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

Dylan Woodley

Stratford Central Student

"By inspiring collaboration, critical thinking, creativity, communication and problem solving, Avon Maitland teachers helped fuel my passion and opened many doors for me personally. I was engaged in my learning and it allowed me to develop and value the required skills to participate in a global economy."

Dylan Woodley

Stratford Central Student

John Herbert

Secondary School Vice-Principal

"Math is a subject that everyone recognizes the value of. It is easy to get students to work on math when their good at it. But if you find it difficult, todays classroom will help you get engaged with math by making connection between what your learning, your everyday life, and your future career."

John Herbert

Secondary School Vice-Principal

Jeff Reaburn

System Principal of
Information Services

"If we foster the effect of use of technology to support student achievement, then hopefully our students will develop 21st century skills needed to achieve success in the media rich digital world in which we live. We must work with our staff to help them understand how our young people live today in this rapidly changing world where technology is a part of virtually everything they do and that being connected is a part of their identity. We must help our students use technology safely and responsibly and understand that technology should not be an end in itself but a tool to enhance their learning."

Jeff Reaburn

System Principal of
Information Services

Dylan Woodley, Stratford Central Secondary School Student John Herbert, Secondary School Vice Principal Jeff Reaburn, System Principal of Technology Services
Traffic Light - Indicators of Success

Pending/Under Review

In Progress

Completed

Maximize Student Outcomes in 2012-2013

" If we help our students gain competency in the following areas: collaboration, communication, creativity, critical thinking, and problem solving, then our students will develop and value the required skills to participate in a global economy."

  • Collaboration - Sharing responsibility in pursuit of a common objective
  • Critical Thinking - Using purposeful, analytical, reflective processes in various contexts
  • Creativity - Developing a product, process or idea by integrating original thinking with existing knowledge
  • Communication - Expressing and interpreting meaning through a variety of forms
  • Problem Solving - Exploring a challenge for which a resolution is not obvious

Strategies

  • Build capacity in understanding the student outcomes via all professional development strategies (e.g., principal and vice principal meetings, professional development days, staff meetings, division meetings, curriculum leaders’ council, department meetings, etc.)
  • Embed all outcomes in the work of the professional learning communities student learning task: rich/authentic tasks
  • Organize professional development resources for principals and vice principals to use with their staff

Indicators of Success

  • CompletedPrincipals, school staff and students will have a greater understanding of the five outcomes via professional development at each meeting
  • In ProgressThe five outcomes will be embedded within the instructional core learning task at every Professional Learning Community (PLC) table
    • The student outcomes will continue to be the focus of work at the PLC table.
  • CompletedSchool staffs will be required to rate their level of understanding on the five student outcomes on the School Effectiveness Framework (SEF) self-assessment survey at the end of the year which will create a baseline to use in the future

" If we improve student achievement in literacy and numeracy Early Years - Grade 12, then students will develop the basis for thinking, communicating, and learning. "

" Students need language skills in order to comprehend ideas and information, to interact socially, to inquire into areas of interest and study, and to express themselves clearly and demonstrate their learning. "

Strategies: Literacy

  • Elementary: Focus on Primary Reading
  • Require teachers to monitor five students as it relates to the identified urgent learning need, two of whom are required to have a special education profile (literacy or numeracy)
  • Require schools to develop one t-chart for every urgent learning need identified throughout the year in order to make teaching explicit
  • Establish collaborative partnerships to explore teaching and learning
  • Implement elementary common assessment workshops and requirements in grades: 2, 3, 4, 5, and 6 for literacy and/or numeracy

Student Work Study

The structure for this initiative is based on a co-learning inquiry model. The Student Work Study (SWS) teacher partners with classroom teachers to investigate the student journey of learning. Approximately 100 minutes per teacher per week will be spent in two classrooms per school from October to January followed by two teachers from February to June. The SWS teacher observes and interacts with students to record the types of tasks, feedback and prompts that result in student progress. These observations are shared and discussed with the classroom teacher. Based on discussions, the classroom teacher and SWS teacher further investigate types of tasks, feedback and prompts that result in student progress. Funding is provided for the release of the classroom teacher to collaborate with the SWS teacher, approximately 4 ½ days. Strategies may be developed with the classroom teacher during these times. This time will also be used to support the co-learning of the SWS teacher and the classroom teacher through the study of Literacy and Numeracy Strategy (LNS) materials and other additional resources.

Tier 2 Student Work Study Initiative (SWSI): The Avon Maitland District School Board is introducing a Tier Two Student Work Study Initiative (SWSI) this year. In an effort to maintain and continue the success of the SWSI, the board is offering teachers who were involved in SWS previously an opportunity to engage in a collaborative SWS inquiry (open to learning stance) with another teacher (new to the program) at their school. Four half days of release time will allow them to observe, analyze and respond to the space between the teaching and the learning. The SWS teachers will use student work and theories of action to guide their learning journey. There will be a half-day of celebration in June where teachers from both Tiers will come together to share their learning.

