CATHOLIC DISTRICT SCHOOL BOARD OF EASTERN ONTARIO. Board Improvement Plan for Student Achievement (BIPSA) K February 2016

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1 CATHOLIC DISTRICT SCHOOL BOARD OF EASTERN ONTARIO Board Improvement Plan for Student Achievement (BIPSA) K February 2016

2 Achieving Literacy for All The idea is that significant changes in student learning, engagement and success depend on deep and sustained changes in the practices in classrooms and schools, and that these changes will emerge from the teacher learning (professional knowledge creation and sharing) that occurs through interaction within and across schools in networks. - Steven Katz, 2009 Board Focus: Educators will engage in professional learning opportunities to increase their understanding of growth mindset and its impact on student learning and achievement. Theory of Action: If educators intentionally focus on nurturing a growth mindset then it will positively impact student learning and achievement. Baseline Data Statement: Currently, 72% of students are able to self-identify as having a growth mindset as indicated on the board Resiliency Survey. As student achievement is strongly correlated with mindset, the following data indicates student achievement at a level 3 or greater on EQAO assesments. Assessment Level Reading Writing Math Primary 78% 80% 66% Junior 81% 83% 51% Grade 9 Applied Math 59% Grade 9 Academic Math 86% Grade 10 OSSLT 85% SMART Goal: By June 2017, 79% of students will self-identify as having a growth mindset as indicated on the board Resiliency Survey. Improvements in mindset will correlate with improvements in student achievment by the following percentage of students achieving a level 3 or greater on EQAO assessments. Assessment Level Reading Writing Math Primary 82% 84% 73% Junior 85% 87% 58% Grade 9 Applied Math 66% Grade 9 Academic Math 90% Grade 10 OSSLT 89% School Effectiveness Framework Targeted Indicators: 1.2 A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and to determine next steps. 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice, and contributes to a culture of learning. 3.1 The teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects individual student strengths, needs and learning preferences and cultural perspectives. 4.3 Teaching and learning in the 21 st Century is collaborative, innovative and creative within a global context. 4.5 Instruction and assessment are differentiated in response to student strengths, needs and prior learning.

3 Catholic District School Board of Eastern Ontario CURRICULUM ACTION PLAN Empower all students to be partners in their learning Create space for students to have more autonomy in their learning. Provide an environment that is open to risk-taking and allows for opportunities to continually reflect on and persevere through the learning process Provide opportunities for all students including First Nation, Métis and Inuit, to work together in flexible groups to explore common interests, share various perspectives and build on each other s learning Engage in collaborative work focused on student learning and achievement through reflection, dialogue and inquiry. Foster an environment that is responsive to student voice, confidence, and student engagement. Promote a safe, inclusive environment built on trusting relationships Allow for student engagement and learning in the classroom to be the anchor for professional learning and collaborative inquiry Provide opportunities for educators to engage in collaborative discussion around educator mindset, pedagogical documentation, and collaborative inquiry Networking groupings include FDK and Early Years, French Second Language, Native Studies, Literacy and Numeracy, Student Work Study, District Review, Blended Learning, Assessment and Evaluation Promote a healthy working environment which respects the dignity and worth of every person while ensuring continuous delivery, program provision, and staff growth, to support improved student achievement and success.

4 Catholic District School Board of Eastern Ontario NUMERACY ACTION PLAN Emphasize the shared responsibility of teaching and learning numeracy Provide math content to schools for newsletters, calendars and social media Provide parent information sessions Promote web-based resources for at-home support (Mathies, Homework Help, etc.) Promote the use of Catholic Professional Learning Communities to support student learning and achievement, and the faith development of all staff. Practise our shared belief that all students can reach their potential in literacy (and numeracy) given sufficient time and support. Model appropriate problem solving strategies and provide students with multiple opportunities to apply their learning, so that they engage in meaningful discourse and activities that are authentic and relevant to daily life. Share and implement current Ministry initiatives and practices Provide support rooted in inquiry Promote a holistic approach to numeracy in school communities Plan using curriculum documents Offer Additional Qualifications courses in mathematics Provide interactive sessions on Blended Learning, BrightSpace, and Office 365 Offer a variety of professional learning sessions which focus on big ideas, technology and manipulatives in mathematics Promote a healthy working environment which respects the dignity and worth of every person while ensuring the continuous improvement in delivery program provisions, and staff growth, to support improved student achievement and success.

