Upper Grand District School Board
Director’s Annual Report 2011
1
Upper Grand District School Board
The Road Ahead
Multi-year action plans
guide the way forward
In 2009-2010 the Board invited input form a wide variety of stakeholders to
assist with the review of its vision, mission and guiding principles. Stakeholder
input was also used to develop strategies in three areas:
99 High levels of student achievement
99 Energizing staff
99 Public confidence
Vision
Statement
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.
The result was the Board’s three year Strategic Plan (2010-2013), featuring multiyear action plans with measurable outcomes established for each strategy.
Program Department staff, along with Director of Education Martha Rogers and
the Superintendents of Education, met with the Ministry on several occasions
to address the literacy and numeracy initiatives of the plan, share goals and
progress, and seek further guidance.
The Board Improvement Plan for Student Achievement has three pillars:
“Literacy/Numeracy”, “Pathways”, and “Community, Culture and Caring”.
For Literacy/Numeracy, specialized training and skill-sharing sessions are
helping teachers to update their instructional practices in math and language.
The Board provides professional development days throughout the school year,
and on-going training and support using Peer Coaching and Collaborative
Inquiry models that include curriculum leaders, literacy and tech coaches, and
student work study teachers.
The major strategies of the Pathways pillar include Credit Recovery, Specialist
High Skills Major, and the Co-op Recall programs. These programs have
improved success rates and increased credits earned. Other re-engagement
approaches include the Continuous Intake Co-op and Young Parent Education
programs.
Steps taken to further close the learning gap through the Community Culture
and Caring pillar include mental health supports, assistive technology, and
support through Student Success Leadership Teams.
To view the UGDSB Strategic Plan 2010-2013 visit: www.ugdsb.on.ca/plans
2
Upper Grand District School Board
Message
from the Director of Education
Welcome to the 2011 Director’s Annual Report for the Upper Grand District
School Board. In these pages you will get a glimpse of the many programs and
initiatives underway at our schools.
In our Board we have many bright stars, a galaxy of individuals who bring their
unique qualities, knowledge, energy and skills into our schools every day. There
are caring and dedicated people working at every level of our organization. They
demonstrate commitment and lead by example through every action they take.
You may wonder – how do they do it? We live in a time when the world is
ravaged by social and political unrest, economic upheaval and escalating threats
to our environment. Why do we not fall prey to cynicism and despair? Why is
the phrase “every man for himself ” not a part of our vocabulary?
I think there are two key reasons.
One is our respect for differences. The Upper Grand District School Board has
embraced diversity and inclusion. It’s in our policies. The recognition that every
student is a unique individual who is capable of success is at the heart of our
instructional strategies. We don’t give up on kids, as we see with programs such
as “Youth Options” and “Give Yourself Credit”. New technologies are helping
students with special needs work at grade level. In the 2010-2011 school year the
Upper Grand Student Senate got behind the pink t-shirt “Speak Out” campaign
against bullying, a truly inspiring moment in the history of our Board.
Our other defense against cynicism is that we are not in this alone. One of
the guiding principles of our Strategic Plan is that “continuous professional
development supports life-long learning.” Learning and growing at every stage of
a career fosters openness to new ideas. We have much to learn from others, and
they from us.
Of course we often have cause to celebrate the individual accomplishments of
our bright stars, and so we should. Bravo, to every one of you! It is so wonderful
to have you on our team – sharing, collaborating, and making such a difference
in the lives of our students.
Martha Rogers
Director of Education
Upper Grand District School Board
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Upper Grand District School Board
Message
from the Chair of the Board
Canadian educator and philosopher Marshall McLuhan once said, “We look at
the present through a rear-view mirror. We march backwards into the future.”
McLuhan’s ideas have always challenged us to think about how we interact with
the world. His rear-view mirror concept was perhaps critical of our tendency
to look on the past with a sense of warm nostalgia. When we view a piece of
art by a young child, for instance, our hearts are warmed by its innocence
and primitive expressiveness – it reminds us of the carefree days of our own
childhoods. We “see” the art through the lens of our own past experiences.
