Student Inclusion, Well-Being, Engagement
Why?
What?
Student Achievement and School Improvement
School Effectiveness Framework Indicators
A culture of high expectations supports the belief that all students can learn, progress and achieve. (SEF 4.1)
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. (SEF 1.2)
A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school. (SEF 4.2)
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. (SEF 3.1)
Opportunities for authentic learning experiences and experiential learning exist in all classrooms, schools and
community programs. (SEF 5.2)
The school and community build partnerships to enhance learning opportunities and well-being for students. (SEF 6.3)
Smart Goals
Smart Goals
If we ...
 Use diagnostic, formative and summative assessments in all subject areas to identify student learning needs, and
If we ...
 Incorporate Healthy School Initiatives and Mental Health intervention strategies into
plan targeted instruction, then we will see an increase in student achievement
# Teach through problem solving with a focus on consolidation, independent practice and fluency of math facts,
then we will see an improvement in students’ conceptual understanding and application of math processes and
procedures
# 70% of all primary students (40% of students with special needs) and 60% of all junior students (25% of students
with special needs) will attain Level 3 or above in their conceptual understanding of math as evidenced by EQAO
results
# 90% of students taking Academic math and 62% of students taking Grade 9 Applied math (55% of students with
special needs in Applied math) will achieve 70% or above as evidenced by EQAO results
classrooms then we will improve student engagement, well-being, energy and health
B P A
# Implement Equity and Inclusive Education policies and practices, and Bullying Prevention and
Intervention strategies then we will create safer and more inclusive schools
# Promote Social Justice and Global Citizenship opportunities, then our students will be active,
socially responsible citizens
 Encourage a variety of in-school Student Success initiatives then we will increase student
engagement, student achievement, student credit accumulation, and the percentage of
students graduating from secondary school
 Differentiate our instructional practices with a focus on small group instruction, guided practice, then we will see
an increase in students’ ability to read, comprehend, write and problem solve
 76% of all primary students (50% of students with special needs) and 89% of all junior students (60% of students
with special needs) will read and comprehend at Level 3 or above as evidenced by EQAO results
 82% of all primary students (60% of students with special needs) and 85% of all junior students (55% of students
with special needs) will communicate in writing at Level 3 or above as evidenced by EQAO results
 97% of grade 10 students in Academic courses, and 56% of grade 10 students in Applied courses (50% of all
students with special needs) will pass the OSSLT
 10% of Core French students (Grade 9—12) and 50% of French Immersion students (Grade K to 12) will continue
in French until Grade 12 graduation
Targeted Instructional Strategies / Action Visible in Schools
 Using diagnostics to identify achievement gaps
 Setting targets and implementing specific instructional strategies to increase student learning
 Setting Learning Goals & creating Success Criteria with students to help students understand what they are
B P A14 / 15 How?
School Effectiveness Framework Indicators
Board
Improvement
Plan
for
Student
Achievement
 Increasing instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension
 Developing cross curricular links in all subject areas
 Teaching higher order critical literacy/thinking skills (e.g., inferencing, extending understanding, point of view,
analyzing/evaluating) through rich learning experiences and tasks
Board Improvement Plan for Student Achievement 2014/15
Use Culturally relevant Indigenous materials and the expertise of the local Aboriginal
community, then we will see an increase in understanding of Aboriginal cultures and strengthen
community ties
 Support and encourage students and staff to develop the knowledge, skills and perspectives
needed to engage in Sustainable Environmental practices, then we will engage and empower
environmentally-responsible citizens
Targeted Instructional Strategies / Action Visible in Schools
 Providing access to healthy living programs, mental health resources, and using Collaborative
Problem Solving
# Using data from climate surveys to develop goals and strategies for the Equity and Inclusive
Education plan and regularly implementing Bullying Prevention and Intervention strategies in
classrooms
learning and why
 Providing descriptive, timely feedback to identify next steps for instruction
 Encouraging students to make their thinking visible through ongoing self assessment and goal setting
# Providing guided, explicit instruction of the mathematical processes (e.g., problem solving, reasoning and proving,
reflecting, selecting tools and computational strategies, connecting, representing and communicating)
# Delivering a balanced mathematics program that, through targeted instruction, develops procedural fluency (e.g.,
basic facts and processes) and a conceptual understanding (e.g., problem solving, rich tasks) of mathematics
# Incorporating assistive technology into daily class work and purposefully integrating technology (e.g., Blended
Learning, UG2GO, Bring Your Own Device) into daily instruction

2014 / 2015
# Completing an equity walk as a baseline for establishing equity goals, and making school equity
initiatives and social justice issues visible in the schools through newsletters, social media,
school websites and school displays
 Focusing on engagement and re-engagement strategies (e.g., Co-op Recall, Dual Credit, OYAP,
SHSM, Con. Ed.) by encouraging and empowering student voice and career exploration
opportunities

Embedding FNMI resources across the curriculum and inviting FNMI community members into
classrooms
 Integrating environmental education into classroom curriculum and promoting sustainable
environmental practices board-wide
BP A
Board Improvement Plan
for Student Achievement
2014 / 2015
Data / Needs Assessment
Professional Learning: Support for Schools
2014 EQAO Results:
 Mental Health Steering Committee will facilitate the implementation of the Mental Health
Mathematics: Grade 3: 60% of students at Level 3 or 4
30% of students with special needs at Level 3 or 4
Grade 6: 50% of students at Level 3 or 4
16% of students with special needs at Level 3 or 4
Grade 9: 88% of students in Academic Math at Level 3 or 4
59% of students in Applied Math at Level 3 or 4
53% of students with special needs at Level 3 or 4
Reading:
Writing:
Mission and
Vision
B P A14 / 15
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.
