ALGOMA DISTRICT SCHOOL BOARD BOARD IMPROVEMENT PLAN for STUDENT ACHIEVEMENT
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ALGOMA DISTRICT SCHOOL BOARD
BOARD IMPROVEMENT PLAN for STUDENT ACHIEVEMENT
2019-2022
We are a teaching & learning organization. As such, we embrace lifelong learning and, as a learning community, we value opportunities to learn with and from
others, through collaboration and teamwork. Our Board Improvement Plan for Student Achievement, the School Effectiveness Framework and the Ontario
Leadership Framework guide our work, our learning, as we focus on the key priorities of Achievement, Well-Being and Engagement.
As role models of lifelong learning, we are committed to continuous improvement, to ensuring we are using current, research-based practices and to making
teaching and learning visible. We do this, collaboratively, so that our students become self-directed learners who exit our schools and enter our communities as
confident learners, caring citizens.
Improving student achievement and
increasing graduation rates is not about a
statistic. It is about student success. It is
about improved lives. It is about our
economies (local, provincial, national) and
our future, which both depend on an
educated, skilled workforce who is well
(emotionally, physically, mentally, socially)
and who is of good character.
Education is not just delivering diplomas.
It is about delivering better lives,
better futures.
-
In all ADSB classrooms, we are committed to continuous
Algoma District School Board Improvement Plan
improvement in LITERACY and NUMERACY by:
using data/evidence to determine next steps
for Student Achievement 2019-2022
providing descriptive feedback and coaching
creating relevant and responsive learning opportunities
we implement assessment for and as learning at the student, classroom, school, and data/evidence will be used to determine the next steps in learning/instruction in conjunction with
district level, as defined in the School Effectiveness Framework and Growing Success descriptive feedback and coaching to create relevant and responsive learning opportunities
Strategies for Impact Monitoring our Impact
All classrooms will focus on assessment for and as learning and will be guided by and responsive to data/evidence collected SEF Indicators of Success
at the classroom and student levels. Classroom leaders: Classroom & Students Level 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 4.1, 4.2, 4.5, 4.7, 5.3
CL1: Plan learning opportunities that are directly linked to curriculum/program documents, integrate literacy and numeracy in all subject CL1: Educators align all learning with curriculum/program and District supported resources (i.e. Scope and Sequence,
areas and incorporate the use of technology Fountas and Pinnell, ADSB SmartCards, Edsby, Learning for All) in all content areas
Classroom
CL2: Utilize a range of assessment (for/as) practices to make students’ thinking visible and utilize the resulting data/evidence to CL2: A range of assessment practices (for/as) is used at the classroom level to make student thinking visible and resulting autonomous
determine next steps in learning and instruction and provide necessary interventions to promote student success student achievement data (conversations, observations, products) is collected and discussed to monitor the SIPSA (assessment capable) learners who
are able to set individual goals,
CL3: Design instructional and assessment practices to be responsive to students’ diverse learning strengths, needs and interests and CL3: Educators’ instructional and assessment practices respond to student needs monitor their progress, determine
are relevant to their learning pathway next steps and reflect on their
CL4: Facilitate ongoing learning conversations with students to promote collaboration and effective classroom discourse that will CL4: Educators develop a classroom environment that promotes student voice and incorporates strategies to make student thinking and learning
promote the consolidation of their learning thinking visible
thereby continuously
Literacy: Implement a comprehensive literacy program that utilizes the gradual release of responsibility model improving achievement.