You might think of the Director’s Annual Report as a look backwards, but with
apologies to McLuhan, it is always something I look forward to. I admit it – I do
get a warm feeling. It’s one of pride, for all the past accomplishments of students,
parents, staff, volunteers and trustees.
Glancing into the rearview mirror also fills me
with a feeling of
hopefulness, because I
know that whatever
challenges we face in the
future will be met by
caring, compassionate
and capable people who
have proved their worth
time and time again.
I do believe that our Board, under the leadership and guidance Director of
Education Martha Rogers, is one of the best managed in Ontario. We are all the
beneficiaries of Martha’s years of experience as a teacher and an executive.
On behalf of the Board of Trustees I wish to thank each and every person who
has contributed to the success of our students.
Bob Borden
Chair
Upper Grand District School Board
Illustration by Andrea Josesph, andreajoseph24.blogspot.ca
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Upper Grand District School Board
By the numbers
Schools
as of October 2011
59 Elementary
11 Secondary
4 Continuing Education Sites
Students
21,833 Elementary
20,180 Elementary – Full Time
Equivalent
Parent involvement key
to student success
At the Upper Grand District School
Board we are focused on creating
a safe and enriching learning
environment for every student. We
know, however, that what happens in
the classroom is not the beginning
and end of a child’s education.
Thousands of volunteer hours
contributed to schools every year by
involved and engaged parents play a
critical role in the success and wellbeing of every student.
At the District level the Parent
Involvement Committee (PIC) brings
together parent representatives from
school councils, teachers, trustees, a
superintendent and the Director of
Education to discuss issues of concern
to parents, and to organize events that
help to support and encourage school
councils. One of the achievements
of PIC in 2010-2011 was to improve
communications with the launch of a
new website at www.ugdsb.on.ca.
Parents who become members of
school councils are at the heart of the
volunteer effort at schools, organizing
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events and raising thousands of
dollars for such things as creative
playgrounds and environmental
greening projects.
Examples of other initiatives hosted
or supported by school councils:
99 internet safety presentations
99 read-a-thons
99 BBQs and fun days
99 school and book fairs
99 natural landscaping and gardens
99 Scientists in the Classroom
99 birthday books
99 music programs
99 motivational speakers
99 anti-bullying efforts
99 parent resource libraries
99 parent workshops
99 support for ESL parents
99 teacher appreciation luncheons
99 kindergarten teas
99 friendship skates
The Board thanks every parent who
contributes their time, energy and
skills to making our schools better
places to learn.
170 Elementary – Self Identified
Aboriginal
2,064 Elementary students whose first
language is not English
12,243 Secondary
11,882 Secondary – Full Time Equivalent
44 Secondary – Self Identified
Aboriginal
1,099 Secondary students whose first
language is not English
90% Primary classes with 20 or
fewer students (excluding Full Day
Kindergarten)
77.8% Upper Grand students who have
completed 16 credits by the end of their
second year in secondary school
2011-2012 Budget
Total Operating - $322,711,226
Classroom Instruction - $236,434,098
(includes teachers, EAs, ECEs, professionals
and para-professionals, textbooks and
classroom supplies)
Capital - $7,939,679
Non-classroom - $85,429,628
(includes principals/vice-principals, office
co-ordinators, consultants, transportation,
trustees and adminstration, school
operations and continuing education)
Upper Grand District School Board
Excited about
Full Day
Kindergarten
In September, 2010, our Board began
offering the Full Day Kindergarten
program (FDK) in 13 schools as
part of a province wide five-year
implementation plan. We now have
1,020 students enrolled.
providing students with tasks that ask
them to enquire, explore and discover.
With two qualified professionals in
the classroom for the full school day
there is also more time for individual
and small group instruction.
