Avon Mailtand District School Board Strategic Plan Slogan, Engage, Inspire, Innovate... Always Learning

Emma Bannerman

Secondary School Principal

"We must value individual differences and treat people in a fair and respectful manner. We can do this by educating students be it at home, at the school, or in the community to promote a sense of belonging. We will work with staff,students,and the community to insure equitable outcomes for all of our students."

Emma Bannerman

Secondary School Principal

Amy Kipfer

Special Education Services

"If we honour equity and inclusion throughout all of our schools, then we will value input from families, community agencies and the students themselves along with the school team to find the pathway of learning that works best for each student. We will utilize current research to find the most effective practices to support our learners in an inclusive classroom setting as we prepare them for communities who will welcome their unique talents and abilities. We will work to break down barriers that students have previously encountered based on their gender identity, sexual orientation, intellectual capabilities and cultural backgrounds to promote the work that each student contributes as they enter our classrooms."

Amy Kipfer

Special Education Services

Greg Haber

Elementary School Principal

"If we create a culture of acceptance and inclusion then all students, parents and other members of the school community will be welcomed and respected and every student will be supported and inspired to succeed in a culture of high expectations for learning."

Greg Haber

Elementary School Principal

Emma Bannerman, Secondary School Principal Amy Kipfer, Special Education Services Greg Haber, Elementary School Principal
Traffic Light - Indicators of Success

Pending/Under Review

In Progress

Completed

Create Positive, Inclusive
Learning Environments in 2012-2013

" If we honour all student pathways with a focus on individual strengths, needs and learning preferences, then we will recognize that each student has his or her own unique pattern of learning and can succeed. "

Strategies

  • Training for grades 7 and 8 teachers on a voluntary basis on MyBlueprint education planning software as well as pathway program information provided by pathways coordinators
  • Students within Cooperative Opportunities Providing Education (COPE) are encouraged to participate in a dual credit opportunity and co-op for the purpose of ensuring they understand that post-secondary schooling is still an option for them and to maintain their engagement in schooling
  • Elementary and Secondary school-based presentations promoting pathway planning and highlighting the Ontario Youth Apprenticeship Program (OYAP) and the Specialist High Skills Majors (SHSM)
  • Recruit and hire teachers with special education qualifications, particularly in the newly created Long Term Occasional (LTO) teacher list, who have a broader perspective of the challenges many of our students experience

Indicators of Success:

  • Completed100% of grades 7 and 8 students using MyBlueprint and accessing it to review their Individual Pathways Plan (IPP) at least twice in the school year
  • In Progress60% of students enrolled in Cooperative Opportunities Providing Education (COPE) and adult education programs will have co-op placements and will complete credits through this means
    • Adult Ed - 8.3%, COPE 48% Semester 1 and Semester 2 75% - Projection for Adult Ed was too high given our current understanding of the barriers - adult students are not allowed to have paid placements which rules out almost all adult ed students who have a job.
  • In Progress25% of students in COPE will participate in dual credit programs
    • 10% of students in COPE engaged in Dual Credit. - We will continue to support students in making this choice. The commitment required to complete a dual credit course appears to be the biggest barrier.
  • CompletedIncrease in the number of school-based pathway planning presentations throughout the board by 25% over last year
  • Completed50% Increase in the number of dual credits granted over 2012/13 as compared to 2011/2012

" If we create a culture of acceptance and inclusion, then all students, parents and other members of the school community will be welcomed and respected, and every student will be supported and inspired to succeed in a culture of high expectations for learning. "

Strategies

  • Train administrators and school staff to use information from the Equity and Inclusive Education Walkthrough Framework to ensure equitable outcomes for all students
  • Educate students in their home-school community with same-age peers so that they feel a sense of belonging
  • Using information from the Equity and Inclusive Education Walkthrough Framework, schools will use the indicators to identify areas requiring further development to create a sense of belonging for exceptional students in the larger school community
  • Require school equity champion teams to implement an annual Peace Tree and accompanying activities to support capacity in understanding of diverse populations
  • Provide a range of co-operative education placements to meet all student needs
  • Develop bullying prevention plans and awareness campaigns at the school level
  • Work with community partners to support the victims of bullying as well as supporting the bullies in changing their behaviour
  • Require schools to assess the results from the 2011/12 school climate survey and draft goals to improve school climate and inclusivity
  • Develop transition plans for all students with an Individual Education Plan (IEP) who have Autism Spectrum Disorder (ASD), moving from gr.8 to 9, and/or are in a secondary setting
  • Implement Ross Greene’s Collaborative Problem Solving model to support students with challenging behaviours

Indicators of Success

  • CompletedSchool staff use information from the Equity and Inclusive Education Walkthrough Framework to eliminate barriers to inclusion which results in high outcomes for students
  • CompletedSuspensions at the four schools implementing the Ross Green Collaborative Problem Solving Model were reduced significantly
  • CompletedNo student is denied access to co-operative education because of his/her special needs
  • Completed100% of audited IEPs for students with ASD did have transition plans
  • Pending/Under ReviewA reduction on the rates of bullying as identified by the individual school’s bullying prevention and intervention plan based on their indicators of success
    • This will be assessed with a new survey released in February.
  • Pending/Under ReviewA reduction in the number of students who identify barriers to inclusion on the 2013/2014 school climate survey
    • This will be assessed with a new survey released in February.
  • CompletedAll schools have drafted a bullying prevention and intervention plan and established a goal based on their school climate survey data
  • CompletedAll schools did display a Peace Tree. The purpose of which is articulated in the School Improvement Plan for Student Achievement (SIPSA) and students can articulate the Peace Tree focus

" We must ensure safe learning and working environments, in collaboration with the broader community. "

Strategies

  • Analyze the results of the staff satisfaction survey and compare it to the survey completed in 2009/10 and provide data and feedback to school administrators and trustees
  • Develop protocols and best practices for Bring Your Own Device (BYOD) with parental consultation via school councils and implement these protocols and practices in schools where BYOD is occurring
  • Implement Maplewood for portable devices so that administrators have “anytime, anywhere” access to biographic, timetable, emergency and health information for students
  • Board-wide safety audits of technological facilities

Indicators of Success

  • CompletedAn Administrative Procedure (AP) in place by the end of the school year and guidelines for BYOD included in computer acceptable user agreements in student planners
  • CompletedRevision of Avon Maitland District School Board (AMDSB) Technological Education Safety Guidelines document
  • CompletedRevision of AMDSB Co-op Policies and Procedures document
  • CompletedPortable version of Maplewood has been made available
  • CompletedStaff satisfaction survey information has been disseminated to school administrators and trustees