Living, Learning and Leading in a Changing World - KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 - 2018 Strategic Priorities ...
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Living, Learning and Leading in a Changing World KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 – 2018 Strategic Priorities Update; September 2017
KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD
Living, Learning and Leading in a Changing World 2015-2018
Strategic Priorities
In a rapidly evolving world, a good education is fundamental to future, long-term success. An exceptional education, however,
prepares students to lead change, create new and significant ideas, and solve important global issues.
Our strategic plan, Living, Learning and Leading in a Changing World 2015-2018, is the result of an almost year-long consultative
process with students, staff, parents and community members who completed a public survey through our website.
We heard strongly from our stakeholders about the need to focus not only on academics, such as literacy, numeracy and science,
but also on the essential areas of overall well-being; including inclusion, and mental and physical health. Building on this
foundation, we heard about our important role in providing meaningful, real-world learning opportunities, from the effective use of
learning technology, to partnerships with parents, community agencies and post-secondary institutions.
The Kawartha Pine Ridge District School Board supports a world-class education for well over 30,000 students in 91 schools
spread across our jurisdiction. This is supported through central departments in Teaching and Learning, Business and Corporate
Services, and Human Resource Services, as well as through system-wide portfolios including Safe, Caring and Restorative
Schools, and Equity, Diversity and Inclusion.
Highlights of ongoing work through our central departments include:
Teaching and Learning continues to provide support to schools through:
Instructional and curriculum supports JK-12
Oral language and early reading strategies for students in Kindergarten to Grade 2
Alignment of child care services, professional learning, wrap-around services, and play-based instructional programming in
Kindergarten
Critical literacy / higher order thinking skills K-12 through a comprehensive literacy strategy
Assessment for learning culture/strategy in all classrooms that respond to student needs
Differentiated instruction / tiered approach to intervention
First Nation, Métis, and Inuit education
Modern/digital fluencies that augment student learning
Children and Youth Mental Health and Well-being Strategy
Professional Learning Communities that focus on visibly improving culturally relevant and responsive pedagogy and/or
competencies through the structure of collaborative inquiry
Multi-disciplinary teams in the area of special education to provide clinical and programming expertise to schools for students
with special needs to succeed in the inclusive classroom
Self-regulation program to support students with behavioural needs.
Business and Corporate Services continues to provide ongoing service in the following areas:
Business and Finance: budget management and administration, payroll, purchasing, reporting (enhancing public confidence
through proactive planning and workforce management implementing departmental plans with foresight and collaboration)
Information and Communications Technology: network, administrative and school support
Facility Operations: custodial, maintenance, and energy management (developing modern learning environments by taking
advantage of opportunities to implement changes to physical space and technology through sustainable financial strategies)
Strategic Planning and Projects: planning, property, engineering, strategic projects and support (incorporating analysis and
action plans to support maximizing the stewardship of resources).Human Resource Services continues to provide ongoing service in the following areas: Staff recruitment and hiring processes Support to the annual teacher staffing process Responsibility for the non-teaching personnel staffing process Labour Relations including collective bargaining, and collective agreement administration Health and Safety Attendance support processes including the long-term absence programs Employee benefits administration Employee performance evaluation processes Student Success continues to lead and support the following areas: Specialized Programming: Dual Credits, Specialist High Skills Majors, Ontario Youth Apprenticeship Program At-Risk Student Support through school Student Success teams, re-engagement programs and community partnerships Guidance and Career Pathways education and training Instructional Technology through eLearning, and blended learning Student Achievement in secondary schools with a focus on instruction and student engagement Program Safety
Safe, Caring and Restorative Schools – ongoing work in this area includes:
Violent Threat Risk Assessments – this process guides schools and our community partners in working together to identify
individuals who may be at high risk of committing serious violence. Its goal is to prevent possible violent incidents, to keep our
schools and communities safe.
Restorative Practice – is an effective approach to teaching, learning and keeping schools safe. It is a way of thinking and
acting as a community. It focuses on strengthening relationships, to deal with conflict or tension positively.
Student Incident Reporting – supports the whole-school approach to addressing behaviours that may lead to suspension
and/or expulsion.
Long-Term Suspension and Expulsion Program – is an intensive intervention program to support students who have been
suspended and/or expelled from school. The program focuses on academic and non-academic (counselling) support that is
designed for each student with the goal of returning to school.
KPR Website – provides students, staff, parents and community members with current information and resources about many
topics related to safe, caring and restorative schools.