Teachers and early childhood
educators (ECEs) are working
together to help our youngest
students learn during the regular
school day. These educators have
complementary skills that create a
learning environment to support the
unique needs of each child.
Principals, teachers and ECEs
are excited to be learning too. As
FDK lays the foundation for lifelong learning for students, it also
invigorates the staff who are teaching
the program, challenging them to
learn new skills and techniques.
Board-sponsored professional
development opportunities give
kindergarten teachers and ECEs a
chance to improve their expertise
and learn through the sharing of
successful strategies.
Teachers and ECEs use an
instructional strategy called Play
Based Learning. It capitalizes on the
child’s natural inclination to play, by
FDK IMPLEMENTATION
Year One 2010-11
Arthur
Brant Avenue
Drayton Heights
Erin
Gateway
Grand Valley
John Black
Laurelwoods
Minto-Clifford
Princess Margaret
Priory Park
Victoria Cross
Willow Road
Year Two 2011-12
Centennial Hylands
Laurine Avenue
Parkinson Centennial
Tytler
Victoria Terrace
Year Three 2012-13
Aberfoyle
Brisbane
Central
F.A. Hamilton
Hyland Heights
June Ave.
King George Holding
School (from Laurine Ave.
and Edward Johnson FI
Boundary Review)
Ottawa Crescent
Palmerston
Ponsonby
Primrose
Taylor Evans
Waverley Drive
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Upper Grand District School Board
First Nation, Métis and
Inuit education
Upper Grand District School Board continues to move forward in improving
academic achievement for our First Nation, Métis, and Inuit students. The three
key goals of the First Nation, Métis and Inuit Framework are:
1) High levels of student achievement
A number of strategies have been put in place to help build capacity for effective
teaching, assessment, and evaluation practices.
Teacher professional development is being provided to promote the awareness
and effective use of resources that promote student learning of contemporary
and traditional First Nation, Métis, and Inuit cultures, histories, and perspectives. Professional development initiatives that have supported this goal include:
99 targeted professional development for teachers in the form of
sponsorship to attend conferences
99 providing professional development to all elementary teacherlibrarians focusing on the effective use of the Teachers’ Toolkit
curriculum resource document
99 hosting the Toronto regional professional learning communities
focusing on Native Studies program delivery
99 the provision of workshops focusing on elements of the Policy
Framework at regional and school-based professional development
sessions
99 conducting a two day workshop for all Section 23 staff centered on
Working with and Empowering Aboriginal Youth
99 provision of ongoing support for the implementation of the Policy
Framework document to teachers, school administrators and system
leaders; and
99 support to teachers in accessing resources related to the Policy
Framework.
2) Reduced gaps in student achievement
Board policies and procedures are in place to promote and carry out Aboriginal
Self-Identification. The data collected will help us identify the supports necessary to reduce gaps in student achievement.
Equity and
Inclusive
Education
Strategy
“Ontario’s Equity and Inclusive
Education Strategy will bring
educators together, at every level
of the education system, to identify
and remove discriminatory barriers
and provide supports so that
every student has the opportunity
to achieve to his or her highest
potential.” — Ministry of Education
At present, the Upper Grand District
School Board has policies, procedures
and guidelines in place that provide
strong foundations for an equitable
and inclusive workplace and learning
environment. In year three of our
four-year implementation plan,
the board has focused on working
with our school administrators and
assisting with implementing the
policies through school programs and
initiatives.
The Equity and Inclusive Education
policy, Religious Accommodation
Guidelines, and Equity Survey are
available on our website. We will
continue to review and revise this
policy, and parents and community
members are encouraged to fill out
the equity survey to provide feedback.
3) High levels of public confidence in public education
The Upper Grand District School Board has partnered with Anishnabeg Outreach in order to help foster supportive and engaged families and communities.
Additional supports were supplied to students through both a Native Youth as
well as Native Family Literacy programs.
Through support of school-based activities, staff and students have also helped
build capacity to support identity building, including the appreciation of perspectives, values, and cultures by all students and school board staff.
