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

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

Strategic Priorities

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

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

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

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

Highlights of ongoing work through our central departments include:

Teaching and Learning continues to provide support to schools through:

   Instructional and curriculum supports JK-12

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

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

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

   Differentiated instruction / tiered approach to intervention

   First Nation, Métis, and Inuit education

   Modern/digital fluencies that augment student learning

   Children and Youth Mental Health and Well-being Strategy

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

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

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

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

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

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

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

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

   Staff recruitment and hiring processes

   Support to the annual teacher staffing process

   Responsibility for the non-teaching personnel staffing process

   Labour Relations including collective bargaining, and collective agreement administration

   Health and Safety

   Attendance support processes including the long-term absence programs

   Employee benefits administration

   Employee performance evaluation processes

Student Success continues to lead and support the following areas:

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

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

   Guidance and Career Pathways education and training

   Instructional Technology through eLearning, and blended learning

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

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

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

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

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

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

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

Focused strategic priorities for the next six to twelve months are outlined in the following document.
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                                   • Completion Fall 2017          • 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)

                                • 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
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 - 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            • September 2015 - June         • Increased social-emotional learning skills in
                        • Continue Mentally Healthy Schools                                          2016                            students measured on pre and post assessments
                        project in 24 schools to increase capacity                                   • September 2016 - June         • Build capacity in child and youth workers and
                        to promote mentally healthy schools and                                      2017                            educators to deliver universal and targeted
                        teach social-emotional learning skills to                                    • Completed                     evidence-based strategies to promote mental
                        increase student                                                                                             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
                        • Conduct a collaborative inquiry with                                       • Completed
                        elementary and secondary educators on
                        mindfulness in the classroom - February
                        to June 2017

                        • Scale up Mentally Healthy Schools                                          • September 2017 - June
                        project through ongoing educator learning                                    2018
                        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                                          • 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         • 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
Area of Focus             Action/Project/Program                      Responsibility         Timeline (Ongoing/Pilot/New)                  Expected Outcomes
Health and Well-being   • Introduce new Mental Health ASSIST         • Mental Health Lead and       • September 2017 - June         • Connect educator learning of Leading Mentally
(continued)             resources for Leading Mentally Healthy       • Mental Health Steering       2018                            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

                        Children Youth in Care Project (Year 2):     • Superintendent responsible   • Pilot Semester 2;             • Increased credit attainment
                        • This project focuses on secondary          for Student Success            Two, eight week sessions -      • Develop improved skills for employment
                        school students who have been involved                                      Completed                       • Student retention
                        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 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
Area of Focus               Action/Project/Program                      Responsibility         Timeline (Ongoing/Pilot/New)                     Expected Outcomes
Health and Well-being   Innovations in Learning: Skateboard           • Superintendent responsible    • New – 2017-2018                 • Increased student engagement, credit
(continued)             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
                        production and marketing. Students will       • Pathways Consultant
                        complete high school credits while also
                        receiving sector related training and
                        certifications. The project has been
                        approved again and will be offered at
                        PACE (Children and Youth in Care focus)
                        and Northumberland Centre for Individual
                        Studies (Student engagement and
                        increased post-secondary enrolment
                        focus)

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

                        • Connect – Change – Connect –                • Superintendent of Education   • Ongoing project at identified   • A reduction in numbers of students smoking and
                        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
Area of Focus                      Action/Project/Program                      Responsibility          Timeline (Ongoing/Pilot/New)                   Expected Outcomes
Health and Well-being           • Healthy Kids Community Challenge           • Superintendent of Education    • Ongoing – March 2018          • Awareness of healthy practices to reduce
(continued)                     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 - 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;                      • Educate parents about the difference       • Corporate Affairs Department   • 2015-2016 Completed           • Principals report having more informed
• Promoting healthy and         between bullying and conflict through        Safe, Caring and Restorative                                     discussions with parents about the difference
respectful relationships; and   monthly website/school newsletter inserts    Schools Committee (SCRS)                                         between bullying and conflict
• Developing responsible        • One day of professional learning for       • SCRS Resource Teacher
digital citizenship             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
Area 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 Local 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
                                                                                                                                     on August 30, 2017

                         • 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     • 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 2016

