Living, Learning and Leading in a Changing World - KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 - 2018 Strategic Priorities ...

 
Living, Learning and Leading in a Changing World - KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 - 2018 Strategic Priorities ...
Living, Learning and Leading
in a Changing World
KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD
STRATEGIC DIRECTIONS 2015 – 2018
Strategic Priorities Update; February 2017
Living, Learning and Leading in a Changing World - KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 - 2018 Strategic Priorities ...
KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD
                                Living, Learning and Leading in a Changing World 2015-2018

Strategic Priorities

In a rapidly evolving world, a good education is fundamental to future, long-term success. An exceptional education, however,
prepares students to lead change, create new and significant ideas, and solve important global issues.

Our strategic plan, Living, Learning and Leading in a Changing World 2015-2018, is the result of an almost year-long consultative
process with students, staff, parents and community members who completed a public survey through our website.

We heard strongly from our stakeholders about the need to focus not only on academics, such as literacy, numeracy and science,
but also on the essential areas of overall well-being; including inclusion, and mental and physical health. Building on this
foundation, we heard about our important role in providing meaningful, real-world learning opportunities, from the effective use of
learning technology, to partnerships with parents, community agencies and post-secondary institutions.

The Kawartha Pine Ridge District School Board supports a world-class education for well over 30,000 students in 91 schools
spread across our jurisdiction. This is supported through central departments in Teaching and Learning, Business and Corporate
Services, and Human Resource Services, as well as through system-wide portfolios including Safe, Caring and Restorative
Schools, and Equity, Diversity and Inclusion.

Highlights of ongoing work through our central departments include:

Teaching and Learning continues to provide support to schools through:

   Instructional and curriculum supports JK-12

   Oral language and early reading strategies for students in Kindergarten to Grade 2

   Alignment of child care services, professional learning, wrap-around services, and play-based instructional programming in
    Kindergarten
Living, Learning and Leading in a Changing World - KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 - 2018 Strategic Priorities ...
   Critical literacy / higher order thinking skills K-12 through a comprehensive literacy strategy

   Assessment for learning culture/strategy in all classrooms that respond to student needs

   Differentiated instruction / tiered approach to intervention

   First Nation, Métis, and Inuit education

   Modern/digital fluencies that augment student learning

   Children and Youth Mental Health and Well-being Strategy

   Professional Learning Communities that focus on visibly improving culturally relevant and responsive pedagogy and/or
    competencies through the structure of collaborative inquiry

   Multi-disciplinary teams in the area of special education to provide clinical and programming expertise to schools for students
    with special needs to succeed in the inclusive classroom

   Self-regulation program to support students with behavioural needs.

Business and Corporate Services continues to provide ongoing service in the following areas:

   Business and Finance: budget management and administration, payroll, purchasing, reporting (enhancing public confidence
    through proactive planning and workforce management implementing departmental plans with foresight and collaboration)

   Information and Communications Technology: network, administrative and school support

   Facility Operations: custodial, maintenance, and energy management (developing modern learning environments by taking
    advantage of opportunities to implement changes to physical space and technology through sustainable financial strategies)

   Strategic Planning and Projects: planning, property, engineering, strategic projects and support (incorporating analysis and
    action plans to support maximizing the stewardship of resources).
Human Resource Services continues to provide ongoing service in the following areas:

   Staff recruitment and hiring processes

   Support to the annual teacher staffing process

   Responsibility for the non-teaching personnel staffing process

   Labour Relations including collective bargaining, and collective agreement administration

   Health and Safety

   Attendance support processes including the long-term absence programs

   Employee benefits administration

   Employee performance evaluation processes

Student Success continues to lead and support the following areas:

   Specialized Programming: Dual Credits, Specialist High Skills Majors, Ontario Youth Apprenticeship Program

   At-Risk Student Support through school Student Success teams, re-engagement programs and community partnerships

   Guidance and Career Pathways education and training

   Instructional Technology through eLearning, and blended learning

   Student Achievement in secondary schools with a focus on instruction and student engagement

   Program Safety
Safe, Caring and Restorative Schools – ongoing work in this area includes:

   Violent Threat Risk Assessments – this process guides schools and our community partners in working together to identify
    individuals who may be at high risk of committing serious violence. Its goal is to prevent possible violent incidents, to keep our
    schools and communities safe.

   Restorative Practice – is an effective approach to teaching, learning and keeping schools safe. It is a way of thinking and
    acting as a community. It focuses on strengthening relationships, to deal with conflict or tension positively.

   Student Incident Reporting – supports the whole-school approach to addressing behaviours that may lead to suspension
    and/or expulsion.

   Long-Term Suspension and Expulsion Program – is an intensive intervention program to support students who have been
    suspended and/or expelled from school. The program focuses on academic and non-academic (counselling) support that is
    designed for each student with the goal of returning to school.

   KPR Website – provides students, staff, parents and community members with current information and resources about many
    topics related to safe, caring and restorative schools.

Focused strategic priorities for the next six to twelve months are outlined in the following document.
STRATEGIC PRIORITIES – FEBRUARY 2017
         Area of Focus                    Action/Project/Program                      Responsibility         Timeline (Ongoing/Pilot/New)                   Expected Outcomes
Health and Well-being:          • Mental Health Steering Committee –         • Human Resource Services      O – Ongoing filming to begin    • A strong sense of belonging at work
• Creating conditions for       Mental Health Video (We Belong)              (supported by Joint Employer   in February 2016 - Completed
social and emotional well-      • completed a staff video focusing on        & Employee Health & Well-                                      • Developing skills for managing workload and
being and supporting            well-being and mental health support at      being Committee)                                               social/emotional challenges
positive mental health;         work
• Enhancing supports for        • completed a student video with student                                                                    • Caring communities equipped to support staff
physical activity and healthy   voice focusing on well-being and             • Teaching and Learning                                        experiencing mental health problems
living; and                     inclusive schools with the theme BE          (Mental Health Lead)
• Providing interventions,      YOU, You belong at Kawartha Pine
programs and supports           Ridge District School Board
responsive to the needs of
students and staff              • Developing social media strategies for     • Teaching and Learning        • Ongoing                       • Continue to set organizational conditions for
                                webpage and future challenges                (Mental Health Lead)                                           mental health strategy, shared vision and
                                • Twitter feed #mindsmatter@kprdsb                                                                          language
                                website and Twitter messages about           • Human Resource Services      • Ongoing – Completion by       • Increase mental health literacy for parents,
                                student well-being, mental health, social-   (supported by                  December 2016                   educators and students
                                emotional learning, reducing stigma          Communications)                • Completed                     • Early identification and accommodations for
                                                                                                                                            mental health problems
                                • Revamping webpages for mental health                                                                      • Increased referrals for appropriate mental health
                                • Parent, educator and student resources                                                                    intervention
                                were added-links to websites and apps
                                • New educator resources will be posted
                                on new staff Intranet

