Living, Learning and Leading in a Changing World - KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 - 2018 Strategic Priorities ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Living, Learning and Leading in a Changing World KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD STRATEGIC DIRECTIONS 2015 – 2018 Strategic Priorities Update; September 2018
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.Area of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being: • Mental Health Steering Committee – • Human Resource Services Ongoing filming to begin in • A strong sense of belonging at work
• Creating conditions for Mental Health Video (We Belong) (supported by Joint Employer 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 • Completed
• 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 • Creation of Educator video highlighting • Completed • Increase educator and parent awareness and
evidenced based Kids Have Stress Too knowledge of Mental Health promotion and
lessons and tiered approach to mental evidence based social emotional learning
health promotion programs
• 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
• Revamping webpages for mental health mental health problems
• Parent, educator and student resources • Ongoing • Increased referrals for appropriate mental health
were added-links to websites and apps intervention
• New educator resources will be posted
on new staff Intranet
• Working with schools to provide support
packages for staff rooms
(resources, relaxing activities)
• Create Grief Resource list and post on
KPR on the Web for educators and on
the Board website for parentsArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being • Developing training for principals and • Human Resources in • Three modules created, • Caring communities equipped to support staff
(continued) managers around Mental Health in their collaboration with Principals, including four case studies, experiencing mental health problems
schools and departments Vice-principals, Managers, presented to Administrative • Providing interventions, programs and supports
– eLearning, early intervention Health and Safety Committees Council responsive to the needs of students and staff
• Launch training modules to Principals, and Wellness Committees • Fall 2017 while developing professional understanding and
Vice-principals and Managers capacity with respect to mental health/wellness
• Health and Wellness Team participate • Improved supports for healthy activities and
in in-depth training re: Health Minds at •2017-2018 living
Work • Integrated approaches to wellness programming
• Promote Auditory Wellness in that consistently and effectively support both
conjunction with implementation of students and staff
OHSA Noise Regulation • Ongoing • Improved efficiency with respect to wellness
• Enhance strategic collaboration programming
between Staff Wellness Committee
and related efforts (Student Mental • 2017-2018
Health Steering Committee, Health and
Safety, Disability/Attendance
Management)
• Developing training for principals and • Teaching and Learning • Ongoing • Increase capacity of leaders, managers and staff
managers around Mental Health in their (Mental Health Lead) for creating organizational conditions for mental
schools and departments health and well-being
– eLearning, early intervention • Increase opportunities for well-being and mental
health promotion for staff and students
• Conduct a collaborative inquiry with • Teaching and Learning: • February - June 2016 - • Theories of Action will be developed and linked
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 • September 2015 - June • Increased social-emotional learning skills in
• Mental Health Lead 2016 students measured on pre and post assessments
• Continue Mentally Healthy Schools • September 2016 - June • Build capacity in child and youth workers and
project in 24 schools to increase capacity 2017 educators to deliver universal and targeted
to promote mentally healthy schools and • Completed evidence-based strategies to promote mental
teach social-emotional learning skills to health and well-being
increase student • Increased social emotional learning for students
well-being - 2016-2017 school year 27 • Integration of well-being and learning in the
schools will be involved classroomArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being • Conduct a collaborative inquiry with • Completed
(continued) elementary and secondary educators on
mindfulness in the classroom - February
to June 2017
• Scale up Mentally Healthy Schools • Completed
project through ongoing educator learning
sessions and coaching on social-
emotional learning and everyday mental
health practices in a tiered approach for
whole school and whole classrooms
• Annual Parent Conference focus on • Completed • 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 • Mental Health Lead and • April 2016 • Increased leadership capacity as measured by
learning session to deepen learning • Mental Health Steering • Completed self-assessment
about creating mentally healthy school Committee
conditions and increasing student sense
of belonging at school
• Introduce new Mental Health ASSIST • Mental Health Lead and • Completed • Connect educator learning of Leading Mentally
