Upper Grand District School Board
annual
2013
TABLE OF CONTENTS
Introduction
>> Our Vision & Guiding Principles.....................................................................................................................................................1
>> Message from the Director of Education.....................................................................................................................................2
>> Message from the Chair of the Board..........................................................................................................................................3
>> 2014 Trustees....................................................................................................................................................................................4
>> By the numbers.................................................................................................................................................................................5
>> Our three-year strategic plan, 2010-2013....................................................................................................................................6
Student Achievement
>> Board Improvement Planning........................................................................................................................................................7
>> B.Y.O.D. and Computer Refresh programs engage students in new ways...........................................................................8
>> Development of the International Baccalaureate Program......................................................................................................9
>> Full Day Kindergarten.......................................................................................................................................................................9
>> Pathways to success.................................................................................................................................................................... 10
>> Primary EQAO Results: Grade 3.................................................................................................................................................. 12
>> Junior EQAO Results: Grade 6..................................................................................................................................................... 13
>> Secondary EQAO Results: Grades 9 & 10................................................................................................................................. 14
Energizing Staff
>> Well-being is not just for students...............................................................................................................................................15
>> Initiatives to support staff............................................................................................................................................................ 16
>> Achieving success with a little help from your friends.......................................................................................................... 17
>> Teachers who inspire through excellence................................................................................................................................ 18
Public Confidence
>> 2013 Everyday Hero Awards: Awards honour those who make a difference.................................................................... 19
>> Capital projects provide classrooms......................................................................................................................................... 20
>> Accessibility initiatives touch many areas................................................................................................................................ 20
>> Safe, Equitable and Inclusive Schools....................................................................................................................................... 21
>> Parent Engagement is a key focus of PIC................................................................................................................................. 21
Cover photo: Students from Willow Road Public School’s Run and Read Club proudly show off first place medals at the annual
Start2Finish event held at York University, May 2013.
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.
During the 2013-14 school year the Board will be reviewing its Vision, Mission and Guiding Principles to
develop a revised Strategic Plan.
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 2012 | 1
Message from the Director of Education
H
ighlights of the past tend to focus on what we’re proudest
Our youngest learners are benefitting from the roll out of full
of, and help us set our sights even higher for the future.
Day Kindergarten (FDK) to more schools each year. We now
With that in mind, it’s always a pleasure to present the Upper
have 78 FDK teams and have gone from 13 schools at the start
Grand District School Board’s Director’s Annual Report.
to 43 this year. All of our elementary schools will have FDK
I’m going to emphasize a few areas that stand out to me. There
programs by September, 2014.
are many other teaching and learning journeys you can read
We continue to improve learning environments for students. I
about in this report.
am proud of the work that has been done in capital construction
Did you know that we now have 75 Specialist High Skills Major
(SHSM) programs? With the new School within a College
(SWAC) program students can take both secondary and college
credits in everything from Food Production to Construction.
-- upgrading schools, converting classrooms to FDK spaces,
re-building John Galt PS (formerly Laurine Avenue) and
constructed Shelburne’s new Glenbrook ES. There are more
capital projects on the horizon.
SHSM means 1,900 students are engaged and energized about
Working with caring and experienced trustees makes my
their futures.
job easier, and I commend them for their dedication to every
UG2GO is our online resource for use at home and school. This
service provides parents with a reputable site for help with
homework, and the students say it’s fun. That’s spelled out in
the number of “hits” we’re getting, 85,985 in May, 2013.
We’ve taken to e-Learning, too, increasing standalone courses
and offering the blended variety. In these, students have some
face-to-face time with a teacher. The 206 teachers willing to
expend the effort has meant 542.5 credits earned online, as
well as 1,787 students enrolled in blended learning. Embracing
student. Our two student trustees speak up, ask questions and
tell us what a student’s life is like. Our staff are wonderful. They
contribute in so many different ways: working with students,
supporting each other, paying our bills, running our schools
and offices, maintaining our learning environments, leading
teams, assisting parents, volunteering for endless activities and
initiatives and making it all look enjoyable and easy. Thanks to
everyone.
Enjoy our 2013 Annual Report.
technology is the future of education.
Director of Education
Upper Grand District School Board
2 | Upper Grand District School Board
Message from the Chair of the Board
A
s Chair, it is my privilege this year to present the Board’s
and trustees means that we can realize our goal of changing
Annual Report to our community. I am proud of this year’s
culture and behaviour: the way people think, feel and react
edition showcasing the strengths, talents, and achievements
to our environment. Many in our board are passionate about
of our students and staff. Most of these successes are included
minimizing waste, keeping our air and water clean, and looking
already in this report, so I’m going to focus more on some of the
after our natural resources in a sustainable fashion. I’m
development initiatives that will take us into 2014 and beyond.
convinced that our Board will be a provincial leader in this area
as we implement our plan. Stay tuned!
We have enhanced our capital project development through
years of sound fiscal management at both the trustee and
The trustees’ responsibilities have expanded from the safety and
senior administrative levels. Having money in the bank means
learning of our students to their mental health and well-being.
that projects including new schools and Full Day Kindergarten
This is long overdue. The stigma of mental health and its effects
renovations are possible, and have even allowed us to fulfill
on students is finally out in the open. We have a dedicated
some of our capital accessibility mandate.
