2014/2015
BOARD
IMPROVEMENT
PLAN
FOR STUDENT
ACHIEVEMENT
The DSBN is committed to student
success by working together to inspire,
empower and support all learners to
achieve their full potential.
OUR CORE VALUES:
RESPECT
We will:
• Value everyone’s contribution toward student success
• Acknowledge and celebrate the diversity, dignity, success and
worth of all individuals
• Embrace environmental stewardship
RELATIONSHIPS
We will:
• Build a culture of co-operation, collaboration, trust and respect
• Expand our educational community by fostering partnerships
among students, staff, family and community
• Implement a healthy, balanced lifestyle and foster wellness
• Strengthen a culture that supports and celebrates success
and innovation
RESPONSIBILITY
We will:
• Provide a caring, inclusive, safe and healthy learning and working
environment
• Model good citizenship and promote
• Utilize our resources wisely and efficiently
• Promote creative and critical thinking for life-long learners
• Share and implement best practices and innovative approaches that
enhances student achievement.
The Board Improvement Plan for Student Achievement is the instrument that guides and
directs the operations of the District School Board of Niagara and provides a blueprint for our
goals and objectives. At the end of each year, the BIPSA allows the DSBN to assess our
successes and determine areas of continued growth.
Each year, we review our progress and determine our focus for the upcoming year. Our vision
of “Achieving Success Together” means that each DSBN employee, no matter what their role,
plays a vital role in ensuring the success of our students.
This year’s document outlines our priorities for the 2014/15 school year. We will continue our
focus on improvement in literacy and mathematics and have outlined the numerous strategies
and supports available to teachers. We will maintain our commitment to providing equitable
and inclusive schools and to ensure a safe and welcoming learning environment for all students.
We will continue to be leaders in providing cutting edge technology and learning opportunities
to ensure that our students have access to the tools they require as 21 st Century learners.
We will continue to provide teachers with the resources and supports to assist them in the
classroom and to offer opportunities for their continued learning.
We are fortunate to have an exceptional group of talented, dedicated and hardworking leaders,
teachers and support staff. Together we have accomplished great things and I look forward to
our continued success.
On behalf of DSBN Trustees and Senior Staff, thank you for all you do to support our students
and their learning.
Warren Hoshizaki
DSBN BOARD IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT 2014-2015
Goal: To increase student learning and achievement by focusing professional learning on evidence-based instructional strategies and student well-being
NEEDS ASSESSMENT
Percentage of students achieving or surpassing provincial standard
Percentage of students achieving or surpassing provincial standard
Primary Mathematics
Junior Mathematics
68-69%
58-47%
Grade 9 Mathematics
Academic
Applied
75-81% (+6)
32-44% (+12)
Academic
Applied
94.8-98.4%
89.5-96.4%
Pass Rate:
Grade 9 Mathematics
Grade 10 Mathematics Academic
Applied
ELL 44-68% (+24)
ELL 46-37% (-9)
92.2-96.1%
84.8-87.1%
System
2009/10-2013/14 EQAO Language/Literacy
2009/10-2013/14 EQAO Mathematics/Numeracy
(+1)
(-11)
SMART GOALS
ELL 70-64%
ELL 24-30%
SE 35-39% (+4)
SE 20-21% (+1)
(-6)
(+6)
SE 62-69% (+7)
SE 25-35% (+10)
(+3.6)
(+6.9)
Primary Reading
Junior Reading
Primary Writing
Junior Writing
63-73% (+10)
72-79% (+7)
67-82% (+15)
67-77% (+10)
ELL
ELL
ELL
ELL
OSSLT Rate - First time
82-82%
ELL 81-67%
Pass Rate:
Grade 9 English -
(+3.9)
(+2.3)
Grade 10 English -
Academic
Applied
Academic
Applied
(0)
97.6-98.2%
89.3-97.7%
97.0-98.3%
88.1-87.0%
38-73% (+35)
53-59%
(+6)
53-79% (+26)
59-67% (+8)
(-14)
(+0.6)
(+8.4)
(+1.3)
(-1.1)
SE
SE
SE
SE
30-49%
33-51%
41-64%
27-51%
(+19)
(+18)
(+23)
(+24)
SE 43-51%
(+8)
•
100% of students will demonstrate self -regulation, efficacy and take ownership of their effort and learning
•
100% of students will demonstrate mastery learning
•
100% of schools will implement a process to effectively respond to student needs
•
100% of professional learning will focus on the use of evidence-based instructional strategies and strategies