Literacy: Educators implement a comprehensive literacy program driven by benchmark assessment system data/class
Numeracy: Focus on the fundamentals of mathematics to promote flexibility and fluency with numbers by developing teacher tracking boards to improve student achievement in reading and writing
understanding of the curriculum continuum and learning process needed to support conceptual understanding Numeracy: Educators focus on the development of conceptual and procedural understanding to improve student Improved Outcomes
achievement in number sense and numeration
Achievement
School improvement work will be focused in the areas of literacy, numeracy and assessment, guided by and responsive to SEF Indicators of Success as evidenced by:
data/evidence collected at the school, classroom and student levels. School leaders: School Level
1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 4.1, 4.2, 4.5, 4.7, 5.3
Literacy assessment data
(F&P BAS, Phonological
SC1: Develop, implement and monitor school improvement plans which are responsive to student data and needs in the area of SC1: SIPSAs are driving the learning conversations in the school, in Component 1 throughout the year Awareness Test, GB+, STEP)
Component 1: Assessment for/as indicators (School Effectiveness Framework) Grade 3/6 mid-year math
assessment
School
SC2: Visit classrooms regularly to engage in ongoing inquiry regarding effective instructional practices and how to increase their impact SC2: School and classroom leaders engage in daily conversations reflecting the data/evidence (collected through
on student learning conversations/observations/products) to monitor SIPSA implementation and inform next steps Intermediate math
assessment
SC3: Facilitate ongoing learning conversations with educator learning teams (PLCs, one-on-one, staff meetings) to enhance/develop SC3: Use next steps to revisit and refine SIPSA in response to the needs of all learners Report card data
instructional practices and planning strategies Number sense and
SC4: Develop pedagogical and curriculum content knowledge for all educators SC4: School leaders align professional learning opportunities in literacy, numeracy, assessment in response to educator numeration data
learning needs Achieving Excellence in
Applied Courses assessment
SC5: Collaborative school-based teams (including MLPs, SERTs, ISTs, SSTs, Guidance, etc.) analyze student data/evidence to plan SC5: Planning and ongoing support provided by school-based learning teams/partners is responsive to the student needs data
strategies, supports and interventions that are responsive to student needs and provide next steps identified through conversations, observations, products Attendance
Credit accumulation
Specialist High Skills Major
All system work will be focused in the areas of literacy, numeracy and assessment, guided by and responsive to data/ SEF Components of Success completion rates
evidence collected at the district, school and classroom levels. System leaders: District Level
1, 2, 4, 5
Cooperative Education,
Ontario Youth Apprenticeship
SY1: Facilitate principal/vice-principal learning teams to deepen their instructional leadership practices SY1: In PLTs, principals/vice-principals identify how their instructional leadership practice is changing to be responsive to Program and Dual Credit
needs within the school completion
SY2: Deepen pedagogical and curriculum content knowledge for all leaders SY2: System leaders align professional learning opportunities in literacy, numeracy, assessment in response to principal Successful pathway
System
learning needs completion
SY3: Participate in District Review visits, schools visits and conversations with school administrators to determine site-based needs and SY3: District Review Visits are conducted on a two-year cycle to inform ongoing school improvement strategies and in EQAO (grade 3/6 - reading/
writing /math, grade 9 math,
to monitor system progress alternating years, PLTs utilize instructional rounds to gather data/evidence to inform professional learning needs OSSLT)
SY4: Differentiate school and instructional leader support based on identified needs SY4: Academic Council (system leaders) measures the impact of the professional learning on student learning/achievement Student census and well-
on a bi-monthly basis and determines next level of work being survey data
SY5: Utilize a coaching and mentoring model to develop informed and responsive leadership SY5: System planning and ongoing support is responsive to the system needs identified through conversations, Graduation rates
observations, products
In ADSB, we are committed to engaging students, staff,
Algoma District School Board Improvement Plan
parents and community partners by:
using data/evidence to determine next steps
for Student Achievement 2019-2022
providing descriptive feedback and coaching
creating relevant and responsive learning opportunities
we implement assessment for and as learning at the student, classroom, school, and data/evidence will be used to determine the next steps in learning/instruction in conjunction with
district level, as defined in the School Effectiveness Framework and Growing Success descriptive feedback and coaching to create relevant and responsive learning opportunities
SEF Indicators of Success 3.1, 3.2, 3.3, 3.4 SEF Indicators of Success 3.1, 3.2, 3.3, 3.4
Utilize surveys, focus groups, interviews and exit cards to Provide professional learning opportunities and support to
actively solicit and honour student voice, ‘listening with ears, plan purposeful learning experiences that are inviting to and autonomous
eyes and open minds’, to support system, school and respectful of the diversity (ancestry, culture, ethnicity, (assessment capable) learners
classroom activities and learning environments gender, gender identity, language, physical/intellectual who are able to set individual
ability, race, religion, sex, sexual orientation, socio-economic goals, monitor their progress,
status), needs and interests of all students, parents and determine next steps and reflect on
community members their thinking and learning
“...learning from children’s voices allows us to know at a deeper level
“It is important that teachers create an environment that thereby continuously
who children are as learners and, because we have that knowledge,
improving achievement.
