Regional Office Ottawa

Transcription

1 Regional Office Ottawa

2 Table of Contents A. Aboriginal Education. 7 Aboriginal Education Strategy: Ontario First Nation, Métis and Inuit Education Policy Framework B. Capital Policy and Programs Branch..10 Full-Day Early Learning Kindergarten (FDK) - Capital Funding Capital Funding to Replace Child Care Spaces in Replacement Schools Capital Priorities Funding and Other Capital Funding Capital Advisory Committee School Condition Assessment Program C. Curriculum and Assessment Policy Branch Curriculum Review Environmental Education Aboriginal Education Financial Literacy Education Curriculum Council Full-Day Kindergarten (The Kindergarten Program) Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Kindergarten Addendum, Provincial Report Card Revisions Grades 1-12 (Fall 2014) Growing Success: Professional Learning and Resource Development National and International Assessments Ontario Student Record (OSR) Review 21 st Century Teaching and Learning Initiative E-Learning Ontario Supporting English Language Mathematics K 12 Adolescent Literacy EduGAINS Ministry Licensed Digital Learning Resources 1

3 D. Early Years Division Early Years Policy and Program Branch How Does Learning Happen? Ontario's Pedagogy for the Early Years Child Care Quality Assurance and Licensing Branch Child Care Licensing System Early Years Implementation Branch Full-Day Kindergarten FDK Professional Learning and Capacity Building Schools-First Child Care Capital Retrofit Policy Child Care Implementation Transfer of Family Support Programs Business Planning, Outcomes and Assessments Branch Early Development Instrument E. Education Research and Evaluation Strategy Branch...49 Annual Ontario Education Research Symposium Ontario Education Research Panel Knowledge Network for Applied Education Research F. Education Statistics and Analysis Branch...52 Elementary/Secondary Data Warehouse MISA Local Capacity Building and MISA Professional Network Centres Ministry Data Collection G. Field Services Branch. 58 French as a Second Language Ontario Young Travellers Program Attendance The Provincial School Attendance Counsellor Private Schools H. Inclusive Education Branch..64 Equity and Inclusive Education Strategy Parent and Community Engagement Office 2

4 o o o o Parent Engagement Policy Parent Involvement Committees Parent Reaching Out Grants Community Use of Schools I. Leadership Development and School Board Governance Branch...76 Ontario Leadership Strategy Ontario Leadership: Board Leadership Development Strategy Ontario Leadership: Leadership Resources Ontario Leadership: Support for System Leaders Institute for Education Leadership School Board Governance J. Safe Schools and Student Well-Being Branch. 91 a) Healthy Schools Unit o School Food and Beverage Policy (Policy/Program Memorandum 150) o Fresh from the Farm: Healthy Fundraising for Ontario Schools Pilot Program Year 2 o Injury Prevention: Concussions o Injury Prevention: Swim to Survive o Injury Prevention: Safety Mindedness and Compliance in Technological Education Facilities and Science Labs o Anaphylaxis: Sabrina s Law o Responding to Prevalent Medical Conditions o Physical Activity o 2015Pan/Parapan Am Games: Education Sector Engagement o Foundations for a Healthy School Framework o Healthy Schools Support and Monitoring Plan o Changes to Student Immunization Requirements o Copyright Law and Fair Dealing b) Safe Schools Unit o Safe and Accepting Schools o Safe and Accepting Schools Funding o School Climate Surveys 3

5 o Premier s Awards for Accepting Schools o Urban and Priority High Schools (UPHS) o Focus on Youth (FOY) Summer Program K. School Business Support Branch.115 School Business Support Branch Website Student Transportation Consortia Student Transportation Funding Student Transportation Effectiveness and Efficiency Reviews Annual Student Transportation Survey Audit Committees and Internal Audit Utility Consumption Database Energy Conservation Officer Incentive Program Advisor Operational Reviews of District School Boards Ministry Partnership with the Ministry of Government Services and the BPS Procurement, Expenses Directives and Perquisite Directives L. Special Education Policy and Programs Branch..127 Supporting Programs in Alternative Areas Learning for All, A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (Learning for All, K-12) (2013) and Regional Projects Draft Guidelines for Programs and Services for Students who are Deaf or Hard of Hearing (K-12), Draft Guidelines for Programs and Services for Students who are Blind or have Low Vision (K-12) Supporting Students with Learning Disabilities Individual Education Plan (IEP) Initiatives Policy and Program Memorandum 156: Supporting Transitions for Students with Special Education Needs Special Education in Ontario, K-12 (Working Title) Board Improvement Plan for Student Achievement (BIPSA) Mental Health and Addictions Strategy Autism Spectrum Disorders (ASD) Special Education Advisory Committees (SEACs) Capacity Building Projects 4