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Upper Grand District School Board
Re-engaging
students
Youth Options
The Youth Options Program,
located in Arthur, is designed to
aid Grades 6-12 students who have
been suspended or expelled. Classes
are held in a structured learning
environment and offer onsite
academic and socio-emotional
support, transition support upon
return to school, and are in
consultation with family, school, and
community agencies. Youth Options
also provides a comprehensive
intervention program that is meant to
minimize suspensions and expulsions.
This program is available for all
schools with students in Grades 6-12.
Special Education
Achievement through the use of technology
The use of technology has resulted in improved achievement and engagement
for students with special education needs. Students supported by Itinerant
Resource Teachers have shown significant gains in achievement through
the use of technology. Assessments results from fall of 2010 to the spring of
2011 showed strong gains in the quality and quantity of work produced. The
students said that they prefer to use computers because they could work on
the same material as their classmates; they had less anxiety about the work;
and the legibility of their written assignments improved. Special education
teachers reported that technology is a key to the success of students with special
education needs. Technology often helps students with special needs work at
grade level. EQAO results have improved for students with special needs as
technology is being used by students on a regular basis.
Mental Health wellness
The mental health wellness of students is fostered by support staff and teaching
staff. Two key resources used in the UGDSB are Collaborative Problem Solving
and MyHealth Magazine.
Restorative Practices
The Restorative Practices initiative is a
different way of dealing with conflict.
The victim and offender, as well as all
involved, are brought together and
can collaboratively fix the harm that’s
been done to the group. Training
for all staff has been provided with
additional training for new staff.
Give Yourself Credit
Give Yourself Credit, created by the
Board together with community
organizations to serve homeless
youth, is located in a unique setting
in Downtown Guelph. The program
assists students in completing credits
towards their OSSD, and offers life
and employment skills, community
involvement, career exploration,
money management and other
personal responsibilities.
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MyHealth Magazine, an online
magazine for educators and
secondary students, provides
interactive and accurate information
about mental health wellness and
general healthy living.
The Collaborative Problem Solving
approach was emphasized as a
key approach used to respond to
lagging skills in student behaviour.
This approach is promoted by our
Child and Youth Counsellors in collaboration with school staff and community
agencies. The Behaviour Intervention Program continues across the board at the
elementary level providing targeted support at schools for several weeks by three
Child and Youth Counsellors working in geographical regions of the board.
Supporting transitions
Upper Grand District School Board in collaboration with community agencies
created the video Toward Seamless Transitions to help families transition from
preschool to kindergarten. This video is used by community agencies to show
parents how services for children with special needs are provided in the school
setting. In addition, parents were given the Nipissing Developmental Scales
and information about community services during Kindergarten registration to
support transition planning.
Upper Grand District School Board
Student Success
Dual Credits are a bridge to college
The Dual Credit Program is a one semester program where students have the
option of taking a course offered by a college. A dual credit is a college course
that counts towards a student’s secondary school diploma and a college program.
Designed to encourage at-risk students to continue their education, the program
provides a powerful incentive to complete secondary school studies. About 87%
of local students who attempt a dual credit course are successful, more than the
provincial average. Students say the change in the learning environment and
adult atmosphere helps them to get a better understanding of what career they
would like to pursue.
Specialist High Skills Major opens doors
The Specialist High Skills Major (SHSM) is a ministry-approved specialized
program that allows students to focus their learning on a specific economic
sector while meeting the requirements for the Ontario Secondary School
Diploma (OSSD). SHSM helps students transition from secondary school to
apprenticeship training, college, university, or the workplace.