Early Primary Collaborative Inquiry (EPCI) in Exeter Public School and Stephen Public School. The EPCI engages participants in collaborative inquiry to explore the impact of evidence-informed instructional practices on primary learners and achievement across the K-3 continuum. The EPCI maintains a focus on strengthening connections among early primary educators and practices through collaborative inquiry. Participants receive board support, 8 half days of release, and some teacher-leaders within the larger group attend Ministry Professional Development in support of the inquiry.

Kindergarten Language and Literacy in the Classroom: (KLLIC) Additional Kindergarten teachers will be engaged in a PLC on implementation of KLLIC with training from the Speech and Language Pathologists.

Empower Reading will be delivered in all elmentary schools with selected students. The secondary version of the program will be implemented in 8 out of 9 secondary schools with selected students; training and support will be provided the Learning Services Consultants and Sick Kids Hospital Staff.

Refine the selection of students and the implementation of the Empower Reading Program in all elementary schools.

Implement the Empower Reading Program in 8 secondary schools with selected students, with training and support from the Learning Services Consultants and Sick Kids Hospital staff.

Grade 1 Regional Professional Learning Communities (PLC) All Grade One Teachers of literacy will receive 8 half days of job-embedded collaborative inquiry on effective literacy instructional practices. Participants will engage in research-based, central PLCs in a collaborative setting, with the expectation that in the interim between central PLCs sessions, new strategies are applied in the classroom and records of practice (student work, photos/videos, artifacts etc.) are brought forward to the next sessions as evidence of student learning or changes in instructional practice.

Secondary

Literacy: The Curriculum and Policy Branch Project on Assessment of Learning (CAP-B) is a cross panel collaborative inquiry focused on how we gather, document and communicate reliable and valid evidence of student learning to determine a grade. While this big idea will frame our inquiry, the evidence that we will be examining will be literacy based, and will be focused on each school's urgent literacy learning need. Administrators, elementary language teachers and secondary English teachers from GDCI and St. Marys' DCVI will engage in this inquiry over ten full release days. Seven of these days will be school based and three will be common between the two schools.

  • Use of the Ontario Comprehensive Assessment (OCA) in the fall and the spring with Grade 9 students to identify areas of focus for literacy instruction. OCA - Support of cross-curricular school teams using a diagnostic test to target instruction in grade 9 reading
  • Strategies for developing literacy skills will be shared with and between Cooperative Opportunities Providing Education (COPE) teachers to assist them in preparing to either successfully complete the Ontario Secondary School Literacy Test (OSSLT) or the OLC40 course, as well as their respective English credits
  • Use Contextualized Learning Activities (CLA) in senior Math and English
  • Implement CAP-B with GDCI and St. Marys' DCVI
  • Transition teams (Math/English) - Cross-panel collaboration of 7/8 and 9-12 teachers of Math or English
  • OSSLT team - Strategies and resources for school teams to support their students writing the OSSLT
  • Collaborative learning partners - Coordinator and teacher partnerships to pursue professional learning
  • Empower Reading in all schools with selected students. This project includes training and support from learning services and hospital staff

" The study of mathematics equips students with knowledge, skills and habits of mind that are essential for successful and rewarding participation in society. " (Ontario Curriculum)

Strategies: Numeracy

  • Require teachers to monitor five students as it relates to the identified urgent learning need, two of whom are required to have a special education profile
  • Require schools to develop one t-chart for every urgent learning need identified throughout the year
  • Implement collaborative partnerships in all schools
  • Implement elementary common assessment workshops and requirements in grades: 2, 3, 4, 5, and 6 for literacy and/or numeracy
  • Implement professional activity day focused on numeracy

Collaborative Inquiry Learning - Mathematics (CLI-M)

Junior teachers from Listowel Central Public School, Wallace Public School, North Woods Elementary and Maitland River Elementary meet together at each school in turn. Specific math content knowledge for teaching is examined on each day. In grade level groupings teachers co-plan and co-teach lessons based on student collaborative problem solving.

Math Professional Learning Communities (PLC)

Our goal is to provide support to Grade 1 through Grade 6 teachers of Mathematics through a variety of differentiated support models. These models include direct support as a collaborative partner working directly with a classroom teacher weekly, direct support facilitating each meeting in a Junior Math PLC for 6 schools, and central professional development in board areas of focus. The content focus in most supported schools will be in the strand of number sense and numeration, the process foci will include three part Math lessons and discourse in Math classrooms.

Collaborative Partners

Each math coordinator or consultant will work with a collaborative partner (once a week) using three part Math lessons and discourse in Math class.

Common Assessments

Provide professional development.