Mental Health Team, with sound leadership and supports that
are laying the groundwork for early intervention whether it’s in
Internet Technology is a big part of our future, too. Building
the classroom, on the playground or even through social media.
reliable, appropriate and up-to-date infrastructure is a top
priority and requires an ongoing commitment. Because change
I’d like also to celebrate the successes of our trustees in
is happening so rapidly, our staff work hard to keep abreast of
providing the leadership required to pave the way for significant
new technologies that could potentially benefit our students. It’s
system change. It’s an honour and privilege to work with them.
enabling our Bring Your Own Device plan, which has been widely
Our senior team and Director are always open to new ideas, and
embraced. Not just by students (who are always, it seems, a step
bring lots to our attention for our discussion. They continue to
ahead of us) but also by teachers and other members of our staff.
have our utmost confidence.
It only makes sense that the public school system embrace the
technologies that students use in their personal lives, and will
almost certainly use in their future workplaces as well.
I am looking forward to 2014 and beyond as these plans continue
to unfold to support our students in reaching new levels of
success.
Having a system-wide Environmental Management Committee
composed of staff from all departments, teachers, students
Chair
Upper Grand District School Board
Annual Report 2013 | 3
2014 Trustees
Mark Bailey
Marty Fairbairn
Board Chair
Board Vice-Chair
GUELPH
(WARDS 1 & 5)
Centennial CVI
Fred A. Hamilton PS
Ottawa Crescent PS
Priory Park PS
William C. Winegard PS
David Gohn
CENTRE WELLINGTON
Elora PS
J.D. Hogarth PS
James McQueen PS
John Black PS
Ponsonby PS
Salem PS
Victoria Terrace PS
Centre Wellington DHS
GUELPH (WARD 6)
PUSLINCH
Aberfoyle PS
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
Taylor Evans PS
Waverley Drive PS
Westwood PS
Robert J. Borden
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
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
Linda Busuttil
GUELPH
(WARDS 1 & 5)
College Heights SS
Jean Little PS
John Galt PS
John McCrae PS
Ken Danby PS
King George PS
Lynn Topping
AMARANTH,
EAST LUTHER/
GRAND VALLEY,
MELANCTHON,
MULMUR, MONO,
SHELBURNE
Centre Dufferin DHS
Centennial Hylands ES
Glenbrook ES
Grand Valley & District
PS
Hyland Heights ES
Laurelwoods ES
Mono-Amaranth PS
Primrose ES
Kathryn Cooper
GUELPH/ERAMOSA
ERIN
EAST GARAFRAXA
Brisbane PS
Centre Wellington DHS
East Garafraxa PS
Eramosa PS
Erin DHS
Erin PS
Harris Mill PS
Rockwood Centennial
PS
Ross R. MacKay PS
Jennifer Waterston
CITY OF GUELPH
(WARDS 2, 3 & 4)
Central PS
Gateway Drive PS
Guelph CVI
June Avenue PS
Paisley Road PS
Victory PS
Willow Road PS
The UGDSB Student Senate elects two students who sit on the board as non-voting trustees for a school year. In
2013-2014 the student trustees were Kelly Dong (Centennial CVI) and Kaitlin Brown (Wellington Heights SS).
4 | Upper Grand District School Board
By the numbers
SCHOOLS
STAFF
Elementary teachers: 1,319, not including occasional teachers
Secondary teachers: 788, not including occasional teachers
Senior Administrators: 11
School Administrators (Principals and Vice-principals): 129
Elementary
Continuing
Education Sites
Secondary
Support staff: 1,182
STUDENTS
21,968
ELEMENTARY
Equivalent
21,187 Full-Time
2,278 11,484
ESL
158
Self-Identified
Aboriginal
FULL-TIME
EQUIVALENT
11,821
secondary
1,079 ESL
137
SelfIdentified
Aboriginal
DID YOU KNOW?
Full Day Kindergarten (FDK)
Full Day Kindergarten Classes
Specialist High Skills Majors (SHSM)
Cooperative Education
16 by 16
Offered at 43 Elementary schools
78 classrooms of full day kindergarten students
75 programs in all secondary schools
5% increase in number of secondary students enrolled in Cooperative Education
programs over the previous school year
78% of our secondary school students have obtained 16 or more credits by the end
of Grade 10 and are on track to graduate
2013-2014 BUDGET
CLASSROOM INSTRUCTION
$241,635,750
NON-CLASSROOM
$87,027,421
(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)
TOTAL
Operating
$328,663,616
Capital
$68,008,570
All numbers as of October 2013
Annual Report 2013 | 5
Our three-year strategic plan, 2010-2013
The UGDSB’s actions are driven by our multi-year strategic plan, Educating Today, Our Citizens of Tomorrow. This plan directs us to
meet our vision, while remaining true to guiding principles.
Our plan focuses on three strategic priorities: student achievement, energizing staff, and public confidence.
