Upper Grand District School Board
annual
2014
TABLE OF CONTENTS
Introduction
>> Our Vision & Guiding Principles.....................................................................................................................................................1
>> Message from the Director of Education ....................................................................................................................................2
>> Message from the Chair of the Board..........................................................................................................................................3
>> 2015 Trustees....................................................................................................................................................................................4
>> By the numbers.................................................................................................................................................................................5
>> Our Strategic Plan ............................................................................................................................................................................6
Student Achievement
>> Board Improvement Planning........................................................................................................................................................7
>> Full Day Kindergarten .....................................................................................................................................................................8
>> Going beyond the borders of the traditional classroom...........................................................................................................9
>> For the Love of Literacy...................................................................................................................................................................9
>> The world comes to Upper Grand.............................................................................................................................................. 10
>> More students are taking co-op..................................................................................................................................................11
>> What is eLearning?.........................................................................................................................................................................11
>> Primary EQAO Results: Grade 3 ................................................................................................................................................. 12
>> Junior EQAO Results: Grade 6 ................................................................................................................................................... 13
>> Secondary EQAO Results: Grades 9 & 10................................................................................................................................. 14
Energizing Staff
>> Leadership development strengthens our future ....................................................................................................................15
>> Initiatives to support staff............................................................................................................................................................ 16
>> Teachers at all grade levels are taking aim at math............................................................................................................... 17
>> Teachers who inspire through excellence................................................................................................................................ 18
Public Confidence
>> 2014 Everyday Hero Awards, honouring those who make a difference ............................................................................ 19
>> Four new elementary schools complete FDK Plan................................................................................................................ 20
>> UGCloud, B.Y.O.D. and computer refresh programs............................................................................................................... 20
>> The UGDSB is Going Green! ....................................................................................................................................................... 21
>> Parent Involvement Committee ................................................................................................................................................. 21
Cover photo: Five students enrolled in Upper Grand’s International Student Program who attended Guelph CVI. In 2013-2014 the Board
hosted over 100 students from countries including China, Germany, Viet Nam, the Czech Republic, Mexico, Japan and Brazil.
Introduction
Our Vision
Students will attain individual excellence through dynamic programming provided by an effective staff
and supported by a committed community.
We will meet our students’ diverse needs through the provision of equitable and accessible resources.
Our learning environment will be characterized by empowered administrators, effective communication
and mutual compassionate respect.
As we work on the draft of our new Strategic Plan, we have reviewed our Vision, Mission and Guiding
Principles. These will be released in the coming school year.
Guiding Principles
Students
Community
Student learning is our focus.
Education is a community responsibility.
The learning environment is open-ended.
Embracing diversity contributes to community.
Staff
Environment
Teachers make a significant difference. Leaders must focus
A safe physical environment needs to be sustained.
on students. Continuous professional development supports
A respectful learning environment fosters personal growth.
life-long learning. A commitment to values guides activities.
Opportunities and resources need to be equitably distributed.
Everyone should be treated with respect.
Annual Report 2014 | 1
Message from the Director of Education
I
t’s always a pleasure to present the Upper Grand District
Rockwood students. The plan is to open the school with JK,
School Board’s Annual Report. We’ve accomplished much
SK and grade 1students studying in the French language in
during the school year as you will see from reading the pages in
September 2014 as well as regular track students in JK to
this year’s edition.
grade 4.
The budget troubles of some school boards are serious, but
We held our first annual Custodian and Maintenance
we have been managing our resources carefully so that we can
Appreciation Day this year. Students and staff celebrated the
put as much into the classroom as possible. Thanks to trustees
folks who keep our schools clean, and do the maintenance work
for their budget direction and to the staff who have made the
to keeps our schools healthy places to work and learn. We’ve
process seamless in yet another year. We will cautiously watch
thanked a lot of other staff, as well as representatives of all of our
the future trends in this area closely.
unions.
The recommendations of the students and parents with help
Our Accessibility Committee has now released its Five Year
from staff and trustees resulted in names for the new schools
Plan, in addition to an annual plan that tells everyone each year
that will open in September 2014. Spencer Avenue Elementary
about the facility improvements such as washrooms, ramps,
School in Orangeville, École Harris Mill Public School in
curb cuts and accessible parking spots. In January, we started
Rockwood, and William C. Winegard Public School in Guelph
putting everything new on our website in accessible formats.
are their formal new names. École King George Public School,
The redesign of our website is neat and clean and really helps us
which since being rebuilt has housed John Galt students and Ken
showcase our students and staff.
Danby students, has maintained its current name. There’s a lot
of history there even though the building is new. The Capital
Building Department is to be commended for the amount of
work they continue to do.
What we’re all about is student learning and well-being. All
of our staff are well aware that what they do greatly affects
students; so do the trustees who care deeply about mental
health, wellbeing, and of course the safety of every child. I take
It was decided that École Harris Mill Public School would provide
my hat off to everyone who is part of the Upper Grand District
French Immersion as well as regular track programming for
School Board.
Director of Education
Upper Grand District School Board
2 | Upper Grand District School Board
Message from the Chair of the Board
H
ow do I remember the 2013-2014 school year? It was
It’s hard for the rest of us to keep up technically to our students!
certainly one of highlights – all too many to remember in
The first wave of grade 9’s entered into the International
the space of this message, but I’ll talk about what impressed me
Baccalaureate pre-program at GCVI. International Students
most.
came from around the world to study with us and learn about
Canadian culture. Some came for a whole year or more and
First, it was a year of capital development. After opening two
some for a few weeks at a time. In both elementary and second-
schools in September 2013 – Glenbrook in Shelburne and
ary schools we’re globalized.
