BIP - York Region District School Board

BOARD CONTEXT
The Education Stakeholder Survey (MYP) and the School Climate Survey for students indicated a need for stronger engagement of students in their learning and in personalized learning activities as they progress through school.
In the 2011-2012 School and Workplace Climate Survey for staff, teachers indicated the following as high priority professional learning needs:
-Designing questions and activities that engage students in higher-order thinking
-Creating experiential learning opportunities for students that are relevant, culturally responsive, current and connected to real-life situations
-Explicitly teaching the skills that students need to engage in inquiry-based learning
-Supporting every student to succeed in a culture of high expectations for learning
Through the School and Workplace Climate Survey, administrators identified “using new and emerging technologies to support digital literacy and instruction” as a high priority learning need.
Based on the performance of students in the YRDSB using multiple sources of data (EQAO assessments/OSSLT, report cards, among others) the following literacy and numeracy program areas have been identified as requiring intentional
focus over the next two years:
• Primary reading
• Junior mathematics
• Grade 9 applied mathematics
• Literacy achievement in Grade 9 and 10 Applied programming
Specific sub-groups of students requiring intentional focus based on EQAO, Report Card, IEP, Early Development Instrument (EDI) and School and Workplace Climate Survey data include:
• Students with special education needs/exceptionalities
There is a need to build teacher capacity in their understanding and use of:
• assistive technology as an integral part of teaching and learning,
• assistive technology in the instruction & assessment of mathematics,
• intentional implementation of IEPs across grade/subjects,
• alignment of Individual targets and success criteria with IEP goals/learning expectations,
• a student’s IEP and how to intentionally plan and program for the student maintaining alignment with success criteria and individual targets
•
Children who may become/are vulnerable in their early years
There is the need to:
o work with community partners to decrease percentage of young children who are vulnerable in one or more of the five domains of the EDI: Physical health and well-being; Social competence; Emotional maturity; Language
and cognitive development; Communication skills and general knowledge.
o focus on oral language development and phonological awareness for students detected as vulnerable in the early years.
•
Students who are credit deficient and are at significantly higher risk of leaving secondary school without an OSSD.
There is a need to:
o build a K-12 awareness, understanding and implementation of all program and pathway opportunities including an increase in SHSM opportunities.
YRDSB studies have shown that students who are identified as vulnerable on the EDI perform less well on EQAO assessments in subsequent years than students who were not identified as vulnerable.
Data to support goal renewal: Building Leadership Capacity and Succession Planning
o Retirement projections
o Workplace climate survey
o Board Leadership Development Strategy (BLDS) survey
o Ministry operational review
o External audit of our Leadership Development/succession planning processes
Learning and Teaching
Theory of Action:
If we consistently implement instructional practices that are:
• equitable and inclusive;
• informed by ongoing classroom assessment data;
• differentiated to build on strengths and interests in order to meet the needs of every learner;
• designed to provide specific, timely and tiered interventions, supported by a team approach that responds to individual student learning needs including persistent learning difficulties;
• focused on students as engaged critical thinkers and active participants in authentic, meaningful and innovative learning experiences; and,
• based on a growth mindset and foster an inquiry approach to learning,
then each student will experience increased achievement.
System Strategy, Plans and Actions:
Equity and Inclusive Education Strategy: Building capacity in understanding, developing and implementing instructional practices that provide strong foundations for an equitable and inclusive learning environment
Learning Disabilities Action Plan: Building awareness and developing strategies throughout the system to stop stigma and pursue potential for students with learning disabilities.
Early Years Strategy: Collaboratively building capacity and continuity among partners to ensure that children are at the centre of responsive decision-making.
Reading Recovery: Training teachers to provide an effective, early intervention program for the lowest-achieving grade one literacy learners.
Math Strategy: Building capacity to empower students to participate actively in understanding the mathematical ideas, skills, and thinking processes needed for complex problem-solving; in articulating their understanding in different
ways; and in developing the characteristics of perseverance, resilience and imaginative thinking.
A Framework for French as a Second Language – 3 Year Plan: Supporting educators in deepening their knowledge and skills related to comprehensive FSL programming.
Student Success Program: Building school capacity to provide innovative and experiential learning, timely interventions, and career and life planning opportunities to ensure all students in grades develop the skills and knowledge they
need to transition successfully from elementary to secondary school and on to their initial post-secondary destination.
First Nations, Métis and Inuit Education Strategic Plan: Building awareness and capacity throughout the system to close the achievement gap for First Nations, Métis and Inuit students, in alignment with the Ministry’s Education
Framework.
New Ways to Work and Learn: Fostering a new culture of learning and working at all levels in the system through the acquisition of the knowledge, skills and attitudes that enable achievement, personal well-being and full participation
in an interconnected and changing world community.