resources for Leading Mentally Healthy • Mental Health Steering Healthy Schools to School Improvement Plan
Schools and creating mentally healthy Committee mental health and well-being goal using walk-
classrooms through tool
• Introduce new walk-through tool to help
set school improvement goals for
well-being at school • New – October 2018 –
• Introduce Leading Mentally Healthy June 2019
Schools package #2 to Principals through
family of schools meetings
• Mental Health Mondays - After school • Mental Health Lead • New – September 2018 – • Universal promotion of mental health strategies
cafes on a variety of topics for Educators • Mental Health Steering June 2019 in a tiered approach for all
and Support Staff aimed at increasing Committee • Promoting social emotional learning
mental health literacy and strategies for • Promoting mentally healthy schools
promoting mentally healthy schoolsArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being • Mental Health Training certificates: • Mental Health Lead • New – September 2018 - • Increased capacity of KPR staff to identify the
(continued) -Mental Health First Aid • Certified KPR Staff Trainers June 2019 early warning signs of mental health problems or
-SafeTALK suicide and connect the student or staff member
-Suicide ASIST to the appropriate help
• Mentally Healthy Classroom On-line • Mental Health Lead • New – September 2018 - • Increase mental health literacy for teachers and
learning modules and certificate June 2019 support staff about creating conditions for
• Links posted on KPR on the Web for mentally healthy classrooms and supporting
modules on: students with mental health problems at school
-Creating and Sustaining the Mentally
Healthy Classroom
-Understanding and Supporting Anxiety
at School
-Understanding and Supporting Mood
Problems at School
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 2017 • Reach ahead opportunities for college credits
building business and entrepreneurial • 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
Innovations in Learning: Skateboard • Superintendent responsible • New – 2017-2018 • Increased student engagement, credit
Projects for Student Success attainment and graduation
• This innovative program is focused on • System Principal • Increased enrolment in post-secondary
building business and entrepreneurial • Principal of Alternative education for participants
skills through skateboard design, Education • Two courses of studies provided cross-
production and marketing. Students will • Pathways Consultant curriculum learning opportunities for program
complete high school credits while also participants. In AWD30, Visual Design, students
receiving sector related training and gained hands-on experience in constructing and
certifications. The project has been shaping their own skateboard deck, designing and
approved again and will be offered at applying graffiti style graphics, logo and t-shirt
PACE in semester 2 design. In BDP30, The Enterprising Person,
participants learned of the skills and qualities of
entrepreneurs, employers, and key attributes ofArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being employees through a series of on and off-site
(continued) experiential learning units. Combined curriculum
objectives provided real-life understanding for
students in producing, exhibiting, marketing and
selling their own products
• First-Aid and Sport Specific Training for • Superintendent responsible • Ongoing (through Spring • Training for coaches at all KPR secondary
coaches throughout KPR based on for Athletics Co-ordination 2018) schools, interested occasional teachers,
updated Ontario Physical and Health KPR volunteer coaches
Education Association guidelines • Safer environment for our students participating
regarding higher risk sports in sports such as lacrosse, rugby, football and
• First aid training provided to sites for • Human Resource Services hockey
Ontario Health & Safety compliance • New – Fall 2018 • Compliance with legislation
• Enhanced first aid certification supports • Improved response/supports in event of injury,
to system accident
• Growing community of safety practitioners in
schools/system
• Connect – Change – Connect – • Superintendent responsible • Ongoing project at identified • A reduction in numbers of students smoking and
Smoking Cessation Project for Safe Schools high schools an increased awareness on the part of students of
This project is a partnership with local • Principals skills necessary to quit and the community
health units who provide counselling, • School Board Counsellors supports available to them
guidance and support for students in • Peterborough Public Health
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 vegetablesArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Health and Well-being • Implement Globally Harmonized System • Human Resource Services • New – Spring - Fall 2018 • Successful transition to GHS
(continued) (GHS) for workplace hazardous materials • Facilities Services • Disposal of all expired chemicals
management • Program Safety • Updated inventory of chemicals for all
sites/system
• Enhance Ontario Health & Safety • Senior Administration • Ongoing – Spring - Fall • Enhanced culture of occupational health and