to support the well-being of students
•
100% of staff will be involved in job-embedded professional learning using evidence-based instructional
strategies that enhance student learning
•
100% of administrators will participate in and lead the professional learning of staff and learning of students
•
100% of superintendents will lead and support their schools through learning cycles
•
Director will lead the system by focusing on evidence-based, professional learning
Mathematics/Numeracy
2009/10-2013/14 Credit Accumulation
Grade 9 (8 credits)
Grade 10 (16 credits)
Grade 11 (23+ credits)
79.61%, 81.43%, 83.89%, 85.87%, 87.5% (+7.89%)
64.65%, 66.1%, 70.74%, 74.46%, 76.72% (+12.07%)
63.47%, 65.26%, 69.23%, 73.22%, 75.08% (+11.61%)
School Effectiveness Framework Indicators
1.2
A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and determine next steps
1.3
Students and educators build a common understanding of what students are learning by identifying, sharing and clarifying the learning goals and success criteria
1.4
During learning, timely, ongoing descriptive feedback about student progress is provided based on student actions and co-constructed success criteria
2.4
Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning
4.1
A culture of high expectations supports the belief that all students can learn, progress and achieve
4.2
A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout schools
4.4
Learning is deepened through authentic, relevant and meaningful student inquiry
4.7
Timely and tiered interventions, supported by a team approach, respond to individual student learning needs and well-being
5.1
Comprehensive education and career life/planning programs meet the learning needs, interests and aspirations of all students
•
Primary EQAO scores will improve by 2% from 69% to 71%
•
Junior EQAO scores will improve by 3% from 47% to 50%. By 2017, the Grade 6 EQAO scores will be at or
above the provincial average
•
Grade 9 EQAO Academic scores will improve by 4% from 81% to 85% (+5% with IEP and +10% ELL)
•
Grade 9 EQAO Applied scores will improve by 3% from 44% to 47% (+4% with IEP and + 18% ELL)
•
Improvement by 3% of students above 70% in 100% of all Grade 9 and 10 math courses
Literacy
•
Primary EQAO Reading scores will improve by 2% from 73% to 75% (+3% with IEP and +2% ELL)
•
Primary EQAO Writing scores will improve by 2% from 82% to 84% (+4% with IEP and +3% ELL)
•
Junior EQAO Reading scores will improve by 2% from 79% to 81% (+3% with IEP and +3% ELL)
•
Junior EQAO Writing scores will improve by 2% from 77% to 79% (+4% with IEP and +3% ELL)
•
OSSLT Academic scores will improve by 1% from 95% to 96%
•
OSSLT Applied scores will improve by 3% from 50% to 53%
•
OSSLT English Language Learners scores will improve by 5% from 67% to 72%
•
OSSLT Special Education scores will improve by 4% from 51% to 55%
•
Improvement by 3% of students above 70% in 100% of all Grade 9 and 10 English courses
DSBN BOARD IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT 2014-2015
Goal: To increase student learning and achievement by focusing professional learning on evidence-based instructional strategies and student well-being
STRATEGIES AND ACTIONS
Director will:
• Incorporate the Board Improvement Plan for Student Achievement (BIPSA) into the Operational Plan and present to the Board for approval.
Superintendents will:
• Maximize spent in classrooms and schools;
• Collect, analyze and respond to evidence of student learning and well-being, and educator practices;
• Support the development of instructional leadership by modeling, coaching, and participating in school-based Collaborative Inquiry Learning (CILs) and
Professional Learning Communities (PLCs), etc., as well as Principal Learning Teams (PLTs) and Network Learning Communities (NLCs) using evidencebased instructional strategies;
• Collaborate with and support schools in the development of their School Improvement Plan (SIP) and incorporation of relevant data;
• Provide differentiated support to schools (e.g., instructional coach support, release time and resources, etc.);
• Assist in connecting the BIPSA, School Effectiveness Framework (SEF), and DSBN Effective Teaching and Learning in Mathematics and Literacy documents
to SIPs;
• Promote formal and informal leadership to support professional learning.
