed Strategies

COMMUNICATIONS & PUBLIC RELATIONS

Further a culture of inclusion, innovation and student success at the DSBN through the provision of a range of professional communications services that support schools, senior leadership and build public confidence in public education.

Further develop the Visual Identity Guide for senior leadership, administrators, management and support staff through the launch of a comprehensive Brand Strategy

Initiate the development of vibrant and consistent branding for system programs and initiatives.

Improve visual appeal of secondary and elementary schools and support improved school spirit and student success through the implementation of Welcome Projects.

Provide direct assistance and training to schools in effective communications practices.

Coordinate system campaigns (Welcome Back, High School and Kindergarten Open Houses) to support schools and provide timely and relevant information to parents and the community.

Concept and redesign of physical spaces in the Education Centre to be reflective of a student centered organization.

Provide training and information on best communications practices to Board of Trustees.

Improve customer service through direct support to staff working with stakeholders.

Conduct training for senior leadership, administrators and support staff on professional communications practices

March 2015 Ongoing Ongoing Ongoing March 2015 Ongoing Ongoing Ongoing Ongoing

Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding




INFORMATION TECHNOLOGY SERVICES

Provide the infrastructure, services and support to promote 21st century learning and 21st century business processes

Promoting local innovation and leadership for 21st century teaching and learning

Improved Access to Data Expansion of Professional Learning for DSBN Staff

Improved Communication Tools ‐ Implement a DSBN Parent/ Guardian, Teacher and Student Portal

‐ Improved access and support for the creation of instructional content through Desire2Learn (D2L), Office 365 and Google

‐ Full implementation of DSBN and School mobile app (Apple and Android)

‐ New Email System introduced ‐ New Help Desk Services software in use

DSBN Research and Innovation Hub ‐ Supporting effective innovation practices that make a difference for student engagement, learning and acquisition of 21st century skills

‐ Partnering with Higher Education organizations to create authentic learning that helps students close the skills gap

Improved Wireless and Network Access ‐ Refresh and replace the existing technical infrastructure in all DSBN sites in order to provide more reliable internet connections for students, staff and community

Compass For Success ‐ Access for principals/vice principals and school staff to student, class and school data to support the learning agenda

Updating Administrative Software ‐ Implementing financial and HR online systems (Trillium/Budget Accounting System/ HR software, online cashless schools)

Provide On‐Site/System Professional Development ‐ Provide group and school‐based, job‐embedded learning opportunities to support for student learning

‐ Provide schools with the capacity to select differentiated supports from ITS / IT4 Learning Team

June 2015 June 2015 August 2015 June 2015 June 2015 Ongoing

Dino Miele Helen McGregor Dino Miele Helen McGregor Dino Miele Dino Miele JoAnna Roberto Helen McGregor Dino Miele Stacy Veld Dino Miele Helen McGregor




HUMAN RESOURCES

As part of the Board Leadership Development Strategies:

Part A: Continue to extend fostering the collective school leadership capacity to support consistent and incremental frontline‐led improvement.

Part B: Leadership Selection

Refine Principal/Vice‐Principal Network Learning Teams to further develop the inquiry process with particular emphasis on “evidence” that forecasts the degree of success of student achievement.

Principal/Vice‐Principal Network Learning Team meetings are regularly scheduled throughout the school year by Superintendents of Schools.

In addition to the standards set locally and by the Ontario Leadership Framework, further enhance the leadership selection process with performance data on two of the four dimensions of leadership and talent. The four dimensions are Traits, Drivers, Competencies and Experiences; the focus will be on Traits and Drivers.

Ongoing May 2015

Director of Education Superintendent of Schools Superintendent of Human Resources

FINANCIAL SERVICES AND PAYROLL SERVICES

Provide efficient and effective services, and timely / sound decision support to create a solid financial base, while minimizing administrative effort so that maximum resources and attention can focus on student achievement.

Pilot and Implement an on‐line payment system for schools (including a new on‐line donation process)

Restructure Purchasing Cards (P‐Card) program & policy

Implement Investment strategy

Implement automated time‐sheets for additional employee groups: o Educational Assistants o Caretakers

Payroll Training Videos to supplement documentation (for school based Administrators)

Pilot: January 2015 Implement: June 2015 ‐ September 2017 February 2015 December 2014

March 2015 March 2015

Stacy Veld Stacy Veld Stacy Veld

Stacy Veld Stacy Veld




FACILITY SERVICES – PROJECTS AND MAINTENANCE

Provide capital work and decision support for safe, energy efficient, accessible and environmentally friendly buildings and learning facilities which support program and curriculum enhancements and improve learning opportunities for students

Complete Major Capital New Construction & Renovations

o Harriet Tubman Public School o Twenty Valley Public School o Woodend Environmental Centre o Crossroads Addition o New West Fort Erie Elementary School

Implement First Child Care Program at various schools (4 schools)

Greater Fort Erie Secondary School ‐ Design

Implement 2015 Facility Renewal Program

Education Centre I.T. Renovations

September 2015

September 2015

December 2014

September 2015

September 2016

September 2015 May 2015 December 2014 September 2014

Stacy Veld

Stacy Veld Stacy Veld Stacy Veld Stacy Veld

FACILITY SERVICES – OPERATIONS

Provide a quality teaching, learning and work environment that is safe, healthy, and accessible, and conducive for teaching and learning.

Develop standards for cleaning and operations with focus on quality control and a work loading system

Promote Community Outreach and Partnerships

Phase 3 Video Access o All buildings that were under

Accommodation Reviews and re‐purposed (Jeanne Sauvé/DSBN Academy/School Support Services)

Enhance Outreach through the use of Digital Technology and Social Media

Enhance Curb Appeal ‐ expanded crew and resources

Continue Sports Field Improvement o Year 2 (3 sport fields) o Conduct Feasibility Studies of

Artificial Turf Fields

Standardize Gym Floor coatings with NBA quality product and method

August 2015 April 2016 September 2014 June 2015 August 2015 August/2015 August 2015 February 2015 2014/2015

Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld




PURCHASING AND CENTRAL SERVICES

Provide an easy process for schools to obtain goods and necessary services, therefore minimizing time and effort associated with school administration, and maximizing time to support teaching and learning.

Implementation of a Purchasing Portal including purchasing e‐catalogues

Establish a professional development plan for each Purchasing and Central Services department staff member

August 2015 March 2015

Stacy Veld Stacy Veld

RECORDS MANAGEMENT

Provide a managed system for the custody of academic and business records.

Provide a managed system for maintaining and preserving records of historical significance

Provide a managed system for maintaining professional artwork as valuable assets of DSBN

Inventory current records storage holdings

Implement Records Destruction protocols

Inventory current archival holdings and assess preservation needs

Develop record series and finding aids

Inventory professional artwork in DSBN schools

March 2015 December 2014 August 2015 September 2015 June 2015

Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld

PLANNING AND TRANSPORTATION

Prepare enrolment plans and facility needs to provide exemplary schools for teaching and learning.

Initiate and carry out approved schedule of ARC reviews to enhance student programming and reduce underutilized school spaces.

Seek opportunities for further efficiencies in Student Transportation

As per Trustee approved schedule

Lora Courtois




PRINTING SERVICES

Reorganize and Re‐energize the DSBN In‐Plant Printing Department to enable 100% support of schools and departments

Conduct a comprehensive review of services, cost structure, equipment and skill set of staff

Identify opportunities for growth and expansion of services

Diminish and Control sources of waste including defects, overproduction, waiting, inventory, motion and transport and excess processing

Completed

December 2014

December 2014

Kim Yielding

Kim Yielding

Kim Yielding