                         • Implementation of the revised             • Superintendent responsible    • 2016-2017                     • Principals/Vice-principals will know their roles
                         KPR/Police Protocol                         for Safe Schools                                                and responsibilities for police involvement in
                                                                    • Safe Schools Committee                                         schools
                                                                                                     • Completed in June 2017        • Revisions resulted in the creation of a standard
                                                                                                                                     Emergency Response Plan for all schools
Area of Focus                    Action/Project/Program                         Responsibility            Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Safe, Equitable and            • Violent Threat Risk Assessment               • Superintendent responsible       • February 2014-2015, 2017      • Principals/Vice-principals will know how to
Inclusive Environments         Training (level 1) for Principals and Vice-    for Safe Schools                                                   conduct a violent threat risk assessment in order
(continued)                    principals new to the role and/or KPR          • Chief Social Worker                                              to prevent violence in our schools
                                                                             • Violent Threat Risk               • New - October 2017            • 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
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

                               • 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
Area 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
                        steps
                        • Lessons ongoing throughout the year
                        and a June assessment to measure gains
                        made

                        First Nation, Métis, Inuit Education
                        (FNMI):
                        • Facilitate professional learning for          • Teaching and Learning:       • January 2016 – May 2016       • Pre and post surveys to measure both student
                        teachers to support the integration of          Academic Superintendent                                        and teacher understanding and awareness of First
                        FNMI histories, cultures and perspectives       • System Principal                                             Nation, Métis and Inuit cultures/perspectives for
                        into on-going instruction (through              • Consultants                                                  both the Literacy/Arts and the Environmental
                        Literacy/Arts Collaborative Inquiry and                                                                        Inquiry collaboratives
                        incorporating authentic voice through our
                        Elders list)                                                                                                   • Exit cards to capture student voice and needs at
                        • Provide opportunities for students of         • Teaching and Learning:       • Fall 2015 – Spring 2016       Youth Networking days
                        FNMI, through our Youth Networking              Academic Superintendent                                        • Increased use of Elders in our schools
                        structure, to come together to address          • System Principal
                        areas identified by them (i.e. cultural         • Consultants
                        traditions, mental health, alcohol use and
                        drugs, etc.)

                        • Skilled Trades Camp                           • Superintendent responsible   • Ongoing – May 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
Area 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
                        school will select a global competency to
                        focus on with their colleagues to impact a
                        student achievement need at their school
                        Autism Spectrum Disorder Ministry of          • Superintendent responsible     • Pilot 2017-2018               • Model provides parents and guardians with
                        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
                        Geneva Centre for Autism

                        • 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
Area of Focus              Action/Project/Program                     Responsibility         Timeline (Ongoing/Pilot/New)                     Expected Outcomes
Focus on Excellence     School Within a College (SWAC)               • Superintendent responsible   • Pilot – Spring 2016 (Fleming   • Increased engagement of students at risk of
(continued)             • 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 – 2016-2017            credits within the school within a college program
                        attend either Fleming or Durham College,                                    (Durham College)
                        supported by a KPR teacher and college
                        instructors, students will earn both high
                        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         • Superintendent responsible   • February 2017 - June 2017      • Students will complete their level one
                        (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
                        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
Area of Focus              Action/Project/Program                     Responsibility            Timeline (Ongoing/Pilot/New)                     Expected Outcomes
Focus on Excellence     • Implementation of Creating Pathways to     • Superintendent responsible      • Ongoing                       • Creation and use of digital Individual Pathways
(continued)             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
                        • Transitions Planning
                        • Experiential Learning Opportunities
                        • Re-engagement of students in Grades
                        12 and 12+

                        • Student Exit Surveys (Grades 8 and 12)                                       • New – Spring 2017             • Exit surveys will identify post-secondary
                                                                                                       (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
                        • Engage school and system leaders in        • Superintendent, First Nation,   • Ongoing – September 2016      • Increased self-efficacy of school and system
                        professional learning about indigenous       Métis, and Inuit Education, and   - June 2017                     leaders in the area of indigenous cultural
                        history, culture and perspectives and        • Advisory Committee on           (School & System Leaders        competence
                        enhance their cultural competence in the     Aboriginal Issues (ACAI)          Conference – February 2017)
                        service of indigenous students and                                             • Completed
                        families
                        • 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
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,   • Ongoing – September 2016       • Classroom teaching and learning includes
(continued)             learning and reconciliation, educators and    Métis, and Inuit Education and    – 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    • 52 schools conducted learning activities for
                        curriculum relating to increased infusion                                       2017                             students and/or professional development
                        of indigenous history, culture and                                                                               activities for teachers
                        perspectives in the daily curriculum for                                                                         • 2017-2018 at least one Indigenous Education
                        the benefit of ALL students                                                                                      Goal/Strategy in every school improvement plan