Focused strategic priorities for the next six to twelve months are outlined in the following document.Area of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being: • Mental Health Steering Committee – • Human Resource Services Ongoing filming to begin in • A strong sense of belonging at work
• Creating conditions for Mental Health Video (We Belong) (supported by Joint Employer February 2016 – Completed
social and emotional well- • completed a staff video focusing on & Employee Health & Well- • Developing skills for managing workload and
being and supporting well-being and mental health support at being Committee) social/emotional challenges
positive mental health; work • Completed
• Enhancing supports for • completed a student video with student • Caring communities equipped to support staff
physical activity and healthy voice focusing on well-being and • Teaching and Learning experiencing mental health problems
living; and inclusive schools with the theme BE (Mental Health Lead)
• Providing interventions, YOU, You belong at Kawartha Pine
programs and supports Ridge District School Board
responsive to the needs of
students and staff • Creation of Educator video highlighting • Completion Fall 2017 • Increase educator and parent awareness and
evidenced based Kids Have Stress Too knowledge of Mental Health promotion and
lessons and tiered approach to mental evidence based social emotional learning
health promotion programs
• Developing social media strategies for • Teaching and Learning • Ongoing • Continue to set organizational conditions for
webpage and future challenges (Mental Health Lead) mental health strategy, shared vision and
• Twitter feed #mindsmatter@kprdsb language
website and Twitter messages about • Human Resource Services • Ongoing – Completion by • Increase mental health literacy for parents,
student well-being, mental health, social- (supported by December 2016 educators and students
emotional learning, reducing stigma Communications) • Completed • Early identification and accommodations for
• Revamping webpages for mental health mental health problems
• Parent, educator and student resources • Ongoing • Increased referrals for appropriate mental health
were added-links to websites and apps intervention
• New educator resources will be posted
on new staff Intranet
• Working with schools to provide support
packages for staff rooms
(resources, relaxing activities)
• Developing training for principals and • Teaching and Learning • Ongoing • Increase capacity of leaders, managers and staff
managers around Mental Health in their (Mental Health Lead) for creating organizational conditions for mental
schools and departments health and well-being
– eLearning, early intervention • Increase opportunities for well-being and mental
health promotion for staff and studentsArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being • Conduct a collaborative inquiry with • Teaching and Learning: • February - June 2016 - • Theories of Action will be developed and linked
(continued) three schools to increase teachers’ (Mental Health Steering Completed to the School Improvement Plan and artefacts and
understanding of promoting students’ Committee) best practices will be highlighted for improved
sense of belonging at school and • System Principal of Special student sense of belonging
promote mentally healthy schools Education
• Mental Health Lead • September 2015 - June • Increased social-emotional learning skills in
• Continue Mentally Healthy Schools 2016 students measured on pre and post assessments
project in 24 schools to increase capacity • September 2016 - June • Build capacity in child and youth workers and
to promote mentally healthy schools and 2017 educators to deliver universal and targeted
teach social-emotional learning skills to • Completed evidence-based strategies to promote mental
increase student health and well-being
well-being - 2016-2017 school year 27 • Increased social emotional learning for students
schools will be involved • Integration of well-being and learning in the
classroom
• Conduct a collaborative inquiry with • Completed
elementary and secondary educators on
mindfulness in the classroom - February
to June 2017
• Scale up Mentally Healthy Schools • September 2017 - June
project through ongoing educator learning 2018
sessions and coaching on social-
emotional learning and everyday mental
health practices in a tiered approach for
whole school and whole classrooms
• Annual Parent Conference focus on • October 2016 • Reduce stigma, raise awareness of mental
mental health and resiliency health problems, learn ways to promote good
mental health, and connect parents to community
resources
• Develop and implement a leadership • Mental Health Lead and • April 2016 • Increased leadership capacity as measured by
learning session to deepen learning • Mental Health Steering • Completed self-assessment
about creating mentally healthy school Committee
conditions and increasing student sense
of belonging at schoolArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being • Introduce new Mental Health ASSIST • Mental Health Lead and • September 2017 - June • Connect educator learning of Leading Mentally
(continued) resources for Leading Mentally Healthy • Mental Health Steering 2018 Healthy Schools to School Improvement Plan
Schools and creating mentally healthy Committee mental health and well-being goal using walk-
classrooms through tool
• Introduce new walk-through tool to help
set school improvement goals for
well-being at school
Children Youth in Care Project (Year 2): • Superintendent responsible • Pilot Semester 2; • Increased credit attainment
• This project focuses on secondary for Student Success Two, eight week sessions - • Develop improved skills for employment
school students who have been involved Completed • Student retention
with the Children’s Aid Society
• It is a partnership between Community
Employment Agencies, KPR and the
Ministry of Education
• The program is based on academic and
skills training for the workplace;
students will complete high school credits
while receiving training in culinary
techniques, business management and
industry recognized certifications
Children Youth in Care Pilot Project • Superintendent responsible • New September 2016 - • Increased student engagement, credit
(Phase 3): for Student Success January 2017 attainment and graduation
• This innovative program is focused on • New – February - June 2017 • Reach ahead opportunities for college credits
