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

Ruthanne Waldick

Secondary School Teacher

"Pathway planning is a lifelong process that requires all students to be able to adapt to changes in themselves and the world around them. Through this planning process all students are encouraged to discover who they are, explore opportunities, pursue their interests and design personal pathways to success, supported by all members of the communities that surround them."

Ruthanne Waldick

Secondary School Teacher

Janet Baird-Jackson

Superintendent of Business

"We are continuing to build on our two-year partnership with the IEC (Industrial Educational Cooperative) to create a safety culture from the ground up. Our vision is that working and learning together every student, employee and visitor is safe everyday, that vision is 24/7. To support that we have been undertaking a lot of training notably with secondary Science teachers and with EAs. We have also undertaken a safety culture survey to establish a baseline and shape the way ahead. The good news from that survey is that over 80% of our staff believe that workplace injuries can be prevented which is a great baseline in which to continue moving forward and learning together."

Janet Baird-Jackson

Superintendent of Business

Ruthann Waldick, Secondary School Teacher Amy Kipfer, Special Education Services Janet Baird-Jackson, Superintendent of Business
Traffic Light - Indicators of Success

Pending/Under Review

In Progress

Completed

Create Positive, Inclusive
Learning Environments in 2014-2015

" 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

  • Professional development in using the eLearning Ontario Career Studies course in a blended learning approach will be provided for career studies teachers
  • Student Services and Career Studies teachers will participate in professional learning opportunities on how to support students in the completion of an Individual Pathways Plan (IPP)
  • Grade 7 and 8 teachers and administrators will be provided training on the use of MyBlueprint software and how to use the software in monitoring implementation of the IPP
  • A group of teachers in Grades K-6 will pilot the All About Me platform to inform our implementation plans for the 2015-2016 school year
  • Focus groups of teachers and students will assist in the development exit surveys for students and Grade 8 and Grade 12 which will inform our effectiveness in implementation of the Creating Pathways to Success policy document in a way that supports student learning
  • Re-engaged students, and students in Supervised Alternative Learning will be surveyed to determine what supports need to be in place for them to be successful in achieving their diploma. Acting on this information will assist staff with improving the board's overall graduation rate
  • Student Services Teachers, Student Senators and our post-secondary partners will be invited to work with us in the development of a mechanism for tracking student destinations one year and five years after graduation from our system

Indicators of Success:

  • All students in grades 7-12 will complete an IPP which affords students the opportunity to establish and monitor their progress toward academic and other personal goals in collaboration with school staff and parents
  • All students in grades 7-12 will use MyBlueprint as tool to assist with course selection, to explore career options and to assess personal interests
  • All students in grades K-6 will use the All About Me portfolio to track their learning with respect to the four key questions: Who am I? What are my opportunities? Who do I want to become? and What is my plan for achieving my goals?
  • 80% of the students in Grade 8 and Grade 12 will indicate on their exit survey that our programs have met their needs in creating a pathway to success
  • Increase the board five year graduation rate from 81.5% (2012-13) to 83.5%

" If we create a learning culture where all students feel a sense of belonging and their outcomes are leveraged through new pedagogies and embedded technology, then all students will be deeply engaged in authentic tasks which accelerate learning. "

Strategies

  • Learning For All Coaches are engaged in collaborative, learning partnerships to co-create new knowledge and understanding of both social and academic inclusionary teaching practices with the exceptional learner as the focus
  • Learning For All Coaches will generate a learning progression to outline a Theory of Inclusive Practice with indicators of best practice for supporting every student
  • Secondary school teams will take the intentional steps required for increased inclusion of students from self-contained to regular classrooms
  • Learning for All Coaches will support staff led, mixed ability student inclusion teams to promote social inclusion of peers in the regular classroom setting and within the secondary school communities
  • Provide mental health and wellness awareness and literacy training with a number of targeted school board audiences
  • Work with community partners to develop clear pathways to service

Indicators of Success

  • Through a self-assessment survey, the collaborative teaching partners of Learning For All Coaches will establish baseline date on their knowledge and application of inclusive education indicators. A post survey will be administered to self-identify growth over time on a continuum of the indicators
  • The amount of time that students placed in self-contained classrooms spend in the regular classroom participating in purposeful academic and/or social programming will continue to increase
  • Each secondary school team that attended the Learning for All Student Symposium in the fall will contribute to a central blog identifying their team’s plan, the implementation and the results of promoting inclusive spirit throughout their school community
  • The Learning For All Coaches will conduct interviews with students, in the classrooms that they support, to capture student voice and solicit their opinions, feelings and beliefs about improving methods of supporting their needs in regular classroom settings
    • We were unable to collect this data due to labour issues across the province
  • Increased staff awareness and literacy of mental health and wellness from a number of training sessions
  • There will be clear pathways to mental health and addiction services

" If we provide resources, training and supports to school staffs, then we will create safe learning and working environments, in collaboration with the broader community"

Strategies

  • Monitor Parklane/School Boards Cooperative Inc. (SBCI) data for trends and refine implementation strategies with the goal of changing philosophies to reduce the number of accidents and incidents over time
  • Reissue Safety Culture survey in spring of 2015 to assess movement in the system regarding safety and share the philosophy that safety is 24/7
  • Use results of survey to refine the next steps in building a sustainable culture
  • Use teacher voice to assist in developing Science and further Tech training
  • Inservice staff on the Science safety guidelines and implement across system
  • Establish peer review model for on-going monitoring of safety in Science labs
  • Maintain on-going peer review model & enhance dialogue in a job embedded model to enhance safety in Tech shops
  • Create an EA core team to help guide several training needs and support our safety culture strategies

Indicators of Success

  • Downward trends in accidents and incidents in various areas are sustained over time
  • Safety Culture survey results improved from baseline data and reflect heightened awareness of Safety Culture in AMDSB
  • OSBIE's (new) review of key areas indicates progression in schools' awareness of safety considerations
  • Science and Tech department members are comfortable in identifying and expressing training needs
  • Science department members are aware of their responsibilities and comfortable in maintaining Science spaces
  • Peer review model of Science labs is understood and implemented by Science staff
  • Principals have monitored & responded to annual peer review of Tech shops
  • Educational Assistants are aware of their responsibilities and more comfortable in maintaining safe environments for themselves and their students