Living, Learning and Leading in a Changing World - KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 - 2018 Strategic Priorities ...
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Living, Learning and Leading in a Changing World KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 – 2018 Strategic Priorities Update; February 2017
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
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
1STRATEGIC 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
2STRATEGIC 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
3STRATEGIC 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.
4STRATEGIC 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
5STRATEGIC 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
6STRATEGIC 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.)
7STRATEGIC 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
8STRATEGIC 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
9STRATEGIC 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.
10STRATEGIC 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)
11STRATEGIC 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
12STRATEGIC 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
13STRATEGIC 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
14STRATEGIC 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
15STRATEGIC 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
16STRATEGIC 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
17STRATEGIC 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
18STRATEGIC 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
19STRATEGIC 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)
20STRATEGIC 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
21STRATEGIC 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”.
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