building business and entrepreneurial • Increased potential for post-secondary education
skills through skateboard design, for participants
production and marketing. Students will
complete high school credits while also
receiving sector related training and
certificationsArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being Innovations in Learning: Skateboard • Superintendent responsible • New – 2017-2018 • Increased student engagement, credit
(continued) Projects for Student Success attainment and graduation
• This innovative program is focused on • System Principal • Increased enrolment in post-secondary
building business and entrepreneurial • Principal of Alternative education for participants
skills through skateboard design, Education
production and marketing. Students will • Pathways Consultant
complete high school credits while also
receiving sector related training and
certifications. The project has been
approved again and will be offered at
PACE (Children and Youth in Care focus)
and Northumberland Centre for Individual
Studies (Student engagement and
increased post-secondary enrolment
focus)
• First-Aid and Sport Specific Training for • Superintendent responsible • Fall 2016 - Spring 2017 • Training for coaches at all KPR secondary
coaches throughout KPR based on for Athletics Co-ordination (to continue through Spring schools, interested occasional teachers,
updated Ontario Physical and Health 2018) KPR volunteer coaches
Education Association guidelines • Safer environment for our students participating
regarding higher risk sports in sports such as lacrosse, rugby, football and
hockey
• Connect – Change – Connect – • Superintendent of Education • Ongoing project at identified • A reduction in numbers of students smoking and
Smoking Cessation Project • Principals high schools an increased awareness on the part of students of
This project is a partnership with local • School Board Counsellors skills necessary to quit and the community
health units who provide counselling, supports available to them
guidance and support for students in
some of our local high schools to be able
to quit smokingArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being • Healthy Kids Community Challenge • Superintendent of Education • Ongoing – March 2018 • Awareness of healthy practices to reduce
(continued) This partnership with health units and • Principals childhood obesity
local municipal governments is designed • Teachers • Strengthened partnerships with community
to curb childhood obesity through a multi- agencies in the quest of healthier children and
faceted approach recognizing that to be communities
effective, the partnership must include
education, health, community and
business sectors. Focus areas include
increasing physical activity, encouraging
water consumption (rather than sugar
drinks) and an increase in the
consumption of fruits and vegetables
Safe, Equitable and • Use common language to better • Safe, Caring and Restorative • Fall 2015 - Spring 2016 • Students can identify situations of bullying or
Inclusive Environments: understand when students experience Schools (SCRS) Committee • Completed – Posters were conflict and respond accordingly
• Creating safe and positive bullying versus conflict through the • SCRS Resource Teacher provided to all elementary • Reduced incidents of bullying as reported
environments by fostering a creation of posters K-12 and secondary schools through the School Climate Survey
culture of respect and
inclusion; • Educate parents about the difference • Corporate Affairs Department • 2015-2016 Completed • Principals report having more informed
• Promoting healthy and between bullying and conflict through Safe, Caring and Restorative discussions with parents about the difference
respectful relationships; and monthly website/school newsletter inserts Schools Committee (SCRS) between bullying and conflict
• Developing responsible • One day of professional learning for • SCRS Resource Teacher
digital citizenship school student well-being teams to learn • Principals • January – February 2016 • Staff confidently act as interveners to address
how to promote positive relationships • Teachers Completed worrisome behaviours in all areas of the school
through a focused whole school approach • Improved School Climate Survey results
• Release of the Ontario College of • September 2017 • The reflective framework in the advisory will
Teachers Professional Advisory on Safe Schools Update support all educators in being proactive when
Bullying Newsletter to all Principals addressing inappropriate behaviour such as
and Vice-principals bullying
• Increased student voice through the • KPR Student Leadership • 2015-2016 Completed • Students take a leadership role in promoting
creation of a KPR shirt with a social Advisory Group healthy and respectful relationships – over 2,000
media campaign and a student led Be You t-shirts have been distributed and 300
conference in Spring 2016 students from Grades 7-11 attended the spring
student led conference at Trent UniversityArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Safe, Equitable and • Focus on Youth Program for at-risk • Strategic Priorities Lead • Winter 2016 Completed • Students successfully complete a mentoring
Inclusive Environments youth of high school age • System Principal placement within our before and after school
(continued) • Equity And Diversity Advisor programs - with a winter session of 42 secondary
students and a summer session of 65 students.
Placements were in KPR Numeracy and Literacy
Camps, YMCA Day Camps and Local Child Care
Centres
• Summer 2017 Completed • Same as above with 70 secondary students
representing all secondary schools. A celebration
banquet was held at the Ganaraska Forest Centre
on August 30, 2017
• Creation and distribution of Effective • Strategic Priorities Lead • Winter 2017 • All staff demonstrate effective practices when
Use of Social Media Poster to all using social media and when engaging students
employees in social media
• Increased student voice, action and • KPR Student Leadership • Fall 2016 • Students take a leadership role in promoting
leadership through an elementary student Advisory Group • Completed November 2016 healthy and respectful relationships
conference led by secondary students
• Develop resources to facilitate deeper • Superintendent responsible • New • Measurably improved sense of inclusion –