                        • School and Board support staff              • Superintendent, First Nation,   • 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 –             • Orange Shirt Day – September 30, 2016 –
                        Assistants and Child and Youth Workers)                                         September 30, 2016               Education Centre
                        will participate in indigenous cultural                                         Treaty Recognition Week –        • Treaty Recognition Week – Kairos Blanket
                        learning opportunities                                                          Kairos Blanket Exercise          Exercise (November 2016)
                                                                                                        (November 2016)                  • At school locations - various activities to involve
                                                                                                                                         support staff
                        • Design a robust Self-Identification         • Superintendent, First Nation,   • Ongoing – September 2016       • Increased self-identification statistics Board-wide
                        process to clearly articulate the benefits    Métis, and Inuit Education,       – February 2017                  • Renewed promotional materials plus four week
                        of self-identification, and foster the        Corporate Affairs and Advisory    • In progress, to be completed   public television campaign plus school mailing
                        building of trust with our First Nation       Committee on Aboriginal           June 2017
                        territories, and other First Nation, Métis    Issues (ACAI)                     • Completed
                        and Inuit families
                        • Enhance student voice through our           • Superintendent, First Nation, • New – by November 2016,          • Identification of potential areas of focus,
                        Youth Network and the establishment of        Métis, and Inuit Education, with 1st meeting – February 2017       establishing priorities
                        a Director’s Indigenous Student Advisory      Director of Education            • Ongoing - Youth Network         • Directors-Indigenous Student Advisory Group
                        Group, to address concerns identified by                                       • November 22, 2016 and           Many priority areas identified including: anti-
                        students in KPR schools                                                        May 10, 2017                      racism initiatives, increased Elder presence, and
                                                                                                                                         more information for transitions to post- secondary
                        • 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             • Completed extensive data report on self-
                        data collection and collaboration across                                        researcher to complete           identified student achievement; this will inform
                        departments                                                                     comprehensive report             board action plan priorities
                                                                                                        (Spring 2017)
                                                                                                        • Completed
Area 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 in Applied level classes
                        and using evidence-based instructional        • Instructional Leadership                                     • Improved mark distribution in Applied level
                        strategies to improve learning outcomes       Consultants                                                    classes
                        for students in applied courses. Teachers                                                                    • Increased awareness and use of instructional
                        will also learn about indigenous cultures                                                                    strategies and learning designs from an
                        and apply their learning in designing                                                                        indigenous perspective
                        inclusive experiences for all students.
                        All schools will include a focus on
                        Mathematics

                        • 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
                        pathways related to math and science

