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 2015-2016

" 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

  • In order to promote effective technology-enabled pedagogical practices, a blended learning approach will be used in a variety of classes. Blended learning opportunities will be offered across all grades and pathways
  • Each school's education and career/life planning program will be inquiry-based and differentiated. To promote student inquiry, the four question conceptual framework of "Who Am I?"; "What Are My Opportunities?"; "Who Do I Want to Become?"; and "What is My Plan for Achieving My Goals?" will form the foundation of the school's education and career/life planning program Grades K to 12. Teaching and learning activities will be personalized to meet students' learning needs
  • Each school's education and career/life planning program will be responsive. School staff will use information provided by the students in their Individualized Pathways Plans to inform instruction, pathway planning, and overall education and career/life planning program effectiveness
  • 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:

  • There will be a 10% increase in use of a blended learning platform in Kindergarten through Grade 12
  • All students in Grades 7 to 12 will complete an IPP which establishes and monitors their progress toward academic and personal goals in collaboration with school staff and parents/guardians
  • All students in Grades K to 6 will use the All About Me portfolio to track their learning in response to the four question conceptual framework
  • 80% of 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 83% (2012-13) to 85%

" 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 will partner with classroom teachers K-12 who have students with exceptional learning needs as the focus of their learning inquiry. Partnerships will identify a goal based on the student learning need and engage in a collaborative inquiry to implement and reflect on the strategies to address the goal
  • Some Learning Resource Teachers will engage in a pilot project that will explore the practices of a resource teacher in an inclusive classroom
  • Following the Learning Together - Student Symposium, each secondary school will develop a student leadership team which will promote awareness, acceptance and social inclusion of peers with developmental and other disabilities among the student body with support from staff
  • Each elementary school will develop a student leadership team which will promote awareness, acceptance and social inclusion of peers with developmental and other disabilities among the student body with support from staff
  • Provide mental health and wellness awareness and literacy training with target being school administrators.

Indicators of Success

  • Teacher partners will be able to identify the student-centered goal chosen and one or more strategies to attain the goal chosen. As evidenced by self-reflection, teacher partners will articulate the use of high yield strategies with the current student and with future students
  • Resource teachers in the pilot will be able to articulate the practices that support teachers and students in inclusive classrooms
  • Student and staff leadership teams at each elementary and secondary schools will develop a social equity plan about inclusion of peers with disabilities. These opportunities will be chronicled in an electronic format
  • Increased administrator awareness and literacy of mental health and wellness from a number of training sessions

" 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