Board Improvement Plan for Student Achievement 2016

CATHOLIC DISTRICT SCHOOL BOARD
OF EASTERN ONTARIO
Board Improvement Plan for Student Achievement (BIPSA) K-12
2015-2017
February 2016
Achieving Literacy for All
“The idea is that significant changes in student learning, engagement and success depend on deep and sustained changes in the practices in classrooms and schools, and that these changes will
emerge from the teacher learning (professional knowledge creation and sharing) that occurs through interaction within and across schools in networks.” - Steven Katz, 2009
Board Focus: Educators will engage in professional learning opportunities to increase
their understanding of growth mindset and its impact on student learning and achievement.
Theory of Action: If educators intentionally focus on nurturing a growth mindset then it will
positively impact student learning and achievement.
Baseline Data Statement: Currently, 72% of students are able to self-identify
as having a growth mindset as indicated on the board Resiliency Survey. As student
achievement is strongly correlated with mindset, the following data indicates student
achievement at a level 3 or greater on EQAO assesments.
Assessment Level
Reading
Writing
Math
Primary
78%
80%
66%
Junior
81%
83%
51%
Grade 9 Applied Math
59%
Grade 9 Academic Math
86%
Grade 10 OSSLT
85%
SMART Goal: By June 2017, 79% of students will self-identify as having a growth mindset as
indicated on the board Resiliency Survey. Improvements in mindset will correlate with
improvements in student achievment by the following percentage of students achieving a
level 3 or greater on EQAO assessments.
Assessment Level
Reading
Writing
Math
Primary
82%
84%
73%
Junior
85%
87%
58%
Grade 9 Applied Math
66%
Grade 9 Academic Math
90%
Grade 10 OSSLT
89%
School Effectiveness Framework Targeted 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 to
determine next steps.
2.4
Job-embedded and inquiry-based professional learning builds capacity,
informs instructional practice, and contributes to a culture of learning.
3.1
The teaching and learning environment is inclusive, promotes the intellectual
engagement of all students and reflects individual student strengths, needs
and learning preferences and cultural perspectives.
4.3
Teaching and learning in the 21st Century is collaborative, innovative and
creative within a global context.
4.5
Instruction and assessment are differentiated in response to student
strengths, needs and prior learning.
Catholic District School Board of Eastern Ontario
CURRICULUM ACTION PLAN
2015 - 2016
 Empower all students to be partners in their learning
 Create space for students to have more autonomy in
their learning. Provide an environment that is open to
risk-taking and allows for opportunities to continually
reflect on and persevere through the learning process
 Provide opportunities for all students including First
Nation, Métis and Inuit, to work together in flexible
groups to explore common interests, share various
perspectives and build on each other’s
learning
 Promote a safe, inclusive
environment built on trusting
relationships
Engage in collaborative work
focused on student learning and
achievement through reflection,
dialogue and inquiry.
Foster an environment that is
responsive to student voice,
confidence, and student
engagement.
 Allow for student engagement
and learning in the classroom to
be the anchor for professional
learning and collaborative
inquiry
 See students as both the focus
for and partners in collaborative
inquiry
 Provide opportunities for educators to
engage in collaborative discussion around
educator mindset, pedagogical
documentation, and collaborative inquiry
 Networking groupings include FDK and
Early Years, French Second Language,
Native Studies, Literacy and
Numeracy, Student Work Study,
District Review, Blended Learning,
Assessment and Evaluation
Promote a healthy working environment
which respects the dignity and worth of
every person while ensuring continuous
delivery, program provision, and staff
growth, to support improved student
achievement and success.
Catholic District School Board of Eastern Ontario
NUMERACY ACTION PLAN
2015-2016





Practise our shared belief that all
students can reach their potential
in literacy (and numeracy) given
sufficient time and support.
Model appropriate problem
solving strategies and provide
students with multiple opportunities
to apply their learning, so that they
engage in meaningful discourse
and activities that are authentic
and relevant to daily life.


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Emphasize the shared responsibility of
teaching and learning numeracy
Provide math content to schools for
newsletters, calendars and social media
Provide parent information sessions
Promote web-based resources for at-home
support (Mathies, Homework Help, etc.)
Share and implement
current Ministry initiatives
and practices
Provide support rooted in
inquiry
Promote a holistic approach
to numeracy in school
communities
Plan using curriculum
documents