6 Tri-Ministry Integrated Speech and Language Service Delivery Transformation of Care, Treatment, Custody and Correction Programs o New CTCC Educational Programs o Renewal of Existing Programs o Provincial E-Learning Strategy o CTCC Program Guideline Consolidation Special Education Funding o HNA Allocation o ASD Funding M. Student Achievement Division K-12 Events/Initiatives/Resources K-12 Board Improvement Planning for Student Achievement K-12 System Implementation and Monitoring (SIM) Multi-Media and Print Resources from SAD Student Achievement Division Meetings of School Effectiveness Leads & Student Success Leaders 2014/2015 Transitions and Pathways Collaborative Inquiry (TPCI) a) Literacy and Numeracy Secretariat o Events/Initiatives/Resources o Collaborative Inquiry Learning Math 2013/14 o Pedagogical Leadership: K-3 o First Nation, Métis and Inuit-Focused Collaborative Inquiry o Ontario Focused Intervention Partnership (OFIP) 2014/15 o Small and Northern Boards 20114/2015 o Student Work Study Teachers o Tutors in the Classroom b) Student Success/Learning to 18 Strategic Implementation, Innovation and Support Branch Events/Initiatives/Resources o Student Success and Cross Panel Teams o Differentiated Instruction (DI) Professional Learning Strategy o Adolescent Literacy Professional Learning Strategy 5

7 o Student Engagement/Student Voice Initiative o OPS Learn and Work Program o Student Success School Support Initiative o Credit Recovery/Credit Rescue o Re-engagement Initiative c) Student Success/Learning to 18 Strategic Policy Branch Events/Initiatives/Resources o Adult Education o Dual Credits o Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements (OS) o Specialist High Skills Major (SHSM) o Improving Educational Outcomes of Children and Youth in Care o Ontario Skills Passport (OSP) o Supervised Alternative Learning o Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario schools, Policy and Program Requirements, Kindergarten to Grade 12, 2013 N. Teaching Policy and Standards Branch 173 Building Futures New Teacher Induction Program Professional Activity Days Teacher Assignment Teacher Learning and Leadership Program Annual Learning Plan Teacher Performance Appraisal Enhanced Initial Teacher Education Program O. Appendices: Ministry Charts for Appendix A Ministry of Education Organization Chart Appendix B Top Ten Quick Links 6

8 Aboriginal Education Office Aboriginal Education Strategy: Ontario First Nation, Métis and Inuit Education Policy Framework Congratulations to all participating boards on the great work undertaken to date in implementing activities related to the Ontario First Nation, Métis and Inuit Education Policy Framework! We know that significant work has been done since the release of the Framework in Building stronger relationships with parents, communities and organizations, developing new resources, providing ongoing professional development and using data to better address Aboriginal student achievement goals, are just a few highlights of the progress being made. Aboriginal education remains a key priority for the ministry and we remain committed to ensuring that each First Nation, Métis, and Inuit student has every opportunity for success. The ministry continues to focus on meeting two primary objectives relative to this work by the year 2016: 1. To improve student achievement and well-being among First Nation, Métis, and Inuit students, and; 2. To close the achievement gap between Aboriginal students and all students. Watch For On March 5, 2014, the ministry released the Ontario First Nation, Métis and Inuit Education Policy Framework Implementation Plan (Framework Implementation Plan) to build on the Aboriginal Education Strategy. o The plan builds on progress to date in the implementation of the Ontario First Nation, Métis and Inuit Education Policy Framework (the Framework) and guides the work of the ministry and school boards in this current school year through to

9 New this year, the ministry will provide funding in to support boards in developing and implementing a Board Action Plan on First Nation, Métis and Inuit Education. o Board Action Plans will include programs and initiatives aligned with each of the strategies and actions from the Framework Implementation Plan. o Funding will be provided to boards to implement select priority initiatives identified within the Board Action Plan for the academic year. To assess Ontario's progress in helping more Aboriginal students reach their full potential, it is necessary to have accurate and reliable data. The Ministry of Education s support to district school boards to develop and implement voluntary, confidential Aboriginal student self-identification policies has been very successful. o In 2006, less than 10 school boards/school authorities had approved Aboriginal student self-identification policies. o As of April 2013, all 76 boards and school authorities have implemented selfidentification policies. o Data collected through OnSIS enabled the creation of Ontario s first baseline data on student achievement for self-identified Aboriginal students released in A Solid Foundation: Second Progress Report on the Implementation of the Ontario First Nation, Métis and Inuit Education Policy Framework (2013). The ministry will continue to support all boards in their voluntary, confidential Aboriginal student self-identification policy implementation efforts. Since 2008, the ministry has been working in collaboration with the Chiefs of Ontario, Aboriginal Affairs and Northern Development Canada (Ontario Region) and the Ontario Public School Boards Association (on behalf of all four board associations) to develop a resource guide to support district school boards and First Nations in the negotiation of tuition agreements. o The resource guide was created to assist District School Boards and First Nation communities in discussions regarding tuition agreements and has incorporated key discussion points and evaluative feedback received from sessions held across Ontario in and