                        • Ontario Secondary School Literacy           • Superintendent Responsible   • New – 2017-2018               • Updated Ontario Secondary School Literacy
                        Course Collaborative Inquiry: Teachers        for Secondary Program                                          Course that is more responsive to student
                        from each secondary school will focus on      • System Principal                                             learning needs
                        examining the existing course and then        • Instructional Leadership                                     • Teacher and principal learning related to
                        revise and update it to better meet the       Consultant                                                     identifying and responding to literacy needs of
                        needs of students enrolled in the Literacy                                                                   students
                        Course
Area of Focus                    Action/Project/Program                         Responsibility     Timeline (Ongoing/Pilot/New)                      Expected Outcomes
Modern Learning                 • Establish, maintain and effectively utilize   • Business and Corporate   • 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 Public School, Lakefield
and out of school; and                                                                                                                     District Intermediate School., Ridpath Junior
• Implementing research-                                                                                                                   Public School, Lakefield District Secondary
based best practices in the                                                                                                                School, Thomas A. Stewart Secondary School
areas of assessment and                                                                                                                    • Submitted 4 additional capital priority projects
instruction                                                                                                                                June 2016
                                                                                                                                           • Applied deferred renewal and deferred capital
                                                                                                                                           funds to support significant needs through
                                                                                                                                           summer 2017 to 111 projects at more than 53
                                                                                                                                           properties
                                                                                                                                           • Capital priority projects at Lakefield District
                                                                                                                                           Public School, King George Public School and
                                                                                                                                           Ganaraska Trail Public School underway
                                                                                                                                           • Received Capital funding to support Lakefield
                                                                                                                                           Intermediate Pubic School child care spaces and
                                                                                                                                           a new school to replace King George Public
                                                                                                                                           School and Armour Heights Public School
                                                                                                                                           • Submitted two new capital priority projects
                                                                                                                                           September 2017
Area of Focus                 Action/Project/Program                      Responsibility         Timeline (Ongoing/Pilot/New)                      Expected Outcomes
Modern Learning            • Library Refresh Program                    • Business and Corporate       • Ongoing Annually                 • Design options and priorities established, funds
Environments (continued)   (Elementary and Secondary)                   Services (Strategic Planning   November 30, 2016                  applied
                                                                        and Projects)                  • Completed                        • Adam Scott Collegiate Vocational Institute,
                                                                                                                                          Campbellford District High School complete with
                                                                                                                                          Thomas A. Stewart Secondary School and Port
                                                                                                                                          Hope High School on 2017 list
                                                                                                                                          • Elementary model developed for summer 2017
                                                                                                                                          at Havelock-Belmont Public School, Kent Public
                                                                                                                                          School and Central Public School
                                                                                                                                          • Secondary Schools include Port Hope High
                                                                                                                                          School, Bowmanville High School and Courtice
                                                                                                                                          Secondary School for summer 2017

                           • School Technology Program Refresh          • Business and Corporate       • Ongoing                          • Program needs and priorities established, funds
                                                                        Services (ICT)                                                    applied
                                                                                                                                          • Budgets allocated with unspent funds rolling
                                                                                                                                          forward (Kenner Collegiate and Vocational
                                                                                                                                          Institute, Crestwood Secondary School,
                                                                                                                                          Bowmanville High School and Campbellford
                                                                                                                                          District High School)
                                                                                                                                          • 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:       • Pilot - year two of three-year   • Pre and post teacher assessments of students’
                           teachers’ understanding and                  • Academic Superintendent      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
Area of Focus                  Action/Project/Program                         Responsibility         Timeline (Ongoing/Pilot/New)                   Expected Outcomes
Modern Learning            • Facilitate and support the integration of      • Teaching and Learning:       • February - June 2016          • Pre and post teacher self-reflection survey on
Environments (continued)   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 - 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   • 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 over      • System Principal                                             individual pathways plan
                           100 Grade 7 students; the purpose of             • Pathways Consultant                                          • Increased student selection of technology
                           these camps is to increase student                                                                              courses at secondary school
                           interest and awareness of skilled trades

                           • Kids that Code: This special project is a      • Superintendent responsible   • Pilot – 2017-2018             • Students will be able to write basic code
                           partnership with the local colleges to           for Secondary Program                                          • Visit a college and learn more about a career
                           engage students in coding. Similar to the        • System Principal                                             path related to math and technology
                           skilled trades camp, students will attend        • Instructional Leadership
                           the college for a day of emersion in             Consultant
                           learning and writing code

                           • Secondary schools will be invited to           • Superintendent responsible   • New – 2017-2018               • Enhanced understanding of how to integrate and
                           participate in an innovations in learning        for Secondary Program                                          assess student growth and development related
                           collaborative inquiry with a focus on            • System Principal                                             to the global competencies
                           building the global competencies within a        • Instructional Leadership                                     • Teacher use of modern learning designs focused
                           modern learning design. The global               Consultant                                                     on pedagogy, learning partnerships, environment
                           competencies include creativity,                                                                                and digital technologies
                           collaboration, critical thinking, citizenship,                                                                  • Increased student engagement and achievement
                           character and communication                                                                                     • Pre and post teacher assessments of students’
                                                                                                                                           development of global competencies
                                                                                                                                           • Artefacts of learning designs will be developed
                                                                                                                                           and shared for teacher learning and as a measure
                                                                                                                                           of student impact
Area of Focus                  Action/Project/Program                       Responsibility         Timeline (Ongoing/Pilot/New)                   Expected Outcomes
Modern Learning            • Science 3D: Discovery, Design and            • Superintendent responsible   • New – September 2016 –        • Enhanced understanding of how makerspaces
Environments (continued)   Development Makerspaces Project (11            for Learning Technologies      June 2017                       may be integrated into schools
                           School Boards)                                                                • New – 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