staff and student understanding of for Equity, Diversity and • Completed (Introduced Fall evidence gathered through Tell Them From Me
transgender Inclusion 2016) and Employee Survey
• Develop Guideline for Inclusive Rental • New (Fall 2016)
Spaces • Completed, Fall 2016
• Implementation of the revised • Superintendent responsible • 2016-2017 • Principals/Vice-principals will know their roles
KPR/Police Protocol for Safe Schools and responsibilities for police involvement in
• Safe Schools Committee schools
• Completed in June 2017 • Revisions resulted in the creation of a standard
Emergency Response Plan for all schoolsArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Safe, Equitable and • Violent Threat Risk Assessment • Superintendent responsible • February 2014-2015, 2017 • Principals/Vice-principals will know how to
Inclusive Environments Training (level 1) for Principals and Vice- for Safe Schools conduct a violent threat risk assessment in order
(continued) principals new to the role and/or KPR • Chief Social Worker to prevent violence in our schools
• Violent Threat Risk • New - October 2017 • Level 1 training for all new Vice-principals and
Assessment Lead Team Principals new to the board
• Administer and analyze the • Superintendent responsible • November - December 2016 • Principals and school teams respond accordingly
ourSCHOOL climate survey and revise for Safe Schools • January - June 2017 with concrete actions as outlined in School
school well-being goals • Principals and Vice-principals Well-Being Improvement plans
• Ongoing • Continued focus on well-being improvement
goals based on 2016-2017 survey results
Focus on Excellence: Supporting Students with Special Needs
• Setting ambitious student – Self-Regulation
achievement goals; • Provide professional learning • Teaching and Learning: • March 2016 • Pre/post student observations and assessment
• Optimizing learning opportunities for self-regulation teachers, System Principal – Special data
conditions and inspiring all principals and support staff to Education • Teacher and parent surveys to measure
students to reach their full learn/explore/implement • Principals of host schools outcomes of program
potential (e.g. during self-regulation strategies to support
transitions, addressing students
gender and achievement • Monitor students who have completed • Teaching and Learning: • February – June 2016 • Increased use of evidence-based programs and
gaps, supporting students program and collect data to: Instructional Leadership effective self-regulation strategies in the program
with special needs); and i) determine effective strategies in home Consultant and in the regular classroom
• Championing Aboriginal school classroom • Applied Behaviour Analysis
education, achievement and ii) determine next steps in Coordinators
awareness student/teacher/team learning
• Build capacity with teachers who have • Teaching and Learning: • February – June 2016 • Continued research focused study with teachers
received the students from the Research Lead in the regular classroom with students from the
self-regulation classroom through: self-regulation program
i) scheduled visits to the self-regulation
classrooms
ii) sharing evidence based programs and
effective strategies
iii) giving opportunities for students to
show learning and advocate for their
strengths and needsArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence Supporting Students with special needs - • Teaching and Learning: • New/Pilot - September 2016 • Pre and post assessment data to measure
(continued) Empower program • Superintendent to June 2016 impact on student learning
• Eight schools as pilot • System Principal • Ongoing • Clear criteria to determine student need for
• Special Education Teachers in eight • Special Education program
schools to receive training on the Consultants • Increased reading levels as determined through
Empower reading program through Sick KPR assessments
Kids Hospital • Improved implementation of reading strategies in
• Pre/post data collection to assess the classroom
student need, impact of program and next
steps
• Lessons ongoing throughout the year
and a June assessment to measure gains
made
First Nation, Métis, Inuit Education
(FNMI):
• Facilitate professional learning for • Teaching and Learning: • January 2016 – May 2016 • Pre and post surveys to measure both student
teachers to support the integration of Academic Superintendent and teacher understanding and awareness of First
FNMI histories, cultures and perspectives • System Principal Nation, Métis and Inuit cultures/perspectives for
into on-going instruction (through • Consultants both the Literacy/Arts and the Environmental
Literacy/Arts Collaborative Inquiry and Inquiry collaboratives
incorporating authentic voice through our
Elders list) • Exit cards to capture student voice and needs at
• Provide opportunities for students of • Teaching and Learning: • Fall 2015 – Spring 2016 Youth Networking days
FNMI, through our Youth Networking Academic Superintendent • Increased use of Elders in our schools
structure, to come together to address • System Principal
areas identified by them (i.e. cultural • Consultants
traditions, mental health, alcohol use and
drugs, etc.)
• Skilled Trades Camp • Superintendent responsible • Ongoing – May 2018 • The purpose of these camps is to increase
One day skilled trade camps will be for Student Success (Camp) student interest and awareness of skilled trades
offered to over 100 Grade 7 students at a • System Principal • Supports students in the completion of their
college learning about skilled trades. • Pathways Consultants individual pathways plan
Year three of this initiative will allow four • Increased student selection of technology
new schools to participate courses at secondary schoolArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • Engage teachers from high population • Teaching and Learning: • January 2016 - May 2016
(continued) of First Nations students to participate in Academic Superintendent
an Environmental Inquiry to draw on First • System Principal
Nations connection to the land and • Consultants
engage learners
Secondary School Lead Teacher • Superintendent responsible • New – 2017-2018 • Lead teachers and principals will learn and apply
Leadership and Learning Inquiry: for Student Success instructional coaching skills with their colleagues
• Lead teachers and principals will • System Principal focused on improving student learning