Administrators will:
• Collect, analyze and respond to evidence of student learning and well-being, and educator practices;
• Support the development of instructional leadership by modeling, coaching, and participating in school-based Collaborative Inquiry Learning (CILs) and
Professional Learning Communities (PLCs), etc., as well as Principal Learning Teams (PLTs) and Network Learning Communities (NLCs) using evidencebased instructional strategies;
• Promote and take an active role in collaborative inquiry learning at both the student and teacher levels;
• Develop and implement learning cycles based on school and student data/evidence;
• Bring current evidence to each NLC meeting to demonstrate progress made within the inquiry process;
• Participate in and provide release time and resources for co-planning, co-teaching and co-debriefing/reflecting amongst staff;
• Promote formal and informal leadership within the school to support professional learning;
• Ensure that learning communities (e.g., PLCs, CILs, NLCs, and Family of Schools (FOS)) are in place and evidence of progress is maintained.
Teachers will:
• Use evidence-based instructional practices (e.g., critical thinking, problem-based learning, quality questioning, learning goals and success criteria,
descriptive feedback, assessment for/as/of learning, inquiry-based learning and play-based learning, etc.) and tiered interventions;
• Participate in PLC discussions with colleagues using student data and collaborative inquiry to monitor progress and deepen professional knowledge
understanding;
• Examine data, establish professional instructional goals, set a plan, monitor and determine professional learning needs through In school teams,
professional learning teams (IST, ISSST, PLC, CIL-M, Coaches, etc.) and departments/divisions;
• Engage in co-planning, co-teaching and co-debriefing/reflection opportunities;
• Participate in cross-panel curriculum-focused professional learning (specified staff) through the leadership of the Family of Schools Chair.
Support Staff will:
• Collaborate with staff to assist in the implementation of effective strategies that will support learning for all students.
Instructional Coaches/School Support Services Staff will:
• Collaborate with school staffs to support job-embedded professional learning of evidence-based instructional strategies;
• Respond to system learning needs in a strategic and timely fashion.
Students will:
• Engage with intention and purpose to achieve mastery learning, self-regulation, and efficacy;
• Take ownership of their All About Me/Individualized Pathway Plan (IPP), with the guidance of the teacher;
• Develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make appropriate choices.
BUILDING CAPACITY THROUGH
PROFESSIONAL LEARNING
Director will:
• Build superintendent capacity to use data to inform
decisions, engage staff, and develop leadership.
Superintendents will:
• Lead the teaching and learning agenda and build system
capacity to use data to inform decisions, engage staff,
and develop leadership through PLTs, NLCs, PLCs, CILs,
school and classroom visits, and other professional
learning opportunities.
Administrators will:
• Lead and facilitate teacher learning through jobembedded professional development opportunities
(e.g., CILs, PLCs, PLTs).
• Build capacity in collaboration with staff, instructional
coaches, and School Support Services staff to use
evidence-based instructional strategies and strategies
within the Pyramid of Intervention.
Instructional coaches will:
• Develop and foster a deeper understanding of
evidence-based instructional strategies through
collaborative inquiry.
School Support Services staff will:
• Strategically build educator capacity to understand, use,
and implement evidence-based instructional strategies
using job-embedded learning opportunities.
School staff will:
• Refine their use of evidence-based instructional
strategies through job-embedded learning
opportunities such as CILs, PLCs, working with
principals, vice-principals, instructional coaches,
program leaders, School Support Services staff, and SOs
(See Appendix).
• Identify and implement targeted strategies and
interventions for the achievement and well-being of all
students including those at higher risk, English Language
Learners, Children and Youth in Care (CYIC), Indigenous,
and Special Education students (See Appendix).
• Provide support to parents to enhance their child’s
learning at home through school newsletters, parent
nights, parent programs, classroom visits, websites, etc.
RESOURCES
Human
• Instructional coaches
• Informal school leaders
• Program Leaders
• Administrators
• School Support Services staff
• In-school Student Success Team
• In-School Teams
• IT for Learning Team
• Student Work Study Teacher
• Teachers
• Support Staff
• Community Partners
Financial
• Tutors in the Classroom/BASIC
Tutoring
• System Implementation and
Monitoring
• Student Work Study
• Student Success
• School Support Initiative
• CODE Projects
• Ministry grants
• Community partnerships
• Special Incidence Portion funding
• SEA funding for Assistive
Technology
• Child Youth in Care (CYIC)
• Board Budget
RESPONSIBILITY
AND MONITORING
Director will:
• Monitor the progress of the BIPSA with
Supervisory Officers and report progress
to the board.
