ALGOMA DISTRICT SCHOOL BOARD BOARD IMPROVEMENT PLAN …

ALGOMA DISTRICT SCHOOL BOARD

BOARD IMPROVEMENT PLAN for STUDENT ACHIEVEMENT

2019-2022

We are a teaching & learning organization. As such, we embrace lifelong learning and, as a learning community, we value opportunities to learn with and from others, through collaboration and teamwork. Our Board Improvement Plan for Student Achievement, the School Effectiveness Framework and the Ontario Leadership Framework guide our work, our learning, as we focus on the key priorities of Achievement, Well-Being and Engagement.

As role models of lifelong learning, we are committed to continuous improvement, to ensuring we are using current, research-based practices and to making teaching and learning visible. We do this, collaboratively, so that our students become self-directed learners who exit our schools and enter our communities as confident learners, caring citizens.

Improving student achievement and increasing graduation rates is not about a statistic. It is about student success. It is about improved lives. It is about our economies (local, provincial, national) and our future, which both depend on an educated, skilled workforce who is well (emotionally, physically, mentally, socially) and who is of good character.

Education is not just delivering diplomas. It is about delivering better lives,

better futures.

-

autonomous (assessment capable) learners who

are able to set individual goals, monitor their progress, determine

next steps and reflect on their thinking and learning

thereby continuously

improving achievement. Improved Outcomes

as evidenced by:

Literacy assessment data (F&P BAS, Phonological Awareness Test, GB+, STEP)

Grade 3/6 mid-year math assessment

Intermediate math assessment

Report card data Number sense and

numeration data Achieving Excellence in

Applied Courses assessment data

Attendance Credit accumulation Specialist High Skills Major

completion rates Cooperative Education,

Ontario Youth Apprenticeship Program and Dual Credit completion

Successful pathway completion

EQAO (grade 3/6 - reading/ writing /math, grade 9 math, OSSLT)

Student census and well-being survey data

Graduation rates

Algoma District School Board Improvement Plan for Student Achievement 2019-2022

In all ADSB classrooms, we are committed to continuous improvement in LITERACY and NUMERACY by:

using data/evidence to determine next steps providing descriptive feedback and coaching creating relevant and responsive learning opportunities

we implement assessment for and as learning at the student, classroom, school, and district level, as defined in the School Effectiveness Framework and Growing Success

data/evidence will be used to determine the next steps in learning/instruction in conjunction with descriptive feedback and coaching to create relevant and responsive learning opportunities

Strategies for Impact Monitoring our Impact All classrooms will focus on assessment for and as learning and will be guided by and responsive to data/evidence collected at the classroom and student levels. Classroom leaders: CL1: Plan learning opportunities that are directly linked to curriculum/program documents, integrate literacy and numeracy in all subject

areas and incorporate the use of technology CL2: Utilize a range of assessment (for/as) practices to make students’ thinking visible and utilize the resulting data/evidence to

determine next steps in learning and instruction and provide necessary interventions to promote student success CL3: Design instructional and assessment practices to be responsive to students’ diverse learning strengths, needs and interests and

are relevant to their learning pathway CL4: Facilitate ongoing learning conversations with students to promote collaboration and effective classroom discourse that will

promote the consolidation of their learning Literacy: Implement a comprehensive literacy program that utilizes the gradual release of responsibility model Numeracy: Focus on the fundamentals of mathematics to promote flexibility and fluency with numbers by developing teacher

understanding of the curriculum continuum and learning process needed to support conceptual understanding

CL1: Educators align all learning with curriculum/program and District supported resources (i.e. Scope and Sequence,

Fountas and Pinnell, ADSB SmartCards, Edsby, Learning for All) in all content areas CL2: A range of assessment practices (for/as) is used at the classroom level to make student thinking visible and resulting

student achievement data (conversations, observations, products) is collected and discussed to monitor the SIPSA CL3: Educators’ instructional and assessment practices respond to student needs CL4: Educators develop a classroom environment that promotes student voice and incorporates strategies to make student

thinking visible Literacy: Educators implement a comprehensive literacy program driven by benchmark assessment system data/class

tracking boards to improve student achievement in reading and writing Numeracy: Educators focus on the development of conceptual and procedural understanding to improve student

achievement in number sense and numeration

School improvement work will be focused in the areas of literacy, numeracy and assessment, guided by and responsive to data/evidence collected at the school, classroom and student levels. School leaders: SC1: Develop, implement and monitor school improvement plans which are responsive to student data and needs in the area of

