algoma district school board - a dsb · algoma district school board ... plan using the big ideas...

2015 - 2018 (Updated January 2017)

Algoma Dis t r ic t School Board 2015 - 2018 Board Improvement Plan for Student Achievement (K-12)

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Algoma District School Board

MESSAGE FROM THE D IRECTOR

Student Achievement...Improvement Planning...Continuous Learning

It is an honour and a privilege to be the “lead learner” of the

Algoma District School Board. I am so proud of our staff who,

through on-going collaboration and inquiry, research and

professional learning, openly share their practices, their

learning, their questions, their challenges, and of course…

their successes. It is through learning together that we, as a

system, become stronger and discover new learning and

opportunities. Similarly, I am excited by the risk-taking and

willingness to innovate and experiment with new pedagogies,

technologies, and assessment practices. We, in ADSB, are

going to rip open that “rich seam” and let new, innovative teaching and learning permeate our

district!

Our journey continues and we are well aligned with the Ministry’s renewed vision for

education as outlined in “Achieving Excellence: A Renewed Vision for Education in

Ontario” (April 2014). We know that with courage and perseverance, we will continue to

make gains in improving instruction and student achievement, and to make a difference in the

lives of our students. At the district level, we will continue to provide further learning

opportunities to support literacy, numeracy and achievement, and remain committed to

providing opportunities that support the physical and mental well-being of our learners. We

will continue to rely on research and best practices from educational leaders such as Fullan,

Hattie, Elmore and Leithwood as well as the work from Dweck, to ensure that the strategies

and pedagogies we implement are precise and proven to have positive impact.

Our Senior Administrative Team is committed to working within our Families of Schools to co-

learn and to deeply understand the urgent learning needs at each school site in order to help

our team allocate resources efficiently and effectively. Just as school sites provide “just in

time” and “just right” support to students, we recognize the need to provide the same for our

staff.

Confident learners, caring citizens … it is more than a mission statement … it is the reason we

exist. Thank you for your ongoing work in the area of school improvement and for your

commitment to professional learning and student success! I look forward to another great

year of learning and leading with you.

Director Lucia Reece

“…the foundation of teacher

quality is a teacher’s

pedagogical capacity – their

repertoire of teaching strategies

and their ability to form

partnerships with students in

mastering the process of

learning.”

(Fullan, A Rich Seam, p.3)

“student’s new role as an equal

learning partner …to master the

learning process; bringing

greater visibility to that

process…not only to create new

knowledge, but also to connect

it to the world …(and to) ‘doing’

things with knowledge that

students gain the experience,

self-confidence, perseverance

and proactive disposition they

need to create value in our

knowledge-based, technology-

driven societies.”

(Fullan, A Rich Seam, p. ii)

“…scientists are learning that

people have more capacity for

lifelong learning and brain

development than they ever

thought…..the major factor in

whether people achieve

expertise ‘is not some fixed prior

ability, but purposeful

engagement.’”

(Dweck, Mindset, p.5)

2015 - 2018 BOARD IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT (K-12)

INSTRUCTION

“When teachers seek evidence

that their teaching may not have

been successful, then the

desirable lens of success is in

place. The teaching may not be

successful for all students, for all

parts of the learning intentions,

towards all aspects of the

success criteria; and even our

goals, level of challenge, and

processes of both effortful and

conduct engagement may need

to be constantly questioned.”

(Hattie, Visible Learning, p. 251)

“Teachers need to know the

learning intentions and success

criteria of their lessons, know

how well they are attaining

these criteria for all students,

and know where to go next in

light of the gap between current

students’ knowledge and

understanding and the success

criteria.”

(Hattie, Visible Learning, p. 36-37)

“Know Thy Impact .” (John Hattie, 2011)

John Hattie’s compilation of research will continue to guide our work to support the

implementation of effective teaching strategies that have a high impact on student learning.

At the heart of our work is a continued focus on formative assessment, particularly feedback.

As Hattie notes in Visible Learning, it is “feedback to the teacher about what students can and

cannot do that is more powerful than feedback to the student,” and this requires a different

type of teacher-student interaction as well as a classroom climate that welcomes errors as

“key levers” to enhance learning.

Hattie also challenges us to “see learning through the eyes of students.” Thus, we will

continue to work collaboratively in professional learning teams to:

examine the effectiveness of our teaching by challenging our thinking and knowledge

deepen our understanding of how students build on prior knowledge and learning

examine the level of challenge and engagement in learning tasks

understand the strategies that students use when they confront difficulties.