10 o The guide was distributed in September 2013 and can be accessed through the Ontario Public School Boards Association website: -only.pdf Funding The First Nations, Métis and Inuit Education Supplement of the Grants for Student Needs (GSN) is projected to be $46.3M in The Supplement has three allocations. o Native Languages Allocation (projected to be $8.8M) o Native Studies Allocation (projected to be $16.6M) o Per-Pupil Amount Allocation (projected to be $20.9M) As noted above, annual funding will be provided outside of the GSN Supplement in to support boards with implementing strategies and actions identified in the Ontario First Nation, Métis and Inuit Education Policy Framework Implementation Plan (2014). 9

11 Capital Policy and Programs Branch Full-Day Early Learning Kindergarten (FDK) Capital Funding FDK capital funding was allocated based on a review of each school s FDK related space need by both Ministry and school board staff. The Ministry of Education developed three approaches to funding FDK capital needs: o funding to support major capital needs (i.e., additions and retrofits), o funding for first-time equipping and minor renovations (i.e., first-time furniture and equipment purchases), and o top-up funding for pre-existing major capital projects To date, over $1.45 billion has been allocated in capital funding to support the implementation of FDK across Ontario. This represents the capital funding allocations for Years 1 to 5 of the FDK program. References Memorandum 2011: EL3 - Full-Day Early Learning Kindergarten - Site Selection Confirmation for (Year 4) and (Year 5), dated June 1, 2011 Memorandum 2011: EL2 - Full-Day Early Learning Kindergarten Program - Planning for (Year 4) and (Year 5), dated April 5, 2011 Capital Funding Policy to Replace Child Care Spaces in Replacement Schools The policy provides child care capital funding for replacement schools which contain viable licensed 0 to 5 years of age child care spaces. To date, just under $10.4 million has been allocated through this policy. 10

12 References Memorandum 2013: B8 Update to the Capital Funding Policy to Replace Child Care Spaces in Replacement Schools, dated April 15, 2013 Memorandum 2012: B3 Interim Policy Regarding Capital Funding to Replace Child Care Spaces in Replacement Schools, dated February 24, Capital Priorities Funding and Other Capital Funding In February 2014, the Ministry announced over $700 million worth of Capital Priority project approvals for projects that will be needed in the next three years. These projects include building 40 new schools and 38 additions/retrofits to address enrolment growth, to support Full-day learning, to replace schools in poor condition and to support school consolidations. As part of the proposed budget, there was a commitment of over $11B in capital grants to school boards over the next 10 years, including: o $750M over 4 years for School Consolidations in support of the School Board Efficiency and Modernization (SBEM) initiative. o $1.2B over 3 years for the enhancement of the School Condition Improvement program to address the renewal needs of the existing school inventory. o Funding over the next 10 years for the continuation of the Capital Priorities Grant Program, temporary accommodations and Capital Priority Land acquisitions. The Ministry is currently developing the program timelines for the next round of Capital Priority funding (request for submissions, submission deadline, etc). Watch For Announcement of School Consolidation Capital funding application process References Request for Capital Priorities Memorandum 2013: B13 was released in June

13 A Complete List of 2012 Capital Priorities of New and Renovated Schools for Ontario Students can be found here: A Complete List of 2011 Capital Priorities of New and Renovated Schools for Ontario Students can be found here: Capital Advisory Committee The Capital Advisory Committee is comprised of 15 school board officials from the four board types, English Public, English Catholic, French Public and French Catholic, and includes members from finance, facilities and planning areas. The Committee s mandate is to provide advice on a range of education capital issues. The Committee s initial focus is to review the Pupil Accommodation Review Guideline, the Joint-Use of schools across the province and Ontario Regulation 444/98. The Committee has been meeting once a month since December 2013, will play an important role in guiding the Ministry s capital program and policy development. Watch For Advice and recommendations from the Capital Advisory Committee to the Ministry on various capital policies and program issues. School Condition Assesment Program Under this program, condition assessments of schools are to be conducted over a five year period to: o Provides boards with data on the condition and renewal needs of their facilities to guide capital planning and management 12

14 o Assists the Ministry in assessing the state of the infrastructure in the sector with a view of determining future investments to ensure safe and healthy learning environments. The Ministry is in the fourth year of the program. o In the first three years, 2,814 facilities were assessed (over 60% of eligible facilities have been assessed to date). All 72 school boards have had some or all facilities assessed Of the assessed schools: o $11B in renewal needs have been identified o $7B identified as high/urgent priority, which is 70% of the total assessed needs References Condition Assessment Program Update & Guidelines for Entering School Facility Inventory System (SFIS) Data (Memorandum 2014:B5). A copy of the memo can be found at: 13