Component 1: Assessment for/as indicators (School Effectiveness Framework) SC2: Visit classrooms regularly to engage in ongoing inquiry regarding effective instructional practices and how to increase their impact

on student learning SC3: Facilitate ongoing learning conversations with educator learning teams (PLCs, one-on-one, staff meetings) to enhance/develop

instructional practices and planning strategies SC4: Develop pedagogical and curriculum content knowledge for all educators SC5: Collaborative school-based teams (including MLPs, SERTs, ISTs, SSTs, Guidance, etc.) analyze student data/evidence to plan

strategies, supports and interventions that are responsive to student needs and provide next steps

SC1: SIPSAs are driving the learning conversations in the school, in Component 1 throughout the year SC2: School and classroom leaders engage in daily conversations reflecting the data/evidence (collected through

conversations/observations/products) to monitor SIPSA implementation and inform next steps SC3: Use next steps to revisit and refine SIPSA in response to the needs of all learners SC4: School leaders align professional learning opportunities in literacy, numeracy, assessment in response to educator

learning needs SC5: Planning and ongoing support provided by school-based learning teams/partners is responsive to the student needs

identified through conversations, observations, products

All system work will be focused in the areas of literacy, numeracy and assessment, guided by and responsive to data/evidence collected at the district, school and classroom levels. System leaders: SY1: Facilitate principal/vice-principal learning teams to deepen their instructional leadership practices SY2: Deepen pedagogical and curriculum content knowledge for all leaders SY3: Participate in District Review visits, schools visits and conversations with school administrators to determine site-based needs and

to monitor system progress SY4: Differentiate school and instructional leader support based on identified needs

SY5: Utilize a coaching and mentoring model to develop informed and responsive leadership

SY1: In PLTs, principals/vice-principals identify how their instructional leadership practice is changing to be responsive to

needs within the school SY2: System leaders align professional learning opportunities in literacy, numeracy, assessment in response to principal

learning needs SY3: District Review Visits are conducted on a two-year cycle to inform ongoing school improvement strategies and in

alternating years, PLTs utilize instructional rounds to gather data/evidence to inform professional learning needs SY4: Academic Council (system leaders) measures the impact of the professional learning on student learning/achievement

on a bi-monthly basis and determines next level of work SY5: System planning and ongoing support is responsive to the system needs identified through conversations,

observations, products

Syst

em

Scho

ol

Achi

evem

ent

Clas

sroo

m

SEF Indicators of Success School Level 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 4.1, 4.2, 4.5, 4.7, 5.3

SEF Indicators of Success Classroom & Students Level 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 4.1, 4.2, 4.5, 4.7, 5.3

SEF Components of Success District Level 1, 2, 4, 5

autonomous (assessment capable) learners who are able to set individual goals, monitor their progress,

determine next steps and reflect on their thinking and learning



as evidenced by:













Graduation rates


In ADSB, we are committed to engaging students, staff, parents and community partners by:

using data/evidence to determine next steps providing descriptive feedback and coaching creating relevant and responsive learning opportunities

Enga

gem

ent



ENGAGEMENT Utilize strategies, tools and resources (i.e. School Council,

student-led conferences, Edsby, School Connects, website, surveys) to connect with parents at the system, school and classroom level, to engage them as partners in supporting the learning experiences and achievement of their children, while enhancing parent-school communication

“All forms of parental involvement are beneficial. In every form, parental involvement in education shows children that their parents care about what they are doing and learning, and that they value a good education.” (Ontario Ministry of Education, Parent Voice in Education Project Report (2005, p.10)


SEF Indicators of Success 3.1, 3.2, 3.3, 3.4



SEF Indicators of Success 6.2, 6.3

Utilize surveys, focus groups, interviews and exit cards to actively solicit and honour student voice, ‘listening with ears, eyes and open minds’, to support system, school and classroom activities and learning environments “...learning from children’s voices allows us to know at a deeper level who children are as learners and, because we have that knowledge, to expand and enrich our sense of what it means to teach.” (Theory Into Practice, Dahl, 1995, p. 130)

Provide professional learning opportunities and support to plan purposeful learning experiences that are inviting to and respectful of the diversity (ancestry, culture, ethnicity, gender, gender identity, language, physical/intellectual ability, race, religion, sex, sexual orientation, socio-economic status), needs and interests of all students, parents and community members

“It is important that teachers <staff> create an environment that will foster a sense of community, where all students feel included and appreciated and where their perspectives are treated with respect. One way of accomplishing this is for teachers to select topics, resources, and examples that reflect the diversity in the classroom.”