Training Program • All Supervisors/Principals 2018 safety within KPR
• Improved due diligence regarding foundational
safety programs such as WHMIS, site
inspections/risk assessments, and workplace
violence
• Improved understanding of legislated
roles/responsibilities for occupational safety
among Supervisors/Principals
• A robust internal responsibility system
• Reduced number of workplace injuries
• Secondary Student re-engagement: • Superintendent responsible • New - September 2018 • Students will return to a KPR school and/or
Consultants and schools will contact all for Secondary Program program
students who did not graduate and failed • System Principal
to return to school in September and • Consultants
encourage them to re-engage in a school
or specialized program
Safe, Equitable and • Use common language to better • Safe, Caring and Restorative • Fall 2015 - 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 citizenshipArea 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 (SCRS) 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 • Improved School Climate Survey results
• Release of the Ontario College of • September 2017 • The reflective framework in the advisory will
Teachers Professional Advisory on Safe Schools Update support all educators in being proactive when
Bullying Newsletter to all Principals addressing inappropriate behaviour such as
and Vice-principals bullying
• 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
• Creation of a survey and analysis of • Superintendent responsible • Spring 2018 • Increased awareness and use of Restorative
resulting data regarding staff currently for Safe Schools Practices
trained in Restorative Practice including • Safe, Caring and Restorative • Increased number of staff members trained in
role, location and time since training Schools (SCRS) Committee Restorative Practice
• Safe, Caring and Restorative Schools • Principals • Increased use of restorative circles in the
(SCRS) Committee to develop a training classroom and school
plan in consultation with Senior
Administration
• Information sharing about restorative
practices
• Whole School Restorative Practice
training for 4 pilot schools – C.R.
Gummow PS, Duke of Cambridge PS,
Vincent Massey PS, and Smithfield PSArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Safe, Equitable and • Focus on Youth Program for at-risk • Strategic Priorities Lead • Winter 2016 Completed • Students successfully complete a mentoring
Inclusive Environments youth of high school age • System Principal placement within our before and after school
(continued) • 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 Child Care
Centres
• Summer 2017 Completed • Same as above with 70 secondary students
representing all secondary schools. A celebration
banquet was held at the Ganaraska Forest Centre
• As above with approximately 60 students –
• Completed celebration banquet and activities held at the
Canadian Canoe Museum on August 29, 2018
• 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
• Naloxone training for secondary school • Superintendent responsible • Winter 2018 and Ongoing • Staff to be prepared to respond to possible
and Board office staff for Safe Schools opioid overdose by recognizing signs and when
• Safe, Caring and Restorative and how to act
Schools (SCRS) Committee
• Peterborough Public Health
• Review and update all Safe, Caring and • Superintendent responsible • Spring through Fall of 2018 • Refreshed on-line Safe, Caring and Restorative
Restorative Schools Policies, for Safe Schools Schools presence
Administrative Regulations and • Safe, Caring and Restorative • Policy and Administrative Regulations completed
accompanying guidelines and appendices Schools (SCRS) Committee • On-line resources to be updated throughout
2018-2019 school year
• 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 • Equity, Diversity and • Completed • Student groups take a leadership role in
• Enhance student voice by funding Inclusion Advisor addressing equity issues in schools
student led equity groups and initiatives
• Develop resources to facilitate deeper • Superintendent responsible • 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
• Develop Guideline for Inclusive Rental • New (Fall 2016)
Spaces • Completed, Fall 2016Area of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Safe, Equitable and • Implementation of the revised • Superintendent responsible • 2016-2017 • Principals/Vice-principals will know their roles
Inclusive Environments KPR/Police Protocol for Safe Schools and responsibilities for police involvement in
(continued) • Safe Schools Committee schools
• Completed in June 2017 • Revisions resulted in the creation of a standard
Emergency Response Plan for all schools
• Violent Threat Risk Assessment • Superintendent responsible • February 2014-2015, 2017 • Principals/Vice-principals will know how to
Training (level 1) 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 • Ongoing • Level 1 training for all new Vice-principals and
Assessment Lead Team Principals new to the board
• 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
school well-being goals • Principals and Vice-principals Well-Being Improvement plans
• Ongoing • Continued focus on well-being improvement
goals based on 2016-2017 survey results