                                • Working with schools to provide support
                                packages for staff rooms
                                (resources, relaxing activities)

                                • Developing training for principals and                                    • Ongoing
                                managers around Mental Health in their
                                schools and departments
                                – eLearning, early intervention

                                                                                                1
STRATEGIC PRIORITIES – FEBRUARY 2017
        Area of Focus            Action/Project/Program                       Responsibility        Timeline (Ongoing/Pilot/New)                   Expected Outcomes
Health and Well-being   • Conduct a collaborative inquiry with       • Teaching and Learning:      • February to June 2016 -       • Theories of Action will be developed and linked
(continued)             three schools to increase teachers’          (Mental Health Steering       Completed                       to the School Improvement Plan and artefacts and
                        understanding of promoting students’         Committee)                                                    best practices will be highlighted for improved
                        sense of belonging at school and             System Principal of Special                                   student sense of belonging
                        promote mentally healthy schools             Education
                                                                     Mental Health Lead                                            • Increased social-emotional learning skills in
                        • Continue Mentally Healthy Schools                                                                        students measured on pre and post assessments
                        project in 24 schools to increase capacity                                 • September 2015 to June        • Build capacity in child and youth workers and
                        to promote mentally healthy schools and                                    2016                            educators to deliver universal and targeted
                        teach social-emotional learning skills to                                  • September 2016 to June        evidence-based strategies to promote mental
                        increase student                                                           2017                            health and well-being
                        well-being - 2016-2017 school year 27                                                                      • Increased social emotional learning for students
                        schools will be involved                                                                                   • Integration of well-being and learning in the
                                                                                                                                   classroom

                        • Annual Parent Conference focus on                                        • October 2016                  • Reduce stigma, raise awareness of mental
                        mental health and resiliency                                                                               health problems, learn ways to promote good
                                                                                                                                   mental health, and connect parents to community
                                                                                                                                   resources

                        • Develop and implement a leadership                                       • April 2016                    • Increased leadership capacity as measured by
                        learning session to deepen learning                                                                        self-assessment
                        about creating mentally healthy school
                        conditions and increasing student sense
                        of belonging at school

                                                                                         2
STRATEGIC PRIORITIES – FEBRUARY 2017
        Area of Focus               Action/Project/Program                     Responsibility         Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Health and Well-being   Children Youth in Care Project                • Superintendent responsible   • P – Pilot Semester 2;         • Increased credit attainment
(continued)             (Year 2):                                     for Student Success            Two, 8 week sessions -          • Develop improved skills for employment
                        • This project focuses on secondary                                          Completed                       • Student retention
                        school students who have been involved
                        with the Children’s Aid Society
                        • It is a partnership between Community
                        Employment Agencies, KPR and the
                        Ministry of Education
                        • The program is based on academic and
                        skills training for the workplace;
                        students will complete high school credits
                        while receiving training in culinary
                        techniques, business management and
                        industry recognized certifications

                        Children Youth in Care Pilot Project          • Superintendent responsible   • New September 2016 –          • Increased student engagement, credit
                        (Phase 3):                                    for Student Success            January 2017                    attainment and graduation
                        • This innovative program is focused on                                      • New – February – June         • Reach ahead opportunities for college credits
                        building business and entrepreneurial                                        2017                            • Increased potential for post-secondary education
                        skills through skateboard design,                                                                            for participants
                        production and marketing. Students will
                        complete high school credits while also
                        receiving sector related training and
                        certifications.

                        • First-Aid and Sport Specific Training for   • Superintendent responsible   • Fall 2016 to Spring 2017      • Training for coaches at all KPR secondary
                        coaches throughout KPR based on new           for Athletics Co-ordination    (to continue through Spring     schools, interested occasional teachers, KPR
                        Ontario Physical and Health Education                                        2018)                           volunteer coaches
                        Association guidelines regarding higher                                                                      • Safer environment for our students participating
                        risk sports                                                                                                  in sports such as lacrosse, rugby, football and
                                                                                                                                     hockey

                                                                                         3
STRATEGIC PRIORITIES – FEBRUARY 2017
        Area of Focus                     Action/Project/Program                       Responsibility          Timeline (Ongoing/Pilot/New)                      Expected Outcomes
Health and Well-being           • Connect – Change – Connect –               • Superintendent of Education    • Ongoing project at identified   • A reduction in numbers of students smoking and
(continued)                     Smoking Cessation Project                    • Principals                     high schools                      an increased awareness on the part of students of
                                This project is a partnership with local     • School Board Counsellors                                         skills necessary to quit and the community
                                health units who provide counselling,                                                                           supports available to them
                                guidance and support for students in
                                some of our local high schools to be able
                                to quit smoking

                                • Healthy Kids Community Challenge           • Superintendent of Education    • Ongoing – March 2018            • Awareness of healthy practices to reduce
                                This partnership with health units and       • Principals                                                       childhood obesity
                                local municipal governments is designed      • Teachers                                                         • Strengthened partnerships with community
                                to curb childhood obesity through a multi-                                                                      agencies in the quest of healthier children and
                                faceted approach recognizing that to be                                                                         communities
                                effective, the partnership must include
                                education, health, community and
                                business sectors. Focus areas include
                                increasing physical activity, encouraging
                                water consumption (rather than sugar
                                drinks) and an increase in the
                                consumption of fruits and vegetables

Safe, Equitable and             • Use common language to better              • Safe, Caring and Restorative   • Fall 2015 to Spring 2016        • Students can identify situations of bullying or
Inclusive Environments:         understand when students experience          Schools (SCRS) Committee         • Completed – Posters were        conflict and respond accordingly
• Creating safe and positive    bullying versus conflict through the         SCRS Resource Teacher            provided to all elementary        • Reduced incidents of bullying as reported
environments by fostering a     creation of posters K-12                                                      and secondary schools             through the School Climate Survey
culture of respect and
inclusion;
• Promoting healthy and
respectful relationships; and
• Developing responsible
digital citizenship.