(Social Studies, Grades 1 to 6, revised 2013)

Collaborate with community partners to further develop engagement with Indigenous (through Truth and Reconciliation), newcomer and local communities, organizations/agencies and post-secondary institutions to support student achievement and well-being “Cooperative and collaborative relationships between school boards and community organizations are part of the foundation of a strong, vibrant and sustainable publicly funded education system.” (Ontario Ministry of Education, Community Planning and Partnerships Guideline (2015, p.2)

Intermediate math assessment Report card data Number sense and numeration data

School & Classroom Strategies for Impact: Schools will utilize data collected from the Student and Workplace Census and Well-Being surveys, conversations and focus groups with students, staff, parents, and community partners, and District Review Visit data to develop school-based priorities in the areas of student, staff, parent and community partner engagement.

Monitoring our Impact: Utilize system and school-level data from the Student and Workplace Census and Well-Being surveys, in addition to other feedback collected through conversations and observations with students, staff, parents and community partners and District Review Visits to assess and monitor our impact and to inform next steps related to engagement.

School & Classroom Strategies for Impact Monitoring our Impact

autonomous (assessment capable) learners who

are able to set individual goals, monitor their progress, determine

next steps and reflect on their thinking and learning



as evidenced by:













Graduation rates


We are committed to: fostering learning/work environments that encompass the domains of well-being

(cognitive, emotional, social, physical, self/spirit) using data/evidence to determine next steps providing descriptive feedback and coaching creating relevant and responsive learning opportunities

Wel

l-Bei

ng


data/evidence will be used to determine the next steps in learning/instruction in conjunction with descriptive feedback and coaching to create relevant and responsive learning/work environments

SEF Indicators of Success 2.3, 2.5, 3.1, 3.2, 3.3, 4.5, 4.6, 6.1, 6.3

SEF Indicators of Success 2.5, 4.7, 6.1, 6.3, 6.4

SEF Indicators of Success 2.5, 6.3

SEF Indicators of Success 2.5, 4.7, 6.3

Provide learning/work environments and student learning opportunities that are reflective of the diverse identities found within ADSB communities.

“In an inclusive … [learning/work] environment, different voices are respected and heard; diverse viewpoints, perspectives and approaches are valued; everyone is encouraged to make a unique and meaningful contribution. In such an environment, people with multiple backgrounds, mindsets and ways of thinking can work together effectively and perform to their highest potential to achieve organizational objectives. Inclusive organizational culture would allow the people in the organization to advance their individual actions flexibly, yet consistently, towards achieving organizational goals.”

(D2L – Desire to Learn, 2018)

Provide positive and safe learning/work environments through character education, restorative practices, anti-bullying initiatives, mental health awareness and community partnerships.

“A healthy, safe, and supportive learning / [work] environment enables students, adults, and even the school as a system to learn in powerful ways. Such an environment promotes innovation, inquiry, and risk taking. Moreover, such an environment reinforces and enhances the leadership capacity in the school because competent, excellent, and dedicated educators want to work under such conditions.”

(ASCD, Turning High-Poverty Schools into High-Performing Schools, 2012)

Promote healthy choices (e.g. personal safety and injury prevention, nutrition, daily physical activity, healthy relationships, self-image) among all members of ADSB communities.

“We all need to be physically and mentally well. Maintaining healthy learning/work environments contributes to our overall health and wellness, thus all those who work in or visit our facilities have a collective responsibility to keep our environments positive, safe and inclusive, so that we can all achieve to our full potential. We are proud of and grateful for our strong community partnerships that help us to provide resources and services, as needed, to all who learn and work in the Algoma District School Board.”

(Algoma District School Board, 2019)

Acknowledging our role within a continuum of support, embed mental health awareness and understanding throughout our organization and connect those in need of additional supports to appropriate community services, to optimize our learning/work environments.

“Positive mental health is the capacity of each and all of us to feel, think, and act in ways that enhance our ability to enjoy life and deal with the challenges we face.” “Mental health encapsulates one’s ability to manage thoughts, feelings and behaviour, making it possible to set and achieve goals, create and keep relationships, adapt to and cope with stress and sadness, and feel happiness.” (Public Health Agency of Canada 2006 & Ontario College of Teachers 2018)

School & Classroom Strategies for Impact: Schools will utilize data collected from the Student and Workplace Census and Well-Being surveys, conversations and focus groups with students, staff, parents, and community partners, and District Review Team Visit data to develop school-based priorities in the areas of equity and inclusive education, safe and accepting schools, positive mental health and healthy schools. Monitoring Our Impact: Utilize system and school-level data from the Student and Workplace Census and Well-Being surveys, in addition to other feedback collected through conversations and observations with students, staff, parents, community partners and District Review Visits to assess and monitor our impact and to inform next steps related to well-being.