participate in an inquiry process focused • Instructional Leadership • All departments focused on improving student
on building their knowledge and skills in Consultants achievement through a focus on global
leading instructional change and competencies, influenced design and pedagogy
improvement. Each lead teacher and/or
school will select a global competency to
focus on with their colleagues to impact a
student achievement need at their school
Autism Spectrum Disorder Ministry of • Superintendent responsible • Pilot 2017-2018 • Model provides parents and guardians with
Education pilot project (two parts): for Special Education funding to find their own service providers in the
• A dedicated space in schools for third • Principal of Special community to work alongside our schools to
party service providers in Intensive Education support students
Behavioural Intervention and Applied • Applied Behaviour Assistant • Gain skills within our Support Staff employee
Behaviour Analysis and Coordinators group who support students on the autism
• Support Staff professional development • Behaviour Support Assistants spectrum so that students will be more successful
and certification as a Registered within the school environment
Behaviour Technician through the
Geneva Centre for Autism
• Teacher and consultant professional • Superintendent responsible • New • Improvement in First Nation, Métis, and Inuit
learning focused on increased awareness for Secondary School Program • Partially completed - student achievement
and use of FNMI resources and • System Principal remainder of consultants to • Re-engagement of FNMI students not currently
instructional strategies (developed FNMI • Instructional Leadership participate before June 2017 engaged in school
curriculum resources for Grade 12 Consultant • Ongoing • Increased satisfaction and awareness among
college English and created an Ontario teachers with respect to targeted professional
Secondary School Literacy Test practice development and resources designed to help
test with an FNMI focus) them serve FNMI students more effectively
• increase in the graduation rateArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence School Within a College (SWAC) • Superintendent responsible • Pilot – Spring 2016 (Fleming • Increased engagement of students at risk of
(continued) • Students who are dis-engaged or who for Student Success College) leaving school
are at risk of not graduating but have • System Principal • New – 2016-2017 (Fleming • Increased number of students graduating and
enough credits to potentially graduate • Pathways Consultants College) attending college following the completion of dual
within a semester have the opportunity to • Ongoing – 2016-2017 credits within the school within a college program
attend either Fleming or Durham College, (Durham College)
supported by a KPR teacher and college
instructors, students will earn both high
school and college credits. Upon
successful completion of the program
students will have earned their OSSD
and have a head start to a college
education.
• Approximately 120 students will attend
the SWAC this year
• There is a 90% success rate
Ontario Youth Apprenticeship Program • Superintendent responsible • February 2017 - June 2017 • Students will complete their level one
(OYAP) Level 1 Training at Durham and for Student Success apprenticeship and will continue in the trade
Fleming Colleges • System Principal following secondary school
• Students who have decided to pursue a • Pathways Consultants
skilled trade following secondary school
may begin their college program during
the second semester of their final year of
school. These students also must have
an employer who will provide the on-the-
job training toward the apprenticeship.
This year we have 39 students enrolled in
the following programs: Automotive, Child
Development Practitioner, Cook,
Electrician, Hairstyling, Industrial
Mechanic Millwright, Plumbing, Welding
and General CarpenterArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • Implementation of Creating Pathways to • Superintendent responsible • Ongoing • Creation and use of digital Individual Pathways
(continued) Success: for Student Success Plans by students in Grades 7-12
An education and career/life planning • System Principal • Completion of student exit surveys (Grades 8
program. Creating Pathways • Pathways Consultants and 12) will increase our understanding of what is
implementation is focused on a vision in helping students in preparation for their next
which all students leave secondary transition
school with a clear plan for their initial • Data will indicate which post-secondary schools
post-secondary destination. and post-secondary programs our students are
Implementation of the following key choosing following graduation
components is our goal to achieve this • All students re-engaged in school who did not
vision: return in September
• Individual Pathways Plan Grades 7-12
• Transitions Planning
• Experiential Learning Opportunities
• Re-engagement of students in Grades
12 and 12+
• Student Exit Surveys (Grades 8 and 12) • New – Spring 2017 • Exit surveys will identify post-secondary
(exit surveys) destinations of students
• Ongoing – Spring 2018 • Exit surveys will identify subject interest and
(exit surveys) areas of concern for students leaving Grade 8
• Engage school and system leaders in • Superintendent, First Nation, • Ongoing – September 2016 • Increased self-efficacy of school and system
professional learning about indigenous Métis, and Inuit Education, and - June 2017 leaders in the area of indigenous cultural
history, culture and perspectives and • Advisory Committee on (School & System Leaders competence
enhance their cultural competence in the Aboriginal Issues (ACAI) Conference – February 2017)
service of indigenous students and • Completed
families
• Educators and consultants will engage • Superintendent, First Nation, • Ongoing – September 2016 • Classroom teaching and learning includes
in professional learning in culturally Métis, and Inuit Education and - June 2017 substantial references to indigenous history,
relevant and responsive pedagogy from Teaching and Learning • Ongoing, awaiting Ministry culture and perspectives
an indigenous perspective. In secondary, revised curriculum • Continued efforts to increase enrollment in
teachers will collaborate on building documents, and course Ojibwe and Native Study courses
curriculum resources for Native Studies selection information