Our multi-year strategic plan outlines our strategic goals for each priority which are the outcomes we intend to achieve. We regularly
measure and report our progress using objective indicators. Our strategic goals are:
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
Over the past year, the UGDSB has benefited from board-wide alignment to these strategic goals and is on track to fulfilling its multiyear strategic plan.
The journey to developing our multi-year strategic plan
I
n 1999 - 2000, following the amalgamation of the Dufferin and
included in order to assist with participation in reviewing
Wellington County Boards of Education, a strategic planning
the vision, mission, guiding principles and in developing
process was done, engaging stakeholders from every sector
strategies for the next 3 years in three areas.
and perspective of the school system.
Specific achievement plans for each strategy are included
A subsequent review of the Board was conducted between
in the Board’s operational plans. The operational plans
2003 and 2005 by an external consulting firm which also
include measurable outcomes and the steps to be taken to
included substantial stakeholder engagement.
accomplish them.
In 2009 - 2010, it was decided that a simpler form of
The Upper Grand District School Board Strategic Plan for
strategic planning would be done, but still inviting input from
2014-2017 is being developed now for introduction in the
a broad spectrum of stakeholders. An online survey tool was
2014-2015 school year.
6 | Upper Grand District School Board
Student Achievement
Board Improvement Planning
In 2013, the second year of our three-year Board Improvement Plan for Student Achievement (BIPSA), we gave the BIPSA a face-lift (a
one page, front and back, document) and an update to both the System Foci and the action pages. The updates included:
Instruction - Assessment For, As and Of Learning
• Students and teachers share a common understanding of Learning Goals, Success Criteria and Descriptive Feedback (based
on Success Criteria) to improve learning
• Teachers design rich (thinking) tasks, and use Accountable Talk and Effective Questioning to improve student understanding
• Lessons are scaffolded (focus on Guided Practice)
• Lessons are taught through a Problem Solving and/or Inquiry lens in all curriculum areas
• Professional Development will support and encourage Capacity Building, Collaborative Inquiry/Planning/Teaching
Community, Culture and Caring
As an organization we will:
• Implement Equity and Inclusion strategies to create safe and welcoming environments and to facilitate the success of all
students
• Clearly communicate bullying prevention and intervention strategies in our school communities to increase awareness and engage all stakeholders in supporting our students
• Facilitate reporting of bullying for our students and families through the implementation of an on-line reporting tool
• Connect students’ mental health to student achievement and everyone will have a role in promoting Mental Health Wellness
• Support and encourage students to become Global Citizens who are Socially Responsible
• Support and encourage students and staff to develop the knowledge, skills, perspectives and practices of Environmentally
Responsible Citizens
• Support and encourage First Nations, Métis and Inuit (FNMI) Lead & Curriculum Leaders, and FNMI Counsellors, to enhance
the academic achievement of First Nations, Métis and Inuit students through culturally relevant programming and assessment
and evaluation strategies
Pathways
As an organization we will:
• Focus on supporting students in all Transitions (differentiated support for transitions to school, within school, and out of school)
• Support and encourage a variety of Program Pathways for students
Annual Report 2013 | 7
B.Y.O.D. and Computer Refresh programs engage
students in new ways
This year the Information Technology (IT) Department “refreshed” the computer equipment in
schools. Over 8000 new machines were ordered and delivered to classrooms to harness the
power of engagement and support our 21st Century learning initiatives.
This year saw the development of a “Bring Your Own Device” strategy (B.Y.O.D.). Our school board supports the use of
Student Achievement
personal technology devices in classrooms and schools by staff and students. Teachers and administrators are participating in
a series of workshops to learn about Internet safety and classroom management methods to ensure the proper and effective
use of personal devices.
The recent expansion of wireless networks and internet capacity will handle the increased demands.
Access to a variety of tools, both hard and soft, mean that students can continue to learn this “new literacy”.
Two Grade 4/5 classes in the Gifted Program at Waverley Drive Public School participated in an hourlong introduction to computer science designed to show students that everyone can learn the basics
of code.
8 | Upper Grand District School Board
Development of the International Baccalaureate Program
T
he process to bring the International Baccalaureate (IB)
items. Approximately 400 people were given information,
Diploma to the UGDSB started in 2012 when the staff,
heard from IB graduates, had a tour of GCVI and learned
parents, trustees and interested parties began to investigate
about the key areas of program. From this 128 applications
the program and its attributes. It was decided that IB would be a
to the Preparatory Program were received. The applicants
good fit for Guelph Collegiate and Vocational Institute (GCVI).
wrote math and language skill assessments to help the
What is so unusual at GCVI is the level of buy-in. The
whole school is committed to developing this program.
IB team learn more about the candidates. Successful
applicants were notified of acceptance.
The first step was to submit an application of interest to
Over 25 teachers have been IB trained and continue working
the International Baccalaureate non-profit educational
on curriculum development and planning for the fall 2014
foundation. An IB Coordinator was hired to oversee the
implementation.
process and develop curriculum, prepare the school, and help
set direction. A grade 9-10 program to prepare students for
the rigours of the Diploma Program was developed.