The SHSM program has been very successful at Upper Grand, with about 1,600
students enrolled. In September 2011 there were 67 SHSM programs offered at
11 secondary schools, covering 12 different sectors:
99
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99
99
99
99
Agriculture
Arts and Culture
Business
Construction
Environment
Health and Wellness
99
99
99
99
99
99
Horticulture and Lanscaping
Hospitality and Tourism
Information and Communications
Technology
Manufacturing
Sports
Transportation
Math homework help at your fingertips
Upper Grand was one of the first boards in Ontario to pilot “Homework Help”, a
website featuring free online math tutoring available five evenings a week. One
student who used the site said “Wow! I was amazed at this service, it really helps
when you need quick help, the tutors are patient and are very nice. LOVE IT!”
The website, a partnership between the Ministry of Education, the Independent
Learning Centre and participating school boards, is available at homeworkhelp.
ilc.org.
9
Student Trustee Alex Vander Vlugt
speaking at an anti-bullying assembly.
Photo by Jose Martinez.
Speaking out
The Upper Grand Student Sentate,
made up of school council
representatives from the Board’s
secondary schools, is a leading force
in the engagement of students in
social issues.
In April 13, 2011 thousands of
students wore pink “SO WHAT?”
t-shirts as part of Speak Out Day, an
annual day of action against bullying.
Student Trustee Alex Vander Vlugt
spearheaded the campaign with his
documentary film “Speak Out”. The
message struck a chord with anyone
who had been the victim of bullying,
a witness to bullying – or indeed, a
perpetrator.
Upper Grand District School Board
Environmental leaders of tomorrow
In April 2011 seventy student leaders from South Guelph
schools gathered for an EcoSchool Student Leadership
Conference at Rickson Ridge PS. Students came from
Aberfoyle PS, Centennial CVI, Jean Little PS, Kortright
Hills PS, Rickson Ridge PS, and Westminster Woods PS
to share their ideas about how to promote environmental
responsibility through the EcoSchool program.
The student conference included an opportunity for
students to share their school’s successes and challenges
around the four pillars of the EcoSchools program
(Waste Minimization, Energy Conservation, School Yard
Greening, and Ecological Literacy). Grade 12 students
from the Headwaters Program organized the conference
and provided their facilitation skills, motivational energy,
and musical inspiration.
Five of the schools are working towards Ontario
EcoSchool Certification for the first time this year. Ontario
EcoSchools is an environmental education program for
grades 1-12 that helps students develop ecological literacy
Photo by Brittany Slugoski
while engaged in practices to become environmentally
responsible citizens. Developed and run by school boards,
Ontario EcoSchools also helps improve school building
operations to reduce environmental impacts.
Students from Wellington Heights Secondary School
demonstrated their commitment to the environment
by constructing a huge snow sculpture in front
of their school. The Community Environmental
Leadership Program (CELP) is offered at six
schools in the Upper Grand District School Board.
Photo by David Griffiths
10
Upper Grand District School Board
Primary EQAO results
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, 20062011.
Grade 3 Reading
2006-07
2007-08
2008-09
2009-10
2010-11
UGDSB
62%
62%
60%
64%
64%
Highest
73%
73%
75%
75%
77%
Average
62%
61%
61%
62%
65%
Lowest
45%
49%
41%
41%
46%
2006-07
2007-08
2008-09
2009-10
2010-11
UGDSB
63%
62%
67%
66%
73%
Highest
79%
79%
82%
85%
89%
Average
64%
66%
68%
70%
73%
Lowest
46%
44%
40%
44%
46%
2006-07
2007-08
2008-09
2009-10
2010-11
UGDSB
70%
66%
67%
68%
67%
Highest
81%
80%
84%
83%
83%
Average
69%
68%
70%
71%
69%
Lowest
50%
51%
46%
48%
52%
Grade 3 Writing
Grade 3 Math
UGDSB girls, boys, students with special needs and English Language Learners (ELL),
based on the percentage of students at Levels 3 and 4, 2006-2011.
Grade 3 Reading
2006-07
2007-08
2008-09
2009-10
2010-11
Female
70%
67%
67%
70%
70%
Male
55%
57%
53%
58%
59%
Special Ed.