to expand and enrich our sense of what it means to teach.” will foster a sense of community, where all students feel included
(Theory Into Practice, Dahl, 1995, p. 130) and appreciated and where their perspectives are treated with
respect. One way of accomplishing this is for teachers to select Improved Outcomes
topics, resources, and examples that reflect the diversity in the
ENGAGEMENT
classroom.”
Engagement
(Social Studies, Grades 1 to 6, revised 2013) as evidenced by:
Literacy assessment data
(F&P BAS, Phonological
Utilize strategies, tools and resources (i.e. School Council, Collaborate with community partners to further develop Awareness Test, GB+, STEP)
student-led conferences, Edsby, School Connects, website, engagement with Indigenous (through Truth and Grade 3/6 mid-year math
surveys) to connect with parents at the system, school and Reconciliation), newcomer and local communities, assessment
classroom level, to engage them as partners in supporting the organizations/agencies and post-secondary institutions to Intermediate math
learning experiences and achievement of their children, while support student achievement and well-being assessment
enhancing parent-school communication Report card data
“Cooperative and collaborative relationships between school Number sense and
boards and community organizations are part of the foundation numeration data
of a strong, vibrant and sustainable publicly funded education Achieving Excellence in
“All forms of parental involvement are beneficial. In every form, Applied Courses assessment
parental involvement in education shows children that their system.” data
(Ontario Ministry of Education, Community Planning and Partnerships Guideline (2015, p.2)
parents care about what they are doing and learning, and that Attendance
they value a good education.” Intermediate math assessment Credit accumulation
(Ontario Ministry of Education, Parent Voice in Education Project Report (2005, p.10)
Report card data Specialist High Skills Major
completion rates
Intermediate math assessment Number sense and numeration data
Cooperative Education,
Ontario Youth Apprenticeship
Program and Dual Credit
SEF Indicators of Success 6.1, 6.2, 6.3, 6.4 SEF Indicators of Success 6.2, 6.3 completion
Successful pathway
completion
School & Classroom Strategies for Impact Monitoring our Impact EQAO (grade 3/6 - reading/
writing /math, grade 9 math,
OSSLT)
School & Classroom Strategies for Impact: Schools will utilize data collected from the Student and Workplace Census and Well-Being surveys, conversations and focus groups with students, staff, parents, and community partners, and District Student census and well-
Review Visit data to develop school-based priorities in the areas of student, staff, parent and community partner engagement. being survey data
Graduation rates
Monitoring our Impact: Utilize system and school-level data from the Student and Workplace Census and Well-Being surveys, in addition to other feedback collected through conversations and observations with students, staff, parents and
community partners and District Review Visits to assess and monitor our impact and to inform next steps related to engagement.