Superintendents will:
• Monitor progress of SIPs through the
implementation and participation in PLCs,
CILs, NLCs and classroom visits.
• Collect data and monitor progress through
NLC meetings and school-based PLCs to
measure success.
Administrators will:
• Monitor impact of learning teams based
on school data/evidence.
• Monitor evidence at, and in between, each
NLC/PLT meeting to measure progress
made during the inquiry process.
Teachers will:
• Monitor through reflective practice the
impact their instruction has on student
achievement and well-being.
• Monitor data and determine learning
needs.
Support Staff will:
• Monitor the effectiveness of strategies
used to support learning and well-being for
all students.
Instructional Coaches/School Support Services
Staff will:
• Monitor and refine system processes
based on feedback and student
achievement data.
Students will:
• Monitor progress toward their own
learning and well-being, and goals as
outlined in their All About Me/IPP.
BIPSA 2014-2015 APPENDIX
A. WELL BEING
The District School Board of Niagara community believes that mental health and well-being is the foundation for
success. We provide a safe, caring, healthy and inclusive environment for all in which to learn, grow and achieve. The
DSBN multi-year strategy provides the framework to support and empower everyone to achieve the foundation for
sustainable mental health and well-being.
B. EQUITY
The District School Board Niagara strives for education that is based on the principles of acceptance and inclusion of all
students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader
environment in which diversity is honoured and all individuals are respected.
The DSBN continues to respond to the Ontario's Equity and Inclusive Education Strategy and the Safe and Accepting
Schools Act by following an ongoing implementation plan which includes documents and programs that promote a safe
and inclusive learning environment for the whole child. Documents include the Religious Accommodations Guidelines
and LGBTQ Supporting Sexual and Gender Diverse Students in the Learning Environment. We are supporting the
development and implementation of Safe School Teams in each of our schools. We continue to focus on themes of
Bullying Awareness, Empathy, and Inclusion with the Pink Shirt Everyday Campaign. Through community partnerships,
we are building capacity of staff, students and parents with targeted training opportunities.
C. SPECIAL EDUCATION
The District School Board of Niagara is committed to student success by working together to inspire, empower and
support all learners to achieve their full potential. Each student is a unique individual with their own strengths and needs
and some students may require special education supports and services to achieve success. In the District School Board
of Niagara (DSBN), Special Education is a collaborative process that encompasses the supports, services and strategies
that provide the opportunities for each student to reach their potential. At the District School Board of Niagara there is a
full continuum of services available to help support the unique needs of each child.
The goal for each child is to ensure that they are served in the most enabling environment that lends itself to their
individualized success. We believe all children can learn, and we know that all children learn differently. The DSBN
strives to build a school community that values the learning differences and contributions of each and every student.
D. ENGLISH AS A SECOND LANGUAGE (ESL)
The District School Board of Niagara’s English as Second Language (ESL) program supports students whose first language
is not English. Newcomers to the DSBN are invited to access the supports offered from our Welcome Centre for
Newcomer Families. English Language Learners work on the same Ontario curriculum expectations as other students.
The ESL program helps students with vocabulary, and reading and writing strategies, to help them in all subject areas.
The DSBN values and honours the diversity that our newcomer families add to our school communities.
E. FIRST NATION, MÉTIS, INUIT (FNMI)
First Nation, Métis, Inuit education is a key priority for the District School Board of Niagara. Our goals for all students and
staff are to have knowledge and appreciation of traditional and contemporary FNMI history, traditions, cultures, and
perspectives. To this end we have created authentic documents and programs to engage our FNMI youth and to educate
both Indigenous and Non-Indigenous youth and staff.
FIRST NATION, MÉTIS, INUIT (FNMI): There are a variety of strategies and programs that can be used to support student
learning. These include:
Student FNMI Supports and Initiatives
Native Studies and Native Languages courses; Completing the Circle mentorship program; FNMI Tutors in the Classroom;
FNMI Consultant, Student Support Teacher, and Advisor; FNMI Career Day; FMNI Summer HEAT; and, FNMI Student
Voice Leadership Conference.