21%
21%
24%
32%
30%
ELL
31%
29%
36%
23%
34%
2006-07
2007-08
2008-09
2009-10
2010-11
Female
75%
69%
75%
75%
80%
Male
52%
56%
59%
58%
65%
Special Ed.
17%
35%
49%
46%
51%
ELL
51%
45%
42%
38%
55%
2006-07
2007-08
2008-09
2009-10
2010-11
Female
71%
66%
69%
68%
67%
Male
68%
65%
65%
68%
67%
Special Ed.
40%
28%
32%
36%
35%
ELL
53%
48%
50%
34%
40%
Grade 3 Writing
Grade 3 Math
11
Education Quality and
Accountability Office (EQAO)
Testing data
points the way
Reading, writing and math
assessments administered by the
Education Quality and Accountability
Office (EQAO) are used to identify
areas that require improvement – and
also show where strategies have been
successful.
In 2010-2011 we saw a jump in Grade
3 Writing results (up 7%), and a dip in
Grade 6 Math scores (down 6%). At
the secondary level, significant gains
made in Math over the last five years
were sustained.
During the year 20 schools focused
their professional learning for teachers on improving the numeracy skills
of their students. The commitment to
improved numeracy will be extended
to other schools this year.
Upper Grand District School Board
Targeted
improvement
Board Improvement Plan for
Student Achievement
The annual Board Improvement Plan
for Student Achievement (BIPSA)
is the starting point for improving
learning. Two of its goals are to reach
the Ministry of Education’s 75% target
on EQAO assessments for grade 6
reading, writing and mathematics
by 2012. and to help low performing
schools and students.
Schools in the Middle
Schools which have not significantly
improved their EQAO scores over
time are considered Schools in the
Middle (SIM). They receive focused
professional development for teachers
in literacy and math.
SWS Teachers
Student Work Study Teachers (SWST)
identify specific students in various
schools who need help to develop
strategies that will help them improve
their success not only on EQAO
assessments, but in their everyday
learning.
Literacy Coaches
A team of five literacy coaches travel
to identified low performing schools
providing specialized assistance to
classroom teachers in instruction and
assessment.
Reading Tutors
The role of the Reading Tutor is to
provide students identified as needing
one-on-one assistance with support to
improve their literacy skills.
12
Junior EQAO results
UGDSB compared to the highest, lowest and provincial average English-language
board level results, based on the percentage of students at Levels 3 and 4, 20062011.
Grade 6 Reading
2006-07
2007-08
2008-09
2009-10
2010-11
UGDSB
68%
69%
72%
74%
73%
Highest
74%
77%
79%
82%
85%
Average
64%
66%
69%
72%
74%
Lowest
54%
53%
53%
55%
58%
2006-07
2007-08
2008-09
2009-10
2010-11
UGDSB
61%
67%
65%
69%
68%
Highest
74%
79%
78%
83%
84%
Average
61%
67%
67%
70%
73%
Lowest
49%
52%
50%
46%
55%
2006-07
2007-08
2008-09
2009-10
2010-11
UGDSB
59%
60%
61%
59%
53%
Highest
71%
76%
76%
76%
76%
Average
59%
61%
63%
61%
58%
Lowest
46%
41%
47%
43%
38%
Grade 6 Writing
Grade 6 Math
UGDSB boys, girls, students with special needs and English Language Learners (ELL),
based on the percentage of students at Levels 3 and 4, 2006-2011.
Grade 6 Reading
2006-07
2007-08
2008-09
2009-10
2010-11
Female
73%
76%
79%
80%
78%
Male
64%
62%
65%
69%
68%
Special Ed.
34%
27%
30%
36%
34%
ELL
33%
29%
40%
25%
36%
2006-07
2007-08
2008-09
2009-10
2010-11
Female
72%
77%
78%
80%
78%
Male
50%
59%
54%
59%
59%
Special Ed.