Algoma District School Board Improvement Plan We are committed to:
fostering learning/work environments that encompass the domains of well-being
(cognitive, emotional, social, physical, self/spirit)
for Student Achievement 2019-2022
using data/evidence to determine next steps
providing descriptive feedback and coaching
creating relevant and responsive learning opportunities
we implement assessment for and as learning at the student, classroom, school, and data/evidence will be used to determine the next steps in learning/instruction in conjunction with
district level, as defined in the School Effectiveness Framework and Growing Success descriptive feedback and coaching to create relevant and responsive learning/work environments
SEF Indicators of Success 2.3, 2.5, 3.1, 3.2, 3.3, 4.5, 4.6, 6.1, 6.3 SEF Indicators of Success 2.5, 6.3
Provide learning/work environments and student learning Provide positive and safe learning/work environments
opportunities that are reflective of the diverse identities through character education, restorative practices, anti- autonomous
found within ADSB communities. bullying initiatives, mental health awareness and community (assessment capable) learners who
partnerships. are able to set individual goals,
monitor their progress, determine
“In an inclusive … [learning/work] environment, different voices are next steps and reflect on their
respected and heard; diverse viewpoints, perspectives and approaches thinking and learning
are valued; everyone is encouraged to make a unique and meaningful “A healthy, safe, and supportive learning / [work] environment enables
contribution. In such an environment, people with multiple backgrounds, students, adults, and even the school as a system to learn in powerful thereby continuously
mindsets and ways of thinking can work together effectively and perform ways. Such an environment promotes innovation, inquiry, and risk taking. improving achievement.
to their highest potential to achieve organizational objectives. Inclusive Moreover, such an environment reinforces and enhances the leadership
organizational culture would allow the people in the organization to capacity in the school because competent, excellent, and dedicated
educators want to work under such conditions.”
Improved Outcomes
advance their individual actions flexibly, yet consistently, towards
achieving organizational goals.” (ASCD, Turning High-Poverty Schools into High-Performing Schools, 2012)
(D2L – Desire to Learn, 2018)
as evidenced by:
Well-Being
Literacy assessment data
(F&P BAS, Phonological
Acknowledging our role within a continuum of support, Awareness Test, GB+, STEP)
Promote healthy choices (e.g. personal safety and injury embed mental health awareness and understanding Grade 3/6 mid-year math
prevention, nutrition, daily physical activity, healthy throughout our organization and connect those in need of assessment
relationships, self-image) among all members of ADSB additional supports to appropriate community services, to Intermediate math
communities. optimize our learning/work environments. assessment
Report card data
Number sense and
“We all need to be physically and mentally well. Maintaining healthy numeration data
“Positive mental health is the capacity of each and all of us to feel,
learning/work environments contributes to our overall health and Achieving Excellence in
think, and act in ways that enhance our ability to enjoy life and deal Applied Courses assessment
wellness, thus all those who work in or visit our facilities have a collective
with the challenges we face.” “Mental health encapsulates one’s data
responsibility to keep our environments positive, safe and inclusive, so
ability to manage thoughts, feelings and behaviour, making it possible Attendance
that we can all achieve to our full potential. We are proud of and grateful
to set and achieve goals, create and keep relationships, adapt to and Credit accumulation
for our strong community partnerships that help us to provide resources
and services, as needed, to all who learn and work in the Algoma District cope with stress and sadness, and feel happiness.” Specialist High Skills Major
(Public Health Agency of Canada 2006 & Ontario College of Teachers 2018) completion rates
School Board.” Cooperative Education,
(Algoma District School Board, 2019)
Ontario Youth Apprenticeship
Program and Dual Credit
SEF Indicators of Success 2.5, 4.7, 6.1, 6.3, 6.4 SEF Indicators of Success 2.5, 4.7, 6.3 completion
Successful pathway
completion
EQAO (grade 3/6 - reading/
School & Classroom Strategies for Impact Monitoring our Impact writing /math, grade 9 math,
OSSLT)
Student census and well-
School & Classroom Strategies for Impact: Schools will utilize data collected from the Student and Workplace Census and Well-Being surveys, conversations and focus groups with students, staff, parents, and community partners, and being survey data
District Review Team Visit data to develop school-based priorities in the areas of equity and inclusive education, safe and accepting schools, positive mental health and healthy schools. Graduation rates
Monitoring Our Impact: Utilize system and school-level data from the Student and Workplace Census and Well-Being surveys, in addition to other feedback collected through conversations and observations with students, staff, parents,
community partners and District Review Visits to assess and monitor our impact and to inform next steps related to well-being.