Resources:
Professional Learning:
Professional learning in YRDSB is designed based on research and context. It is intended to impact the knowledge,
• A Frame for Effective Instruction in
• Inclusive School and Community Services page on the
skills, and practice of educators which leads to improved student learning and well-being. Our approaches to
Mathematics K-12
BWW
learning acknowledge that there are a variety of ways in which professionals engage in learning based on need and
• Consultation with Advisory Committees:
• Mathematical Literacy K-12
intended outcome:
PEAC, SEAC, EIAC
Rounds:
Engaging staff in the Rounds process, as part of network learning, to refine teaching practice within and
• Curriculum & Instructional Services page on
• Paying Attention to Mathematics K-12 (Ministry)
across
schools.
the BWW
Learning Networks
• Early Years page on the BWW
• School Effectiveness Framework (Ministry)
Learning and Training page on the BWW (educator selected workshops and training sessions)
• EduGAINS
• Social, Emotional and Academic Learning (SEAL) page
Learning@Schools (observation/ demonstration classroom)
on the BWW
Teacher Collaborative Inquiry (EduGAINS) (job-embedded professional learning)
• English Language Learners page on the BWW
• Student Services page on the BWW
• YRDSB 4Cs Protocol
• Equity Strategy (Ministry)
• Student Success page on the BWW
•
•
•
First Nations, Métis and Inuit page on the
BWW
Growing Success page on the BWW
Growth Mindset
•
Reading Recovery page on the BWW
•
Understanding Learning Disabilities
Professional On-line Learning Communities
Summer Learning Institutes and Learning Camps
Experiential Learning
AQ Courses
Targets and Monitoring: 2014/2015 BIP Targets
Literacy
EQAO Literacy Assessments
Primary Reading:
All Students
Female Students
Male Students
Students with Learning Disabilities
English Language Learners
OSSLT (FTE): Applied English
All Students
Students with Learning Disabilities
Numeracy
Change
+/-
77% - 79%
82% - 84%
72% - 75%
50% - 53%
72% - 74%
+2
+2
+3
+3
+2
55% - 65%
52% - 65%
+10
+13
**Graduation Rate will be updated in December 2014.
Note: Although achievement in Junior Reading for ELLs no longer has a
BIP target, it will continue to be monitored informally.
EQAO Math Assessments
Junior Mathematics:
All Students
Students with Learning Disabilities
Grade 9 Applied Mathematics:
All Students
Students with Learning Disabilities
Student Success
Change
+/-
68% - 78%
26% - 40%
+10
+14
57% - 65%
50% - 60%
+8
+10
Credit Accumulation
Grade 9 students with 8 Credits
All Students
Female Students
Male Students
Grade 10 students with 16 credits
All students
Female Students
Male Students
Grade 11 students with 23 credits
All Students
Female Students
Male Students
Graduating with an OSSD**
All Students
SHSM Enrolment
Grade 11 and 12 students
Change
+/-
93% - 96%
95% - 97%
91% - 95%
+3
+2
+4
88% - 90%
90% - 92%
85% - 88%
+2
+2
+3
89% - 91%
91% - 92%
86% - 89%
Change
91% - 93%
+2
+1
+3
+/+2
Change
11% - 13%
+/+2
Environment, Engagement, and Well-Being
Theory of Action:
If we create and sustain learning and workplace environments that promote healthy relationships and are:
• committed to social, emotional, and physical well being,
• equitable and inclusive,
• respectful of self and others,
• safe, healthy and environmentally responsible,
then students and staff members will become more actively engaged, resilient, self-regulatory, and caring citizens who positively impact our families, and local and global communities.