15 Curriculum and Assessment Policy Branch Curriculum Review Curriculum review continues for the final documents in the review cycle. The following curriculum policy documents have been released. Implementation and training supports are posted on the curriculum domain of o Social Sciences and Humanities, Grades o French As a Second Language, Grades 1-8. o Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8. o Canadian and World Studies, Grades Watch For The following curriculum policy documents are anticipated to be released in 2014/15. Implementation and training sessions are anticipated to follow the release: o Canadian and World Studies, Grades o Classical Studies and International Languages, Grades 9-12 o First Nations, Métis and Inuit Studies, Grades 9-12 o French As a Second Language, Grades 9-12 o Health and Physical Education, Grades 1-8 o Health and Physical Education, Grades 9-12 o Interdisciplinary Studies, Grades o Native Languages, Grades 1-12 o The Kindergarten Program Environmental Education The Ontario Curriculum, Grades 1-8 and Kindergarten Program: Environmental Education Scope and Sequence of Expectations (2011) and The Ontario Curriculum, Grades 9-12: Environmental Education Scope and Sequence of 14

16 Expectations are currently being updated as revised curriculum is released. It is anticipated that these documents will be posted on in Aboriginal Education As part of the curriculum review process there is extensive outreach to First Nation, Métis and Inuit partners to ensure that a broad range of First Nation, Métis and Inuit perspectives are reflected in revised curriculum policy documents. To support the delivery of education to First Nations schools, the ministry invites educators from First Nations communities to attend provincial implementation training sessions for revised curriculum, and other professional development opportunities, where appropriate. Watch For The Curriculum and Assessment Policy Branch and the French-Language Education Program and Policy Branch are developing resources that will support teachers to better understand and integrate Aboriginal perspectives in their teaching and learning. For example, the branches are finalizing a series of integrated learning modules on topics of significance (e.g., residential schools, Métis contributions) and associated fact-sheets that will help teachers create opportunities for learning about Aboriginal histories, cultures and contributions as they implement the Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8 (revised) 2013 curriculum and other curriculum as they are released. A First Nations, Métis and Inuit Scope and Sequence of Expectations for Kindergarten to Grade 8 and Grades 9 to 12 are currently in editing and are anticipated to be posted in

17 Financial Literacy Education Students in Grades 4-12 learn about financial literacy to build their understanding of personal finances, the local and global economy and the results of their choices as consumers. The ministry has also moved forward with embedding financial literacy concepts in the revised curriculum as appropriate. Each revised curriculum includes a section in the introduction of each document that makes connections with financial literacy. The ministry has published two Scope and Sequence documents which will be updated regularly detailing opportunities and topics related to financial literacy in the current Ontario elementary and secondary curriculum. These documents are posted at: o o The financial literacy education page on the Ministry of Education s website now includes information for parents and a short video that shows the many ways financial literacy is included in the curriculum. The financial literacy page is available in English at and in French at The English-language resources are available on Financial Literacy GAINS at: and the French-language resources are available on EDUSource at There are 21 English-language videos and 19 French-language videos available for educators (a total of 40 videos with over 150 individual clips). The videos include commentary from students, parents, educators, financial sector experts and administrators and are posted on the financial literacy page of EduGains and on EduSource. 16

18 The ministry partnered with the subject/division associations and Curriculum Services Canada to create 196 English- and French-language lesson plans and resources to support financial literacy learning. These resources are linked to Grades 4-12 curriculum and include university, college, workplace and apprenticeship pathways and are posted on The Ontario Educational Resource Bank (OERB/BREO) to support blended learning. Watch For Financial Literacy digital learning resources for students in Grades 7 and 8 to be released in Curriculum Council The Curriculum Council was established to provide high-level strategic policy advice to the Minister about issues related to elementary and secondary curriculum: Full-Day Kindergarten (The Kindergarten Program) The Full-Day Early Learning Kindergarten Program, Draft Version (2010) will be finalized in Lists of schools that offer early learning programs for the 2012/13, 2013/14 and 2014/15 school years are available electronically at Watch For A refreshed Kindergarten GAINs site contains the video series, Making Thinking and Learning Visible, as well as other resources and information related to Full-Day Kindergarten. Kindergarten GAINs can be accessed at 17

19 References Kindergarten GAINs Information on Early Learning for parents: Full-Day Early Learning Kindergarten Program for Four- and Five-Year-Olds: A Reference Guide for Educators Information on Early Learning for educators Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, Kindergarten Addendum, Provincial Report Card Revisions Grades 1-12 (Fall 2014) An Addendum to Growing Success with policy for Full-Day Kindergarten, aligned with the revised The Kindergarten Program (revised 2014), is in development, including templates for communicating learning. Revisions have been made to Provincial Report Cards for Grades 1 to 12 to reflect revisions to provincial curriculum in French As A Second Language (Grades 1 to 8), and Social Studies (Grades 1 to 6). Added fields recognize student use of the : All About Me and Individual Pathways Plan portfolios as part of the Creating Pathways to Success, an Education and Career/Life Planning Program for Ontario Schools, Policy and Program Requirements, Watch For Policy for assessment, evaluation and reporting in Kindergarten (Growing Success, Addendum) proposed for release fall 2014 and full implementation fall 2015 to align with the finalization and implementation of the Kindergarten Program document. 18