21%
28%
24%
30%
28%
ELL
38%
38%
47%
54%
31%
2006-07
2007-08
2008-09
2009-10
2010-11
Female
59%
60%
63%
62%
56%
Male
59%
60%
59%
56%
51%
Special Ed.
28%
25%
24%
19%
15%
ELL
29%
25%
37%
42%
27%
Grade 6 Writing
Grade 6 Math
Upper Grand District School Board
Secondary EQAO results Erin DHS
UGDSB compared to the highest, lowest and provincial average English-language
board level results, based on the percentage of students at Levels 3 and 4, 20062011.
Grade 9 Academic Math
2006-07
2007-08
2008-09
2009-10
2010-11
UGDSB
77%
77%
83%
86%
85%
Highest
83%
88%
86%
90%
92%
Average
71%
75%
77%
82%
83%
Lowest
32%
50%
31%
53%
60%
2006-07
2007-08
2008-09
2009-10
2010-11
UGDSB
48%
47%
52%
48%
52%
Highest
64%
53%
67%
63%
60%
Average
35%
34%
38%
40%
42%
Lowest
7%
15%
23%
25%
30%
Grade 9 Applied Math
Grade 10 OSSLT (first time eligible)
2006-07
2007-08
2008-09
2009-10
2010-11
UGDSB
85%
86%
86%
85%
84%
Highest
91%
92%
92%
92%
91%
Average
84%
84%
85%
84%
83%
Lowest
73%
75%
72%
69%
72%
UGDSB boys, girls, students with special needs and English Language Learners (ELL),
based on the percentage of students at Levels 3 and 4, 2006-2011.
honoured by
the EQAO
Erin District High School received
the 2010 Dr. Bette Stephenson
Recognition of Achievement from the
Education Quality and Accountability
Office (EQAO) at a special ceremony
Tuesday February 22, 2011 in
Toronto.
The school was one of 21 secondary
schools in the province to receive
the award, which recognizes the
community’s dedication to student
achievement and the use of provincial
assessment results to improve student
learning.
In a release to the principal, staff,
parents and students of Erin DHS,
the EQAO said it is “pleased to
acknowledge the school’s leadership,
positive attitude and sincere effort to
help every child succeed”.
Grade 9 Academic Math
2006-07
2007-08
2008-09
2009-10
2010-11
Female
74%
76%
80%
83%
83%
Male
80%
78%
85%
88%
87%
Special Ed.
77%
61%
68%
83%
81%
ELL
75%
60%
88%
Grade 9 Applied Math
2006-07
2007-08
2008-09
2009-10
2010-11
Female
41%
43%
49%
43%
52%
Male
54%
50%
52%
52%
52%
Special Ed.
42%
39%
42%
38%
48%
ELL
47%
29%
12%
46%
Grade 10 OSSLT (first time eligible)
2006-07
2007-08
2008-09
2009-10
2010-11
Female
90%
89%
91%
88%
87%
Male
81%
83%
82%
83%
80%
Special Ed.
52%
57%
55%
48%
48%
ELL
39%
52%
77%
71%
81%
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Secondary School
Strategies
Elementary and secondary school
teachers work together to identify
students who need extra help or
specific strategies on entering grade 9
to be successful at their math studies.
Popular programs assist students on
how to write the Ontario Secondary
School Literacy Test (OSSLT), and
the Board has student success teams
in every high school to develop
programs and provide services to
struggling students.