As educators, it is imperative to “know thy impact” and to know “that the biggest effects on

student learning occur when teachers become learners of their own teaching, and when

students become their own teachers.” (Hattie, Visible Learning, p. 22)

EQAO & Graduation Rate Targets (2015 Targets and 5 Year Targets)

Algoma DSB Special Education First Nations/Métis/Inuit

Results By 2015 By 2018 Results By 2015 By 2018 Results By 2015 By 2018

Reading 58 % 65 % 75 % 31 % 41 % 51 % 43 % 57 % 67 %

Writing 65 % 70 % 75 % 45 % 55 % 65 % 50 % 65 % 75 %

Mathematics 54 % 64 % 75 % 25 % 45 % 55 % 42 % 58 % 68 %

Reading 76 % 80 % 85 % 41 % 51 % 61 % 64 % 70 % 75 %

Writing 69 % 75 % 80 % 29 % 49 % 59 % 55 % 66 % 76 %

Mathematics 53 % 60 % 70 % 22 % 42 % 52 % 45 % 55 % 65 %

Gr. 9 Math (AC) 76 % 80 % 85 % 68 % 70 % 75 % 63 % 75 % 80 %

Gr. 9 Math (AP) 51 % 58 % 75 % 53 % 65 % 75 % 46 % 55 % 65 %

OSSLT 74 % 80 % 85 % 43 % 53 % 65 % 56 % 66 % 76 %

Graduation Rate (2013 Cohort) 85 %

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Students with Special Education Needs (Excluding Gifted) | Aboriginal self-identification as First Nation, Inuit, or Métis


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ACHIEVEMENT

S UPPORTING OUR FOCUS ON L I TERACY

The foundation of effective planning and instruction begins with understanding curriculum expectations (the big ideas/enduring understandings) so clear learning goals can be established. Teachers then plan lessons that build on the necessary knowledge and skills that

allow students to attain the learning goals through demonstrating what they know and can do.

INQUIRY


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CHIEVEMENT I TERACY , N UMERACY AND ASSESSMENT

System Strategies / Actions

A. Implement system-wide utilization of diagnostic and formative

assessment information to identify students’ learning needs and

to adjust instruction.

B. Implement and support effective planning strategies that provide

for rich/deep learning tasks based on the big ideas in the

curriculum.

C. Integrate the use of technology and digital learning to enhance

teaching practices and student learning experiences in every

classroom.

D. Support teachers to understand, plan and implement the

necessary accommodations/teaching strategies for students who

have an Individual Education Plan (IEP).

Monitoring Strategies

At the classroom level, teachers will: A.1 utilize assessment data and/or students’ work (conversations,

observations, products) to determine next steps in instruction

A.2 implement assessment for/as learning strategies

B.1 plan using the big ideas in all subject areas

B.2 participate in PLC/PLT days to analyze student and classroom data (including IEPs) and effectively plan instruction

C.1 collaborate with the Education Technology Lead to effectively integrate the use of technology in the classroom

D.1 collaborate with Instructional Leads and SERTs to review the IEP and assessments of students with a learning disability

At the school level, administrators will: A.3 track and ensure that Fountas & Pinnell Benchmark Assessment

System data is used effectively to inform classroom instruction and to advocate for support

A.4 gather ongoing evidence to inform and adjust the school’s theory of action

B.3 engage in learning conversations (PLCs, department head meetings, staff meetings, divisional/department meetings) to enhance and develop instructional practices and planning strategies in literacy and numeracy

B.4 participate in Instructional Rounds within a Family of Schools

C.2 conduct regular observations of classroom instruction, student learning, technology integration and rich/deep learning tasks

D.2 ensure tracking profiles are complete and student supports are in place

At the system level, senior administration will: A.5 participate in school visits and conversations with school

administrators at least once per month to determine site-based needs

B.5 analyze data and feedback from Principals, Program and Special Education staff once per month to monitor the progress of the BIPSA and to revise strategies as necessary

B.6 provide opportunities for administrators and teachers to participate

in Instructional Rounds to deepen their understanding of the process

C.3 gather feedback from Educational Technology Leads re the integration of technology across the system

D.3 review School Profile Action Plans with Principals to ensure effective allocation of resources

Targeted Professional Learning Opportunities to:

increase utilization of classroom assessment data to inform instruction (supported by Instructional Leads, Instructional Support Teachers and Program Teams)

deepen the understanding of creating rich/deep learning tasks that are rooted in the big ideas of the curriculum

participate in PLCs/PLTs to support student achievement and teacher collaboration

integrate technology into instruction and documentation of student learning

build teacher capacity to understand, plan and implement appropriate accommodations/teaching strategies for students who have an Individual Education

Plan (supported by SERTs, Special Education Program Team and Program Teams, Instructional Leads/Support Leads)

continue implementation of the Fountas & Pinnell Benchmark Assessment System in Elementary and Secondary

support the regular utilization of past EQAO math/literacy questions across all grades

build teacher capacity in implementing balanced math programs

deepen understanding of inquiry based learning

Professional learning opportunities will include integration of the research from “A Rich Seam” and Carol Dweck’s “Growth Mindset.” Timely and

responsive professional learning will be provided based on identified needs as per SIPSAs and Family of Schools meetings with Superintendents.