Marketing to potential students, parents and teachers was a
focus throughout the summer and fall. Spreading the word,
the IB presentation team ran a workshop at The Learning Fair
and communicated with UGDSB elementary school Principals
to arrange School Council visits and provided newsletter
Guelph Collegiate and Vocational Institute
Full Day Kindergarten
Full Day Kindergarten (FDK) is part of a larger Early Years initiative and was provided in 43 of our elementary schools in the
2012-2013 school year. Twenty-two of these sites offered an Extended Day program through a Third Party provider.
Inservice opportunities are offered throughout the year to Principals, FDK teams as well as our half-time kindergarten teachers. The goal is to continue to build awareness and understanding of intentional play-based learning and to delve more into
effective documentation and the inquiry approach to learning. We are also beginning to explore the use of outdoor space as an
extension of the classroom.
In addition to direct work with school staff, there is also a focus on collaborating with our County Child Care staff and the
Ministry to look at such initiatives as repurposing child care spaces. The goal of this project is to increase child care spaces for
infant, toddler and pre school-aged children. By September 2014 all of the elementary schools will offer an FDK program.
Annual Report 2013 | 9
Pathways to success
Each year, The Upper Grand District School Board provides new and exciting opportunities for students
to succeed. As we work to engage and re-engage students, creative and thoughtful techniques,
courses, and programs have emerged.
Dual Credit
This Pathways program is now well established with all secondary schools having access to Dual Credit programs through one or more
of our college partners Conestoga, Georgian and Humber. A range of program types and delivery meet the needs and interests of
students who want to pursue College or Apprenticeship after graduation.
Students get a “taste” of the college environment and expectations, as well as the careers that follow completion of a college
program. Many students use their Dual Credits to meet the requirements of a Specialist High Skills Major. Several of our Ontario Youth
Apprenticeship Program Dual Credit students secure employment in their chosen trade upon completion of the program. This provides
them with the first level of trade school as a secondary student, giving them an edge in a competitive labour market.
Conestoga College (Guelph and Orangeville) offers
students at risk of not graduating a two-credit nutrition
program. It provides the students with the opportunity to
research and prepare healthy food choices.
The School Within A College (SWAC) program gives 25
students in the Guelph and Centre/East Wellington areas
opportunities to attend the Guelph Campus four days per
week. They earn two dual credits and the secondary credits
required to graduate.
The Dual Credit program hinges on good partnerships
within our schools to make students aware of the
Culinary arts students getting a taste of college by
participating in the Dual Credit program.
opportunities and at the college where faculty engage the
students supported by secondary dual credit teachers.
Cadence
Cadence is a leadership program that re-engages students who have not been successful in the traditional classroom. By building a
small classroom community, gaining skills and credits while working on large project based assignments, and developing self reliance
and leadership strategies, these at-risk students can be successful in the short term and find their own path through the rest of their
education.
Cadence draws students from Centennial CVI, John F. Ross CVI, GCVI and College Heights who have been recommended by
administrators, teachers and support workers. Students gain four credits throughout the semester. The curriculum is taught through
the lens of our six pillars: Leadership, Character, Resiliency, Integrity, Competence and Community. Students leave with the skill set
and confidence to shape their own world and be positive members of our wider community.
Through partners Lakeside/Hope House, Muskoka Woods and the Larry Pearson Foundation we offer our students a program that is
unique and successful. The students had 80 per cent attendance, earned 89/90 credits and completed the community service hours
they need to graduate.
10 | Upper Grand District School Board
Pathways to success
Ontario Youth Apprenticeship Program (OYAP)
A 15 per cent increase in the number of OYAP participants may be
attributed to building awareness for the apprenticeship pathway for our
students, parents and educators, and connecting with employers. Class
presentations start in elementary schools.
OYAP is a School-to-Work program that opens the door for students to
explore and work in apprenticeship occupations starting in grade 11 or
Elementary students construct a vessel made out of
cardboard, and then race it in the annual Cardboard
Boat Race Challenge.
grade 12 through the Cooperative Education program. Students have an
opportunity to become registered apprentices and work towards becoming certified journeypersons in a skilled trade while completing
their secondary school diplomas.
Initiatives in 2012-2013 included the Women’s Networking Dinner, a Discover the Trade Tour Series supported by local unions, various
day workshops through the School / College / Work Initiative (SCWI), Skills Canada Competitions, and the Cardboard Boat Race
Challenge.
Specialist High Skills Major (SHSM)
The 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). It also assists in their transition from secondary school
to apprenticeship training, college, university, or the workplace. Students gain sector-specific skills, certifications and knowledge in the
context of engaging, career-related learning environments and it helps them focus on graduation and pursuing their post-secondary
goals.
Participation in SHSM is at an all-time high with 27% of all grade 11 and 12 students. There are now 75 SHSM programs in 11 schools,
covering 12 different sectors:
Agriculture
Arts and Culture
Business
Health and Wellness
Construction
Horticulture and
Landscaping
Manufacturing
Environment
Hospitality
and Tourism
Sport
Information and
Communications
Technology
Transportation
Services
The UGDSB is continuing its expansion of SHSM programming for the 2013-2014 school year. Total enrollment is expected to be over
2,000 students.