John Galt in Guelph – and completing at the same time our
Full Day Kindergarten renovations, we forged ahead again.
I’ve also been very impressed with our leadership programs.
While many boards were forced to close schools, we are
From Me to We initiatives, Cadence, CELP, Headwaters and more
continuing to build four new learning facilities, on time and
our students are preparing themselves for the future. We’ve
on budget. That’s important. We are a mid-sized board that
celebrated these students, and others who have, with the help of
has managed its finances and development well, thanks to a
our capable and caring staff, overcome adversity and proved that
Planning Department keeps its eye on enrolment, and a Finance
this is an educational system that believes in every student and
Department with fiscal restraint and the oversight necessary to
it’s never too late to succeed. I say thanks to all of you.
allow us to do this. As for our Capital Projects staff, who could
fault them for what they did this past year and are continuing to
do? And this is worth repeating, we’ve stayed on time and on
And to my fellow trustees, some of who will leave us at the end
of this four year term, working with you has be a privilege and
pleasure. All of you and are dedicated and committed individ-
budget.
uals, who work respectfully, and yes, well together. Thanks to
We revamped our Board Improvement Plan for Student Success
you all for your passion for student success and well-being.
and continued to implement the Bring Your Own Device
program, BYOD, to increase our students’ computing capacity.
Chair
Upper Grand District School Board
Annual Report 2014 | 3
2015 Trustees
Mark Bailey
Marty Fairbairn
Board Chair
Board Vice-Chair
GUELPH
(WARDS 1 & 5)
Centennial CVI
Fred A. Hamilton PS
John McCrae PS
Ottawa Crescent PS
William C. Winegard PS
Martha MacNeil
GUELPH
(WARDS 1 & 5)
Guelph CVI
Jean Little PS
John Galt PS
École King George PS
Ken Danby PS
Priory Park PS
GUELPH (WARD 6)
PUSLINCH
Aberfoyle PS
École Arbour Vista PS
Centennial CVI
Kortright Hills PS
Rickson Ridge PS
Sir Isaac Brock PS
Westminster Woods PS
Wellington Centre for
Continuing Education
Susan Moziar
GUELPH
(WARDS 2, 3 & 4)
Brant Avenue PS
Edward Johnson PS
John F. Ross CVI
Mitchell Woods PS
Paisley Road PS
Waverley Drive PS
Westwood PS
Linda Busuttil
GUELPH
(WARDS 2, 3 & 4)
Central PS
College Heights SS
Gateway Drive PS
John McCrae PS
June Avenue PS
Taylor Evans PS
Victory PS
Willow Road PS
Bruce Schieck
WELLINGTON NORTH
MINTO
MAPLETON
Alma PS
Arthur PS
Centre Peel PS
Centre Peel SS
Drayton Heights PS
Kenilworth PS
Maryborough PS
Minto-Clifford PS
Norwell DSS
Palmerston PS
Victoria Cross PS
Wellington Heights SS
Kathryn Cooper
GUELPH/ERAMOSA
ERIN
EAST GARAFRAXA
Brisbane PS
Centre Wellington DHS
East Garafraxa PS
Eramosa PS
Erin DHS
Erin PS
École Harris Mill PS
Rockwood Centennial
PS
Ross R. MacKay PS
Lynn Topping
AMARANTH,
EAST LUTHER/
GRAND VALLEY,
MELANCTHON,
MULMUR, MONO,
SHELBURNE
Centennial Hylands ES
Centre Dufferin DHS
Glenbrook ES
Grand Valley & District
PS
Hyland Heights ES
Laurelwoods ES
Mono-Amaranth PS
Primrose ES
Barbara
Lustgarten-Evoy
CENTRE WELLINGTON
Elora PS
J.D. Hogarth PS
James McQueen PS
John Black PS
Ponsonby PS
Salem PS
Victoria Terrace PS
Centre Wellington DHS
Barb White
ORANGEVILLE
Credit Meadows ES
Island Lake PS
Montgomery Village PS
Parkinson Centennial
PS
Princess Elizabeth PS
Princess Margaret PS
Orangeville DSS
Spencer Avenue ES
Westside SS
Dufferin Centre for
Continuing Education
The UGDSB Student Senate elects two students who sit on the board as non-voting trustees for a school year. In
2014-2015 the student trustees were Guthrie Woodford (Guelph CVI) and Dylan Challinor (Erin DHS).
4 | Upper Grand District School Board
By the numbers
SCHOOLS
STAFF
Elementary teachers: 1,356, not including occasional teachers
Secondary teachers: 780, not including occasional teachers
Senior Administrators: 11
64
12
4
Elementary
Secondary
Continuing
Education Sites
School Administrators (Principals and Vice-principals): 128
Support staff: 1,345
Occasional teachers (E & S): 948
STUDENTS
22,115
ELEMENTARY
Equivalent
22,136 Full-Time
2,130 11,266
ESL
147
Self-Identified
Aboriginal
FULL-TIME
EQUIVALENT
11,576
secondary
1,067 ESL
143
SelfIdentified
Aboriginal
DID YOU KNOW?