Literacy:
French:
Grade 3: 66% of students at Level 3 or 4
38% of students with special needs at Level 3 or 4
Grade 6: 79% of students at Level 3 or 4
49% of students with special needs at Level 3 or 4
Grade 3: 72% of students at Level 3 or 4
52% of students with special needs at Level 3 or 4
Grade 6: 75% of students at Level 3 or 4
43% of students with special needs at Level 3 or 4
Grade 10: 96% of Grade 10 students in Academic English were successful
53% of Grade 10 students in Applied English were successful
47% of Grade 10 students with Special Needs were successful
4% of Core French students (Grade 9—12) and 42% of French
Immersion students (Grade K—12) graduated from Grade 12 with French
and Addiction Strategy, offer workshops, professional collaborative PD opportunities with
community agencies and share the vision for mental health and addictions programs and
services
# Equity Lead will provide ongoing education and training to increase awareness in Equity
issues for Staff, Trustees and Administration to ensure inclusive education
# Board Leadership Development Strategy goals will align the focus of Principal Learning
Teams, Annual Learning Goals and Principal Performance Appraisals with BIPSA strategies
to concentrate priorities and build capacity amongst school and system leaders
Student Support and Program Services department staff will support teacher professional
learning that aligns with the BIPSA and SIPSA (with a focus on math and Applied
programs), and facilitate capacity building, collaborative inquiry/planning and teaching in
all subject areas, within and between schools
Technology department will provide research reports and key data to school leaders to
inform and assist in measuring the impact of technology initiatives (tablets, iPads, BYOD)
on school programs
 FNMI
Lead will support and encourage staff to support the academic achievement of First
Nations, Métis and Inuit students through culturally relevant programming and
assessment and evaluation strategies
 Environmental Lead will implement the Environmental Sustainability Action Plan and
provide regular communication, updates and support to staff to educate environmentallyresponsible citizens
Accountability: Monitoring of Schools
Teachers
 Conduct assessment For, As and Of Learning in order to inform instructional practices
 Develop, implement and monitor IEPs
 Collect and analyze diagnostic assessments and other student data (e.g., Student Profiles, At Risk surveys) to target needs, plan instruction and monitor progress and input this data into Compass for Success
Principals
 Submit School Improvement Plans, EQAO Action Plans and Math Action Plans to Superintendents by October 31, 2014
 Conduct Learning Walks (e.g., Learning Walk Handout) to observe instructional strategies, student engagement, and evidence of the SIPSA
 Lead and participate with staff in Professional Learning (e.g., Capacity Days, PLCs, BIP)
 Monitor IEPs using the IEP engine, and the use of diagnostic assessments using Compass for Success
 Monitor the alignment of Annual Learning Plans and Teacher Performance Appraisal Goals with the BIPSA and SIPSA
Superintendents
 Review, discuss and monitor classroom implementation of the BIPSA, SIPSA and Math Plan at fall, mid year and spring visits
 Monitor change in teacher practice through attendance at Professional Development, Learning Walks, and Principal Performance Appraisals
 Monitor the Upper Grand Professional Learning Site to determine participation of schools and teachers in professional learning
System Level
 Mental Health & Addictions Lead: monitor the use and staff awareness of mental health resources (e.g., Collaborative Problem Solving, Supporting Minds), and training (e.g., ASIST, safeTALK)
 Superintendent of Student Support and Program Services: collaborate with program staff to ensure the goals of the Special Education Plan, student supports, student profiles and effective ISTs and CSTs are
being effectively implemented across the district
 Superintendents of Education: review Student Engagement and Student Achievement Data and monitor Action Plans with Principals throughout year
 Superintendents of Education: monitor Principal Performance Appraisal goals and ensure alignment with the Ontario Leadership Framework and the BIPSA
 Superintendents of Education: ensure the Safe, Equitable and Inclusive Education plan is in place
Board Improvement Plan for Student Achievement 2014/15