Annual Report 2013 | 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, 2008-2013.
2008-09
Student Achievement
UGDSB
60%
2009-10
64%
2010-11
64%
2011-12
67%
2012-13
Highest
75%
75%
77%
80%
80%
Average
61%
62%
65%
66%
68%
Lowest
41%
41%
46%
44%
45%
2008-09
2009-10
2010-11
UGDSB
67%
66%
73%
2011-12
73%
2012-13
82%
85%
89%
91%
88%
Average
68%
70%
73%
76%
77%
Lowest
40%
44%
46%
44%
50%
2008-09
2009-10
2010-11
2011-12
2012-13
Highest
67%
68%
84%
67%
Writing
74%
Highest
UGDSB
Reading
68%
67%
Math
64%
83%
83%
83%
82%
Average
70%
71%
69%
68%
67%
Lowest
46%
48%
52%
38%
40%
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, 2008-2013.
2008-09
2009-10
2010-11
2011-12
2012-13
70%
70%
74%
73%
Male
67%
53%
58%
59%
61%
63%
Special Ed.
24%
32%
30%
33%
38%
ELL
36%
23%
34%
39%
21%
2008-09
2009-10
2010-11
2011-12
2012-13
Female
75%
75%
80%
81%
81%
Male
59%
58%
65%
65%
66%
Special Ed.
49%
46%
51%
51%
52%
ELL
42%
38%
55%
51%
26%
2008-09
2009-10
2010-11
2011-12
2012-13
Female
69%
68%
67%
68%
64%
Male
65%
68%
67%
65%
64%
Female
Special Ed.
32%
36%
35%
39%
33%
ELL
50%
34%
40%
50%
24%
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, 2008-2013.
2008-09
UGDSB
72%
2009-10
74%
2010-11
73%
2011-12
76%
2012-13
Highest
79%
82%
85%
86%
88%
Average
69%
72%
74%
75%
77%
Lowest
53%
55%
58%
61%
51%
2008-09
2009-10
2010-11
2011-12
2012-13
UGDSB
65%
69%
69%
71%
78%
83%
84%
86%
89%
Average
67%
70%
73%
74%
76%
Lowest
50%
46%
55%
54%
48%
2008-09
2009-10
2010-11
2011-12
2012-13
61%
59%
Highest
76%
Average
Lowest
53%
Writing
76%
Highest
UGDSB
Reading
77%
54%
Math
57%
76%
76%
72%
72%
63%
61%
58%
58%
57%
47%
43%
38%
35%
23%
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, 2008-2013.
2008-09
2009-10
2010-11
2011-12
2012-13
Female
79%
80%
78%
82%
80%
Male
65%
69%
68%
70%
72%
Special Ed.
30%
36%
34%
44%
46%
ELL
40%
25%
36%
47%
43%
2008-09
2009-10
2010-11
2011-12
2012-13
Female
78%
80%
78%
83%
82%
Male
54%
59%
59%
60%
58%
Special Ed.
24%
30%
28%
39%
36%
ELL
47%
54%
31%
53%
50%
2008-09
2009-10
2010-11
2011-12
2012-13
Female
63%
62%
56%
58%
53%
Male
59%
56%
51%
50%
51%
Special Ed.
24%
19%
15%
21%
20%
ELL
37%
42%
27%
33%
33%
Reading
Writing
Math
Annual Report 2013 | 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, 2008-2013.
2008-09
Student Achievement
UGDSB
83%
2009-10
86%
2010-11
85%
2011-12
87%
2012-13
87%
Highest
86%
90%
92%
91%
92%
Average
77%
82%
83%
84%
84%
Lowest
31%
53%
60%
55%
53%
2008-09
2009-10
2010-11
2011-12
2012-13
UGDSB
52%
48%
52%
53%
67%
63%
60%
75%
64%
Average
38%
40%
42%
44%
44%
Lowest
23%
25%
30%
30%
51%
2008-09
2009-10
2010-11
2011-12
2012-13
86%
85%
84%
84%
Academic
Applied
52%
Highest
UGDSB
Grade 9 Math
Grade 10 OSSLT
(first time eligible)
82%
Highest
92%
92%
91%
90%
91%
Average
85%
84%
83%
82%
82%
Lowest
72%
69%
72%
69%
64%
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, 2008-2013.
2008-09
2009-10
2010-11
2011-12
2012-13
Female
80%
83%
83%
86%
86%
Male
85%
88%
87%
88%
89%
Special Ed.
68%
83%
81%
80%
80%
100%
83%
88%
ELL
2008-09
2009-10
2010-11
2011-12
2012-13
Female
49%
43%
52%
53%
49%
Male
52%
52%
52%
53%
53%
Special Ed.
42%
38%
48%
42%
43%
ELL
12%
46%
10%
20%
2008-09
2009-10
2010-11
2011-12
2012-13
Female
91%
88%
87%
90%
89%
Male
82%
83%
80%
78%
76%
Special Ed.