Full Day Kindergarten (FDK)
Full Day Kindergarten Classes
Specialist High Skills Majors (SHSM)
Cooperative Education
Graduation Rate
Offered at 64 Elementary schools
119 classrooms of full day kindergarten students
75 programs in all secondary schools
50% increase in number of secondary students enrolled in Cooperative Education
programs over the past 10 years
69% - 4 year rate
84% - 5 year rate
2014-2015 BUDGET
CLASSROOM INSTRUCTION
$255,720,686
NON-CLASSROOM
$94,561,474
TOTAL
(includes teachers, EAs, ECEs, professionals
and para-professionals, textbooks and
classroom supplies)
(includes principals/vice-principals, office
co-ordinators, consultants, transportation,
trustees and adminstration, school operations
and continuing education)
$351,129,761
Operating
Capital
$42,378,093
All numbers as of October 2014
Annual Report 2014 | 5
Our Stategic Plan
During the past year we have looked at our strategic priorities: student achievement, energizing staff
and public confidence. Based on the Ministry of Education’s focus, we now have a draft Strategic Plan
that adds mental health and well-being to our priorities.
While our Strategic Goals remained the same for the past year, they will be updated when the new Plan is introduced.
Our strategic goals in 2013-2014 were:
Student Achievement
• Board improvement planning
• Diversity of instruction
• Prioritizing initiatives and resources
Energizing Staff
Public Confidence
• Creating synergy through teamwork
• Supporting and developing staff
• Celebrating staff and students
• Clarifying expectations, accountability and transparency
• Engaging the community
On the road to a new multi-year strategic plan
T
he development of a new multi-year strategic plan is a
The online survey tool continued our efforts to get feedback
process that involves consultation with a broad range of
from as many stakeholders as possible. This simpler
stakeholders, and takes into account the priorities of the
process with its in-house committee and district-wide survey
Ministry of Education.
Here’s what we’ve done.
A committee composed of trustees, principals, board staff
and senior administration worked with a facilitator and
developed a survey which was widely communicated to our
and focus on the Ministry’s priorities has helped us develop
the draft.
We still have Operational Plans for each strategy. They
have the steps taken to accomplish them and measurable
outcomes.
stakeholders. This set the basis for the new strategic plan
Watch for our new Strategic Plan to be released in the 2015-
supported by the community and staff. The year’s work
2016 school year.
builds on the work we have done over the years since the
amalgamation of the Dufferin and Wellington County Boards
of Education.
6 | Upper Grand District School Board
Student Achievement
Board Improvement Planning
In our 2014 Board Improvement Plan for Student Achievement, we continued to focus our attention on two main areas:
• Student Achievement and Improvement
• Student Engagement, Well-being and Pathways
Based on the School Effectiveness Framework (the document which directs our School Support Visits) we set the following expectations
for all our schools:
Student Achievement and Improvement
• A culture of high expectations supports the belief that all students can learn, progress and achieve.
• A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and to determine next steps.
• A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.
Student Engagement, Well-being and Pathways
• The teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects
individual student strengths, needs, learning preferences and cultural perspectives.
• Opportunities for authentic learning experiences and experiential learning exist in all classrooms and programs.
• The school and community build partnerships to enhance learning opportunities and well-being for students.
• By focusing on High Leverage Instructional Strategies in both Literacy and Numeracy and Assessment and Evaluation we
believe that these expectations can be met and that our students will Lead, Learn and Inspire future generations.
Minister of Education Liz Sandals celebrates “Walk to School Day” with students at Ken Danby Public School.
Annual Report 2014 | 7
Full Day Kindergarten
The implementation of the Full Day Kindergarten (FDK) program continued in the 2013-2014
school year and was offered in over half of our elementary schools. In addition to offering
a Core Day program, approximately one third of our schools also offered an Extended Day
program through a Third Party Operator. We recognize the importance of a seamless day for our
youngest learners.
Full Day Kindergarten is part of the Early Years initiative that looks at programming from JK to Grade 3. Kindergarten is seen
Student Achievement
as one part of the foundations for learning and development of children. The Early Years stresses the social and emotional
wellbeing of children. Programming also focuses on areas such as play and inquiry, responsive relationships and exploration.
We are beginning to look at ways to implement what we have learned about teaching and learning in Kindergarten to our other
primary grades.
At the Upper Grand District School Board, the focus of in-service opportunities has been on learning how to use the outdoors
as an extension of the classroom and on growing our understanding of children as competent and curious people who are
capable of complex thinking. Additionally, many FDK and other primary educators have had a number of opportunities to gain
knowledge and skills in the area of self-regulation: select schools have piloted the Tools For Life program. Roots of Empathy
has been implemented in approximately 20 schools and more than 300 educators have received RIRO (Reaching In, Reaching
Out) training. The goal has been to support our educators so they are better able to meet the various needs of children in our
classrooms.
Our work extends to working with our County Child Care staff and the Ministry. Plans are in place to repurpose some of the
child care spaces available in our Board. The end result will be spaces to accommodate younger children (toddlers) where
there is an identified need.
8 | Upper Grand District School Board
Going beyond the borders of the traditional classroom
B
eyond Borders offers active, involved, community-minded
environment for an off-site program as it is close to the
Grade 12 students a unique, integrated and experiential
downtown area, which allows for working partnerships with
opportunity. It combines Business, English, Philosophy,
community businesses.
Business Media, Functions and Leadership learning with a focus on
globalization, technology and social responsibility.
Students travel to Camp Tawingo in Huntsville for leadership
development training and the camp experience. They
participate in numerous business competitions throughout
the semester and explore the business practices of
New York City, downtown Toronto, Hamilton, Guelph and
more.