courses such as NBE3U/3C/3E and (September 2017)
NAC1O, and History courses such as
CHC2P/2DArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • In support of the broader goals of truth- • Superintendent, First Nation, • Ongoing – September 2016 • Classroom teaching and learning includes
(continued) learning and reconciliation, educators and Métis, and Inuit Education and – June 2017 substantial references to indigenous history,
consultants will continue to engage in Teaching and Learning • Various schools culture and perspectives
professional learning about the revised participating through to June • 52 schools conducted learning activities for
curriculum relating to increased infusion 2017 students and/or professional development
of indigenous history, culture and activities for teachers
perspectives in the daily curriculum for • 2017-2018 at least one Indigenous Education
the benefit of ALL students Goal/Strategy in every school improvement plan
• School and Board support staff • Superintendent, First Nation, • New – September 2016 – • Increased cultural competence and
(education centre staff, school Métis, and Inuit Education and June 2017 understanding among all Board employees
secretaries, custodians, Education Human Resource Services • Orange Shirt Day – • Orange Shirt Day – September 30, 2016 –
Assistants and Child and Youth Workers) September 30, 2016 Education Centre
will participate in indigenous cultural Treaty Recognition Week – • Treaty Recognition Week – Kairos Blanket
learning opportunities Kairos Blanket Exercise Exercise (November 2016)
(November 2016) • At school locations - various activities to involve
support staff
• Design a robust Self-Identification • Superintendent, First Nation, • Ongoing – September 2016 • Increased self-identification statistics Board-wide
process to clearly articulate the benefits Métis, and Inuit Education, – February 2017 • Renewed promotional materials plus four week
of self-identification, and foster the Corporate Affairs and Advisory • In progress, to be completed public television campaign plus school mailing
building of trust with our First Nation Committee on Aboriginal June 2017
territories, and other First Nation, Métis Issues (ACAI) • Completed
and Inuit families
• Enhance student voice through our • Superintendent, First Nation, • New – by November 2016, • Identification of potential areas of focus,
Youth Network and the establishment of Métis, and Inuit Education, with 1st meeting – February 2017 establishing priorities
a Director’s Indigenous Student Advisory Director of Education • Ongoing - Youth Network • Directors-Indigenous Student Advisory Group
Group, to address concerns identified by • November 22, 2016 and Many priority areas identified including: anti-
students in KPR schools May 10, 2017 racism initiatives, increased Elder presence, and
more information for transitions to post- secondary
• Identify specific indigenous student • Superintendent, First Nation, • November 2016 – • Programming and intervention needs identified,
achievement gaps, and develop a plan to Métis, and Inuit Education with Identification Report future planning
analyze and close those gaps through Board Researcher • In progress, Board • Completed extensive data report on self-
data collection and collaboration across researcher to complete identified student achievement; this will inform
departments comprehensive report board action plan priorities
(Spring 2017)
• CompletedArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • Achieving Excellence in Applied • Superintendent responsible • Ongoing – 2017-2018 • Increased use of evidence-based instructional
(continued) Courses (AEAC): Schools will identify for Student Success strategies
teacher teams to focus on learning about • System Principal • Increased pass rates in Applied level classes
and using evidence-based instructional • Instructional Leadership • Improved mark distribution in Applied level
strategies to improve learning outcomes Consultants classes
for students in applied courses. Teachers • Increased awareness and use of instructional
will also learn about indigenous cultures strategies and learning designs from an
and apply their learning in designing indigenous perspective
inclusive experiences for all students.
All schools will include a focus on
Mathematics
• Achieving Excellence in Applied • Superintendent responsible • Pilot - 2017-2018 • Increased use of evidence-based instructional
Courses/Enhanced Program for Student Success strategies
This pilot project extension of the AEAC • System Principal • Increased pass rates in College math and
program will involve three secondary • Instructional Leadership science courses
schools focusing college level math and Consultants • Improved mark distribution
science in Grade 11. Schools will focus • Increased number of students continuing their
on instruction, student retention in senior studies in Grade 12 math and science
math/science courses and career
pathways related to math and science
• Ontario Secondary School Literacy • Superintendent Responsible • New – 2017-2018 • Updated Ontario Secondary School Literacy
Course Collaborative Inquiry: Teachers for Secondary Program Course that is more responsive to student
from each secondary school will focus on • System Principal learning needs
examining the existing course and then • Instructional Leadership • Teacher and principal learning related to
revise and update it to better meet the Consultant identifying and responding to literacy needs of
needs of students enrolled in the Literacy students
CourseArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Modern Learning • Establish, maintain and effectively utilize • Business and Corporate • Ongoing Annually • Internal appropriation and operating funds
Environments: budgets to support Services (Finance) March 31, 2016 • Applied deferred renewal and deferred capital
• Creating innovative funds to support significant needs through
learning environments summer 2016 to 47 properties
accelerated through the use • Finance established project account codes and
of learning technologies; budgets
• Creating Pathways and • Project list for summer 2017 to be prepared for
authentic learning Board approval November 2016
opportunities to support • Received Capital funding to support
transitions into, throughout, Millbrook/South Cavan Public School, Lakefield
and out of school; and District Intermediate School., Ridpath Junior
• Implementing research- Public School, Lakefield District Secondary