55%
48%
48%
52%
48%
ELL
77%
71%
81%
62%
83%
14 | Upper Grand District School Board
Grade 9 Math
Academic
Applied
Grade 10 OSSLT
(first time eligible)
Literacy
Energizing Staff
Well-being is not just for students!
In its second year, the Staff Wellness Program focuses on
This is Professional Development that is not limited to teachers
practical techniques to improve and enhance our employees’
and is receiving positive feedback. Newsletters with general
health and well-being.
information and accessible resources are providing everything
An important factor for our students, wellness is vital to making
all of us, teachers, support and administrative staff in schools
and at administrative sites able to perform at a high level to
ensure student success. Better sleep, stress management and
nutrition workshops are provided on-site at schools and the
board offices with leaders from the community and the Stress &
from diabetes awareness to tips on relaxation. The outcome is
employees that are aware of their personal and family health
and well-being. In the future we are looking to incorporate more
of a fitness component into our wellness program, along with
continuing to provide support and learning opportunities related
to stress management, mental well-being and nutrition.
Performance and High Performance clinics at the University of
This holisitic approach is not only gleaning ideas for improving
Guelph.
and expanding the program, it’s making a positive contribution to
combat absences due to ill health.
Annual Report 2013 | 15
Initiatives to support staff
During the 2012-2013 school year the Board continued to promote initiatives that supported
staff in developing skills, enhancing collaboration and fostering student success.
New Teacher Induction Program (NTIP)
Nearly 100 new contract teachers started with the UGDSB, and all successfully completed their first year of teaching.
New teachers attend an orientation session to start the year, and are matched with an experienced mentor teacher.
NTIP provided workshops on classroom management, curriculum and student assessment to give new teachers an
excellent start to their teaching careers. Congratulations to our newest teachers!
Learning Fair
This year staff from across the system continued to embrace and support the professional development and leadership
opportunities provided by the annual Learning Fair. Based on the theme of Promoting Student Engagement Through
a Whole School Approach: Exploring Safe, Equitable and Inclusive Schools. The Learning Fair had 400 taking part in
professional development with many presenting and sharing best practices. The Learning Fair helped create welcoming
and positive school climates for all students and their families.
Energizing Staff
Leadership Development
Leadership Development Programs continue to bring exceptional numbers of candidates forward in most of our
departments for advancement. This leaves the Board in good shape for succession planning. A revised Leadership
Development Program Handbook is available online and acts complimentary tool for staff interested in exploring
administration and leadership in the future. The two-year-old Cycle of Training program for system managers and
school administrators will continue to serve as a model providing the necessary operational knowledge, skills and
resources to new staff.
Head Caretaker Program
The new Head Caretaker Program was developed to support the Director’s Operational Plan objectives. A joint improvement team, supported and endorsed by the union (CUPE) provided a systematic way for Head Caretakers to gain the
required skills and abilities to be successful in the role. The program provides a combination of hands-on, classroom
and computer-based technology designed to cover the skills needed beyond those of a caretaker. It also includes
on-the-job experience and soft-skills development. Employees will be required to successfully complete the program to
receive an assignment as a Head Caretaker. A total of 31 employees enrolled in the program in its first year.
Student Work Study Initiative
The Student Work Study Initiative is a province-wide Ministry of Education research project examining student learning
in Ontario. The UGDSB’s two Student Work Study Teacher Coaches (SWSTs) work in approximately ten schools, collaborating with more than 25 different host teachers. The initiative targets students who are working at EQAO level two
with a focus on identifying strategies to move them to provincial standards in Language and Mathematics. Qualitative
research tools are used to analyze the student work. Student need is the catalyst for instructional modifications, as well
as changes in learning strategies leading to student actions for improved outcomes. The impact of the work spreads
beyond the target students to the entire class through collaborative professional learning in an interactive cycle of
observation, correlating co-planning and co-teaching.
16 | Upper Grand District School Board
“Critical friends are a valuable notion. Who are the people who,
in the spirit of friendship and improvement, not of judgment and
surveillance, can ask you the tough questions that you can’t ask
yourself because when you are so close to something, it’s unlikely
you can see it? Who will ask you the tough questions that will help
challenge you in ways you haven’t been challenged?” - Dr. Steven Katz
Achieving success with a little help from your friends
T
eacher Learning and Leadership Program (TLLP). Self
A variety of texts, not too easy and not too hard for the
directed professional development. Guided reading. What is
small groups of students, were used. The teachers learned
all this and how does it affect student success?
strategies to help readers talk about the words and the ideas
Using funds from the Ministry of Education and the Ontario
Teachers’ Federation, three grade 7 and 8 teachers used
in the reading. Figuring out the meaning of a word, and why it
was used, students became more confident.
feedback from willing peers (self-directed professional
As the project progressed, they invited other teachers to be
development) to help their students learn to decipher and
their critical friends as well. Helping each other, questioning
understand their reading (Guided Reading).
what works and why, all the teachers were better informed as
Teachers must submit their projects to the funding
to how students learn and succeed.
organizations for consideration and acceptance. Only a few
Guided Reading with critical friends shows the power of self-
each year are selected. Another TLLP project, Boys, Books
directed professional development.
and Basketball, was piloted and is now a feature in many
Board schools.