Another focus of the program is having the students plan,
organize and lead socially responsible events. To support
their transition to post-secondary education, the Beyond
Borders students have numerous working projects in
partnership with the University of Guelph.
The program currently runs out of the Guelph Youth Music
Centre. This location provides the perfect community
Creating a passion and commitment for learning
For the Love of Literacy
Approximately 200 grade 7 - 12 educators from Upper Grand and other school boards attended
the Literacy Symposium, “For the Love of Literacy”, to explore effective practice in instruction in
literacy for adolescents. Hosted by the Student Success Literacy Sub-Committee, the symposium
focused on creating a deeper understanding of the adolescent learner’s needs as supported by
the Ministry of Education’s Adolescent Literacy Guide.
The theme of the symposium was “Effective Practice in Literacy for the Adolescent Learner”. Upper Grand educators
presented 17 practical workshops that connected with at least one of the key components of the Adolescent Literacy Guide:
metacognition, critical literacy, questioning, strategy, or voice & identity. Additionally, the two Keynote Speakers were well
received by participants: Lucy West engaged educators in deep thinking and discourse to kick off the day, while Kathleen Gould
Lundy used humour, wonderful stories, poetry, and several talk structures in her keynote to close the symposium.
Feedback was positive and centred around the topics of accountable talk and learning for deeper understanding. After
participating in UGDSB workshops, guests from other boards said “UGDSB teachers are awesome!” (York CDSB participant)
and, “I have found the day very useful in embedding leading literacy strategies with other programs; Lucy West was great, but
your own UGDSB folks’ workshops were of a very high calibre” (Durham DSB participant).
Annual Report 2014 | 9
The world comes to Upper Grand
The Upper Grand District School Board hosted over 100 international students recruited from a variety of countries including China,
Germany, Viet Nam, the Czech Republic, Mexico, Japan and Brazil during the 2013-2014 school year. These students became part of the
student bodies at JF Ross CVI, Guelph CVI, Centennial CVI, Centre Wellington DHS, and Norwell DSS. These students come for two
main purposes. Many of them want to successfully complete the requirements to graduate from our secondary schools and pursue
post-secondary education in Canada. However, other students are here to practice and improve their English. All of our students enjoy
developing a greater understanding of Canadian culture.
Aside from their academic endeavours, these students had the opportunity to participate in extracurricular activities within their
schools and cultural outings with the International Student Program staff, to places such as the Toronto Christmas Market, the CN
Tower, Niagara Falls and a tour through the Sugar Bush. The ISP provides language support to ensure the success of the students.
Our youngest group of international students visited the Upper Grand District School Board for one month. These students were from
a private school in Bogota, Colombia. Our visitors were paired with student buddies at Princess Elizabeth Public School, Montgomery
Village Public School, Island lake Public School and Credit Meadows Elementary School. The students and coordinators had a good
time, made many good friends and gave our school district and host families a big thumbs up. As a result three more groups will visit
the UGDSB in 2015.
A student from Midorioka High School in Japan and
a Centennial CVI student use a hand auger to tap a
maple tree at Camp Edgewood on March 25, 2014.
Students also experienced log sawing and the woodfired evaporator, and sat down to a pancake lunch.
10 | Upper Grand District School Board
More students are taking co-op
Why take a Co-operative education program? As a student
you can earn secondary school credits while completing a
work placement. Co-op is a growing and popular program
with 1,472 students enrolled last year. Over the last
decade, the number of students taking co-op has grown
by over 50 per cent.
The success of the program has numerous impacts on
students. Experiential learning allows them to integrate
the theory they learn in the classroom with experiences
in the community. Through co-op, students develop and
refine the skills needed to manage in current workplaces
and adhere to workplace standards. Co-operative
education is an important component of the supports
offered to Supervised Alternative Learning (SAL) and recall students, helping those who have left school without graduating to earn
credits while working.
Co-op teachers in the UGDSB have worked collaboratively to meet the needs of 21st century learners by using blended learning, a
combination of classroom and online education. Feedback from students and teachers has been positive and this continues to expand.
The UGDSB model has led to cross-school Professional Learning Communities and has been shared with co-op teachers in other
boards.
As always, there remain challenges. Finding enough placements is an ongoing concern. Our co-op teachers work to maintain positive
employer relationships and to support their students. The UGDSB enrolment and success rates for students in co-op show the positive
outcomes they achieve.
What is eLearning?
E-Learning is best described as learners taking courses developed and delivered by qualified Ontario teachers in a secure, digital
learning environment. Their progress is consistently monitored, as it would be in a classroom. Upper Grand secondary students
access e-Learning courses through a provincially-licensed Virtual Learning Environment. These courses offer students flexibility in their
pace, place and timing, giving them more learning opportunities while they work towards graduation.
Since 2008, the Upper Grand DSB has been a member of the Ontario e-Learning Consortium (OeLC). Through this partnership,
we provide our current secondary students with access to over 450 available courses. This large pool of options gives students
the opportunity to learn what they need, when they need it and where they need to access it from. In addition to being a benefit to
students, this partnership has also assisted in improving teacher practice in our board by connecting our teachers with a province-wide
learning network.
Through this learning network and ongoing professional learning with our e-Learning teachers, we have continued to see success rates
in our eLearning courses increase over the past few years - a gain of 5 percentage points from 2012-13 to 2013-14. During the 2013-14
school year, students earned over 350 credits through e-Learning provided by the UGDSB. As the needs of our students continue to
change over time, e-Learning is just one more way to provide them with flexible learning opportunities.