                                                                                                 4
STRATEGIC PRIORITIES – FEBRUARY 2017
        Area of Focus              Action/Project/Program                      Responsibility          Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Safe, Equitable and      • Educate parents about the difference      • Corporate Affairs Department   • 2015-2016 Completed           • Principals report having more informed
Inclusive Environments   between bullying and conflict through       Safe, Caring and Restorative                                     discussions with parents about the difference
(continued)              monthly website/school newsletter inserts   Schools Committee                                                between bullying and conflict
                         • One day of professional learning for      SCRS Resource Teacher
                         school student well-being teams to learn    • Principals                     • January – February 2016       • Staff confidently act as interveners to address
                         how to promote positive relationships       Teachers                         Completed                       worrisome behaviours in all areas of the school
                         through a focused whole school approach     SCRS Committee                                                   • Improved School Climate Survey results

                         • Increased student voice through the       • KPR Student Leadership         • 2015-2016 Completed           • Students take a leadership role in promoting
                         creation of a KPR shirt with a social       Advisory Group                                                   healthy and respectful relationships – over 2,000
                         media campaign and a student led                                                                             Be You t-shirts have been distributed and 300
                         conference in Spring 2016                                                                                    students from Grades 7-11 attended the spring
                                                                                                                                      student led conference at Trent University

                         • Focus on Youth Program for at-risk        • Strategic Priorities Lead      • Winter 2016 Completed         • Students successfully complete a mentoring
                         youth of high school age                    • System Principal                                               placement within our before and after school
                                                                     • Equity And Diversity Advisor                                   programs - with a winter session of 42 secondary
                                                                                                                                      students and a summer session of 65 students.
                                                                                                                                      Placements were in KPR Numeracy and Literacy
                                                                                                                                      Camps, YMCA Day Camps and Local Child Care
                                                                                                                                      Centres

                         • Creation and distribution of Effective    • Strategic Priorities Lead      • Winter 2017                   • All staff demonstrate effective practices when
                         Use of Social Media Poster to all                                                                            using social media and when engaging students
                         employees                                                                                                    in social media

                         • Increased student voice, action and       • KPR Student Leadership         • Fall 2016                     • Students take a leadership role in promoting
                         leadership through an elementary student    Advisory Group                   • Completed November 2016       healthy and respectful relationships
                         conference led by secondary students

                         • Develop resources to facilitate deeper    • Superintendent responsible     • N – New                       • Measurably improved sense of inclusion –
                         staff and student understanding of          for Equity, Diversity and        • Completed (Introduced Fall    evidence gathered through Tell Them From Me
                         transgender                                 Inclusion                        2016)                           and Employee Survey

                                                                                          5
STRATEGIC PRIORITIES – FEBRUARY 2017
       Area of Focus                     Action/Project/Program                       Responsibility             Timeline (Ongoing/Pilot/New)                    Expected Outcomes

Safe, Equitable and            • Develop Guideline for Inclusive Rental                                          • N – New (Fall 2016)
Inclusive Environments         Spaces                                                                            • Completed, Fall 2016
(continued)
                               • Implementation of the revised                • Superintendent responsible       • 2016-17                      • Principals/Vice-principals will know their roles
                               KPR/Police Protocol                            for Safe Schools                                                  and responsibilities for police involvement in
                                                                             • Safe Schools Committee                                           schools

                               • Violent Threat Risk Assessment               • Superintendent responsible       • February 2014-15, 2017       • Principals/Vice-principals will know how to
                               Training (level1) for Principals and Vice-     for Safe Schools                                                  conduct a violent threat risk assessment in order
                               principals new to the role and/or KPR          • Chief Social Worker                                             to prevent violence in our schools
                                                                             • Violent Threat Risk
                                                                             Assessment Lead Team
                               • Administer and analyze the                   • Superintendent responsible       • November-December 2016       • Principals and school teams respond accordingly
                               ourSCHOOL climate survey and revise            for Safe Schools                   • January-June 2017            with concrete actions as outlined in School Well-
                               school well-being goals                        • Principals and Vice-principals                                  Being Improvement plans

Focus on Excellence:           Supporting Students with Special Needs
• Setting ambitious student    – Self-Regulation:
achievement goals;             • Provide professional learning               • Teaching and Learning:            • March 2016                   • Pre/post student observations and assessment
• Optimizing learning          opportunities for self-regulation teachers,   System Principal – Special                                         data
conditions and inspiring all   principals and support staff to               Education                                                          • Teacher and parent surveys to measure
students to reach their full   learn/explore/implement                       Principals of host schools                                         outcomes of program
potential (e.g. during         self-regulation strategies to support
transitions, addressing        students
gender and achievement         • Monitor students who have completed         • Teaching and Learning:            • February – June 2016         • Increased use of evidence-based programs and
gaps, supporting students      program and collect data to:                  Instructional Leadership                                           effective self-regulation strategies in the program
with special needs); and       i) determine effective strategies in home     Consultant                                                         and in the regular classroom
• Championing Aboriginal       school classroom                              Applied Behaviour Analysis
education, achievement and     ii) determine next steps in                   Coordinators
awareness.                     student/teacher/team learning

                                                                                                   6
STRATEGIC PRIORITIES – FEBRUARY 2017
        Area of Focus               Action/Project/Program                    Responsibility          Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Focus on Excellence     • Build capacity with teachers who have      • Teaching and Learning:        • February – June 2016          • Continued research focused study with teachers
(continued)             received the students from the self-         Research Lead                                                   in the regular classroom with students from the
                        regulation classroom through:                                                                                self-regulation program
                        i) scheduled visits to the self-regulation
                        classrooms
                        ii) sharing evidence based programs and
                        effective strategies
                        iii) giving opportunities for students to
                        show learning and advocate for their
                        strengths and needs

                        Supporting Students with special needs -     • Teaching and Learning:        • New/Pilot - September 2016    • Pre and post assessment data to measure
                        Empower program                              •Superintendent                 to June 2016                    impact on student learning
                        • 8 schools as pilot                         System Principal                                                • Clear criteria to determine student need for
                        • Special Education Teachers in 8            Special Education Consultants                                   program
                        schools to receive training on the
                        Empower reading program through Sick
                        Kids Hospital
                        • Pre/post data collection to assess
                        student need, impact of program and next
                        steps

                        First Nation, Métis, Inuit Education:
                        • Facilitate professional learning for
                        teachers to support the integration of       • Teaching and Learning:        • January 2016 to May 2016      • Pre and post surveys to measure both student
                        FNMI histories, cultures and perspectives    Academic Superintendent                                         and teacher understanding and awareness of First
                        into on-going instruction (through           System Principal                                                Nation, Métis and Inuit cultures/perspectives for
                        Literacy/Arts Collaborative Inquiry and      Consultants                                                     both the Literacy/Arts and the Environmental
                        incorporating authentic voice through our                                                                    Inquiry collaboratives
                        Elders list)
                        • Provide opportunities for students of                                                                      • Exit cards to capture student voice and needs at
                        FNMI, through our Youth Networking           • Teaching and Learning:        • Fall 2015 and Spring 2016     Youth Networking days
                        structure, to come together to address       Academic Superintendent                                         • Increased use of Elders in our schools
                        areas identified by them (i.e. cultural      System Principal
                        traditions, mental health, alcohol use and   Consultants
                        drugs, etc.)
                                                                                        7
STRATEGIC PRIORITIES – FEBRUARY 2017
        Area of Focus              Action/Project/Program                     Responsibility          Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Focus on Excellence     • Skilled Trades Camp. One day skilled                                       • O – May 2017 (Camp)           • The purpose of these camps is to increase
(continued)             trade camps will be offered to over 100                                                                      student interest and awareness of skilled trades
                        Grade 7 students at a college learning                                                                       • Supports students in the completion of their
                        about skilled trades. Year two of this                                                                       individual pathways plan
                        initiative will allow four new schools to                                                                    • Increased student selection of technology
                        participate                                                                                                  courses at secondary school