With a lack of resources for the intermediate Guided Reading
program available, Catherine Andrews, Shari Roberts and
Carrie Nethery improved how they teach by becoming “Critical
Friends”. They videotaped their current classroom guided
reading sessions, watched each other on the videos and
developed new insights into helping their students become
strong independent readers.
A meeting of “critical friends” Paul Nethery, Amanda St.
John, James Cox, Amy Ewing, Marcie Nolan and Aimee
Willoughby.
Annual Report 2013 | 17
Teachers who inspire through excellence
H
eather Walker, a teacher at Rickson Ridge
Public School, was honoured by receiving
a Prime Minister’s Teaching Award of
Excellence. The award recognizes outstanding
elementary and secondary school teachers who,
through the innovative use of information and
communications technologies, help Canadian
N
eil Orford, a teacher at Centre Dufferin
District Secondary School, was one of
seven winners of the 2013 Governor
General’s History Award for Excellence in Teaching.
Neil was profiled in a video produced by
Canada’s History.
students meet the challenges of a 21st century
http://www.youtube.com/
society and digital economy.
watch?v=vYUxuAUqQLw
C
ory Lipovschek, a guidance counselor at
Centennial Collegiate Vocational Institute,
was the 2013 recipient of the Mike Elrick
Environmental Leadership Award.
An environmental champion at CCVI, Cory
is the staff advisor for the Global Outreach
Club, organizes Earth Week, and is a leader in
Energizing Staff
recycling and waste reduction initiatives. He is
frequently seen taking out the recycling totes
himself on Tuesday mornings.
Heather Walker, second from left, with
some of her Grade 8 students.
Cory has also been a force behind greening
Centennial’s grounds and creating an “outdoor
classroom” in the courtyard at the heart of the
school.
Every year, Heather Walker plans her lessons
around a central theme, and Global Citizenship
is one that tends to reappear. As they study
poetry, l iterature and art, Walker’s students
connect with people from around the world
and learn about how other cultures live and
For the past two years, Cory has worked
tirelessly to motivate staff and students to
make Centennial the first secondary school
to be awarded Gold EcoSchool status in the
UGDSB.
survive. She understands that technology is
From riding his bike to school to meticulously
an integral part of her students’ lives and that
saving one-sided paper to copy his course
it’s here to stay . Walker finds engaging ways
handouts, Cory is obviously dedicated to
to make use of her students’ skills to get them
lightening his footprint and inspires staff
interested in their course work. Walker’s grade
and students to do the same. “Cory is
8 students created and produced a movie
environmentalism in action,” said one of
about their school. The video gave an overview
his nominators. “It is as natural to him as
of the programs and activities at the school
breathing.”
and was used as an introduction to the school
when it was visited by a review committee.
Congratulations Heather!
18 | Upper Grand District School Board
Public Confidence
2013 Everyday Hero Awards: Awards honour those who
make a difference
2013 AWARD RECIPIENTS
Jane Beaudoin, School Council Chair, Salem PS
Marg Finlayson, Special Education Consultant, Program
Tara Bernard-McCabe, Child and Youth Counsellor,
Department, UGDSB
Hyland Heights ES
Joan Greenwood, Crossing Guard, Montgomery Village ES
Tony Brier and John Jantunen, Volunteers, Central PS
Brenda Jongkind, Administrative Office Assistant,
Bill Bradford, Rob Scott, Steve Stewart and Erik Zeidler,
Wellington Heights SS
Teachers and Boys Hockey Coaches, Centre Dufferin DHS
Sharon Michael, Volunteer, Lunch Hour Supervisor, Reading Tutor,
Sarah Brake, Bus Driver, Stock Transportation
Breakfast and Lunch Coordinator, Ross R. MacKay PS
Beth Burrows and Tracey Caswell, Reading Buddy Coordinators,
JaneOrmand,SpecialEducationResourceTeacher,TaylorEvansPS
Westwood PS
Nicole DeBreyer, Teacher, Centre Wellington DHS
Cathy Dykstra, Teacher, Erin PS
Kay Elford, Parent Head of Music Council, Guelph CVI
Brenda Sherry, Technology Coach, Program Department, UGDSB
Tyson Smith, Teacher and Coach of Girls’ Curling Team,
Norwell DSS
Brigitte von Neiderhausern, Custodian, Centre Wellington DHS
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
Special Everyday Hero Award
The Everyday Hero Awards are presented each year in May, after
months of preparation. In 2013 late breaking news prompted the
Board to present an additional award.
Sarah Brake, a substitute bus driver with Stock Transportation,
Orangeville was honoured at the June 2013 board meeting with
a special Everyday Hero Award for saving the life of a grade 4
student at Primrose Elementary School.
Sarah had only completed her training a few weeks earlier
when she used the Heimlich maneuver to save the life of Abby
Callegari, who was choking on a hard candy.
Bus driver Sarah Brake with student Abby
Callegari.