Secondary Schools Focus on Transitional
Math Projects 7-9

  • Require schools to monitor students at risk: taking stock report
  • Implement one professional activity day focused on numeracy
  • Use Contextualized Learning Activities (CLA) in senior Math and English

Grade 9 Applied

Council of Directors of Education (CODE) project: Teachers of grade 9 applied mathematics will meet for 1.5 days to plan lessons based on student collaborative problem solving, based on past Education Quality and Accountability Office (EQAO) problems. Student groups record and present methods and solutions using tablet computers. Schools: CHSS, SCSS, SNSS, DCVI, LDSS, FEMS, Content focus: number sense and numeration.

Transition Mathematics

Teachers from grades 7, 8 and grade 9 applied meet as a school transition group to look at a teaching continuum for areas identified by a student diagnostic at each grade level. Teachers co-plan and co-teach student collaborative problem solving lessons in each classroom in turn. Schools: GDCI, SNSS, SHDS, MDHS.

Strategies: Supporting Students for Both Elementary and Secondary

  • Maintain a focus on building instructional leadership, capacity in collaborative inquiry and the understanding the instructional core
  • Support with human and financial resources in all schools to implement collaborative inquiry
  • Identify urgent learning needs related to exceptional pupils as part of the needs assessment. Teachers and principals will then use the process of inquiry to identify and monitor selected strategies or interventions with support from the special education consultants
  • Provide a differentiated support system to each secondary school
  • Provide a differentiated support system to each elementary school
  • Model a Student Success - Student Support Initiative (SS-SSI) approach to intervention in secondary schools
  • Exceptional pupils learning needs will be understood in the context of the classroom. By identifying urgent, learning needs related to exceptional pupils, teachers and principals will use the process of inquiry to identify and monitor selected strategies or interventions with support from the consultants

Managing Information for Student Achievement (MISA)

  • Board staff with school leaders will correlate, analyze and look for patterns in data (i.e. urgent student learning need) to support strategies for improved student achievement to include in the collaborative inquiry plan. Administrators and teachers will engage in gathering, analyzing and discussing appropriate data concerning student achievement strategies. Instructional leadership skills for principals and vice principals will be developed as they play an integral role in the collaborative inquiry projects and act as the instructional leader in the plan, act, observe and reflect cycle of inquiry to ensure a consistent and continuous school wide focus on student achievement
  • Incorporate the Education Quality and Accountability Office (EQAO) and other assessment data into the assessment tab in Maplewood so that more types of data are readily available in one location
  • Implement the new portal version of A+ and train school administrators to use it effectively to gather, sort, and report on student achievement

Collaborative Inquiries Additional

  • Native Studies - Networking teachers of Native Studies in a central PLC – secondary
  • French PLCs by region - elementary and secondary
  • Music PLCs
  • Early Learning Full Day Kindergarten collaborative inquiries in year two and three schools; facilitate networking for FDK year one schools

Other

  • Secondary Teaching and Learning Institutes: Centrally supported workshops and teacher networking opportunities that target high-yield teaching and learning strategies in grades 9 and 10 core subjects
  • Curriculum Leaders’ Council - Support for department heads to enhance department school and system leadership
  • Collaborative Inquiry - Gradual release of 2011-12 school teams to continue their inquiry
  • Facilitator Training - Central support of department heads to lead department and/or board-wide subject-specific collaborative teams
  • Secondary Program Coordinator Placements - Coordinators 'in residence' in schools to provide support in pursuit of school goals