conjunction with
data/evidence will be used to determine the next steps in learning/instruction in
we implement assessment for and as learning at the data/evidence will be used to determine the next steps in
student, classroom, school, and district level, as defined in learning/instruction in conjunction with descriptive feedback and
the School Effectiveness Framework and Growing Success coaching to create relevant and responsive learning opportunities
• Comprehensive literacy block that supports
learning in oral language, reading, writing and
media literacy
(kindergarten: minimum 50 minutes; grade 1-8: minimum autonomous
100 minutes; grade 9-12: minimum 75 minutes) (assessment
• Analyze qualitative and • Question and provide feedback • Pose open questions to create capable) learners
• Integrate literacy across all content areas through quantitative assessment data/ to clarify, justify and challenge learner discourse, validate learner who are able to set
explicit literacy instruction evidence collected through thinking so that learners can voice and develop divergent individual goals,
conversations, observations and articulate: thinking
products to inform practice and monitor their
▪ What they are learning progress, determine
determine next steps in learning
• Balanced numeracy block intentionally
and teaching
▪ How they are doing
• Plan, with purpose and next steps and
Our ADSB Commitments
designed to develop computational fluency and ▪ How they know
How they can improve intentionality, using the curriculum reflect on their
conceptual understanding through the ADSB ▪
Scope & Sequence and seven math processes • Adjust instruction based on data/ ▪ Where they can go for help and a variety of instructional thinking and
strategies, tools and technologies learning.
(kindergarten: minimum 50 minutes; grade 1-8: evidence to respond to learner
minimum 60 minutes; grade 9-12: minimum 75 needs
minutes) • Seek feedback and respond to it
by revising and refining their next
• Embed computational fluency in all content
steps in learning
areas by encouraging accuracy, efficiency, and
flexibility with numbers
Students Professional Professional Leadership in Ongoing
and Student Learning Knowledge Practice Learning Communities Professional Learning
▪ dedicated in our care and commitment to ▪ strive to be current in our professional ▪ apply professional knowledge and ▪ promote and participate in the creation of ▪ recognize that a commitment to ongoing
students knowledge and recognize its relationship experience to promote student learning collaborative, safe and supportive learning professional learning is integral to effective
▪ treat students equitably and with respect to practice ▪ use appropriate pedagogy, assessment communities practice and to student learning
and are sensitive to factors that influence ▪ understand and reflect on student and evaluation, resources and technology ▪ recognize our shared responsibilities and ▪ recognize that professional practice and
individual student learning development, learning theory, pedagogy, in planning for and responding to the our leadership roles in order to facilitate self-directed learning are informed by
▪ facilitate the development of students as curriculum, ethics, educational research needs of individual students and learning student success experience, research, collaboration and
contributing citizens of Canadian society and related policies and legislation to communities ▪ maintain and uphold the principles of the knowledge
inform professional judgment in practice ▪ refine our professional practice through ethical standards in these learning Ontario College of Teachers
ongoing inquiry, dialogue and reflection communities Standards of Practice
In the Algoma District School Board, our educators, school teams, school leaders and system leaders will use the
tool below to monitor and measure the impact of our BIPSA strategies in realizing our goal of developing:
autonomous (assessment capable) learners who are able to set individual goals,
monitor their progress, determine next steps and reflect on their thinking and learning,
thereby continuously improving achievement.
BIPSA Monitoring & Measuring our Strategies for Impact
As we continue to learn and improve by implementing these strategies, this will be used as an assessment as/for
Our School Improvement Plan for Student Achievement
tool to develop an understanding of where we have progressed and our next steps. This continuum will be used as a
self-assessment tool where educators reflect on the strategies at the classroom level, school leaders reflect on the
strategies at the school level and system leaders reflect on the strategies at the system level as part of an ongoing
reflective process. Utilizing this tool to measure our impact supports the notion of continuous improvement for
THEORY OF ACTION classrooms, schools and the system while informing board improvement planning, goal setting, professional learning
IF supports and budget processes.
THEN
RESULTING IN
Monitoring our Impact Measuring our Impact
System School Classroom
Our ADSB Supported Resources
These images represent a sample of the resources that are to be used in ADSB schools.
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