                           • New Pedagogies for Deep Learning:            • Superintendent responsible   • Ongoing – 2016 - 2017         • Student growth in the use of the six C’s
                           • 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
Area of Focus                  Action/Project/Program                        Responsibility         Timeline (Ongoing/Pilot/New)                  Expected Outcomes
Modern Learning            Innovations for Learning accelerated            • Superintendent responsible   • Ongoing – 2016-2017           • Development of authentic learning opportunities
Environments (continued)   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   • New – 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                                          • Ongoing – January – June      • Increased teacher use of learning technologies
                           received funding to support their                                              2017                            • 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   • New – 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
                           • Review of Alternative Human                   • Human Resource Services      • New – beginning 2017-2018     • Goal of moving to a fully integrated system,
                           Resources Information Systems                   • Finance Department Staff                                     streamlining communication between
                                                                           • Information and                                              departments, schools, and improve reporting and
                                                                           Communications Technology                                      data collection
                                                                           Department (ICT)
Area of Focus                Action/Project/Program                      Responsibility         Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Modern Learning            • Confidential Web Portal for School        • Human Resource Services      • Fall 2017                     • Develop a confidential web portal for use by
Environments (continued)   Administration and Managers                 • Information and                                              school administration and managers to house
                                                                       Communications Technology                                      documents, processes, and forms required by all
                                                                       Department (ICT)                                               supervisors. The portal will also include an
                                                                                                                                      interactive discussion board where supervisors
                                                                                                                                      will receive timely responses to inquiries and be
                                                                                                                                      able to share information with other managers.
                                                                                                                                      The goal is to streamline access to information,
                                                                                                                                      reduce the need to access multiple applications
                                                                                                                                      and to locate information

                           • System Level Recruitment and Staffing     • Human Resource Services      • New – Fall 2017               • Review external and internal recruitment
                                                                       • Superintendent Responsible                                   processes, including screening tools, consistency
                                                                       for Elementary and Secondary                                   in interview assessments, efficiencies in
                                                                       Staffing                                                       technology and ongoing review of current
                                                                       • Principals/Vice-principals                                   practices

                           • Non-Union Staffing and Position Control   • Human Resource Services      • New – Fall 2017               • Create a process of communication flow
                           Process                                     • Finance Department                                           between Human Resources, Finance and
                                                                       • Senior Managers                                              Departments to ensure hiring of non-union staff is
                                                                       • Information and                                              completed in an efficient and timely manner and
                                                                       Communications Technology                                      aligns with department and Board budget
                                                                       (ICT)                                                          approval process
                                                                       • Senior Administration
Area of Focus                 Action/Project/Program                     Responsibility          Timeline (Ongoing/Pilot/New)                    Expected Outcomes
Enhancing Public              • Elementary Staffing Process – New       • Human Resource Services        • 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             • Secondary Staffing – Internal Posting   • Human Resource Services        • New – Fall 2016               • Streamline the on-line portion of staffing
• Transparent and             Process                                   (Development: Support from       • Ongoing                       process, specifically the data flow from the
accountable governance in                                               Information and                                                  schools to various administrative systems
support of improved student                                             Communications Technology                                        • Goal is to provide efficiencies within the staffing
outcomes.                                                               Department, Principal Ad Hoc                                     process specifically, improving the data flow and
                                                                        Group, Superintendent                                            reducing the number of touch points by the
                                                                        Responsible for Secondary                                        principals when notifying of a posting and their
                                                                        Staffing)                                                        recommendation to hire

                                                                        • Human Resource Services        • New – Pilot Fall/Winter       • Test the new process for effectiveness and
                                                                        (Testing: Small pilot group of   2017-2018                       efficiency during the Fall/Winter 2016-2017
                                                                        four to six principals)          • Ongoing

                              • Non-Teaching Support Staffing Posting   • Human Resource Services        • New – 2017-2018               • Goal is to move the non-teaching posting
                              Process through Apply To Education        • Information and                                                process to ATE, improving workflow, create
                              (ATE)                                     Communications Technology                                        consistency in processes between teaching and
                                                                        (ICT) Department                                                 non-teaching, reduce the number of applications
                                                                                                                                         staff are required to access

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