Annual Report 2014 | 11
Primary EQAO Results: Grade 3
Province Wide: UGDSB compared to the provincial highest, average and lowest English-language
board level results, based on the percentage of students at Levels 3 and 4, 2009-2014.
2009-10
Student Achievement
UGDSB
64%
2010-11
64%
2011-12
67%
2012-13
68%
2013-14
Highest
75%
77%
80%
80%
79%
Average
62%
65%
66%
68%
70%
Lowest
41%
46%
44%
45%
49%
2009-10
2010-11
2011-12
UGDSB
66%
73%
73%
2012-13
74%
2013-14
85%
89%
91%
88%
89%
Average
70%
73%
76%
77%
78%
Lowest
44%
46%
44%
50%
55%
2009-10
2010-11
2011-12
2012-13
2013-14
68%
67%
67%
Writing
72%
Highest
UGDSB
Reading
66%
64%
Math
60%
Highest
83%
83%
83%
82%
81%
Average
71%
69%
68%
67%
67%
Lowest
48%
52%
38%
40%
49%
Board Wide: UGDSB girls, boys, students with special needs and English Language Learners
(ELL), based on the percentage of students at Levels 3 and 4, 2009-2014.
2009-10
2010-11
2011-12
2012-13
2013-14
Female
70%
70%
74%
73%
70%
Male
58%
59%
61%
63%
63%
Special Ed.
32%
30%
33%
38%
38%
ELL
23%
34%
39%
21%
N/A
2009-10
2010-11
2011-12
2012-13
2013-14
Female
75%
80%
81%
81%
78%
Male
58%
65%
65%
66%
66%
Special Ed.
46%
51%
51%
52%
52%
ELL
38%
55%
51%
26%
N/A
2009-10
2010-11
2011-12
2012-13
2013-14
Female
68%
67%
68%
64%
61%
Male
68%
67%
65%
64%
59%
Special Ed.
36%
35%
39%
33%
30%
ELL
34%
40%
50%
24%
N/A
12 | Upper Grand District School Board
Reading
Writing
Math
Junior EQAO Results: Grade 6
Province Wide: UGDSB compared to the provincial highest, average and lowest Englishlanguage board level results, based on the percentage of students at Levels 3 and 4, 2009-2014.
2009-10
UGDSB
74%
2010-11
73%
2011-12
76%
2012-13
76%
2013-14
Highest
82%
85%
86%
88%
93%
Average
72%
74%
75%
77%
79%
Lowest
55%
58%
61%
51%
55%
2009-10
2010-11
2011-12
2012-13
2013-14
UGDSB
69%
68%
71%
70%
83%
84%
86%
89%
91%
Average
70%
73%
74%
76%
78%
Lowest
46%
55%
54%
48%
49%
2009-10
2010-11
2011-12
2012-13
2013-14
59%
53%
54%
Writing
75%
Highest
UGDSB
Reading
79%
52%
Math
50%
Highest
76%
76%
72%
72%
68%
Average
61%
58%
58%
57%
54%
Lowest
43%
38%
35%
23%
18%
Board Wide: UGDSB girls, boys, students with special needs and English Language Learners
(ELL), based on the percentage of students at Levels 3 and 4, 2009-2014.
2009-10
2010-11
2011-12
2012-13
2013-14
Female
80%
78%
82%
80%
84%
Male
69%
68%
70%
72%
74%
Special Ed.
36%
34%
44%
46%
49%
ELL
25%
36%
47%
43%
N/A
2009-10
2010-11
2011-12
2012-13
2013-14
Female
80%
78%
83%
82%
84%
Male
59%
59%
60%
58%
64%
Special Ed.
30%
28%
39%
36%
43%
ELL
54%
31%
53%
50%
N/A
2009-10
2010-11
2011-12
2012-13
2013-14
Female
62%
56%
58%
53%
53%
Male
56%
51%
50%
51%
47%
Special Ed.
19%
15%
21%
20%
16%
ELL
42%
27%
33%
33%
N/A
Reading
Writing
Math
Annual Report 2014 | 13
Secondary EQAO Results: Grades 9 & 10
Province Wide: UGDSB compared to the provincial highest, average and lowest English-language
board level results, based on the percentage of students at Levels 3 and 4, 2009-2014.
2009-10
Student Achievement
UGDSB
86%
2010-11
85%
2011-12
87%
2012-13
87%
2013-14
88%
Highest
90%
92%
91%
92%
94%
Average
82%
83%
84%
84%
85%
Lowest
53%
60%
55%
53%
66%
2009-10
2010-11
2011-12
2012-13
2013-14
UGDSB
48%
52%
53%
52%
63%
60%
75%
64%
80%
Average
40%
42%
44%
44%
47%
Lowest
25%
30%
30%
22%
23%
2009-10
2010-11
2011-12
2012-13
2013-14
85%
84%
84%
82%
Academic
Applied
59%
Highest
UGDSB
Grade 9 Math
Grade 10 OSSLT
(first time eligible)
82%
Highest
92%
91%
90%
91%
91%
Average
84%
83%
82%
82%
83%
Lowest
69%
72%
69%
64%
65%
Literacy
Board Wide: UGDSB girls, boys, students with special needs and English Language
Learners (ELL), based on the percentage of students at Levels 3 and 4, 2009-2014.