                        • Engage teachers from high population        • Teaching and Learning:       • January 2016 to May 2016
                        of First Nations students to participate in   Academic Superintendent
                        an Environmental Inquiry to draw on First     System Principal
                        Nations connection to the land and            Consultants
                        engage learners

                        • Teacher and consultant professional         • Superintendent responsible   • N – New                       • Improvement in First Nation, Métis, and Inuit
                        learning focused on increased awareness       for Student Success            • Partially completed -         student achievement
                        and use of FNMI resources and                                                remainder of consultants to     • Re-engagement of FNMI students not currently
                        instructional strategies                                                     participate before June 2017    engaged in school
                        (developed FNMI curriculum resources                                                                         • Increased satisfaction and awareness among
                        for Grade 12 college English and created                                                                     teachers with respect to targeted professional
                        an OSSLT practice test with an FNMI                                                                          development and resources designed to help
                        focus)                                                                                                       them serve FNMI students more effectively
                                                                                                                                     • increase in the graduation rate

                                                                                          8
STRATEGIC PRIORITIES – FEBRUARY 2017
      Area of Focus              Action/Project/Program                     Responsibility         Timeline (Ongoing/Pilot/New)                    Expected Outcomes
                      School Within a College (SWAC)               • Superintendent responsible   • P – Spring 2016 (Fleming      • Increased engagement of students at risk of
Focus on Excellence   • Students who are dis-engaged or who        for Student Success            College)                        leaving school
(continued)           are at risk of not graduating but have                                      • N – 2016-2017 (Fleming        • Increased number of students graduating and
                      enough credits to potentially graduate                                      College)                        attending college following the completion of dual
                      within a semester have the opportunity to                                   • O – 2016-2017 (Durham         credits within the school within a college program
                      attend either Fleming or Durham College,                                    College)                        • Students will complete their level one
                      supported by a KPR teacher and college                                      • February 2017 to June 2017    apprenticeship and will continue in the trade
                      instructors, students will earn both high                                                                   following secondary school
                      school and college credits. Upon
                      successful completion of the program
                      students will have earned their OSSD
                      and have a head start to a college
                      education.
                      • Approximately 120 students will attend
                      the SWAC this year
                      • There is a 90% success rate
                      • Ontario Youth Apprenticeship Program
                      (OYAP) Level 1 Training at Durham and
                      Fleming Colleges
                      • Students who have decided to pursue a
                      skilled trade following secondary school
                      may begin their college program during
                      the second semester of their final year of
                      school. These students also must have
                      an employer who will provide the on-the-
                      job training toward the apprenticeship.
                      This year we have 39 students enrolled in
                      the following programs: Automotive, Child
                      Development Practitioner, Cook,
                      Electrician, Hairstyling, Industrial
                      Mechanic Millwright, Plumbing, Welding
                      and General Carpenter

                                                                                      9
STRATEGIC PRIORITIES – FEBRUARY 2017
        Area of Focus              Action/Project/Program                     Responsibility            Timeline (Ongoing/Pilot/New)                     Expected Outcomes
Focus on Excellence     • Implementation of Creating Pathways to     • Superintendent responsible      • O – Ongoing                   • Creation and use of digital Individual Pathways
(continued)             Success:                                     for Student Success                                               Plans by students in
                        An education and career/life planning                                                                          Grades 7-12
                        program. Creating Pathways                                                                                     • Completion of student exit surveys (Grades 8
                        implementation is focused on a vision in                                                                       and 12) will increase our understanding of what is
                        which all students leave secondary                                                                             helping students in preparation for their next
                        school with a clear plan for their initial                                                                     transition.
                        post-secondary destination.                                                                                    • Data will indicate which post-secondary schools
                        Implementation of the following key                                                                            and post-secondary programs our students are
                        components is our goal to achieve this                                                                         choosing following graduation
                        vision:
                        • Individual Pathways Plan Grades 7-12
                        • Transitions Planning
                        • Experiential Learning Opportunities

                        • Student Exit Surveys (Grades 8 and 12)                                       N – Spring 2017 (exit
                                                                                                       surveys)

                        • Engage school and system leaders in        • Superintendent, First Nation,   • O – Ongoing – September       • Increased self-efficacy of school and system
                        professional learning about indigenous       Métis, and Inuit Education, and   2016                            leaders in the area of indigenous cultural
                        history, culture and perspectives and        Advisory Committee on             - June 2017                     competence
                        enhance their cultural competence in the     Aboriginal Issues (ACAI)          (School & System Leaders
                        service of indigenous students and                                             Conference – February 2017)
                        families.                                                                      • Completed

                        • Educators and consultants will engage      • Superintendent, First Nation,   • O – Ongoing – September       • Classroom teaching and learning includes
                        in professional learning in culturally       Métis, and Inuit Education and    2016 - June 2017                substantial references to indigenous history,
                        relevant and responsive pedagogy from        Teaching and Learning             • Ongoing, awaiting Ministry    culture and perspectives
                        an indigenous perspective. In secondary,                                       revised curriculum
                        teachers will collaborate on building                                          documents, and course
                        curriculum resources for Native Studies                                        selection information
                        courses such as NBE3U/3C/3E and                                                (April 2017)
                        NAC1O, and History courses such as
                        CHC2P/2D.

                                                                                         10
STRATEGIC PRIORITIES – FEBRUARY 2017
        Area of Focus               Action/Project/Program                     Responsibility            Timeline (Ongoing/Pilot/New)                     Expected Outcomes
Focus on Excellence     • In support of the broader goals of truth-   • Superintendent, First Nation,   • O – Ongoing – September        • Classroom teaching and learning includes
(continued)             learning and reconciliation, educators and    Métis, and Inuit Education and    2016 – June 2017                 substantial references to indigenous history,
                        consultants will continue to engage in        Teaching and Learning             • Various schools                culture and perspectives
                        professional learning about the revised                                         participating through to June
                        curriculum relating to increased infusion                                       2017
                        of indigenous history, culture and
                        perspectives in the daily curriculum for
                        the benefit of ALL students.
                        • School and Board support staff              • Superintendent, First Nation,   • N - New – September 2016       • Increased cultural competence and
                        (education centre staff, school               Métis, and Inuit Education and    – June 2017                      understanding among all Board employees
                        secretaries, custodians, Education            Human Resource Services           • Orange Shirt Day –
                        Assistants and Child and Youth Workers)                                         September 30, 2016
                        will participate in indigenous cultural                                         Treaty Recognition Week –
                        learning opportunities.                                                         Kairos Blanket Exercise
                                                                                                        (November 2016)
                        • Design a robust Self-Identification         • Superintendent, First Nation,   • O – Ongoing – September        • Increased self-identification statistics Board-wide
                        process to clearly articulate the benefits    Métis, and Inuit Education,       2016 – February 2017
                        of self-identification, and foster the        Corporate Affairs and Advisory    • In progress, to be completed
                        building of trust with our First Nation       Committee on Aboriginal           June 2017
                        territories, and other First Nation, Métis    Issues (ACAI)
                        and Inuit families.