5 Catholic District School Board of Eastern Ontario STUDENT SUCCESS ACTION PLAN Provide effective program pathway planning for all students to ensure meaningful graduation outcomes School / College Work Initiative (SCWI) Dual Credits Ontario Youth Apprenticeship Program (OYAP) Specialist High Skills Major (SHSM) Career / Life Planning / Creating Pathways to Success (CPS) Individual Program Pathways (IPP) Transitions / Pathways Collaborative Inquiry (TPCI) Promote the use of Catholic Professional Learning Communities to support learning and achievement, and the faith development of all staff. Sustain and extend learning opportunities for learners to achieve unique individual goals on their journey towards a meaningful graduation outcome. Student Success teams will track the progress of students at risk of not graduating and provide supports to improve outcomes for students struggling with the secondary curriculum Student success teams will meet regularly to track and monitor at risk students and provide intervention strategies to ensure success (Credit Recovery, Credit Rescue, Cooperative Education, Specialist High Skills Major, Ontario Youth Apprenticeship Program opportunities) Promote direct student advocacy with mentors and student monitoring Student Success School Leads will examine Board indicator data to determine individual high schools specific needs (school graduation rate, credit accumulation data, pass rate by course type, gap between pass rates, gender gap analysis) Student Success School Leads will meet regularly to determine priorities and set a vision for our high school student success initiatives Develop models for the effective delivery of all student success initiatives (Credit Recovery, Credit Rescue teams, student tracking and monitoring) School-wide staff development and support of student success initiatives Transition Pathways Collaborative Inquiry Promote a healthy working environment which respects the dignity and worth of every person while ensuring continuous improvement in service delivery, program provision, and staff growth, to support improved student achievement and success.

6 Achieving Literacy for All Developing Resiliency Skills is the foundation for nurturing Positive Mental Health. By fostering Caring Relationships, encouraging Meaningful Engagement, Establishing Expectations and promoting Healthy Responses our students are supported in these 4 components and empowered not only to further succeed academically in the classroom, but to thrive as individuals. Board Focus: School Teams will engage in professional learning and Action Plans to increase students' overall Resiliency and Positive Mental Health, specifically Caring Relationships and Meaningful Engagement which will increase student achievement and well-being. School Effectiveness Framework Targeted Indicators: Theory of Action: If school teams are responsive to enhancing positive School Culture through developing caring relationships and strengthening the Commitment to Learning through engagement then students will experience improved academic achievement and well-being. Baseline Data Statement: Current Resiliency data indicates 64.8% P/J, 36.7% Int, and 14.1% of Secondary students describe a Caring School Climate; and 63.2% P/J, 42.6% Int, and 21.4% of Secondary students identify School Engagement as a significant strength. Current Mental Health data indicates that Feeling Connected and Aware of their Options 61.7% P/J, 51,2% Int and 35.7% Sec and Feeling Valued and Valuing Others 61.7% P/J, 51.2% Int and 35.7% Sec is considered to be a significant strength. Focus school teams on a strengths-based, approach to programming and IEP development in order to promote meaningful engagement for staff and students SMART Goal: By June 2016, 4% or more of students will improve academically and Support school based teams (SERT, DI, CT) to demonstrate an overall increase in Resiliency and Positive Mental Health Components of: collaborate in order for teachers to create effective School Culture because: IEPs and Transition Plans with parent involvement - teaching and learning environments enable students to reach Involve ambitious SEAC in goals presenting panel for parents on - students and teachers work together to build a collaborative effective and safe and learning meaningful IEP development environment in which student input is actively and regularly sought Commitment to Learning because: - students demonstrate confidence, resilience, self-regulation and self-efficacy in their capacity to learn and succeed Support CT and SERTs in - learning experiences are engaging, and promote collaboration, innovation and creativity the creation of effective IEPs Support teams to provide effective environments, routines and increase understanding of developmental 1.2 A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and to determine next steps. 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning. 2.5 Staff, students, parents and school community promote and sustain student well-being and positive student behaviour in a safe, accepting, inclusive and healthy learning environment. 3.1 The teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects individual student strengths, needs and learning preferences and cultural perspectives. 4.7 Timely and tiered interventions, supported by a team approach, respond to individual student learning needs and well-being. Consolidate understanding of the IEP development process and transition planning through in-services, CPLC