Offer Additional Qualifications
courses in mathematics
Provide interactive sessions on
Blended Learning,
BrightSpace, and Office 365
Offer a variety of professional
learning sessions which focus
on big ideas, technology
and manipulatives in
mathematics
Promote the use of Catholic
Professional Learning Communities
to support student learning and
achievement, and the faith
development of all staff.
Promote a healthy working environment
which respects the dignity and worth of
every person while ensuring the continuous
improvement in delivery program
provisions, and staff growth, to support
improved student achievement and
success.
Catholic District School Board of Eastern Ontario
STUDENT SUCCESS ACTION PLAN
2015 - 2016
 Provide effective program pathway planning for all
students to ensure meaningful graduation outcomes
 School / College Work Initiative (SCWI)
 Dual Credits
 Ontario Youth Apprenticeship Program (OYAP)
 Specialist High Skills Major (SHSM)
Promote the use of Catholic Professional
Learning Communities to support
learning and achievement, and the faith
development of all staff.
 Career / Life Planning / Creating Pathways to Success (CPS)
 Individual Program Pathways (IPP)
 Transitions / Pathways Collaborative Inquiry (TPCI)
Sustain and extend learning
opportunities for learners to achieve
unique individual goals on their
journey towards a meaningful
graduation outcome.
 Student Success teams
will track the progress of
students at risk of not graduating
and provide supports to improve
outcomes for students struggling with
the secondary curriculum
 Student success teams will meet regularly
to track and monitor at risk students and
provide intervention strategies to ensure
success (Credit Recovery, Credit Rescue,
Cooperative Education, Specialist High
Skills Major, Ontario Youth Apprenticeship
Program opportunities)
 Promote direct student advocacy with
mentors and student monitoring
 Student Success School Leads will examine Board
indicator data to determine individual high schools
specific needs (school graduation rate, credit
accumulation data, pass rate by course type, gap
between pass rates, gender gap analysis)
 Student Success School Leads will meet regularly
to determine priorities and set a vision for our
high school student success initiatives
 Develop models for the effective delivery of
all student success initiatives (Credit
Recovery, Credit Rescue teams, student
tracking and monitoring)
 School-wide staff development and
support of student success
initiatives
 Transition Pathways
Collaborative Inquiry
Promote a healthy working environment
which respects the dignity and worth of
every person while ensuring continuous
improvement in service delivery,
program provision, and staff growth, to
support improved student achievement
and success.
Achieving Literacy for All
Developing Resiliency Skills is the foundation for nurturing Positive Mental Health. By fostering Caring Relationships, encouraging Meaningful Engagement, Establishing Expectations and
promoting Healthy Responses our students are supported in these 4 components and empowered not only to further succeed academically in the classroom, but to thrive as individuals.
Board Focus: School Teams will engage in professional learning and Action Plans to
increase students' overall Resiliency and Positive Mental Health, specifically Caring
Relationships and Meaningful Engagement which will increase student achievement
and well-being.
School Effectiveness Framework Targeted Indicators:
Theory of Action: If school teams are responsive to enhancing positive School Culture
through developing caring relationships and strengthening the Commitment to Learning
through engagement then students will experience improved academic achievement
and well-being.
Baseline Data Statement: Current Resiliency data indicates 64.8% P/J, 36.7% Int, and
14.1% of Secondary students describe a Caring School Climate; and 63.2% P/J, 42.6% Int,
and 21.4% of Secondary students identify School Engagement as a significant strength.
1.2
A variety of relevant and meaningful assessment data is used by students
and educators to continuously monitor learning, to inform instruction and to
determine next steps.
2.1
Collaborative instructional leadership builds capacity to strengthen and
enhance teaching and learning.
2.5
Staff, students, parents and school community promote and sustain student
well-being and positive student behaviour in a safe, accepting, inclusive and
healthy learning environment.
Current Mental Health data indicates that Feeling Connected and Aware of their Options
61.7% P/J, 51,2% Int and 35.7% Sec and Feeling Valued and Valuing Others 61.7% P/J,
51.2% Int and 35.7% Sec is considered to be a significant
 strength.
Focus school teams on a strengths-based, approach
3.1
The teaching and learning environment is inclusive, promotes the intellectual
to programming and IEP development in order to
engagement of all students and reflects individual student strengths, needs
promote meaningful engagement for staff and students
and learning preferences and cultural perspectives.
SMART Goal: By June 2016, 4% or more of students will improve academically and

Support school based teams (SERT, DI, CT) to
demonstrate an overall increase in Resiliency and Positive Mental Health Components
collaborate in order for teachers to create effective
4.7
Timely and tiered interventions, supported by a team approach, respond to
of:
IEPs and Transition Plans with parent involvement
School Culture because:
individual student learning needs and well-being.
 reach
Involve
SEAC ingoals
presenting panel for parents on
- teaching and learning environments enable students to
ambitious
- students and teachers work together to build a collaborative
and safe
effective
andlearning
meaningful IEP development
environment in which student input is actively and regularly sought
Commitment to Learning because:
- students demonstrate confidence, resilience, self-regulation and self-efficacy in their
capacity to learn and succeed

Support CT and SERTs in
- learning experiences are engaging, and promote collaboration, innovation and
the creation of effective IEPs
creativity

Support teams to provide effective
environments, routines and increase
understanding of developmental