• Physical Activity in Secondary School • Superintendent Responsible • February 2018-August 2018 • Each school has set their own targets for
Grant Opportunity: for Student Success increasing student physical activity at school
• The Ministry of Education invited • System Principal • Eight schools submitted applications and two
applications form secondary schools that • School Principals and were approved and received Ministry funding:
focused on increasing student physical Teachers -Campbellford District HS – Increasing Student
activity in our schools. The projects must Activity for a Healthy Population. The school
be developed with students, for students. added more diverse equipment to their fitness
There were eight applications submitted centre that allowed students to personally
from KPRDSB schools. monitor their fitness through the use of heart
rate monitors. They also added outdoor
basketball hoops and a table tennis table
-Centre for Individual Studies –
Northumberland/Clarington – converted
classrooms into yoga and wellness studios
and provided eight week yoga instruction
programsArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence: Supporting Students with Special Needs • Superintendent responsible
• Setting ambitious student – Self-Regulation for Special Education:
achievement goals; • Provide professional learning System Principal – Special • March 2016 • Pre/post student observations and assessment
• Optimizing learning opportunities for self-regulation teachers, Education data
conditions and inspiring all principals and support staff to • Principals of host schools • Teacher and parent surveys to measure
students to reach their full learn/explore/implement outcomes of program
potential (e.g. during self-regulation strategies to support
transitions, addressing students
gender and achievement • Monitor students who have completed • Instructional Leadership • February – June 2016 • Increased use of evidence-based programs and
gaps, supporting students program and collect data to: Consultant effective self-regulation strategies in the program
with special needs); and i) determine effective strategies in home • Applied Behaviour Analysis and in the regular classroom
• Championing Aboriginal school classroom Coordinators
education, achievement and ii) determine next steps in
awareness student/teacher/team learning
iii) adjust self-regulation classes to meet • Ongoing
the needs in Northumberland region
• Build capacity with teachers who have • Teaching and Learning: • February – June 2016 • Continued research focused study with teachers
received the students from the Research Lead in the regular classroom with students from the
self-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
• Staff and Student Census • Superintendent responsible • New - 2018-2019 • Identify achievement and opportunity gaps in
-Collecting Identity Based data from our for Equity, Diversity and certain groups of students, allowing us to focus
students and relating it to student Inclusion our interventions leading to better student
achievement and opportunity measures achievement and closed opportunity gaps
-Collecting Identity Based data from our • Better understand the demographic
staff to better understand the characteristics of our staff and determining
demographic characteristics of our staff diversity measures in our staffArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence Supporting Students with special needs - • Teaching and Learning: • New/Pilot - September 2016 • Pre and post assessment data to measure
(continued) Empower program • Superintendent to June 2016 impact on student learning
• Eight schools as pilot • System Principal • Ongoing • Clear criteria to determine student need for
• Special Education Teachers in eight • Special Education program
schools to receive training on the Consultants • Increased reading levels as determined through
Empower reading program through Sick KPR assessments
Kids Hospital • Improved implementation of reading strategies in
• Pre/post data collection to assess the classroom
student need, impact of program and next • Data collected June 2018
steps • September 2018 eight additional schools have
been added to the pilot
First Nation, Métis, Inuit Education • Superintendent responsible
(FNMI): for First Nation, , Métis, Inuit
• Facilitate professional learning for Education (FNMI) • Ongoing • Pre and post surveys to measure both student
teachers to support the integration of • Consultants and teacher understanding and awareness of First
FNMI histories, cultures and perspectives Nation, Métis and Inuit cultures/perspectives for
into on-going instruction (through both the Literacy/Arts and the Environmental
Literacy/Arts Collaborative Inquiry and Inquiry collaboratives
incorporating authentic voice through our
Elders list)
• Provide opportunities for students of • Superintendent responsible • Ongoing • Exit cards to capture student voice and needs at
FNMI, through our Youth Networking for First Nation, Métis, Inuit various student-focused leadership days
structure, to come together to address Education (FNMI) • Increased use of Elders in our schools
areas identified by them (i.e. cultural • Consultants
traditions, mental health, alcohol use and
drugs, etc.)