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10 Living our Catholic Faith We understand that as professional educators, we are responsible for assuring that students are growing in their knowledge and understanding of the faith, developing the essential skills for continuous, lifelong, spiritual growth and the fortitude to live out their faith in the events of everyday life. Religious Education Policy Document 2012 page 37 Board Focus: Educators will engage in collaborative inquiry learning to increase students' ability to independently and effectively demonstrate critical thinking. School Effectiveness Framework Targeted Indicators: 1.1 Assessment is connected to the curriculum, collaboratively developed by educators and used to inform next steps in learning and instruction. Theory of Action: How will professional learning conversations around instruction and assessment practices with Grade 1 and 2 teachers in the areas of critical thinking impact student learning. Baseline Data Statement: Currently, critical thinking is evident in 0% of the grade 1 and 2 student work, as per June 2015 report card comments in Religious Education. 1.2 A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and determine next steps. 1.6 Assessment of learning provides relevant and meaningful evidence to evaluate the quality of student achievement at or near the end of a cycle of learning and to determine next steps. 1.7 Ongoing communication about learning is in place to allow students, educators and parents to monitor and support student learning. 2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning. SMART Goal: By June 2016, 18% or more of grade 1 and 2 students will independently demonstrate critical thinking: -choose, where possible, how they demonstrate their learning for the purposes of assessment for learning -comment on their report cards about strengths and goals.

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12 Making Resources Matter In order to adequately prepare today s students for their future, teachers must effectively participate in professional learning networks, share and model the use of current internet tools, lead authentic, integrated, project-based learning activities, assist students as they establish their own learning networks and digital footprint, learn alongside our students as they create, collaborate, and share, provide sufficient learning opportunities for students to become digitally literate and fluent, while also inspiring each child to be quality, digital, global citizens. (twitterforeducation, 21 st ) Board Focus: The entire CDSBEO team will support priortizing the use of fiscal resources to ensure continuous improvement in service delivery, program provision and staff growth, support student achievement, faith development and student success and well being. Theory of Action: If all CDSBEO team members are committed to the responsible use of scarce resources it will allow for a more focused and targeted approach and will result in improved efficienies and better outcomes. Baseline Data Statement: All Departments will be called upon to demonstrate efficiencies and identify gains. School Effectiveness Framework Targeted Indicators: 1.7 Ongoing communication about learning is in place to allow students, educators and parents to monitor and support learning. 2.3 Organizational structures are coherent, flexible and respond to the needs of students. 4.3 Teaching and learning in the 21 st Century is collaborative, innovative and creative within the global context. 4.6 Resources for students are relevant, current, accessible, inclusive and monitored for bias. 6.4 Learning opportunities, resources and supports are provided to help parents support student learning and have productive parent-teacher-student conversations. SMART Goal: By June 2016 all Departments will be required to operate within their current fiscal limits while at the same time demonstrating efficiencies while improving on our current levels of student achievement, public confidence, employee well being and high expectations of excellence in all that we do.

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14 Observe and Reflect Examine, analyze and evaluate feedback and results. Decide the extent to which the areas of student and educator needs have been addressed. Monitor and Reflect on Student and Educator Learning Share and analyze evidence of student learning, discuss progress, challenges and possible solutions. Revise plan as needed. Student Experience: What do students identify as their strengths and needs? What is the students role in the instructional process? Educator Experience: What is the depth of learning? What is our evidence? What are the educator learning needs? Monitoring and Next Steps: There are many vehicles for data collection: What is the depth and consistency of implementation? How do we know? What factors enabled successful implementation? What evidence might affirm that spread is occurring? What are our key learnings? Here is the pedagogical documentation process in brief and some reflective questions for your school team: Introduction What do we need to know to understand the context of this documentation? What is our purpose in review ing this documentation together? Description What did we see/hear/feel? It is vital not to skip or shorten this step, nor to include interpretations at this stage. Interpretation What does the documentation suggest about the learner s thinking? What are our questions and wonderings? What lens are we using to interpret this documentation (e.g., curriculum, learning skills, research/professional reading)? How do we decide whether an interpretation is credible and truthful and whether one interpretation is better than another? Implications What are the implications for deepening the learning? What additional information is needed? What actions will be taken as a result, for the learner, educators, the school and/or the community? How will we differentiate teaching and learning based on this new learning? If we are adjusting our teaching for a small group of students we know well, how will this impact our teaching for the whole class? Reflection What have we learned about the process of pedagogical documentation? What are the applications to other aspects of classroom practice? How are we capturing our professional learning? Pedagogical Documentation Revisited K-12, 2015: LNS

15 Path of Action Examined June 2015 Report Card Comments 0% of comments included reference to students' critical thinking ability Direct instruction to grade 1 and 2 teachers at regional PD session in December co-facilitated between Religion and Curriculum Departments After Reporting Period One Analysis #2 Action #2 Data Collection #3 Analysis #3 Action #3

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