Upper Grand District School Board
2011 Everyday Hero Awards
Awards honours those who make a difference
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
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2011 AWARD RECIPIENTS
Laura Bolton
Reading Tutor, Central Public
School, Guelph
Joan Borden and Ken Topping
Coordinators, Artists in the Schools,
Dufferin County
Dr. John and Mrs. Alice Russell
Volunteers, Princess Margaret
Public School, Orangeville
Wendy Carter
Coordinator - Dufferin Youth
Festival of the Arts, Dufferin
County
Anne de Bruin
Volunteer, Montgomery Village
Public School, Orangeville
Barbara Hug
Reading Tutor, Lunchroom
Supervisor and Volunteer, Rickson
Ridge Public School, Guelph
Monica Muckinfuss
Teacher, Orangeville District
Secondary School
Kit Stewart
Reading Tutor, Lunchroom
Supervisor, After School Numeracy
and Volunteer, Hyland Heights
Elementary School, Shelburne
Johanna Weissenborn
Teacher and Science Department
Head, Centennial Collegiate and
Vocational Institute, Guelph
Mark Howlett
Caretaker and Volunteer, Centre
Wellington District High School,
Fergus
Upper Grand District School Board
Trustees
Your voice at the Board
Robert J. Borden
Mark Bailey
Linda Busuttil
Kathryn Cooper
Marty Fairbairn
Orangeville
Guelph
(Wards 1 & 5)
Guelph
(Wards 1 & 5)
Guelph/Eramosa
Erin
East Garafraxa
Guelph (Ward 6)
Puslinch
Credit Meadows E.S.
Island Lake P.S.
Montgomery Village P.S.
Parkinson Centennial P.S.
Princess Elizabeth P.S.
Princess Margaret P.S.
Orangeville D.S.S.
Westside S.S.
The Learning Enterprise
Centennial C.V.I.
Fred A. Hamilton P.S.
Ottawa Crescent P.S.
Priory Park P.S.
Tytler P.S.
College Heights S.S.
Jean Little P.S.
John McCrae P.S.
Ken Danby P.S.
King George P.S.
Laurine Avenue P.S.
Brisbane P.S.
East Garafraxa P.S.
Eramosa P.S.
Erin P.S.
Rockwood Centennial P.S.
Ross R. MacKay P.S.
Centre Wellington D.H.S.
Erin D.H.S.
Aberfoyle P.S.
Centennial C.V.I.
Kortright Hills P.S.
Rickson Ridge P.S.
Sir Isaac Brock P.S.
Westminster Woods P.S.
Wellington Centre for
Continuing Education
David Gohn
Susan Moziar
Bruce Schieck
Lynn Topping
Jennifer Waterston
Guelph
(Wards 2, 3 & 4)
Wellington North
Minto
Mapleton
Amaranth, East
Luther/Grand Valley,
Melancthon, Mulmur,
Mono, Shelburne
City of Guelph
(Wards 2, 3 and 4)
Centennial Hylands E.S.
Grand Valley and District P.S.
Hyland Heights E.S.
Laurelwoods E.S.
Mono-Amaranth P.S.
Primrose E.S.
Centre Dufferin D.H.S.
Central P.S.
Gateway Drive P.S.
Guelph C.V.I.
June Avenue P.S.
Paisley Road P.S.
Victory P.S.
Willow Road P.S.
Board Chair
Centre Wellington
Elora P.S.
J.D. Hogarth P.S.
James McQueen P.S.
John Black P.S.
Ponsonby P.S.
Salem P.S.
Victoria Terrace P.S.
Centre Wellington D.H.S.
Board Vice-Chair
Brant Avenue P.S.
Edward Johnson P.S.
John F. Ross C.V.I.
Mitchell Woods P.S.
Taylor Evans P.S.
Waverley Drive P.S.
Westwood P.S.
Alma P.S.
Arthur P.S.
Centre Peel P.S.
Centre Peel S.S.
Drayton Heights P.S.
Kennilworth P.S.
Maryborough P.S.
Minto-Clifford P.S.
Palmerston P.S.
Victoria Cross P.S.
Norwell D.S.S.
Wellington Heights S.S.
The UGDSB Student Senate elects two students who sit on the board as non-voting trustees for a school year. In
2010-2011 the student trustees were Alex Vander Vlugt (Guelph CVI) and Jordan MacDougall (Norwell DSS).
15
Upper Grand District School Board
500 Victoria Road North
Guelph, ON N1E 6K2
(519) 822-4420
www.ugdsb.on.ca