20 Introduction of Communication of Learning templates for FDK, release 2014 for full implementation fall Release of revised templates for Provincial Report Cards, Grades 1 to 12 for the 2014/15 school year. A full explanatory memorandum will be included. Provincial information sessions and resource support for Growing Success Kindergarten Addendum proposed for 2014/15. Expanded FAQs on the EduGAINS AER website. References Growing Succcess Policy website: EduGAINS AER website Growing Success: Professional Learning and Resource Development The EduGAINS AER site has been redesigned for easier use and access. The AER domain now features guiding questions on each page to help educators access information about assessment, which includes: o Models of effective implementation of assessment for learning practices in classrooms and within boards. o Resources specific to educator role (classroom educator, school leader, system leader, and professional learning facilitator). o Videos, e-modules, webinars and print resources to inform and guide educators as they implement the policies and practices of Growing Success. o Student voice video clips which feature students describing the benefits of effective assessment practices to their learning. Collaborative inquiry projects in several regions across the province continue to inform the development of resources that illustrate effective practices related to 19

21 assessment for learning, assessment as learning, and assessment of learning. Recent projects have focused on implementing assessment for learning and assessment as learning in Kindergarten, Mathematics and with the Learning Skills and Work Habits. Two new video resources are under development: Gathering Valid and Reliable Evidence of Learning to Determine a Grade and Assessment for Learning with Young Learners. Additional learning projects have focused on working with administrators in boards and schools developing and implementing models of job embedded learning which includes both networked learning and instructional rounds (Elmore et al 2010) approaches. Research data on the impact of the model on teacher practice and student learning, together with teacher artefacts, is being collected and will be reported on. Watch For Additional videos in the Assessment for Learning series: o Assessment for Learning with Young Learners. o Gathering Valid and Reliable Evidence of Learning to Determine a Grade. Resources to help educators assess and support the development of the learning skills and work habits. Video resources that illustrate effective instructional leadership when developing assessment for learning cultures in schools. References EduGAINS website, AER domain: National and International Assessments National and international large-scale assessments provide achievement results for Ontario students compared to students in other provinces and/or other countries. 20

22 Ontario participates regularly in the following international assessments: the OECD s Programme for International Student Assessment (PISA), the IEA s Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS). The next assessments to be administered are PISA 2015 (focus on science), TIMSS 2015 (Grade 4 and 8 mathematics and science) and PIRLS 2016 (Grade 4 reading). At the national level, Ontario participates in the Pan-Canadian Assessment Program (PCAP). The next PCAP assessment will be in 2016 and will focus on reading. Watch For The results of PCAP 2013, which has a major focus on science and a minor focus on reading and mathematics, will be released in August This is an assessment of Grade 8 students across Canada. Funding Ontario funds its involvement in PCAP and in all international assessments except for PISA which is funded by Employment and Social Development Canada (ESDC). References More information on Ontario s results on national and international assessments may be found at Ontario Student Record (OSR) Review The current Ontario Student Record (OSR) Guidelines were issued in Significant changes to legislation, ministry policy, policy program memoranda and educational programming have necessitated a thorough review and revision of the guidelines. 21

23 An inter-branch committee of the ministry was established in January 2011 to review and revise the existing guidelines and update the document to align with ministry direction and focus and develop a consultation draft document. In May/June 2012, provincial consultations were held with board teams in each region and with key stakeholder groups at the ministry including federations; aboriginal/first Nations; superintendent and principal associations; directors; school business officials (OASBO), and parents providing input and feedback into the draft document. A revised draft of the OSR Guideline is pending release. Watch For Final approval of the new policy document is anticipated in 2014/15 with an implementation date of 2015/16. Provincial information sessions and training TBD. References For detailed information on the OSR, you may reference Ontario Student Record (OSR) Guidelines, 2000 at 21st Century Teaching and Learning Initiative Since 2010, the Ministry of Education has taken a multi-phased approach to engage the sector in dialogue, collaborative research, knowledge mobilization and capacity building for a culture of technology-enabled innovation that is focused on the instructional core, sound pedagogy and improving outcomes for students. The goal is to develop a framework for 21st Century teaching and learning in Ontario, by: o Identifying and supporting innovative instructional practices informed by research on effective pedagogy and technology-enabled learning. 22