Consolidate understanding of the IEP
development process and transition
planning through in-services, CPLC
Living our Catholic Faith
“We understand that as professional educators, we are responsible for assuring that students are growing in their knowledge and understanding of the faith, developing the essential skills
for continuous, lifelong, spiritual growth and the fortitude to live out their faith in the events of everyday life.”
Religious Education Policy Document 2012 page 37
Board Focus: Educators will engage in collaborative inquiry learning to increase
students' ability to independently and effectively demonstrate critical thinking.
School Effectiveness Framework Targeted Indicators:
1.1
Assessment is connected to the curriculum, collaboratively developed by
educators and used to inform next steps in learning and instruction.
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.
1.6
Assessment of learning provides relevant and meaningful evidence to
evaluate the quality of student achievement at or near the end of a cycle of
learning and to determine next steps.
1.7
Ongoing communication about learning is in place to allow students,
educators and parents to monitor and support student learning.
2.4
Job-embedded and inquiry-based professional learning builds capacity,
informs instructional practice and contributes to a culture of learning.
Theory of Action: How will professional learning conversations around instruction and
assessment practices with Grade 1 and 2 teachers in the areas of critical thinking impact
student learning.
Baseline Data Statement: Currently, critical thinking is evident in 0% of the grade 1 and 2
student work, as per June 2015 report card comments in Religious Education.
SMART Goal: By June 2016, 18% or more of grade 1 and 2 students will independently
demonstrate critical thinking:
-choose, where possible, how they demonstrate their learning for the purposes of
assessment for learning
-comment on their report cards about strengths and goals.
Making Resources Matter
“In order to adequately prepare today’s students for their future, teachers must effectively participate in professional learning networks, share and model the use of current internet tools, lead
authentic, integrated, project-based learning activities, assist students as they establish their own learning networks and digital footprint, learn alongside our students as they create, collaborate,
and share, provide sufficient learning opportunities for students to become digitally literate and fluent, while also inspiring each child to be quality, digital, global citizens.” (twitterforeducation,
21st)
Board Focus: The entire CDSBEO team will support priortizing the use of fiscal resources
to ensure continuous improvement in service delivery, program provision and staff
growth, support student achievement, faith development and student success and well
being.
Theory of Action: If all CDSBEO team members are committed to the responsible use of
scarce resources it will allow for a more focused and targeted approach and will result in
improved efficienies and better outcomes.
Baseline Data Statement: All Departments will be called upon to demonstrate efficiencies
and identify gains.
SMART Goal: By June 2016 all Departments will be required to operate within their current
fiscal limits while at the same time demonstrating efficiencies while improving on our
current levels of student achievement, public confidence, employee well being and high
expectations of excellence in all that we do.
School Effectiveness Framework Targeted Indicators:
1.7
Ongoing communication about learning is in place to allow students,
educators and parents to monitor and support learning.
2.3
Organizational structures are coherent, flexible and respond to the needs of
students.
4.3
Teaching and learning in the 21st Century is collaborative, innovative and
creative within the global context.
4.6
Resources for students are relevant, current, accessible, inclusive and
monitored for bias.
6.4
Learning opportunities, resources and supports are provided to help parents
support student learning and have productive parent-teacher-student
conversations.
Observe and Reflect
Examine, analyze and evaluate feedback and results. Decide the extent to which the areas of
student and educator needs have been addressed.
Monitor and Reflect on Student and Educator Learning
Share and analyze evidence of student learning, discuss progress, challenges and possible solutions.
Revise plan as needed.
Student Experience:
Educator Experience:
Monitoring and Next Steps:
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What do students
identify as their
strengths and
needs?
What is the
students’ role in
the instructional
process?

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What is the depth
of learning?
What is our
evidence?
What are the
educator learning
needs?
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What is the depth and consistency
of implementation? How do we
know?
What factors enabled successful
implementation?
What evidence might affirm that
spread is occurring?
What are our key learnings?
There are many vehicles for data collection:
Here is the pedagogical documentation process in brief and
some reflective questions for your school team:
 Introduction What do we need to know to understand the
context of this documentation? What is our purpose in review
ing this documentation together?
 Description What did we see/hear/feel? It is vital not to skip
or shorten this step, nor to include interpretations at this stage.
 Interpretation What does the documentation suggest about the
learner’s thinking? What are our questions and wonderings?
What lens are we using to interpret this documentation (e.g.,
curriculum, learning skills, research/professional reading)?
How do we decide whether an interpretation is credible and
truthful and whether one interpretation is better than another?
 Implications What are the implications for deepening the
learning? What additional information is needed? What
actions will be taken as a result, for the learner, educators,
the school and/or the community? How will we differentiate
teaching and learning based on this new learning? If we are
adjusting our teaching for a small group of students we know
well, how will this impact our teaching for the whole class?
 Reflection What have we learned about the process of
pedagogical documentation? What are the applications to
other aspects of classroom practice? How are we capturing
our professional learning?
Pedagogical Documentation Revisited K-12, 2015: LNS
Path of Action
Examined June 2015
Report Card Comments
0% of comments
included reference to
students' critical
thinking ability
Direct instruction to grade 1 and
2 teachers at regional PD
session in December
co-facilitated between Religion
and Curriculum Departments
After Reporting Period
One
Analysis #2
Action #2
Data Collection #3
Analysis #3
Action #3