2009-10
2010-11
2011-12
2012-13
2013-14
Female
83%
83%
86%
86%
87%
Male
88%
87%
88%
89%
89%
Special Ed.
83%
81%
80%
80%
81%
ELL
88%
N/A
100%
83%
89%
2009-10
2010-11
2011-12
2012-13
2013-14
Female
43%
52%
53%
49%
58%
Male
53%
68%
52%
52%
53%
Special Ed.
38%
48%
42%
43%
N/A
ELL
46%
N/A
10%
20%
52%
2009-10
2010-11
2011-12
2012-13
2013-14
Female
88%
87%
90%
89%
88%
Male
83%
80%
78%
76%
76%
Special Ed.
48%
48%
52%
48%
47%
ELL
71%
81%
62%
83%
74%
14 | Upper Grand District School Board
Grade 9 Math
Academic
Applied
Grade 10 OSSLT
(first time eligible)
Literacy
Energizing Staff
Leadership development strengthens our future
The Upper Grand District School Board has a strong history
This year our Leadership Development Programs were
of effective leadership development and succession planning.
expanded to provide workshops on leadership development
Participation in our leadership development programs continues
for experienced administrators. The focus of study for our first
to grow and we are very pleased with the number of staff
session was on leading with technology to support instructional
interested in system and administrative leadership positions.
leadership.
Our Board Leadership Development Strategy focuses on
supporting the development of our leaders through strong
mentorship programs, professional learning opportunities and
by providing staff the time and tools necessary to be successful.
Our Cycle of Training program, which focuses on operational
and managerial training for system and school leaders was
revised this year to enhance the focus on Safe and Inclusive
Schools and on effective timetabling strategies for secondary
With several retirements and four new schools opening there
administrators. The Cycle of Training for new administrators and
was a greater than usual need for new administrators in 2014.
system managers will continue to serve as a model providing
We expect to continue to see a trend of retirements over the next
the necessary operational knowledge, skills and resources to our
three to four years and have adjusted our succession planning
new administrators and management.
supports and training to ensure we can meet the needs in our
schools during this time.
Annual Report 2014 | 15
Initiatives to support staff
During the 2013-2014 school year the Board continued to promote initiatives that supported
staff in developing skills, enhancing collaboration and fostering student success.
Annual Learning Fair inspires and energizes
Just before school started in September we saw over 400 staff come together to explore how students’ mindsets and
physical and mental health affects their learning. The theme of this year’s Learning Fair was: “Learning and the BrainFostering Healthy Minds for Student Success”. Teachers from across our system and guest experts in the field shared
their experience and knowledge on supports for mental health in schools, strategies for motivating reluctant learners,
how attitude affects learning, and explored how an understanding of cognitive development can shape effective
instruction in our classrooms.
Staff always come away from our annual Learning Fair energized and equipped with innovative and inspirational
solutions to the challenges of today’s diverse classrooms. We are continually impressed with the interest and passion
of our system’s educators to come together before school starts to share effective practices and collaborate together to
expand their learning networks.
Energizing Staff
OISE professors work with technology teachers from across the board
The Instruction Committee hosted Upper Grand’s first Technological Teacher
Symposium in 2013. The TTS featured Dr. Barrie Bennett and Garfield GiniNewman, both OISE professors, working with our technology teachers from across
the board on classroom instruction and assessment practices. In the Spring of 2014
Barrie Bennett returned to offer three regional Tech Teacher CLiCs (Collaborative
Learning in the Classroom), giving Tech Teachers at every secondary school an
opportunity to learn instructional strategies and best practices for classroom
management.
Holistic approach to employee wellness leads to positive changes
Now in its third year, the Staff Wellness Program has continued to focus on key areas such as Stress Management,
Nutrition and Improved Sleep − providing staff with practical techniques to make significant improvements in these
areas. Workshops focusing on increasing personal resiliency have been added to augment programs already in
place. Participants in all of the workshops, which are provided by recognized leaders in their field, have consistently
indicated that the skills learned are highly relevant and easy to implement in their day to day lives. In order to provide
a variety of methods to improve overall staff health and well-being, the program has been expanded to include a fitness
component. Yoga, learn to run and fitness boot camps have been offered at various locations by qualified instructors
and these programs have been filled with people looking for all of the benefits that exercise provides. At a number of
locations, participants have continued on with a fitness program independently.
The combination of these programs is intended to provide a platform that promotes a holistic approach to wellness to
ensure that all staff are at their best, not only to the benefit of the individual but also to help them promote optimum
student success.
16 | Upper Grand District School Board
Initiatives to support staff
Reducing accidents through a comprehensive Health and Safety Program
Health and Safety for Upper Grand District School Board employees and students depends on a functioning and successful Internal
Responsibility System. Our workforce is engaged and committed, from the Senior Management Team, Administrators, the Joint Health
and Safety Committee down to all employees. Staff and students recognize the importance and necessity of reporting and correcting
workplace / classroom hazards to ensure the safety and protection of everyone. Year over year we reduce workplace accidents and
enforce safety compliance that is required in both the elementary and secondary curriculum.
Upper Grand prides itself on its comprehensive early and safe return to work program which provides injured or ill workers with
necessary accommodations that ensure the expedient and safe return to work. Through this program our students have consistency
in the delivery of their education and staff knows there is a board-wide commitment to their health and appreciation of their
contributions.