FNMI Learning for Staff and Our Community
A Sacred Journey: A Guide to Understanding and Supporting Aboriginal Students; FNMI Awareness Week; FNMI
Elementary Visual Arts (Visions and Voices: Explorations in Art through FNMI and other Canadian Artists); FNMI
Secondary Arts Curriculum: Integrating First Nation, Métis and Inuit Art 9-12; and, Introduction to Anishinaabe and
Mohawk Language.
F. COMPREHENSIVE MATHEMATICS/NUMERACY
In an effective mathematics program, teachers plan instruction for all students using the curriculum expectations,
process skills and big ideas to engage in problem-based instruction that promotes conceptual understanding and
procedural efficiency.
Mathematical learning occurs in an environment in which students construct their mathematical knowledge through
intentionally selected problems, contexts, and conversations as well as strategic teacher and student questioning.
Instructional decisions are based on emerging student understanding, curriculum expectations, research informed big
ideas in mathematics and should engage students in mathematics through the process expectations. Both conceptual
understanding and procedural efficiency are valued. Students are given opportunity to both investigate and practice
mathematics.
Students will build efficacy and develop a growth mindset about learning mathematics by seeing the value in making
mistakes and learning from them and by believing that effort can create success.
MATHEMATICS/NUMERACY: There are a variety of evidence-based programs and strategies that can be used to
address mathematics/numeracy learning. These include:
Effective Teaching and Learning in Mathematics
This document provides educators with the philosophy and pedagogy to support effective mathematics teaching and
learning in all classrooms. As teachers continue to deepen their mathematics for teaching knowledge they become
better at making instructional decisions that support student learning. In order to develop mathematical understanding
and nurture mathematicians it is critical to have students make sense of mathematics and engage in learning through
the mathematical processes on a daily basis. Within this document you will find material to support teaching and
learning of mathematics.
Leaps and Bounds - Primary, Junior, and Intermediate
This is a commercial resource. There are three grade bands; 3/4, 5/6 and 7/8. Each resource covers all five strands. Each
resource includes a facilitator guide, and student book or blackline masters. Leaps and Bounds is an intervention
resource developed to help teachers support students who are struggling in mathematics. It is a research-based
intervention approach that is founded on how students learn math developmentally. Diagnostics are used to identify
specific gaps and suggest intervention pathways for students based on development and curriculum.
Do The Math - Primary, Junior and Intermediate
Do the Math is an intervention resource designed to be used with small groups of students who, despite sound
instruction, lag behind their peers. Do the Math focuses on the essential content in mathematics. Content is organized in
manageable chunks. The lessons are explicit about the relationships among these chunks and are carefully sequenced to
help students build a solid foundation of understanding. The Math Team has several Multiplication and Fractions
Modules.
Context for Learning Mathematics Series (Fosnot)
The Contexts for Learning Mathematics series (Fosnot units) use carefully crafted math experiences to foster a deep
conceptual understanding of essential mathematical ideas, strategies, and models. Building on the ideals of a math
workshop, each unit provides a sequence of investigations, mini-lessons, games, and other contexts for learning. The
mini-lessons ('strings') are also used throughout the year to support computational fluency.
Teaching Student-Centred Mathematics (Van de Walle)
The Teaching Student-Centered Mathematics (Van de Walle) resource provides practical guidance, along with proven
strategies, for teachers of Kindergarten through grade 8. Each book has sections on establishing a student-centered
environment and on teaching student-centered mathematics. This resource offers a large collection of high quality tasks
and activities to engage students, while developing understanding and confidence in mathematics.
PRIME (Professional Resources and Instruction for Mathematics Educators) - Primary, Junior and Intermediate
This resource is designed to provide educators with a framework to structure the mathematics they are teaching and to
understand the developmental phases that students pass through as they learn mathematics concepts and skills. The kit
includes diagnostic tools that place students on a developmental continuum, instructional strategies to move students
forward, and a Background and Strategies Book which provides support for both content and pedagogy.