Indicators of Success

Traffic Light - Indicators of Success

Pending/Under Review

In Progress

Completed

  • Education Quality and Accountability Office (EQAO)
  • In ProgressPrimary Reading from 65% to 70% in 2013
  • In ProgressPrimary Math from 69% to 73% in 2013
  • In ProgressJunior Math from 53% to 62% in 2013
  • In ProgressGrade 9 Math from 51% to 63% in 2013
  • In ProgressOntario Secondary School Literacy Test (OSSLT) from 80% to 84% in 2013
    • Grade 9 Mathematics results continue to be above the provincial results, reporting for AMDSB at 52%, while OSSLT has shown a slight decline of students successfully reaching or surpassing the standard, reporting for AMDSB at 79%. OSSLT achievement and grade 9 Math, specifically for those students in the applied pathway, will continue to be active areas of focus. Select this link to download the grade 9 OSSLT report from 2012/2013.
  • Running Records: Grade One Project
  • In Progress75% of Grade 1 students will achieve benchmark or beyond on the Spring running record
    • As running record data serves as a good predictor of achievement in Primary reading assessments, they will continue to be used to inform classroom, school and system decisions.
  • Elementary Student PLC Data
  • In Progress75% of the students across the school will have achieved success on the targeted area of focus
  • In ProgressTwo of the five students must be identified as having a special education profile and will improve by one level from the diagnostic to the summative
    • We were unable to collect this data.
  • English Language Learners
  • CompletedIn 2012-13, all Secondary English Language Learners (ELL) will be assessed and placed on steps; 80% will advance one step along the reading, writing, and oral Continua
  • Collaborative Inquiry Continuum
  • Pending/Under ReviewMeasures the growth of the inquiry PLC over the course of the year
    • We were unable to collect this data.
  • Full Day Kindergarten (FDK) Instructional Survey
  • In Progress90% of Teachers and Early Childhood Educators will indicate that they are at the implementation level, which reflects the greatest level of implementation of FDK Program indicators
    • 80% of teachers and ECE's reported implementing levels of practice in at-least 3 sections of the survey and we will continue to work through collaborative inquiry to deepen these levels of implementation.
  • Empower Reading
  • In ProgressSelected elementary students will improve 6 running record levels by the completion of the program. Implement the Empower Reading Program in selected secondary schools for students with a learning disability profile. Upon completion of the program, students will improve 3 running record levels. [ See more about Empower Reading
    • 49% achieved the board goal of moving up 6 or more reading levels; 31% moved up 4 or 5 reading levels
    • 76% of the students in the program first semester moved up 3 reading levels; 56% of students moved 3 reading levels or more in second semester.
  • Ontario Comprehensive Assessment (OCA)
  • In Progress65% of students show gains in the area of focus between the fall and spring application of the OCA
    • The OCA assessment, and the strategies used for its implementation, have been embedded in the cross-panel literacy collaborative inquiry during the 2013-2014 school year.
  • Cooperative Opportunities Providing Education (COPE) Students
  • In Progress50% of students within the COPE program who are eligible will fulfill their Ontario Secondary School Literacy Test(OSSLT)/Ontario Literacy Course (OLC) graduation requirement
    • We were unable to collect this data.
  • School Effectiveness Framework (SEF) Self-Assessment
  • CompletedAll elementary schools will complete a SEF self-assessment survey at the end of the year. This survey will include the listing of all urgent learning needs identified throughout the year and the teaching and learning strategies utilized to address the need
  • Kindergarten Language and Literacy in the Classroom (KLLIC)
  • In ProgressStudents participating in the KLLIC (KLLIC) small group intervention program will achieve a 25% increase in their total score on the Language Assessment Portfolio (LAP) upon completion of the program. Students participating in the KLLIC small group intervention program will score in at least the average range on the Stephens Oral Language Screening Test (SOLST) upon completion of the program. See more about KLLIC
    • 77% of students who participated in KLLIC small groups showed a minimal increase of 25% on the phonological awareness subtests of the Literacy Assessment Portfolio (LAP).
    • 78% of the targeted students (small group participants) scored within the average range on the Stephens Oral Language Screening Test (SOLST).

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" If we foster effective use of technology to support student outcomes, then students will develop twenty-first century skills needed to achieve success in media-rich digital and online environments. "

Strategies

  • Collaborate with International Business Machines (IBM) to develop a multi-year plan that integrates teaching, learning and technology with a determined sub-group of staff
  • Information and training will be provided by Information Technology (IT) for a variety of tools and techniques for the development of the “flipped” classroom approach
  • Create an Avon Maitland District School Board (AMDSB) iTunes site as a repository for lesson plans, videos, podcasts, and other resources for collaboration and sharing by students and teachers. Assist teachers in the creation and posting of content
  • Complete wireless networks in all 7-12 classroom areas to enable access to digital content by all students in 7-12 and to encourage the use of Bring Your Own Device (BYOD)
  • Incorporate Special Equipment Amount (SEA) equipment and training tab into Maplewood part of the Trusted Platform Module (TPM) software to track allocation of SEA equipment, training and repair requests

Indicators of Success

  • In ProgressSuccessful Implementation of flipped classroom practices by 20 teachers. Student survey feedback on the effectiveness of online videos and screencasts
    • There has been successful implementation by 8 teachers. This strategy continues to be an area of growth.
  • In ProgressResources posted in AMDSB iTunes site. Teacher iTunes sites created as part of the AMDSB site. Evidence of student and teacher logins to the site
    • This initiative will continue to be developed during the 2013-2013 school year as part of our One-to-One iPad Project.
  • CompletedIncreasing numbers of Wi-Fi devices connected to the network (target of 4000 simultaneous connections). School administrators have observed effective use of Wi-Fi networks
  • In ProgressFaster turn-around time for allocation of SEA equipment, better tracking of training sessions, and more accurate asset tracking
    • A template has been created through Transitions, Planning & Monitoring (TPM) software which has streamlined the process for SEA equipment management. We continue to seek strategies to streamline this process.
  • In ProgressCompletion of AMDSB technology, teaching and learning plan
    • The Technology Advisory Committee has been established and is working through the recommendations from the IBM report. We are implementing the aspects of the report which best fit our local situation.