System Strategy, Plans and Actions:
Caring and Safe Schools and Workplaces: Developing and implementing strategies to address cyberbullying and substance misuse in schools and workplaces
Environment: Advancing each school and workplace through Ontario EcoSchools or the YRDSB EcoWorkplace certification levels
Healthy Schools and Workplaces: Ensuring each school and workplace has a Healthy Schools and Workplace Action Plan
Mental Health Strategy: Mobilizing Phase One of the Mental Health Strategy
Positive Climates for Learning and Working: Engaging each PC4L team member in understanding their roles and responsibilities
Resources:
Professional Learning:
Connect2Learn Examples:
• Caring and Safe Schools in Ontario
• Healthy Schools and Workplaces Action Plan
• Applied Suicide Intervention Skills Training (ASIST)
• Centre for Addiction and Mental Health – Talking About mental
• Healthy Schools and Workplaces Framework
• Healthy Schools and Workplace Network
illness: Teacher's resource
•
Positive Workplace and Well-being
• Children’s Mental Health Ontario – Resources for Teachers
• Ministry of Child and Youth Services
•
Safe, Caring and Supportive Schools Webcasts 1,2,3
• Consultation with EIAC, SEAC, PEAC, and other community
• Ministry of Education – Environment, Engagement and Well-Being
School and CEC based Learning Examples:
organizations
Curriculum Resources
• Job embedded school based proposals
• Environmental Policy & Procedures
• Ministry of Education - Positive Climates for Learning
•
Networks
• Environment BWW
• Ministry of Education’s Supporting Minds
•
Rounds
• EcoWorkplaces Collaboration Space (For EcoWorkplace Reps)
• Ontario eco-schools
• Healthy Schools and Workplaces Policy and Procedures
• Healthy Schools and Workplaces BWW
Targets and Monitoring: 2014/2015 BIP Targets
Well-Being
School and Workplace Climate*
Schools participating in survey of students (2-year cycle)
Elementary students indicating a positive/supportive environment
Secondary students indicating a positive/supportive environment
•
•
Elementary students indicating a safe environment
Secondary students indicating a safe environment
Board implementing survey of staff and parents (2-year cycle)
Plant Services - Environment and Energy
Positive Climates for Learning BWW
Change
100% participation
84% to 87%
80% to 83%
+/-
82% to 86%
76% to 81%
100% participation
+4
+5
+3
+3
Eco-Initiatives
Schools and outdoor education centres are Eco-School certified
Service departments and education centres are Eco-Workplace certified
Change
75% to 80%
75% to 85%
+/+5
+10
Healthy Schools
Schools and workplaces will have completed an annual Healthy Schools and
Workplaces action plan and received support
Change
59% to 61%
+/+2
Results of Student Survey*
Learning experiences are personalized
Affective engagement
Behavioural engagement
Cognitive engagement
Engagement
Elementary
Change
+/79% to 82%
+3
80% to 83%
+3
78% to 82%
+4
86% to 88%
+2
*2014/15 Targets will be updated in the future.
Secondary
Change
+/70% to 78%
+8
76% to 79%
+3
73% to 78%
+5
78% to 82%
+4
Equity and Inclusivity
Theory of Action:
If we identify and develop practices that:
• are consistent with the Ontario Human Rights Code,
• meet individual needs,
• eliminate barriers,
• create a sense of belonging,
• include the broader community,
• provide leadership, training, and resources to support the implementation of equitable and inclusive practices,
then we will have safe, welcome, inclusive school and workplace environments where students, staff, parents, and community partners come together as active and engaged participants.
System Strategy, Plans and Actions:
Inclusive Schools and Community Services Unit– the work of the Teacher Liaison, Community Resource and Reception Centre teams are strategically positioned to support our student populations, families, schools and communities of
greatest need.
Equity Strategy Steering and Action Committee:
• Human Resources (Equitable Hiring Strategy/Modules): Developing the professional knowledge of Human Resources Services to build the capacity of system leaders to engage in equitable and inclusive hiring practices.
• Human Rights Policy: To develop a Human Rights Policy and Procedure to ensure that our schools and workplaces are aligned with the provincial Human Rights code.
• Curriculum Resource Development: Collaboratively developing tools to support equitable and inclusive classroom practices.
• Professional Learning Work Group: Providing opportunities for all staff to build their understanding and proficiency in the area of equity and inclusive practices.
• Positive Space Work Group: Building the capacity of schools and workplaces to support and respond to the needs of LGBTQ students and staff.
Equity Designates - Building system capacity in each school and workplace to embed equitable practices across the system.
School/Department Improvement Planning – All SIP/DIPs will include an explicit or embedded equity goal.
Equity Course (Anti Oppression Framework) - To develop and implement an AOP course to be delivered to all staff/at all levels throughout the system.
Parent Engagement Project (Student Asset Coaches) – Engaging in research practices that address family path and redefine parent engagement through an assets based approach.
Positive Climates for Learning and Working- Collaborative work with ESSAC and ISCS to ensure explicit and embedded approaches to the work of PC4L teams in schools and workplaces.