• Skilled Trades Camp • Superintendent responsible • Ongoing – March 2018 • The purpose of these camps is to increase
One day skilled trade camps will be for Student Success (Camp) student interest and awareness of skilled trades
offered to over 100 Grade 7 students at a • System Principal • Supports students in the completion of their
college learning about skilled trades. • Pathways Consultants individual pathways plan
Year three of this initiative will allow four • Increased student selection of technology
new schools to participate courses at secondary school
• 130 students attended the camp at Fleming
College from May 22 – 25, 2018 from the
following schools: C.R. Gummow PS, Waverly
PS, North Shore PS, and Prince of Wales PSArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • Engage teachers from high population • Teaching and Learning: • January 2016 - May 2016
(continued) 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
Secondary School Lead Teacher • Superintendent responsible • New – 2017-2018 • Lead teachers and principals will learn and apply
Leadership and Learning Inquiry: for Student Success instructional coaching skills with their colleagues
• Lead teachers and principals will • System Principal focused on improving student learning
participate in an inquiry process focused • Instructional Leadership • All departments focused on improving student
on building their knowledge and skills in Consultants achievement through a focus on global
leading instructional change and competencies, influenced design and pedagogy
improvement. Each lead teacher and/or • Through a leadership inquiry structure,
school will select a global competency to secondary school lead teachers participated in
focus on with their colleagues to impact a two workshops focused on collective efficacy
student achievement need at their school • All secondary schools identified a leadership
focus on either literacy or the implementation of
global competencies
• New - March – April 2018 • Lead teachers and principals will participate in a
half day of learning and planning in March and
another whole group session on collective efficacy
April 20, 2018
• Lead Teachers and Principals participated in a
full day workshop as the final day of the
leadership inquiry on collective efficacy
• School teams identified evidence of impact and
then started to develop their improvement
planning for 2018-2019
• Secondary School Improvement • Superintendent responsible • New – May – June 2018 • School leadership teams shared student
Support Meetings for Student Success achievement evidence and then explained their
• System Principal plans for next stepsArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence Autism Spectrum Disorder Ministry of • Superintendent responsible • Pilot Extended to 2018-2019 • Model provides parents and guardians with
(continued) Education pilot project (two parts): for Special Education funding to find their own service providers in the
• A dedicated space in schools for third • Principal of Special community to work alongside our schools to
party service providers in Intensive Education support students
Behavioural Intervention and Applied • Applied Behaviour Assistant • Gain skills within our Support Staff employee
Behaviour Analysis and Coordinators group who support students on the autism
• Support Staff professional development • Behaviour Support Assistants spectrum so that students will be more successful
and certification as a Registered within the school environment
Behaviour Technician through the • Develop partnership with Lakeridge Health for
Geneva Centre for Autism focused and comprehensive services
• Teacher and consultant professional • Superintendent responsible • New • Improvement in First Nation, Métis, and Inuit
learning focused on increased awareness for Secondary School Program • Partially completed - student achievement
and use of FNMI resources and • System Principal remainder of consultants to • Re-engagement of FNMI students not currently
instructional strategies (developed FNMI • Instructional Leadership participate before June 2017 engaged in school
curriculum resources for Grade 12 Consultant • Ongoing • Increased satisfaction and awareness among
college English and created an Ontario teachers with respect to targeted professional
Secondary School Literacy Test practice development and resources designed to help
test with an FNMI focus) them serve FNMI students more effectively
• increase in the graduation rate
School Within a College (SWAC) • Superintendent responsible • Pilot – Spring 2016 (Fleming • Increased engagement of students at risk of