                        • Enhance student voice through our           • Superintendent, First Nation, • N – New – by November            • Identification of potential areas of focus,
                        Youth Network and the establishment of        Métis, and Inuit Education, with 2016, 1st meeting – February      establishing priorities
                        a Director’s Indigenous Student Advisory      Director of Education            2017
                        Group, to address concerns identified by                                       O – Ongoing - Youth Network
                        students in KPR schools.                                                       • In progress, first meeting
                                                                                                       November 22, 2016, next
                                                                                                       meeting Spring 2017

                        • Identify specific indigenous student        • Superintendent, First Nation,   • November 2016 –                • Programming and intervention needs identified,
                        achievement gaps, and develop a plan to       Métis, and Inuit Education with   Identification Report            future planning
                        analyze and close those gaps through          Board Researcher                  • In progress, board
                        data collection and collaboration across                                        researcher to complete
                        departments                                                                     comprehensive report
                                                                                                        (Spring 2017)
                                                                                          11
STRATEGIC PRIORITIES – FEBRUARY 2017
        Area of Focus             Action/Project/Program                     Responsibility         Timeline (Ongoing/Pilot/New)                  Expected Outcomes
Focus on Excellence     • Achieving Excellence in applied level     • Superintendent responsible   • O – 2016-2017                 • Increased use of evidence-based instructional
(continued)             classrooms. Schools will identify teacher   for Student Success                                            strategies
                        teams to focus on learning about and                                                                       • Increased pass rates in applied level classes
                        using evidence-based instructional                                                                         • Improved mark distribution in applied level
                        strategies to improve learning outcomes                                                                    classes
                        for students in applied level classrooms.

                        • New Teacher Induction Program             • Superintendent responsible   • Ongoing 2016-2017             • Increased capacity of new teachers regarding
                        Learning sessions for new teachers to       for Leadership and Staff                                       where to go to find resources, experienced
                        support students with special needs,        Development                                                    teachers who can support, and online resources
                        Renewed Math strategy, classroom            • New Teacher Induction                                        • Online learning program
                        management and respond to student           Program Committee
                        learning needs
                        • Mentor program for New Teachers
                        • Online learning resources for new
                        teachers to support learning around
                        coaching and classroom management

                                                                                       12
STRATEGIC PRIORITIES – FEBRUARY 2017
         Area of Focus                    Action/Project/Program                         Responsibility         Timeline (Ongoing/Pilot/New)                      Expected Outcomes
Modern Learning                 • Establish, maintain and effectively utilize   • Business and Corporate       • O – Ongoing Annually          • Internal appropriation and operating funds
Environments:                   budgets to support                              Services (Finance)             March 31, 2016                  • Applied deferred renewal and deferred capital
• Creating innovative                                                                                                                          funds to support significant needs through
learning environments                                                                                                                          summer 2016 to 47 properties
accelerated through the use                                                                                                                    • Finance established project account codes and
of learning technologies;                                                                                                                      budgets
• Creating Pathways and                                                                                                                        • Project list for summer 2017 to be prepared for
authentic learning                                                                                                                             Board approval November 2016
opportunities to support                                                                                                                       • Received Capital funding to support
transitions into, throughout,                                                                                                                  Millbrook/South Cavan PS, Lakefield Int., Ridpath
and out of school; and                                                                                                                         Jr. PS, Lakefield DSS,
• Implementing research-                                                                                                                       Thomas A. Stewart SS
based best practices in the                                                                                                                    • Submitted 4 additional capital priority projects
areas of assessment and                                                                                                                        June 2016
instruction.                                                                                                                                   • Applied deferred renewal and deferred capital
                                                                                                                                               funds to support significant needs through
                                                                                                                                               summer 2017 to 52 projects at more than 35
                                                                                                                                               properties
                                                                                                                                               • Received Capital funding to support Lakefield
                                                                                                                                               Int. PS child care spaces and a new school to
                                                                                                                                               replace King George PS and Armour Heights PS
                                                                                                                                               • Submitted 1 new capital priority project
                                                                                                                                               February, 2017

                                • Library Refresh Program                       • Business and Corporate       • O – Ongoing Annually          • Design options and priorities established, funds
                                (Elementary and Secondary)                      Services (Strategic Planning   November 30, 2016               applied
                                                                                and Projects)                                                  • Adam Scott CVI, Campbellford DHS complete
                                                                                                                                               with Thomas A. Stewart SS and Port Hope HS on
                                                                                                                                               2017 list
                                                                                                                                               • Elementary model developed for summer 2017
                                                                                                                                               at Havelock-Belmont PS, Kent PS and Central PS
                                                                                                                                               • Secondary Schools include Port Hope HS,
                                                                                                                                               Bowmanville HS and Courtice SS for
                                                                                                                                               summer 2017

                                                                                                   13
STRATEGIC PRIORITIES – FEBRUARY 2017
       Area of Focus                Action/Project/Program                        Responsibility         Timeline (Ongoing/Pilot/New)                     Expected Outcomes
Modern Learning            • School Technology Program Refresh           • Business and Corporate       • Business and Corporate         • Program needs and priorities established, funds
Environments (continued)                                                 Services (ICT)                 Services (ICT)                   applied
                                                                                                                                         • Budgets allocated with unspent funds rolling
                                                                                                                                         forward (Kenner CVI, Crestwood SS,
                                                                                                                                         Bowmanville HS and Campbellford DHS)
                                                                                                                                         • ICT providing technical support to assist schools
                                                                                                                                         with purchasing decisions
                                                                                                                                         • Budgets allocated with unspent funds rolling
                                                                                                                                         forward
                                                                                                                                         • ICT providing technical support to assist schools
                                                                                                                                         with purchasing decisions