School & Classroom Strategies for Impact Monitoring our Impact

data/evidence will be used to determine the next steps in learning/instruction in conjunction with

• Comprehensive literacy block that supports learning in oral language, reading, writing and media literacy (kindergarten: minimum 50 minutes; grade 1-8: minimum 100 minutes; grade 9-12: minimum 75 minutes)

• Integrate literacy across all content areas through explicit literacy instruction

• Balanced numeracy block intentionally designed to develop computational fluency and conceptual understanding through the ADSB Scope & Sequence and seven math processes (kindergarten: minimum 50 minutes; grade 1-8: minimum 60 minutes; grade 9-12: minimum 75 minutes)

• Embed computational fluency in all content areas by encouraging accuracy, efficiency, and flexibility with numbers

Students and Student Learning

▪ dedicated in our care and commitment to students

▪ treat students equitably and with respect and are sensitive to factors that influence individual student learning

▪ facilitate the development of students as contributing citizens of Canadian society

Professional Knowledge ▪ strive to be current in our professional

knowledge and recognize its relationship to practice

▪ understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice

Professional Practice ▪ apply professional knowledge and

experience to promote student learning ▪ use appropriate pedagogy, assessment

and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities

▪ refine our professional practice through ongoing inquiry, dialogue and reflection

Leadership in Learning Communities ▪ promote and participate in the creation of

collaborative, safe and supportive learning communities

▪ recognize our shared responsibilities and our leadership roles in order to facilitate student success

▪ maintain and uphold the principles of the ethical standards in these learning communities

Ongoing Professional Learning ▪ recognize that a commitment to ongoing

professional learning is integral to effective practice and to student learning

▪ recognize that professional practice and self-directed learning are informed by experience, research, collaboration and knowledge

Ontario College of Teachers Standards of Practice

autonomous (assessment

capable) learners who are able to set

individual goals, monitor their

progress, determine next steps and reflect on their thinking and

learning.

• Analyze qualitative and quantitative assessment data/evidence collected through conversations, observations and products to inform practice and determine next steps in learning and teaching

• Adjust instruction based on data/evidence to respond to learner needs

• Question and provide feedback to clarify, justify and challenge thinking so that learners can articulate:

▪ What they are learning ▪ How they are doing ▪ How they know ▪ How they can improve ▪ Where they can go for help

• Seek feedback and respond to it

by revising and refining their next steps in learning

• Pose open questions to create learner discourse, validate learner voice and develop divergent thinking

• Plan, with purpose and

intentionality, using the curriculum and a variety of instructional strategies, tools and technologies



Our

ADS

B Co

mm

itm

ents

Our

Sch

ool

Impr

ovem

ent

Plan

for

Stu

dent

Ach

ieve

men

t

THEORY OF ACTION IF

THEN RESULTING IN

Syst

em

Scho

ol

Clas

sroo

m

Monitoring our Impact Measuring our Impact

In the Algoma District School Board, our educators, school teams, school leaders and system leaders will use the tool below to monitor and measure the impact of our BIPSA strategies in realizing our goal of developing:

autonomous (assessment capable) learners who are able to set individual goals, monitor their progress, determine next steps and reflect on their thinking and learning,

thereby continuously improving achievement. As we continue to learn and improve by implementing these strategies, this will be used as an assessment as/for tool to develop an understanding of where we have progressed and our next steps. This continuum will be used as a self-assessment tool where educators reflect on the strategies at the classroom level, school leaders reflect on the strategies at the school level and system leaders reflect on the strategies at the system level as part of an ongoing reflective process. Utilizing this tool to measure our impact supports the notion of continuous improvement for classrooms, schools and the system while informing board improvement planning, goal setting, professional learning supports and budget processes.

BIPS

A M

onit

orin

g &

Mea

suri

ng o

ur S

trat

egie

s fo

r Im

pact

These images represent a sample of the resources that are to be used in ADSB schools. Our

ADS

B Su

ppor

ted

Reso

urce

s

Documents

ALGOMA DISTRICT SCHOOL BOARD BOARD IMPROVEMENT PLAN …