Annual Report 2013 | 19
Capital projects provide classrooms
The Full Day Kindergarten Capital Plan is an ambitious schedule of construction projects
involving renovations, additions and new schools required to provide classrooms for Full
Day Kindergarten (FDK) and to meet projected enrolment increases in high growth areas.
With a total projected budget of over $90 millon, upgrades and new facilities have benefited students throughout the
district. In 2013 the Board opened two new elementary schools, John Galt Public School in Guelph and Glenbrook
Elementary School in Shelburne. Construction has continued into 2014, with the Upper Grand District School Board on
track to offer the provincially mandated FDK program in every elementary school by September 2014.
New schools opening in 2014
William C. Winegard Public School
Guelph
Ecole Arbour Vista Public School
Guelph
Spencer Avenue Elementary School
Orangeville
Ecole Harris Mill Public School
Rockwood
Public Confidence
498 pupil places
308 pupil places
449 pupil places
308 pupil places
Accessibility initiatives touch many areas
The Accessibility for Ontarians with Disabilities Act
The Built Environment Standard has not been released,
(AODA, 2005) set the goal of an accessible Ontario
but the board has been proactive in this area by complet-
by 2025. The Integrated Accessibility Standards (2011)
ing an audit of all schools and board office sites. We
outlined specific requirements that fall under three areas:
use this information, along with staff and community
Information and Communication, Transportation, and
feedback, to guide decisions on accessibility upgrades
Employment.
to schools and facilities. We also design new schools to
Upper Grand has a multi-year Accessibility Plan, and
include accessibility features.
reports annually on progress made. A key component
is accessibility awareness training for teaching staff and
training on the Integrated Standards and Human Rights
Code for all staff and volunteers. Our board website
and most of our school websites have been upgraded
to an accessible format, and accessibility is an important consideration as new documents and educational
materials are created or acquired. The Human Resources
Department has revised hiring practices to ensure that we
are compliant with accessibility requirements. Emergency
Plans for persons with disabilities have been developed,
as well as workplace accommodations for employees
with disabilities. We have also implemented a plan to
consider accessibility when procuring goods and services.
20 | Upper Grand District School Board
Elora PS teacher John Rupnow with
student Maddy Workman. Rupnow
received an award from the Ontario
Federation for Cerebral Palsy for his
efforts to accommodate Maddy’s special
needs in Science and Techhnology class.
Safe, Equitable and Inclusive Schools
A positive school climate takes more than just a commitment by staff within a building. A whole
school community approach involving all educational and community partners is essential for us to
build school communities where each of our students has an equal opportunity to reach their full
academic potential.
Bully Prevention Week
All of our schools create an annual Bully Prevention Plan. Part of the plan includes the requirement to teach children how to
recognize, prevent and deal with bullying. Each school planned a variety of activities during Bully Prevention Week, which was
held in November. Activities included guest speakers, presentations, staff and/or student training, assemblies and classroom
lessons.
Bullying reporting tool
Students have a new way of reporting bullying incidents in the Upper Grand District School Board. “Report Bullying”, an online
bullying reporting tool, is now available to students in every grade. The tool was designed to be user-friendly for both web browsers and mobile devices such as smartphones. The tool can be accessed at www.ugdsb.on.ca/reportbullying.
Premier’s Award for Accepting Schools
College Heights Secondary School won a Premier’s Award for Accepting Schools for its work in creating a safe, inclusive and
accepting school environment. Staff worked together to boost school spirit by getting students engaged and excited through
projects that involved the school grounds, bullying prevention and showcasing art throughout the school. This led to the students
redeveloping a sense of pride in the school, while boosting student achievement, involvement and an enhanced sense of
community.
SEISSC provides oversight and input
The Safe, Equitable and Inclusive Schools Steering Committee (SEISSC) was established in September 2012 as a coordinating
body to oversee policies and procedures related to goals of safe schools, equity and character education. The committee, which
meets three to four times a year, receives reports and updates staff working committees and the Ministry of Education, and regularly seeks input from the community. Committee membership includes two trustees, two parents, two students and Board staff.
Parent engagement is a key focus of PIC
D
uring the spring of 2013 the Parent Involvement
In addition, the Parent Involvement Committee used
Committee hosted a Spring Event at College Heights
funding from a Pro Reaching Out grant to engage school
Secondary School for parents on school councils. Each
communities in focus groups. Teams of parents were
school was also invited to send a teacher and an administrator.
trained in leading parents from their school community
through an exercise to identify barriers to parent
Annie Kidder and Jacqui Strachan from People for Education
engagement and to explore ideas on how to facilitate the
spoke to the audience about strategies and best practices
involvement of parents in their children’s education. The
related to supporting student achievement in schools and on
data collected from these focus groups will be collated and
developing and maintaining an engaged parent community.
shared back with our school communities once the project is
complete.
Annual Report 2013 | 21
Follow @ugdsb on Twitter
Upper Grand District School Board,
500 Victoria Road N., Guelph, Ontario
(t): 519-822-4420
(e): inquiry@ugdsb.on.ca