Resources:
Professional Learning:
Equity Symposium-annual system conference for all staff
• AODA Policy and Procedures (Modules)
• First Nations, Métis and Inuit page on the BWW
Learning
Networks – ISCS staff to be included in planning and delivery of network learning
• Engaged in Equity Newsletter
• Inclusive School and Community Services
Equity
Designate
training – ongoing learning for EDs in schools /workplaces Learning and Training page on the BWW
o Reception Centre Team
• English Language Learners page on the BWW
Equitable
and
Inclusive
Hiring Support -Learning and Training page on the BWW (Hiring and Interviewing Webcasts)
o Teacher Liaison Team
• Equity and Inclusivity Advisory Committee
Fostering
Inclusive
Schoolsselect schools with high needs have identified this support to focus on mindsets around
o Community Resource Facilitator
• Equity Page
poverty
and
classism
(ETFO
Poverty
Series)
• Ontario Human Rights Commission
• Equity Policy and Procedure
Positive
Space
Pilot
Schools
–
select
number of schools that will engage in professional learning with staff to support the
• School Effectiveness Framework (Ministry)
• Equity Scan
development
of
inclusive
schools,
with
a focus on LGBTQ students
• Student Services page on the BWW
• Equity Strategy Guidelines for
EGALE
Training
–
professional
learning
for staff regarding support for LGBTQ students and staff through an AOP framework
Implementation
Equity Course (DDSB/YRDSB Collaboration) – professional learning for all staff to deepen one’s understanding of equity
• Equity Strategy (Ministry)
and inclusivity and significance for student achievement and wellbeing and the impact on our working and learning
• ESSAC Google Community
environments
Partnerships with Summer Learning Institutes and Conferences
• E.g. - York Centre for Community and Education, CIRG Symposium, Anti-racism Multiculturalism Educators
Network of Ontario (AMENO), Family Violence Conference
Religious Accommodations – professional learning and training for all staff to ensure that our obligations regarding
religious accommodations under the Ontario Human Rights Code are addressed
Targets and Monitoring: 2014/2015 BIP Targets
Equity and Inclusivity (students)*
Students indicate they feel welcome and included in the
school
Students indicate satisfaction with the ways in which their
schools respond to reports of discrimination
Students indicate that schools rules are being applied in a
fair way
Equity and Inclusivity (staff)*
Staff indicate they feel welcome and included in the
workplace
Elementary
Change
+/-
Secondary
Change
+/-
77% to 84%
+7
79% to 85%
+6
n/a
n/a
66% to 75%
+9
65% to 75%
+10
62% to 71%
+9
Change
+/-
77% to 84%
+7
An equity and inclusivity goal and targets will be explicitly stated and/or specifically embedded within all school and workplace improvement plans.
*2014/15 Targets will be updated in the future.
Building Leadership Capacity and Succession Planning
Theory of Action:
If we inspire all staff members to see themselves as leaders by:
• supporting all staff members in acquiring the attitudes, knowledge and skills required to successfully perform their role;
• providing ongoing opportunities for professional learning, collaboration and sharing of effective practices;
• encouraging, fostering and developing strategic leadership for individuals, teams, departments and schools;
• implementing equitable and inclusive practices throughout the system; and
• identifying, recruiting, hiring, promoting and retaining highly skilled staff members;
then we will proactively build capacity, promote a positive professional culture aligned with the Board’s Mission, Vision and Values, and address the long-term sustainability of the organization.
System Strategy, Plans and Actions:
• Leadership Strategy – Developing and mobilizing leadership practices that support professionalism, encourage excellence and innovation, and inspire current and future leaders.
• Recruitment and Selection practices – Ensuring that the hiring of all employee groups is aligned with current, and future, leadership and operational needs.
• Equitable Hiring Strategy - Developing the capacity of system leaders to engage in equitable and inclusive hiring practices.
• Targeted professional learning and support to ensure readiness for those who are aspiring to formal leadership roles, newly appointed, and experienced.
• Induction programs to ensure that all employees have the knowledge, training and resources to be successful in their roles.
• Coaching and Mentoring Strategy (link to be added when created) – Building awareness and developing competencies of staff members to support a culture of coaching throughout the system.
• Career Pathing – Developing and making easily accessible clear career path options for academic and business staff members.
Resources:
Professional Learning:
• Aspiring Leader (internship-type) Programs
• BLDS - Ministry of Education
• OLF - Research Foundations, Leithwood
• Coaching
• Career Planning Summaries (YRDSB)
• Ontario Leadership Framework - School Level
• Induction Programs
Leadership
• Online Learning Modules/Webinars
• Connect2Learn – Individualized Learntracks
• Performance Appraisal Processes
• Required Role - Specific Training
(YRDSB)
• Support Programs for those in Administrative Hiring Pools
• Leadership Development and Human Resource
• Self-Assessment Tools
• Workshops/Series
Services websites
• Leadership Framework for Managers (YRDSB)
• School Effectiveness Framework
• Learning and Training Framework 2013-2014
• 360 Feedback Tool (when available)
•
Networks/Committees (YRDSB)
Targets and Monitoring: 2014/2015 BIP Targets
• By June 2015, all schools and service department plans will include goals and/or strategies that foster and support leadership development in individuals, teams and departments that address the long term sustainability of the
organization.
• Robust hiring pools for key system positions/roles across the organization.
• Leadership Strategy communicated to the system.
• Increased participation of employees in professional learning programs.

Download Report