Teachers at all grade levels taking aim at math
W
e are committed to improving our Board’s EQAO scores
elementary and secondary schools coming together to learn
in Mathematics and have taken a number of steps to
about the Collaborative Learning in Classrooms Approach.
reach our goal.
This initiative gave teachers in Grades 6 through 10 a chance
All elementary schools are now required to develop a Math
Action Plan focused on their students’ needs. Increased
professional development and support has been provided to
schools where a high number of students are struggling in
mathematics.
Resources and training on how to use diagnostics in
mathematics for early and ongoing intervention is being
provided to teachers.
to collaborate, co-plan, co-teach and co-reflect on the use of
specific high-yield instructional strategies and mathematical
concepts that they had chosen as a team. Teachers had the
opportunity to work within both elementary and secondary
classrooms, to teach and reflect on the student engagement,
learning, and consolidation of mathematical concepts.
Additionally, Math “Synergy Days” and after-school workshops
took place around the Board for schools not involved in the
BIP initiative; elementary and secondary teachers as well as
Four full day sessions focusing on best practices in
administrators met to co-learn, addressing how the curriculum
mathematics have included 29 elementary schools and their
develops from Grades 6 through 8. The primary focus areas
partner high schools.
were diagnostic materials, assessments in different programs
In secondary schools, teachers from all subject areas had
opportunities to think about how they could use their subject
area and classroom time to help develop numerically literate
students. Teachers were encouraged to think about how they
might incorporate critical thinking and financial education into
their subject areas so that students will be able to make wellfounded decisions for their futures. Many secondary schools
convened cross-curricular numeracy committees to examine
the role of numerical fluency in all subject areas.
Teachers of mathematics also had many opportunities to
and EQAO assessments at the Grade 6 and 9 levels. Additional
sessions focused on current pedagogy in mathematics
(such as teaching through problem-solving using a threepart lesson), effective instructional strategies, mathematical
literacy in students,
developing a
growth mindset,
and engaging
students in relevant
challenging
mathematics.
work collaboratively to develop effective strategies for math
instruction. The Building Innovative Practice (BIP) initiative
included teachers and administrators from 16 different
Annual Report 2014 | 17
Teachers who inspire through excellence
C
harles Benyair, Specialist High Skills
Major (SHSM) Lead for the Upper Grand
District School Board was presented with
the 2013 Innovative Management Gold Award
from The Institute of Public Administration of
Canada at the March 2014 meeting of the Program
Committee. The IPAC award celebrates innovation
by encouraging and recognizing people for creative
D
ianne Chadder not only leads by example,
but she also demonstrates a strong
commitment to school safety.
On June 11, 2014, CAA South Central Ontario
(CAA SCO) honoured the elementary school
teacher with the School Safety Patrol
Supervisor of the Year Award.
and effective ways of doing things. SHSM is a
The purpose of the award is to recognize
program that allows high school students with a
a Patrol Supervisor that demonstrates
career path in mind to pursue their interest and
leadership qualities, safety skills, dedication,
acquire on-the-job experience. Under Benyair’s
morale building and a desire to advance the
leadership the SHSM program at Upper Grand has
educational and safety benefits of patrollers.
become one of the most successful in the province,
with over 27% of Grade 11 and 12 students enrolled
in 75 programs.
Chadder, a Grade 5/6 teacher at Willow Road
Public School in Guelph, has dedicated over
10 years to the CAA School Safety Patrol
Energizing Staff
program. Currently, there are over 1,100 safety
patrollers participating in the program in
Guelph.
“Dianne Chadder is a true role model and
mentor. Chadder has done an outstanding
job as a Patrol Supervisor. She has instilled
leadership and safety in the foot patrollers at
Willow Road Public School,” said Leslie Rocha,
Community Relations Specialist, CAA SCO.
Student Success Lead Carlo Zen, Charles
Benyair and Trustee Marty Fairbairn
B
renda Sherry, an itinerant technology
teacher, was the recipient of the 2014
YMCA-YWCA of Guelph Women of
Distinction Award in the Information Technology
category.
Sherry has been a popular and inspiring coach
and mentor to many teachers in the board,
exploring and innovating with technology to
enhance student learning. In 2012-2013 Sherry
was a recipient of UGDSB’s Everyday Heroes
Award. In September 2014 Brenda Sherry
was appointed vice-principal at École Edward
Johnson Public School.
18 | Upper Grand District School Board
Public Confidence
2014 Everyday Hero Awards, honouring those who
make a difference
2014 AWARD RECIPIENTS
Shawna Brailsford, ECE, Laurelwoods ES, Amaranth
The Sullivan Family – Andrew, Catherine and sons Sam, Jack
and Ben, school volunteers, Westwood PS, Guelph
Renate Smith, OC, and Kathy Dalziel, Nicole Hammond-
Breese, Rhonda Alaire and Kristy Shellhorn, parent volunteers,
Brant Avenue PS, Guelph
Jessica Rowden, teacher, Wellington Heights SS, Mount Forest
Martha MacNeil, Parent Involvement Committee (PIC) Co-chair
and parent volunteer at Victory PS, Guelph
Trevolyn Louttet, EA for English Language Learners, Mitchell
Woods PS, Guelph
Deb Drake, parent volunteer, Rockwood Centennial PS
Kathy Cunningham, EA, Elora PS
Alison Moutrey and Trish Tworeck, EAs, East Garafraxa PS
The Upper Grand District School Board celebrates the unsung heroes of the school system who go out of their way
to make a difference in the lives and learning of students through the Everyday Hero Awards. The program is sponsored by the board’s trustees.