based best practices in the School, Thomas A. Stewart Secondary School
areas of assessment and • Submitted 4 additional capital priority projects
instruction June 2016
• Applied deferred renewal and deferred capital
funds to support significant needs through
summer 2017 to 111 projects at more than 53
properties
• Capital priority projects at Lakefield District
Public School, King George Public School and
Ganaraska Trail Public School underway
• Received Capital funding to support Lakefield
Intermediate Pubic School child care spaces and
a new school to replace King George Public
School and Armour Heights Public School
• Submitted two new capital priority projects
September 2017Area of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Modern Learning • Library Refresh Program • Business and Corporate • Ongoing Annually • Design options and priorities established, funds
Environments (continued) (Elementary and Secondary) Services (Strategic Planning November 30, 2016 applied
and Projects) • Completed • Adam Scott Collegiate Vocational Institute,
Campbellford District High School complete with
Thomas A. Stewart Secondary School and Port
Hope High School on 2017 list
• Elementary model developed for summer 2017
at Havelock-Belmont Public School, Kent Public
School and Central Public School
• Secondary Schools include Port Hope High
School, Bowmanville High School and Courtice
Secondary School for summer 2017
• School Technology Program Refresh • Business and Corporate • Ongoing • Program needs and priorities established, funds
Services (ICT) applied
• Budgets allocated with unspent funds rolling
forward (Kenner Collegiate and Vocational
Institute, Crestwood Secondary School,
Bowmanville High School and Campbellford
District High School)
• ICT providing technical support to assist schools
with purchasing decisions
• Budgets allocated with unspent funds rolling
forward
• ICT providing technical support to assist schools
with purchasing decisions
• Continue to develop and refine • Teaching and Learning: • Pilot - year two of three-year • Pre and post teacher assessments of students’
teachers’ understanding and • Academic Superintendent pilot project development of future skills outlined in the global
implementation of New Pedagogies for • System Principal project NPDL progressions
Deep Learning (NPDL) through • Consultants • Student growth in the use of the six C’s (learning
incorporating future skills (i.e. critical • 8 NPDL Schools progressions)
thinking, creativity, collaboration, • Published artefacts from each participating
communication, citizenship and teacher that reflects the NPDL learning design
character) and leveraging technology to model
support learningArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Modern Learning • Facilitate and support the integration of • Teaching and Learning: • February - June 2016 • Pre and post teacher self-reflection survey on
Environments (continued) innovative practices into curriculum • Academic Superintendent teacher efficacy in the area of integration of
planning (i.e. technology, STEAM and • System Principal innovation practices into current instruction
inquiry-based learning, etc.) • Consultants
• Provide opportunities for selected • Teaching and Learning: • February - June 2016 • Video audit trail of learning through the
schools to incorporate the use of robotics • Academic Superintendent Innovations and Robotics Collaboratives
and coding into instruction • System Principal • New Pedagogies for Deep Learning digital
• Consultants artefacts per school team
• Skilled Trades Camp at Fleming College • Superintendent responsible • New – Spring 2016 • Student participation in the camp
Trades and Technology Centre: One day for Student Success • May 2017 • Supports students in the completion of their
skilled trade camps will be offered to over • System Principal individual pathways plan
100 Grade 7 students; the purpose of • Pathways Consultant • Increased student selection of technology
these camps is to increase student courses at secondary school
interest and awareness of skilled trades
• Kids that Code: This special project is a • Superintendent responsible • Pilot – 2017-2018 • Students will be able to write basic code
partnership with the local colleges to for Secondary Program • Visit a college and learn more about a career
engage students in coding. Similar to the • System Principal path related to math and technology
skilled trades camp, students will attend • Instructional Leadership
the college for a day of emersion in Consultant
learning and writing code
• Secondary schools will be invited to • Superintendent responsible • New – 2017-2018 • Enhanced understanding of how to integrate and
participate in an innovations in learning for Secondary Program assess student growth and development related
collaborative inquiry with a focus on • System Principal to the global competencies
building the global competencies within a • Instructional Leadership • Teacher use of modern learning designs focused
modern learning design. The global Consultant on pedagogy, learning partnerships, environment
competencies include creativity, and digital technologies
collaboration, critical thinking, citizenship, • Increased student engagement and achievement
character and communication • Pre and post teacher assessments of students’
development of global competencies
• Artefacts of learning designs will be developed
and shared for teacher learning and as a measure
of student impactArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Modern Learning • Science 3D: Discovery, Design and • Superintendent responsible • New – September 2016 – • Enhanced understanding of how makerspaces
Environments (continued) Development Makerspaces Project (11 for Learning Technologies June 2017 may be integrated into schools
School Boards) • New – Spring 2017 • Increased understanding of the methods of
• The focus of this research project will be expression through digital design and production
on the development and observation of • Increased student capacity in Science
constructionist pedagogies that build Technology Engineering Arts Mathematics
capacity for investigating and affecting (STEAM) education
change and innovation in the learning
environment. The project will investigate
the impact of “makerspace” learning that
facilitates the discovery, design and
development (3Ds) of digital and tangible
products for teachers, their students and
the school community.