                           • Continue to develop and refine              • Teaching and Learning:       • P – Pilot year two of three-   • Pre and post teacher assessments of students’
                           teachers’ understanding and                   Academic Superintendent        year pilot project               development of future skills outlined in the global
                           implementation of New Pedagogies for          System Principal                                                project NPDL progressions
                           Deep Learning (NPDL) through                  Consultants                                                     • Student growth in the use of the six C’s (learning
                           incorporating future skills (i.e. critical    8 NPDL Schools                                                  progressions)
                           thinking, creativity, collaboration,                                                                          • Published artefacts from each participating
                           communication, citizenship and                                                                                teacher that reflects the NPDL learning design
                           character) and leveraging technology to                                                                       model
                           support learning
                           • Facilitate and support the integration of   • Teaching and Learning:       • February to June 2016          • Pre and post teacher self-reflection survey on
                           innovative practices into curriculum          Academic Superintendent                                         teacher efficacy in the area of integration of
                           planning (i.e. technology, STEAM and          System Principal                                                innovation practices into current instruction
                           inquiry-based learning, etc.)                 Consultants
                           • Provide opportunities for selected          • Teaching and Learning:       • February to June 2016          • Video audit trail of learning through the
                           schools to incorporate the use of robotics    Academic Superintendent                                         Innovations and Robotics Collaboratives
                           and coding into instruction                   System Principal                                                • New Pedagogies for Deep Learning digital
                                                                         Consultants                                                     artefacts per school team

                           • Skilled Trades Camp at Fleming College      • Superintendent responsible   • N – New – Spring 2016          • Student participation in the camp
                           Trades and Technology Centre: One day         for Student Success            • May 2017                       • Supports students in the completion of their
                           skilled trade camps will be offered to 120                                                                    individual pathways plan
                           Grade 7 students; the purpose of these                                                                        • Increased student selection of technology
                           camps is to increase student interest and                                                                     courses at secondary school
                           awareness of skilled trades
                                                                                            14
STRATEGIC PRIORITIES – FEBRUARY 2017
       Area of Focus                  Action/Project/Program                       Responsibility         Timeline (Ongoing/Pilot/New)                     Expected Outcomes
Modern Learning            • Transitions – Student Exit Surveys:          • Superintendent responsible   • N – New – June 2016 and       • Increased understanding of what is helping
Environments (continued)   Students in Grades 8 and 12 will               for Student Success            continuing each year            students in preparation for their next transition
                           complete an exit survey each year; the                                        thereafter                      • Data will indicate which post-secondary schools
                           survey will focus on questions provided                                                                       and post-secondary programs our students are
                           by the Ministry of Education and                                                                              choosing following graduation
                           questions created by KPR staff

                           • Science 3D: Discovery, Design and            • Superintendent responsible   • N – September 2016 – June     • Enhanced understanding of how makerspaces
                           Development Makerspaces Project (11            for Learning Technologies      2017                            may be integrated into schools
                           School Boards)                                                                • N – Spring 2017               • Increased understanding of the methods of
                           • The focus of this research project will be                                                                  expression through digital design and production
                           on the development and observation of                                                                         • Increased student capacity in Science
                           constructionist pedagogies that build                                                                         Technology Engineering Arts Mathematics
                           capacity for investigating and affecting                                                                      (STEAM) education
                           change and innovation in the learning
                           environment. The project will investigate
                           the impact of “makerspace” learning that
                           facilitates the discovery, design and
                           development (3Ds) of digital and tangible
                           products for teachers, their students and
                           the school community.
                           • Integrated digital and hands on learning
                           through creation of artifacts has begun
                           through the use of robots and different
                           textiles
                           • Students are currently using
                           programming and coding to "teach"
                           robots how to navigate mazes; sewing
                           machines and embroidery machines are
                           being programmed to complete designs
                           and different items are being used to
                           build

                                                                                             15
STRATEGIC PRIORITIES – FEBRUARY 2017
       Area of Focus                   Action/Project/Program                       Responsibility         Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Modern Learning            • New Pedagogies for Deep Learning:             • Superintendent responsible   • O – 2016 - 2017               • Student growth in the use of the six C’s
Environments (continued)   • Continue to develop and refine                for Learning Technologies                                      (creativity, character, critical thinking, citizenship,
                           teachers’ understanding and                                                                                    collaboration, communication)
                           implementation by incorporating future                                                                         • Published artefacts from each participating
                           skills (i.e. critical thinking, creativity,                                                                    teacher that reflect the NPDL learning design
                           collaboration, communication, citizenship                                                                      model
                           and character) and leveraging technology                                                                       • Increased use of innovative practices by
                           to support learning                                                                                            participating teachers
                           • Teacher teams from each participating
                           school met to develop school action plans
                           Innovations for Learning accelerated            • Superintendent responsible   • O – 2016-2017                 • Development of authentic learning opportunities
                           through Technology.                             for Learning Technologies                                      connected to curriculum expectations
                           • Facilitate and support the integration of
                           innovative practices into curriculum
                           planning (i.e. technology, STEAM and
                           inquiry-based learning, etc.)
                           • 70 teachers applied to participate

                           • Provide opportunities for selected            • Superintendent responsible   • N – 2016-2017                 • Development of a learning technologies vision
                           schools to incorporate the use of robotics      for Learning Technologies                                      and plan to support student and teacher learning
                           and coding into instruction
                           • A group of teachers continued this
                           learning in the first half of the school year
                           • Individual teachers applied for and                                          • O – January – June 2017       • Increased teacher use of learning technologies
                           received funding to support their                                                                              • Increased student and teacher engagement in
                           innovations in the use of technology in                                                                        the use of technology in the classroom
                           the classroom
                           71 applications and 31 projects were
                           funded

                           • Development of a learning technologies        • Superintendent responsible   • N – 2016-2017                 • Development of a learning technologies vision
                           plan.                                           for Learning Technologies                                      and plan to support student and teacher learning
                                                                                                                                          • Learning Technology Advisory Committee
                                                                                                                                          established and consists of teachers, consultants,
                                                                                                                                          Vice-principals, Principals and Superintendents.
                                                                                                                                          The committee met in November 2016
                                                                                              16
STRATEGIC PRIORITIES – FEBRUARY 2017
         Area of Focus                 Action/Project/Program                     Responsibility          Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Enhancing Public              • Elementary Staffing Process – New       • Human Resource Services        • N – New April 2016            • Streamline the on-line portion of staffing
Confidence:                   Hires                                     (Development: Support from       Ongoing                         process, specifically the data flow from the
• Continuous improvement                                                Information and                  • Phase 1 completed Fall        schools to various administrative systems
in organizational                                                       Communications Technology        2016                            • Goal is to provide efficiencies within the staffing
effectiveness and financial                                             (ICT) Department, Principal Ad                                   process specifically, improving the data flow and
stewardship;                                                            Hoc Group, Superintendent                                        reducing the number of touch points by the
• Being ambassadors of                                                  Responsible for Elementary                                       principals when notifying of a posting and their
public education and                                                    Staffing)                                                        recommendation to hire
celebrating our
achievements; and
• Transparent and             • Secondary Staffing – Internal Posting   • Human Resource Services        • N – Fall 2016                 • Streamline the on-line portion of staffing
accountable governance in     Process                                   (Development: Support from       • Ongoing                       process, specifically the data flow from the
support of improved student                                             Information and                                                  schools to various administrative systems
outcomes.                                                               Communications Technology                                        • Goal is to provide efficiencies within the staffing
                                                                        Department, Principal Ad Hoc                                     process specifically, improving the data flow and
                                                                        Group, Superintendent                                            reducing the number of touch points by the
                                                                        Responsible for Elementary                                       principals when notifying of a posting and their
                                                                        Staffing)                                                        recommendation to hire