• Students who are dis-engaged or who for Student Success College) leaving school
are at risk of not graduating but have • System Principal • New – 2016-2017 (Fleming • Increased number of students graduating and
enough credits to potentially graduate • Pathways Consultants College) attending college following the completion of dual
within a semester have the opportunity to • Ongoing credits within the school within a college program
attend either Fleming or Durham College, • Twenty students were enrolled at the Fleming
supported by a KPR teacher and college College SWAC in semester one
instructors, students will earn both high • Students will be enrolled at Durham and Fleming
school and college credits. Upon Colleges in semester two
successful completion of the program • Of the students that attended, 30 SWAC
students will have earned their OSSD (Fleming) students graduated with an OSSD, 22
and have a head start to a college were accepted into college for September and 10
education. will start apprenticeships. 11 will continue toward
• Approximately 120 students will attend a high school diploma
the SWAC this year
• There is a 90% success rateArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence Ontario Youth Apprenticeship Program • Superintendent responsible • February 2017 - June 2018 • Students will complete their level one
(continued) (OYAP) Level 1 Training at Durham and for Student Success apprenticeship and will continue in the trade
Fleming Colleges • System Principal following secondary school,
• Students who have decided to pursue a • Pathways Consultants • 48 Students completed their level one training in
skilled trade following secondary school the following trades:
may begin their college program during Automotive Service
the second semester of their final year of Child Development Practitioner
school. These students also must have Cook
an employer who will provide the on-the- Electrician
job training toward the apprenticeship. Carpenter
Students enrolled in the following Hairstylist
programs: Automotive, Child Industrial Mechanic Millwright
Development Practitioner, Cook, Plumbing
Electrician, Hairstyling, Industrial Welder
Mechanic Millwright, Plumbing, Welding • 43 KPRDSB students were offered level one
and General Carpenter apprenticeship places for the 2018-2019 school
year. KPR students compete with four other
school boards for these seats. We have 24% of
the possible seats
• Implementation of Creating Pathways to • Superintendent responsible • Ongoing • Creation and use of digital Individual Pathways
Success: for Student Success Plans by students in Grades 7-12
An education and career/life planning • System Principal • Completion of student exit surveys (Grades 8
program. Creating Pathways • Pathways Consultants and 12) will increase our understanding of what is
implementation is focused on a vision in helping students in preparation for their next
which all students leave secondary transition
school with a clear plan for their initial • Data will indicate which post-secondary schools
post-secondary destination. and post-secondary programs our students are
Implementation of the following key choosing following graduation
components is our goal to achieve this • All students re-engaged in school who did not
vision: return in September
• Individual Pathways Plan Grades 7-12 • All students who did not return to school were
• Transitions Planning contacted and offered varied options to re-enroll in
• Experiential Learning Opportunities school
• Re-engagement of students in Grades
12 and 12+Area of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • Student Exit Surveys (Grades 8 and 12) • New – Spring 2017 • Exit surveys will identify post-secondary
(continued) (exit surveys) destinations of students
• Ongoing – Spring 2018 • Exit surveys will identify subject interest and
(exit surveys) areas of concern for students leaving Grade 8
• The 2016-2017 KPR Student Survey indicated
that 35% will attend college, 31% will attend
university, 2% will begin an apprenticeship, 8%
will go to the workplace, 8% will return to
secondary school, 14% will have a gap year, and
2% are unsure
• New – June 2018 • 2017-2018 KPR Student Survey must be
completed by June 8, 2018
• The Grade 8 and 12 exit survey was completed.
Grade 12 students indicated the following:
-34% were planning to attend College
-38% were planning to attend University
-4% were planning to begin an Apprenticeship
-9% were planning to Work
-15% were planning to return to school or take a
year off before going to post-secondary
• The most popular post-secondary programs
were: Health, Fire/Justice/Security,
Engineering/Technology, Education related (ECE,
EA, CYW, etc.)