School Effectiveness Framework Indicators

1.1, 1.2, 1.3, 1.4, 1.5, 1.6

2.1, 2.2, 2.3, 2.4

4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7

5.2, 5.3

*It is understood that indicators could be matched with other priorities in the BIPSA, however, they have been selected to align with the area of best fit.


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WELL -BEING


A. Establish a system-level “Well-Being Steering

Committee” (encompassing Safe Schools, Mental Health, Healthy

Schools, Character Education, Equity/Inclusion/First Nation Metis

Inuit) whose members shall coordinate, align and implement

practices, activities and learning opportunities that develop,

support and enhance well-being in our schools and workplaces as

well as draft a 3-year well-being strategy.

B. Utilize Student Success Teams and In-School Teams to identify

and assign a caring adult as well as tiered supports and

interventions (Algoma Model) for students who are at risk.


At the classroom level, teachers will: A.1 participate in well-being strategies and provide input for future

directions and planning

B.1 review student profiles to plan interventions (internal or external)

for students who may be at-risk and make referrals as necessary

At the school level, administrators will: A.2 champion the system direction and promote and support well-

being within the school community

B.2 ensure regular meetings of Student Success Teams/In-School

Teams are occurring and tracking mechanisms are in place to

monitor progress of at-risk students

At the system level, senior administration will: A.3 lead and model the system direction to support well-being within

all ADSB workplaces

B.3 engage in conversations with Family of Schools Principals to

review profiles, ensure supports are in place and monitor student

progress


become familiar with the Ontario Well-Being strategy

ensure every school has, minimally, one teaching and one non-teaching staff member trained in each of the following: Mental Health First

Aid, ASIST, Restorative Approach and Cultural Competency

continue to support the implementation of functional fitness



Well-being is a positive sense of self, spirit and belonging that we feel when our cognitive, emotional, social and physical needs are being met. Well-being in early years and school settings is about helping children and students become more resilient, so they can make positive, healthy choices to support learning and achievement, now and in the future.

“Ontario’s Well-Being Strategy for Education”


2.5

3.1, 3.2, 3.3



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ENGAGEMENT


A. Develop a system-wide understanding of the teacher-student co-

learning partnership, guided by effective assessment and

instructional practices, to allow students to engage in inquiry, to

construct knowledge and to become masters of the learning

process including the use of technology in the service of learning.

B. Communicate with parents via pamphlets, radio, ADSB website,

Parent Involvement Committee (PIC) and information sessions

about the importance of parents as partners in student learning

and achievement, expectations of appropriate technology use

and digital citizenship.

C. Engage community partners and service groups to develop a

communication strategy that intentionally promotes the value

and importance of education in our communities.

D. Expand the implementation of virtual learning environments to

support parent engagement.


At the classroom level, teachers will: A.1 use the pedagogy of “A Rich Seam” to guide the planning of rich/

deep learning tasks; utilize learning goals, co-constructed success

criteria and descriptive feedback that supports students to

achieve learning goals and teachers to adjust instruction

B.1 communicate regularly with parents about student achievement

and the current focus of curriculum/instruction

C.1 engage community partners and service organizations in the

learning environment to support curriculum and promote real-

world connections

At the school level, administrators will: A.2 work collaboratively with teachers in learning communities to

support the development and implementation of deep learning

tasks and new pedagogies outlined in “A Rich Seam”

B.2 ensure teachers are engaging in regular communication with

parents about student achievement and curriculum/instruction

and work with School Councils to provide school-wide

communications to parents

C.2 seek opportunities to invite community partners and service

groups that support curriculum and promote real-world

connections

At the system level, senior administration will: A.3 through Family of Schools’ and Principals’ meetings, share and

analyze learning task examples to build capacity and identify

learning network opportunities

B.3 support Principals in sharing strategies to increase teacher

communication to parents

C.3 collaborate with Parent Involvement Committee, community

partners and service groups to develop a strategy and messaging

that promotes education and parental involvement in our school

communities

D.3 explore available tools to support communication internally and

externally


deepen the understanding of creating rich/deep learning tasks that are rooted in the big ideas of the curriculum

participate in PLCs/PLTs to support student achievement and teacher collaboration

continue to deepen teacher understanding of the pedagogy described in “A Rich Seam”




1.7

3.4

5.1, 5.4

6.1, 6.2, 6.3, 6.4


2015 - 2018

Algoma Dis t r ic t School Board Mission, Vision, Values and Priorities

Mission We build confident learners and caring citizens.

Vision Learners in the Algoma District School Board engage in innovative experiences that

maximize achievement, build confidence and develop responsible citizens.

Values

We value all learners and learning. We are dedicated to providing a public education system that is open, accessible and welcoming to all. Through Character Education,

we practise, we teach and we model good character attributes while building confident learners and caring citizens. Our learning and working environments are

safe, respectful and sensitive places to learn and to work.

algoma district school board - a dsb · algoma district school board ... plan using the big ideas...

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