The key criteria for the awards are:
•
•
•
•
Performance of duties at a high level at all times
A significant school and/or system-related achievement
A specific innovation or achievement of significant value or importance to the system
A unique circumstance considered worthy of recognition by the Board
Annual Report 2014 | 19
Four new elementary schools complete FDK Plan
Full Day Kindergarten (FDK) is a provincial initiative
to offer a full-day of classroom education for
four and five-year-olds. The change from halfday instruction effectively increased the Board’s
full-time enrolment by about 10 per cent of the
elementary panel, or about 2,200 students. To
accommodate these students, and also in response
to high growth areas such as East Guelph and
Shelburne, the Board developed the FDK Capital
Plan, a multi-year project involving renovations, additions and new schools. The plan was completed in September
2014, on time and within budget, with the opening of four new schools: William C. Winegard PS in Guelph (498 pupil
places), Ecole Arbour Vista PS in Guelph (449 pupil places), Spencer Avenue Elementary School in Orangeville (308
Public Confidence
pupil places) and Ecole Harris Mill Public School in Rockwood (308 pupil places).
UGCloud, B.Y.O.D. and computer refresh programs
The Upper Grand District School Board continues to be
collaboratively together, store their work and to provide
a leader in providing cutting edge technology to staff
feedback on student work.
and students. Ensuring our infrastructure and wireless
network remains reliable and accessible to all has been a
major focus for I.T. staff this past year. With this safe and
secure network in place, staff and students have been
able to take full advantage of the over 10,000 pieces of
digital technology at their disposal and to leverage the
benefits of a robust B.Y.O.D. (Bring Your Own Device)
program.
We anticipate that we will continue to see the trend away
from desktop computing to more mobile devices over the
next few years. In anticipation of this growth in the use of
mobile technology we will continue to focus on strengthening and enhancing our wireless environment to ensure
staff and students have safe and secure access to data
and applications.
Our school board welcomes the use of personal
technology as learning tools in our classrooms and
students have enjoyed learning about how their own
technology can support and enhance their academic
success. Training continued throughout the year on
Digital Citizenship, Internet Safety to further support the
successful implementation of this initiative.
This year also saw the incredible expansion of the use of
our UG Cloud learning platform for staff and students.
Daily use of our Cloud environment has increased from
an average of 13,000 users in September 2014 to over
20,000 users a day. Students and staff can access this
platform from a variety of devices and are using it to work
20 | Upper Grand District School Board
MIchelle Campbell, Supervisor of Library
and Media Services, presented UG2GO
to parents at the board’s first “Digital
Saturday” event at École King George
Public School in March 2014.
The UGDSB is Going Green!
Our environmental vision: By the 2017-18 school year the Upper Grand
District School Board will be a community leader in environmental
stewardship and sustainability. Students and staff in all schools and
board departments will work together with our community partners
to become environmentally responsible citizens in a safe, healthy and
sustainable environment.
New Environmental Action Plan
The UGDSB Environmental Education and Management Committee has developed a new
Environmental Sustainability Action Plan that details specific steps on how to encourage
Grade 9 student Hannah
Litzen with her winning
slogan.
sustainable environmental approaches. Not only will the plan lead to improved environmental stewardship, it will also promote
improved energy conservation measures board-wide.
Environmental slogan contest
To launch its new, board-wide focus on environmental stewardship, the UGDSB held a slogan contest for all students. All schools
were invited to submit their top two entries. Centre Wellington DHS grade 9 student Hannah Litzen in Fergus wrote the winning
entry, selected as the favourite by the board’s environment committee: Live Green. Learn Green. Go Green.
New school ground greening committee
In order to meet the demand of the increased interest by schools to create natural playscapes to enhance the learning and wellbeing of their students, a new School Ground Greening Committee was formed to support UGDSB schools in following best
practices in completing greening projects. The committee includes representation from all stakeholder groups and is working to
streamline the process for schools to effectively plan, design and install their greening projects.
Parent Involvement Committee
P
articipation and interest in our Parent Involvement
schools had time to identify obstacles to successful home-
Committee (PIC) continues to grow! We are very pleased
school partnerships and brainstorm solutions on how to
with the commitment and engagement of families in our
work together to overcome these barriers. Following the
school communities and their willingness to support initiatives to
keynote address participants had an opportunity to take part
facilitate the involvement of parents and guardians in their child’s/
in additional breakout sessions on best practices related to
children’s education. While most meetings are held at the board
running effective School Councils.
office, this past year PIC traveled to Elora P.S. and Credit Meadows
E.S. in Orangeville.
The annual Spring Event was once again hosted at College
Heights Secondary School. Over 200 school council and
staff representatives from across the district came together
to explore ways to improve communication by leveraging a
variety of social media tools. Our guest speaker was Joe
Mazzo. Joe works as a school administrator and has a
PIC members are also representatives on several other
system level committees including our Safe, Equitable and
Inclusive Schools Steering Committee and our Mental Health
Committee. The dedication of our PIC members and their
continued focus on communication and strengthening the
links between home and school undoubtedly goes a long way
towards supporting student achievement and success in
schools.
passion for breaking down barriers to parent engagement
and communication. Teams of parents and staff from
Annual Report 2014 | 21
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Upper Grand District School Board,
500 Victoria Road N., Guelph, Ontario
(t): 519-822-4420
(e): inquiry@ugdsb.on.ca