24 o Defining a 21st Century skills and attributes framework to guide provincial curriculum policy and local implementation (e.g., instructional leadership and professional learning). To-date, over 900 stakeholder leaders and representatives have been engaged in roundtable discussions to inform the evolving strategy. Three rounds (2011/12, 2012/13 and 2013/14) of 21st Century Innovation Research projects by school districts have been funded by the ministry in partnership with the Council of Ontario Directors of Education (CODE). A diversity of local innovation methods share a common system purpose of examining and reporting on the impact of technology-enabled teaching and learning on student engagement, learning, well-being and achievement. All districts, the Provincial Schools and four school authorities are participating in Round 3 (2013/14). Watch For See innovation in action (video series), review resources such as, What We Heard (a summary of what we heard at the October 29, 2013 annual roundtable, and What Research Tells Us, and link to relevant international research by visiting the 21st Century Learning EduGAINS website at: In April 2014, the ministry presented findings from the innovation projects to an international audience at the American Educational Research Association (AERA). The AERA 2014 paper and final provincial research reports for Rounds 1 and 2 of the 21st Century Innovation Research study are also available at Information will be made available at a later date on how district school board teams may register for the annual 21st Century Innovation Research roundtable event in Toronto on October 23,

25 Funding Round 3 (2013/14) funding for local 21st Century Innovation Research projects was provided by CODE, in partnership with the ministry, to district school boards, based on a base amount and per pupil allocation, to support moving to scale on promising innovation methods. Investments in research and related knowledge mobilization activities total $10M in Round 3. In addition, in 2013/14, $15M from year one of the multi-year $100M Technology and Learning Fund (TLF) has been directed for targeted actions to accelerate transformation and modernization in teaching and learning. These investments complement and leverage the Innovation Research as part of the $150M investments over three years announced on April 7, 2014, to invest in technology and learning tools such as new digital tablets, netbooks, cameras, software and professional development for teachers. The TLF s targeted initiatives in 2013/14 include: capacity building in technology-enabled teaching and learning; applied research in selected topics and boards; student engagement and innovation projects; and capacity-building specifically related to mathematics. References Engaging School Districts in Evaluative Thinking and Research-Based Inquiry to Advance 21st Century Teaching and Learning (Paper presented by The Ontario Ministry of Education at the American Educational Research Association Annual Meeting, 2014). Extending the Landscape and Enlarging the Vision: Pedagogy, Technology, and Innovative Practices in a Digital World (CSC Report to CODE and EDU, 2013). A Shifting Landscape: Pedagogy Technology and the New Terrain of Learning in a Digital World (CSC Report to CODE and EDU, 2012). Critical Review and Analysis of the Issue of Skills, Technology and Learning (Jennifer Jenson Report to EDU, 2010). 24

26 These reports, additional selected readings and resources are available on the EduGAINS website at E-Learning Ontario The ministry provides infrastructure, tools and resources to support technology enabled learning and teaching to provincially funded school boards, First Nation schools, Section 23 schools, and faculties of education. o Infrastructure and Tools Virtual Learning Environment A provincially licensed Virtual Learning Environment is provided in order for all district school boards to have equitable and single-login access to a learning management system with tools and curriculum aligned content to support online credit courses (120) and blended learning modules. The provincial virtual learning environment (vle) has experienced phenomenal growth in usage over the past few years. Our latest data shows the number of users has more than doubled year over year since At the end of April 2014, there were 262,750 users compared to 133,520 (April 2013) and 69,965 (April 2012). elearning Ontario has exercised its option to extend the contract to provide a provincial virtual learning environment with the vendor (Desire2learn) for one more year, until June Ontario Educational Resource Bank and e-community In addition, the ministry provides an online library of digital resources (Ontario Educational Resource Bank), that is also integrated into the vle and a virtual community of practice for educators (e-community Ontario). 25

27 Resources Funding is provided to all district school boards for an e-learning Contact to facilitate and lead professional learning, capacity building and the implementation of digital learning and teaching. The Ontario Software Acquisition Program Advisory Committee (OSAPAC) works with the ministry to centrally license web subscriptions and software to create an equitable, cost-effective method of providing high quality digital resources. Homework Help provides students in all school boards enrolled in Grades 7-10 mathematics with access to free, online tutoring through the Independent Learning Centre. Special Projects First Nation schools and Faculties of Education now have access to The Ontario Educational Resource Bank. Interested First Nations must first sign a Master User Agreement. Pilots are underway with some First Nations and most faculties of education regarding access to the provincial Virtual Learning Environment. Both pilots are scheduled to be completed by summer A pilot to provide Section 23 programs with access to the Provincial e-learning Strategy was initiated in September The pilot involves two working groups, 13 boards and 22 sites and consists of three phases. Each phase is piloting a different component of the strategy, e.g., Ontario Educational Resource Bank, blended learning, or online courses. It is anticipated that by first semester 2014/15, the ministry will announce which components will be made available to all Section 23 programs, and which components will piloted further. 26