• Engage school and system leaders in • Superintendent, First Nation, • Ongoing • Increased self-efficacy of school and system
professional learning about indigenous Métis, and Inuit Education leaders in the area of indigenous cultural
history, culture and perspectives and • Indigenous Education competence
enhance their cultural competence in the Advisory Committee (IEAC)
service of indigenous students and
familiesArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • Develop Grade 11 Contemporary • Superintendent, First Nation, • Ongoing • Course will be a 2018-2019 pilot offering at
(continued) Indigenous Voices courses (University, Métis, and Inuit Education Thomas A. Stewart SS for all Grade 11 students
College and Workplace) • Indigenous Education • Approximately 270 students will be taking these
Advisory Committee (IEAC) courses
• Educators and consultants will engage • Superintendent, First Nation, • Ongoing – September 2016 • Classroom teaching and learning includes
in professional learning in culturally Métis, and Inuit Education and - 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 • Continued efforts to increase enrollment in
teachers will collaborate on building documents, and course Ojibwe and Native Study courses
curriculum resources for Native Studies selection information
courses such as NBE3U/3C/3E and (September 2017)
NAC1O, and History courses such as
CHC2P/2D
• In support of the broader goals of truth- • Superintendent, First Nation, • Ongoing – September • Classroom teaching and learning includes
learning and reconciliation, educators and Métis, and Inuit Education and 2017 – June 2018 substantial references to indigenous history,
consultants will continue to engage in Teaching and Learning • Completed culture and perspectives
professional learning about the revised • 52 schools conducted learning activities for
curriculum relating to increased infusion students and/or professional development
of indigenous history, culture and activities for teachers
perspectives in the daily curriculum for • 2018-2019 - Every school will articulate a school
the benefit of ALL students improvement goal related to the implementation of
• All schools to include a school the revised curriculum supporting the Truth and
improvement goal/strategy in their School Reconciliation Calls to Action
Improvement Plans
• Professional Development to support • 2017-2018 at least one Indigenous Education
implementation of the revised curriculum Goal/Strategy in every school improvement plan
in Social Studies Grades 4-6, History, • Increasing number of schools and administration
Grades 7 and 8, Canadian History Since seeking support for integration of Indigenous
WWI (CHC2D and CHC2P), Grade 10 perspectives (at staff meetings etc.)
• As of November 5, 2018 all schools include the
Land Acknowledgement in morning
announcements
• Increased use of the Land Acknowledgement in
schools and at school eventsArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • Professional development – Indigenous Cultural
(continued) Competency for Secondary Guidance
Counsellors, Teaching and Learning, and Special
Education teams
• Professional development for all teachers in
Grades 4-8 and Grade 10 History to support
implementation of the new curriculum
• School and Board support staff • Superintendent, First Nation, • Ongoing • Increased cultural competence and
(education centre staff, school Métis, and Inuit Education and • Orange Shirt Day – understanding among all Board employees
secretaries, custodians, Education Human Resource Services September 30, 2016 • Orange Shirt Day – September 27, 2018 –
Assistants and Child and Youth Workers) Treaty Recognition Week – Education Centre
will participate in indigenous cultural Kairos Blanket Exercise • Treaty Recognition Week – Kairos Blanket
learning opportunities Exercise (November 2017)
(November 2016) • At school locations - various activities to involve
• Ongoing support staff
• Indigenous Peoples Awareness Month: various
learning opportunities for schools and community
events
• Design a robust Self-Identification • Superintendent, First Nation, • Completed • Increased self-identification statistics Board-wide
process to clearly articulate the benefits Métis, and Inuit Education, • Renewed promotional materials plus four week
of self-identification, and foster the Corporate Affairs and public television campaign plus school mailing
building of trust with our First Nation Indigenous Education Advisory
territories, and other First Nation, Métis Committee (IEAC)
and Inuit families
• Enhance student voice through our • Superintendent, First Nation, • Ongoing • Identification of potential areas of focus,
Youth Network and the establishment of Métis, and Inuit Education, with establishing priorities
a Director’s Indigenous Student Advisory Director of Education • Directors-Indigenous Student Advisory Group
Group, to address concerns identified by Many priority areas identified including: anti-
students in KPR schools racism initiatives, increased Elder presence, and