                                                                        • Human Resource Services        • N – Pilot Fall/Winter 2016-   • Test the new process for effectiveness and
                                                                        (Testing: Small pilot group of   2017                            efficiency during the Fall/Winter 2016-2017
                                                                        4-6 principals)                  • Ongoing

                              • Non-Teaching Support Staffing Process   • Human Resource Services        • P – Pilot Spring 2016         • Test the new process for effectiveness and
                                                                        (Testing: Small pilot group of   Completed August 2016           efficiency during the Spring 2016 staffing process
                                                                        4-6 principals)

                                                                        • Human Resource Services     • N – New April 2016 -             • Streamline the on-line portion of staffing
                                                                        (Support from ICT Department) Ongoing                            process, specifically the data flow from the
                                                                                                                                         schools to various administrative systems

                                                                        • Human Resource Services        • P – Pilot Spring 2016         • Test the new process for effectiveness and
                                                                        (Testing: Support from ICT       Completed On-line posting       efficiency during the Spring 2016 staffing process
                                                                        Department)                      and Application Process -
                                                                                                         June 2016
                                                                                            17
STRATEGIC PRIORITIES – FEBRUARY 2017
       Area of Focus              Action/Project/Program                    Responsibility        Timeline (Ongoing/Pilot/New)                   Expected Outcomes
Enhancing Public         • Non-Teaching Support Staffing Process   • Human Resource Services     • N – Winter - 2017
Confidence (continued)   – Elimination of Change of Status Form    (Support from ICT Department)
                                                                                                 • Completed

                         • Non-Teaching Support Staffing Process   • Human Resource Services     • N – Spring/Summer 2017        • Creating database and automated uploads to
                         – Electronic Storage of Job Assignments   (Support from ICT Department) • Ongoing                       HR System

                         • School Cash OnLine                      • Business and Corporate       • N – New June 30, 2016        • School secretary workload management gains
                                                                   Services (Finance)                                            • Program fully rolled out to schools on schedule
                                                                                                                                 • School secretarial full-time equivalent adjusted
                                                                                                                                 to support process. Staff hired through job posting
                                                                                                                                 process and program supports in place on
                                                                                                                                 schedule. Both processes should improve
                                                                                                                                 secretarial workload.
                                                                                                                                 • Feedback requested through secretary focus
                                                                                                                                 group will be used to inform ongoing program
                                                                                                                                 evolution

                         • K212 (enterprise system upgrade)        • Business and Corporate       • N – New August 31, 2017      • System gains in financial management, report
                                                                   Services (Finance/ICT)                                        capability, control environment
                                                                                                                                 • On target following vendor / customer support
                                                                                                                                 issues.
                                                                                                                                 • KPR go-live June 2017
                                                                                                                                 • On target following vendor/customer support
                                                                                                                                 issues
                                                                                                                                 • KPR go-live June 2017

                         • Safe Arrival                            • Business and Corporate       • N – New December 31,         • School secretary workload management gains
                         (synervoice enhancement)                  Services (ICT)                 2016                           • Pilot completed at 6 elementary schools in June
                                                                                                                                 and will be rolled out to all elementary schools
                                                                                                                                 through 2016 school year
                                                                                                                                 • Program in place through 30% of system,
                                                                                                                                 anticipate fully rolled out by year-end
                                                                                                                                 • System feedback extremely positive for
                                                                                                                                 secretarial workload

                                                                                     18
STRATEGIC PRIORITIES – FEBRUARY 2017
       Area of Focus               Action/Project/Program                Responsibility         Timeline (Ongoing/Pilot/New)                     Expected Outcomes
Enhancing Public         • Capital and Operational building     • Business and Corporate       • O – Ongoing – Twice           • Maintenance and Program Enhancement
Confidence (continued)   improvement plans which support the    Services (Strategic Planning   Annually (November 30 /         projects considered through steering committee to
                         Board’s Long-Term Accommodation Plan   and Projects)                  February 28)                    utilize available funds minimizing deferral of
                                                                                                                               available funds
                                                                                                                               • 90% approved plans completed summer 2016
                                                                                                                               with 10% deferred to summer 2017 as a result of
                                                                                                                               emergent needs and reallocating resources
                                                                                                                               • Summer 2017 plans to be presented to Board at
                                                                                                                               November 2016 meeting along with other
                                                                                                                               capital/project plans
                                                                                                                               • $9.6M Summer 2017 plan presented and
                                                                                                                               approved by Board at November 2016 meeting
                                                                                                                               along with other capital/project plans

                         • School Budget Allocation and         • Business and Corporate       • O – Ongoing Annually          • Optimize use of school budgets, central funding
                         elementary/secondary principal focus   Services (Finance)             March 31, 2016                  and school funds while reducing unnecessary
                         groups                                                                                                carry-over of school budgets
                                                                                                                               • Restored some funding to secondary allocation
                                                                                                                               for 2016-2017 based on Principal Budget
                                                                                                                               Dialogue and implementation of a new project
                                                                                                                               request form and clarity around expense
                                                                                                                               responsibility with Finance, Facilities and Schools
                                                                                                                               • School Budget Committee to review prior to
                                                                                                                               2017-18 budget submission

                                                                                   19
STRATEGIC PRIORITIES – FEBRUARY 2017
       Area of Focus                   Action/Project/Program                          Responsibility            Timeline (Ongoing/Pilot/New)                     Expected Outcomes
Enhancing Public              • Making efficient use of vacant space at       • Business and Corporate          • N – New December 31,           • Productivity and efficiency gains through
Confidence (continued)        Education Centre                                Services                          2016                             functional proximity
                                                                                                                • C – December 31, 2016          • Confidential environment improved through
                                                                                                                                                 realignment of staff and improved use of space
                                                                                                                                                 and furniture
                                                                                                                                                 • Moved classroom support resources from
                                                                                                                                                 Peterborough Alternative and Continuing
                                                                                                                                                 Education (PACE) to Education Centre
                                                                                                                                                 • Adjusted Payroll area Education Centre
                                                                                                                                                 • Relocated Student Success and Leadership to
                                                                                                                                                 renovated space in Learning Resource Centre
                                                                                                                                                 • Relocated Special Education staff from
                                                                                                                                                 warehouse to office space improving function
                                                                                                                                                 • Switching Finance/Human Resources deferred
                                                                                                                                                 pending further consideration