28 Watch For Infrastructure and Tools Virtual Learning Environment (vle) o The annual upgrade to the vle is scheduled for early August o Examples of how the eportfolio tool is being effectively used as a tool to support the ministry pathways policy and program requirements K-12 document Creating Pathways to Success An education and career/life planning for Ontario schools. Student System Information (SIS) Integration Proejct o Most school boards have integrated their current SIS system with the vle to streamline the process of creating teacher courses and enrolling students. o Continued support for school boards to complete this integration. Integration of Ministry Provided Digital Products with the vle o The OERB and several ministry licensed products such as the Turnitin, Homework Help, Gizmos, and Britannica, have been integrated with the vle to provide students with easier access to these digital resources. o Integrations with Xpress Lab, Learn360, Career Crusing, Naxos Music Library, Bookflix, NetMaths, Bitstrips, ArcGIS Online,and the NFB are being planned for the 2014/15 school year. Seat Reservation System (SRS) o Enhancements and improvements are being made to the seat reservation system in Spring/Summer 2014 to further meet the needs of the field. Resources Homework Help will be available for the first time during a summer school from July 2 to July 31, from 3:30 p.m. to 7:30 p.m., Mondays to Fridays. Civics and Citizenship Course (CHV2O) which reflects the revised expectations and aligns with the Citizenship Education Framework. The course includes interactive digital learning resources and video that augments and supports the curriculum. 27

29 HSC4M: World Cultures, Grade 12, University/College Preparation online credit course. The first of six Thematic Integrated Units (TIU) for elementary students, Keeping Safe. Other TIUs will be released as completed. Grades 4-8 blended learning Social Studies/History/Geography content packages will be released for use in both English and French Immersion blended learning classrooms. Roots, an interactive game, based on Grade 3 Science expectations, will be released this fall. Sprite s Quest, a game-based digital learning resource, which supports Grade 7 Geography and adolescent literacy, will be released this fall. There will be one game for each grade, each game building on the knowledge and skills of the previous game. Grade 8 and 9 games will be released as completed. Financial Literacy Professional Learning Module (PLM) highlighting ways to work with resources currently available on the financial literacy page of EduGAINS and other resources as they apply to specific subject areas. Social Sciences and Humanities 9-12 Professional Learning Module designed to assist classroom educators as they implement the revised Social Sciences and Humanities 9-12 curriculum. Funding Funding continues for one e-learning Contact (elc) position per district school board for the 2014/15 school year to support technology enabled learning and teaching in Ontario. The elc position will work collaboratively with others to facilitate and lead professional learning, capacity building and the implementation of digital learning and teaching in their school board. 28

30 Supporting English Language The focus of this initiative is to build individual and collective capacities to improve the learning and teaching required to meet the needs of English language learners so that they are able to achieve academically at the level expected of all learners in Ontario while learning the language of instruction at the same time as they are learning the curriculum and developing a range of literacy skills. Steps to English Proficiency (STEP) o STEP is a framework for assessing and monitoring the language acquisition and literacy development of English language learners across the Ontario curriculum. o It is a resource to support teachers in determining an English language learner s level of language proficiency so they can plan instruction for English language learners to maximize the students learning. The resource consists of an initial assessment and ongoing classroom assessment continua. Initial Mathematics Assessments o School boards are required to assess ELL new to their system in order to determine their mathematical knowledge and skills to inform classroom programming and instruction in elementary schools and inform course placement in secondary schools. o An initial elementary password protected mathematic assessment is available on the EduGAINS website. School boards have been provided with the relevant password information. 29

31 Watch For Learning Materials The following have been developed to support ELL policy and programs and will be posted on the ELL EduGAINS website. o Initial Secondary Mathematics Assessment New Password information will be provided to school boards and the Initial Secondary Mathematics Assessment will be posted in fall 2014 for school board staff to access. o Support for English language learners that require an English Literacy Development program A video to support Professional Learning Facilitators when working with educators about how to support English language learners with limited prior schooling in fall o Steps to English Proficiency (STEP) English Literacy Development ongoing Observable Language and Literacy Behaviour continua in fall STEP Oral Continua Kindergarten Years 1 and 2 in fall 2014 An updated STEP User Guide for use with the ESL and ELD ongoing continua in fall Professional Learning Support for ELL Policy and Program Implementation Projects: Maximizing Learning in the Classroom o The purpose of these projects is for school boards to: access ministry support as they implement policy requirements that improve student learning, identify effective practices that address the implementation of Steps to English Proficiency (STEP), and build leadership capacity to support English language learners, through networking and coaching. o School boards will receive funding for projects and be networked with other boards that have a similar project focus. 30

32 o The work and learning from the school board projects will be launched fall 2014 in a face-to-face session and then shared through school board networks and in a Sharing Leadership and Learning session May Funding Funding will be provided for school boards involved in the Support for ELL Policy and Program Implementation Projects based on the proposals they submit early in fall References Resources to support ELL may be ordered free of charge by schools and boards at or online at ELL resources can also be found on the EduGAINS website Mathematics K-12 The Mathematics K-12 strategy builds a solid foundation of support for mathematics learning and teaching through: o the development of research informed resources to promote student fluency with basic facts and procedures and the ability to solve problems in applied situations, and the purposeful design of carefully sequenced student activities with appropriate interventions and scaffolds for student learning. o professional learning that builds efficacy and supports math knowledge for teaching. o implementing professional learning opportunities that target specific content areas of mathematics learning and teaching for specific roles and responsibilities (e.g., classroom educator, school leader, professional learning facilitator). o digital resources for parents to develop a deeper understanding of mathematics learning and teaching in Ontario. 31