more information for transitions to post- secondary
• Identify specific indigenous student • Superintendent, First Nation, • Ongoing • Programming and intervention needs identified,
achievement gaps, and develop a plan to Métis, and Inuit Education with future planning
analyze and close those gaps through Board Researcher • Completed extensive data report on self-
data collection and collaboration across identified student achievement; this will inform
departments board action plan prioritiesArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • Achieving Excellence in Applied • Superintendent responsible • Ongoing – 2017-2018 • Increased use of evidence-based instructional
(continued) Courses (AEAC): Schools will identify for Student Success strategies
teacher teams to focus on learning about • System Principal • Increased pass rates and mark distribution in
and using evidence-based instructional • Instructional Leadership Applied level classes
strategies to improve learning outcomes Consultants • Increased awareness and use of instructional
for students in applied courses. Teachers strategies and learning designs from an
will also learn about indigenous cultures indigenous perspective
and apply their learning in designing • District workshops for all participating teachers;
inclusive experiences for all students. weekly support provided by instructional
All schools will include a focus on leadership consultants
Mathematics • Principals have reported pre-assessment and
mid-term student achievement data
• 10% more students are achieving the provincial
standard in their Grade 9 compulsory, applied
level courses over the past five years
• 6% more students in Grade 10 compulsory
courses are achieving the provincial standard over
the past five years
• Achieving Excellence in Applied • Superintendent responsible • Pilot - 2017-2018 • Increased use of evidence-based instructional
Courses/Enhanced Program for Student Success strategies
This pilot project extension of the AEAC • System Principal • Increased pass rates in College math and
program will involve three secondary • Instructional Leadership science courses
schools focusing college level math and Consultants • Improved mark distribution
science in Grade 11. Schools will focus • Increased number of students continuing their
on instruction, student retention in senior studies in Grade 12 math and science
math/science courses and career • Grade 11 College Math and Science teachers
pathways related to math and science co-planned a course of study and culminating
tasks
• Grade 11 Science students engaged with
community partners to learn about animal
anatomy and investigated college related biology
programs
• Students participated in financial literacy focused
learning and related careers
• Students indicated that this experience
influenced their post-secondary program choicesArea of Focus Action/Project/Program Responsibility Timeline (Ongoing/Pilot/New) Expected Outcomes
Focus on Excellence • Ontario Secondary School Literacy • Superintendent Responsible • New – 2017-2018 • Updated OSSLC that is more responsive to
(continued) Course (OSSLC) Collaborative Inquiry: for Secondary Program student learning needs
Teachers from each secondary school • System Principal • Teacher and principal learning related to
will focus on examining the existing • Instructional Leadership identifying and responding to literacy needs of
course and then revise and update it to Consultant students
better meet the needs of students • School literacy leads have re-designed the
enrolled in the Literacy Course OSSLC
• Embedded Coaches - Selected • Superintendent responsible • New - 2018-2019 • Refinement in the use of evidence based
secondary schools will have a literacy for Secondary Program instructional strategies
and/or numeracy coach. The coach will • System Principal • Further integration of literacy development
support their colleagues through co- • Instructional Leadership across curriculum areas
planning, co-teaching and debriefing in Consultants • Increased results in literacy and numeracy
the use of evidence based instructional measures
strategies
• Create a renewed vision for leadership • Superintendent of Teaching • New – September 2017 • All employees of KPR will live the renewed
development in KPR and Learning • Ongoing vision in action and words
• Create leadership programming in • Principal of Program • Program development will be aligned with the
response to the renewed vision and input • Leadership Development renewed vision and system priorities of
from all employee groups Specialist succession planning
• Create an Innovating Leadership • Employee’s leadership skills improve through
through Coaching pilot coaching partnerships
• Create a Leadership Framework for • Completed
Non-Academics of the organization
• Revise the New Employee Orientation • Completed
Program in collaboration with Human
Resources
• Launch a Developing Leaders in KPR • New
Program for implementation this FallYou can also read