Partnerships:                 • #KPRisAwesome Social Media                    • Director’s Office – Corporate   • New – January 2016 and         • #KPRisAwesome engages parents, students
• Developing creative and     Campaign                                        Affairs                           continuing thereafter            and staff as ambassadors in sharing positive,
strategic partnerships in                                                                                                                        good news stories through Facebook, Twitter,
support of our schools and                                                                                                                       Instagram and the kprschools.ca website
communities;
• Enhancing partnerships      • #SuccessStarts@kprschools                     • Director’s Office – Corporate   • New – January 2016 and         • Provides parents with up-to-date, easily
with colleges, universities   Kindergarten Registration Campaign              Affairs                           continuing thereafter            accessible resources and information promoting
and business/industry to                                                                                                                         warm, welcoming Kindergarten classrooms
make connections for                                                                                                                             through the creation of a new video, on-line
students; and                                                                                                                                    webinar, social media and website promotions
• Promoting home-school                                                                                                                          and posts, and child care resource packages
connections and parental
engagement.                   • Build relationships of trust with our three   • Superintendent, First Nation,   • N – New – September 2016       • Identification of potential areas of focus,
                              First Nation communities through                Métis, and Inuit Education        – February 2017                  increased self-identification
                              increased collaboration and                                                       • Ongoing meetings with all      • Effective relationships with indigenous
                              partnerships(e.g. on-territory meetings                                           three First Nation Territories   communities, government structures, non-
                              with Education Leaders, First Nation                                              took place Fall 2016             government organizations and media
                              Councils, and parents)

                                                                                                  20
STRATEGIC PRIORITIES – FEBRUARY 2017
       Area of Focus                 Action/Project/Program                        Responsibility            Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Partnerships (continued)   • Review and enhance recruitment               • Superintendent, First Nation,   • N – New – September 2016      • Enhanced knowledge of, collaboration with, and
                           strategies relating to indigenous teachers,    Métis, and Inuit Education with   – June 2017                     outreach to, relevant university and college
                           school leaders and ECE staff through           Human Resource Services           • Ongoing, personal             departments, programs, staff, and where
                           collaboration with Universities, Colleges,                                       conversations with known        appropriate, resident Elders
                           and focus on existing leadership                                                 indigenous staff members, as    • On-going development of recruitment planning,
                           opportunities for indigenous teachers                                            well as Trent University        strategies, tracking/data and outcomes as well as
                                                                                                            Faculty of Education            on selection processes that emphasize
                                                                                                                                            indigenous background as well as related
                                                                                                                                            experience, qualifications and skills
                                                                                                                                            • improved capacity to anticipate and fulfill the
                                                                                                                                            need for staff with indigenous background, related
                                                                                                                                            experience, qualifications and skills, for specific
                                                                                                                                            positions, as needed

                           • Numeracy: Continue the implementation        • Teaching and Learning:          • December 2015 – June          • Pre and post student assessments of Fractions
                           of content learning for Fractions with all     Academic Superintendent           2016                            learning are currently being analyzed by Trent
                           Grade 6 teachers (whole group content          Numeracy Consultants              Grade 6 Fractions Strategy      research team. Results to be shared with KPR in
                           learning with                                  Teachers                          completed in June 2016          the fall of 2016.
                           Dr. Cathy Bruce followed by two family of      Numeracy Coaches                                                  • Pre and post student assessments of selected
                           schools job-embedded learning sessions         Dr. Cathy Bruce and Trent                                         content learning for K-3 and 7-9 students to
                           • Completion of the 3-year Fractions           Research Team                                                     measure student learning outcomes in the
                           mathematics strategy in June 2016                                                                                Renewed Mathematics Strategy (Fall 2016 and
                                                                                                                                            Spring 2017)

                           • Create a similar structure for “ALL”         • Superintendent of Teaching      • New – Fall of 2016
                           schools whereby Principal and Primary          and Learning
                           Math Lead attend 3 central sessions to         Principal of Program
                           support content learning identified in their   Numeracy Consultants
                           respective School Improvement Plans

                                                                                              21
STRATEGIC PRIORITIES – FEBRUARY 2017
       Area of Focus                 Action/Project/Program                        Responsibility        Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Partnerships (continued)   • Renewed Mathematics Strategy will           • Teaching and Learning:       • December 2015 to June         • On-going teacher self-reflection sheets on
                           commence in September 2016 with a             Academic Superintendent        2016                            professional learning in order to be responsive to
                           professional learning focus on all K-3        Numeracy Consultants                                           future learning needs
                           educators and transition teams from           Teachers                                                       (new questions determined next steps for their
                           Grades 7-9                                    Numeracy Coaches                                               learning)
                           • Year 1 focus on schools designated by       Dr. Cathy Bruce and Trent                                      • Reflection sheets indicated teachers prefer the
                           the Ministry as “SOME” in the tiered          Research Team                                                  small collaborative groups as a structure for
                           approach of support                           Principal of Program                                           professional learning than large group learning
                           • Choice of content for professional                                                                         • Teachers indicated having a greater number of
                           learning by schools (spatial reasoning,                                                                      teachers from each school involved in the
                           algebraic reasoning, fractions and/or                                                                        professional learning supports implementation of
                           proportional reasoning                                                                                       this learning to classrooms
                                                                                                                                        • Continued use of teacher self-reflection sheets
                                                                                                                                        as part of the Renewed Mathematics Strategy -
                                                                                                                                        On-going

                           • Provide support for Principal leadership    • Superintendent of Teaching   • On-going                      • Transitions 7-9 professional learning complete
                           at bi-monthly Principals’ meetings in the     and Learning                                                   for Bowmanville HS, East Northumberland SS,
                           areas of:                                     Principal of Program                                           Crestwood SS and Kenner CVI ASGs – positive
                              -Understanding and exploring the                                                                          feedback from teachers and principals
                              vision of the mathematics learner and                                                                     • Beginning second semester Transitions 7-9
                              corresponding pedagogical system                                                                          learning with Clarington Central SS, Thomas A.
                              -Supporting leadership in the                                                                             Stewart SS, Norwood DHS and Cobourg CI
                              implementation of the five dimensions
                              of mathematically powerful classrooms                                                                     • Two central professional learning sessions for
                              -Supporting Principals and educators                                                                      each school designated as SOME have been
                              with targeted planning for students with                                                                  completed
                              learning disabilities
                              -Securing accountability through                                                                          • As of mid-February, math leads and their
                              monitoring strategies dialogue                                                                            principals will have had two central professional
                                                                                                                                        learning sessions – feedback from first session
                                                                                                                                        very positive with principals indicating, “The
                                                                                                                                        session helped me to gain a deeper
                                                                                                                                        understanding of algebraic reasoning. I feel I can
                                                                                                                                        lead this learning more effectively in my school
                                                                                                                                        with my staff as a result”.
                                                                                            22
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