• Integrated digital and hands on learning
through creation of artifacts has begun
through the use of robots and different
textiles
• Students are currently using
programming and coding to "teach"
robots how to navigate mazes; sewing
machines and embroidery machines are
being programmed to complete designs
and different items are being used to
build
• New Pedagogies for Deep Learning: • Superintendent responsible • Ongoing – 2016 - 2017 • Student growth in the use of the six C’s
• Continue to develop and refine for Learning Technologies (creativity, character, critical thinking, citizenship,
teachers’ understanding and collaboration, communication)
implementation by incorporating future • Published artefacts from each participating
skills (i.e. critical thinking, creativity, teacher that reflect the NPDL learning design
collaboration, communication, citizenship model
and character) and leveraging technology • Increased use of innovative practices by
to support learning participating teachers
• Teacher teams from each participating
school met to develop school action plansArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Modern Learning Innovations for Learning accelerated • Superintendent responsible • Ongoing – 2016-2017 • Development of authentic learning opportunities
Environments (continued) through Technology. for Learning Technologies connected to curriculum expectations
• Facilitate and support the integration of
innovative practices into curriculum
planning (i.e. technology, STEAM and
inquiry-based learning, etc.)
• 70 teachers applied to participate
• Provide opportunities for selected • Superintendent responsible • New – 2016-2017 • Development of a learning technologies vision
schools to incorporate the use of robotics for Learning Technologies and plan to support student and teacher learning
and coding into instruction
• A group of teachers continued this
learning in the first half of the school year
• Individual teachers applied for and • Ongoing – January – June • Increased teacher use of learning technologies
received funding to support their 2017 • Increased student and teacher engagement in
innovations in the use of technology in the use of technology in the classroom
the classroom
71 applications and 31 projects were
funded
• Development of a learning technologies • Superintendent responsible • New – 2016-2017 • Development of a learning technologies vision
plan. for Learning Technologies and plan to support student and teacher learning
• Learning Technology Advisory Committee
established and consists of teachers, consultants,
Vice-principals, Principals and Superintendents.
The committee met in November 2016
• Review of Alternative Human • Human Resource Services • New – beginning 2017-2018 • Goal of moving to a fully integrated system,
Resources Information Systems • Finance Department Staff streamlining communication between
• Information and departments, schools, and improve reporting and
Communications Technology data collection
Department (ICT)Area of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Modern Learning • Confidential Web Portal for School • Human Resource Services • Fall 2017 • Develop a confidential web portal for use by
Environments (continued) Administration and Managers • Information and school administration and managers to house
Communications Technology documents, processes, and forms required by all
Department (ICT) supervisors. The portal will also include an
interactive discussion board where supervisors
will receive timely responses to inquiries and be
able to share information with other managers.
The goal is to streamline access to information,
reduce the need to access multiple applications
and to locate information
• System Level Recruitment and Staffing • Human Resource Services • New – Fall 2017 • Review external and internal recruitment
• Superintendent Responsible processes, including screening tools, consistency
for Elementary and Secondary in interview assessments, efficiencies in
Staffing technology and ongoing review of current
• Principals/Vice-principals practices
• Non-Union Staffing and Position Control • Human Resource Services • New – Fall 2017 • Create a process of communication flow
Process • Finance Department between Human Resources, Finance and
• Senior Managers Departments to ensure hiring of non-union staff is
• Information and completed in an efficient and timely manner and
Communications Technology aligns with department and Board budget
(ICT) approval process
• Senior AdministrationArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Enhancing Public • Elementary Staffing Process – New • Human Resource Services • New – April 2016 • Streamline the on-line portion of staffing
Confidence: Hires (Development: Support from Ongoing process, specifically the data flow from the
• Continuous improvement Information and • Phase 1 completed Fall schools to various administrative systems
in organizational Communications Technology 2016 • Goal is to provide efficiencies within the staffing
effectiveness and financial (ICT) Department, Principal Ad process specifically, improving the data flow and
stewardship; Hoc Group, Superintendent reducing the number of touch points by the
• Being ambassadors of Responsible for Elementary principals when notifying of a posting and their
public education and Staffing) recommendation to hire
celebrating our
achievements; and • Secondary Staffing – Internal Posting • Human Resource Services • New – Fall 2016 • Streamline the on-line portion of staffing
• Transparent and Process (Development: Support from • Ongoing process, specifically the data flow from the
accountable governance in Information and schools to various administrative systems
support of improved student Communications Technology • Goal is to provide efficiencies within the staffing
outcomes. Department, Principal Ad Hoc process specifically, improving the data flow and
Group, Superintendent reducing the number of touch points by the
Responsible for Secondary principals when notifying of a posting and their
Staffing) recommendation to hire
• Human Resource Services • New – Pilot Fall/Winter • Test the new process for effectiveness and
(Testing: Small pilot group of 2017-2018 efficiency during the Fall/Winter 2016-2017
four to six principals) • Ongoing
• Non-Teaching Support Staffing Posting • Human Resource Services • New – 2017-2018 • Goal is to move the non-teaching posting
Process through Apply To Education • Information and process to ATE, improving workflow, create
(ATE) Communications Technology consistency in processes between teaching and
(ICT) Department non-teaching, reduce the number of applications
staff are required to access
• Non-Teaching Support Staffing Process • Human Resource Services • Pilot – Spring 2016 • Test the new process for effectiveness and
(Testing: Small pilot group of Completed August 2016 efficiency during the Spring 2016 staffing process
4-6 principals)
• Human Resource Services • New – April 2016 • Streamline the on-line portion of staffing
(Support from ICT Department) • Completed process, specifically the data flow from the
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