33 Watch For Learning Materials The following student learning resources will be posted on EduGAINS Mathematics and mathies.ca: o Working in Number Sense (WINS) for Kindergarten to Grade 8. o Digital activities to support new learning and remediation of mathematics concepts whole numbers, decimals, fractions, and integers. Professional Learning Summer 2014 and fall/winter 2014: mathematics professional learning opportunities through Adobe Connect to support the learning and teaching of mathematics. Paying Attention to Spatial Reasoning digital support presentation to complement the Paying Attention to Spatial Reasoning document. Paying Attention to Fractions document and complementing digital support presentation. Provincial Mathematics Leads Provincial mathematics leads are available from September 2014 to June 2015 to support school and system leaders, and board mathematics leads and coaches in school boards. See for information on accessing provincial mathematics support. Provincial Mathematical Leads are available to district school boards to build the capacity of mathematics leaders in order to support BIPSA and SIPSA. (contact your regional ESSEO). Provincial mathematics leads provide support with: o using mathematics learning materials to support collaborative inquiry, coaching, and professional learning. 32

34 o connecting board and school mathematics/numeracy needs with Board Improvement Planning for Student Achievement (BIPSA) and School Improvement Planning for Student Achievement (SIPSA). o leading instructional practice using mathematics resources. o facilitating regional mathematics networks, collaborative inquiry, and professional learning sessions. Provincial Mathematics Professional Learning Facilitators are available to district school boards to provide learning sessions that support effective classroom practices ( MathKto12@edugains.ca). EduGAINS Mathematics the website provides access to all K-12 ministry mathematics/numeracy resources developed by CAPB and LNS. Home Support Resources The mathies.ca ( is available for: o students to access ministry developed and licensed resources for home use. o parents to access ministry supports about the learning and valuing of mathematics. References Mathematics on Adolescent Literacy Adolescent learners need to be equipped with the literacy skills to be critical and creative thinkers, effective meaning makers and communicators, collaborative 33

35 co-learners, and innovative problem solvers in order to achieve personal, career and societal goals. All students, individually and with others, require opportunities to develop the abilities to: o THINK: access, manage, create, evaluate information in order to think imaginatively and critically to solve problems and make decisions. o EXPRESS: use language and images in rich and varied forms to read, write, listen, speak, view, represent, discuss and think critically about ideas. o REFLECT: apply metacognitive and self-advocacy knowledge and skills. Ontario s Adolescent Literacy initiative provides quality resources and professional learning for classroom educators, professional learning facilitators and school and system leaders in order to support the literacy learning needs of students in all content (subjects/disciplines) areas. The focus of the work being done to support this initiative is to provide quality learning resources (digital materials and professional learning and people) to improve the learning and teaching of adolescent literacy. Watch For Learning Materials The new EduGAINS Literacy website provides access to all K-12 ministry literacy resources developed by LiteracyGAINS and LNS. The following learning resources will be posted on EduGAINS Literacy over the course of the 2014/15 school year: o video resources to support the use of The Adolescent Literacy Guide. o video resources to demonstrate collaborative inquiry that supports literacy learning. o additional print and interactive resources (ALERTs) to provide educators with research and suggestions related to effective adolescent literacy instruction. 34

36 o additional print resources (Leaders Connect) to provide support and build capacity of school and system leaders. o resources to illustrate effective literacy instruction in a variety of subject areas. Professional Learning Literacy and Numeracy Capacity Building K-12 regional professional learning sessions will be held in the fall 2014; with follow-up sessions to take place in spring School Leaders: To build the capacity of school based leaders in developing literacy rich schools. o A professional learning session for school leaders with a focus on school improvement planning for literacy will take place in November 2014 in Toronto. o Adobe Connect professional learning sessions in the winter 2014 are planned for school leaders to focus on mobilizing the use of Literacy 7-12 resources and expanding the knowledge of effective practice for adolescent literacy. Professional Learning Facilitators (including coaches): To build the capacity of those educators with responsibility for leading the learning agenda in schools and school boards Professional learning sessions are planned throughout the school year for literacy leaders and coaches who have responsibility for Grades o In 2014/15, the regional networks learning will focus on using The Adolescent Literacy Guide and will support collaborative inquiry (e.g., professional learning cycle). o Adobe Connect professional learning series will take place in spring Provincial Literacy Leads Provincial Literacy Leads are available from September 2014 to June 2015 to support school and system leaders, and board literacy leads and coaches in school boards. See < for information on accessing provincial literacy support. 35