DreamBox - Primary, Junior
Each student from JK-Grade 4 has their own DreamBox account, which they are encouraged to use at school and at
home. DreamBox is an adaptive computer program which accelerates learning by ensuring every student works
continually in their optimal learning zone and helps all students achieve mathematics proficiency. Dynamically adapting
in real time, within and between lessons, each students’ unique needs are addressed. The DreamBox student driven
learning environment differentiates content, pace, and sequence for the highest levels of student achievement so every
student can learn to think critically, understand deeply and have a life-long love for and confidence in math.
Gap Closing Materials - Junior, Intermediate, and Senior
“The Gap Closing package is designed to help teachers provide precisely targeted remediation for students who they
identify as being significantly behind in mathematics. The goal is to close gaps in Number Sense so that the students
can be successful in learning grade-appropriate mathematics.” [Facilitator’s Guide, Introduction]. There are Junior and
Intermediate/Senior packages. These resources are provided through the Ministry; the Junior Package was in-serviced/
distributed to all LRTs 2011/2012.
Homework Help (One-to-One Math Tutoring in the Evenings for Students) - Intermediate
Math Homework Help is a program for students in grades 7 to 10, offering math help online. Real time math teachers
are available to assist students Sunday to Thursday, from 5:30 to 9:30 p.m. Additional 24/7 math resources are also
available on this site to support students. Resources include introductory lessons on the most commonly asked math
questions, interactive math tutorials and highlights of math tutoring sessions. Students can access the homework help
site at www.homeworkhelp.ilc.org.
Homework Help (One-to-One Math Tutoring in the Evenings for Students) - Senior
Math Homework Help is a program for students in grades 11 and 12, offering math help online. Real time math
teachers are available to assist students Sunday, Monday, Wednesday, and Thursday evenings from 7:00 to 10:00 p.m.
Students can access the homework help site at www.dsbn.org/mathhelp.
G. COMPREHENSIVE LITERACY
In an effective comprehensive literacy program, teachers engage all students through the fluid and responsive use of
evidence-based instructional approaches (small group, collaborative, whole group, individual) based on students’
learning needs to become proficient readers, writers and oral communicators.
Learning focuses on the Four Roles of the Literate Learner: Meaning Maker, Code User, Text User and Text Analyzer.
Oral Communication (talking, listening, sharing and thinking) is used by teachers in a planned and purposeful way to
increase students’ opportunities to use talk as the “vehicle for learning” in the classroom.
Reading is a complex process that involves the application of many strategies (i.e. comprehension and cueing systems)
to support effective processing, navigating, and understanding of a variety of texts.
Writing must include opportunities for students to explore the writing process, the elements of writing as well as
writer’s craft, to allow them to express their ideas with understanding, skill and confidence in a variety of text forms,
genres and formats.
Media Literacy is integrated in the classroom to help students develop a critical and balanced perspective of mass media
and popular culture. Students are provided numerous opportunities to create and analyze media.
LITERACY: There are a variety of evidence-based programs and strategies that can be used to address literacy learning.
These include:
Effective Teaching and Learning in Literacy
This document provides educators with the philosophy and pedagogy to achieve effective literacy instruction in all
classrooms. Within this document you will find the foundational values that are essential for developing literate
learners. Included in each of these are reflective questions to guide instructional decisions, literacy behaviours to
observe, tools for gathering evidence of student learning and professional resources to support successful
implementation.
Benchmark Assessment System (BAS)
Benchmark Assessment System (BAS) is an assessment tool for teachers to help make students’ reading behaviours
more visible in order to support intentional instruction. BAS has three components: oral reading, comprehension
conversation, and extending understanding through writing. This one-on-one approach enables teachers to gain
valuable evidence regarding a student’s ability to process, navigate, and understand fiction and non-fiction texts.
Levelled Literacy Intervention (LLI)
Levelled Literacy Intervention is a research-based, small group, short term, supplementary intervention program
designed to support readers who struggle with closing the gap and to prevent future literacy difficulties. LLI consists of
intentionally structured lesson frameworks to support students with reading comprehension, phonics/word study and
extending understanding through writing.
Remediation Plus (Individual, Small Group or Whole Class) - Primary
It is a phonological awareness and phonics program that uses multisensory learning to aid students in closing early
literacy gaps. There are two models, the LRT Model and the Whole Class Model being used in our board. Students can
be withdrawn for individual support by a Learning Resource Teacher, or the program can be implemented by the
classroom teacher. There are pre- and post-assessments that allow for evidence-based learning. The Special Education
Team supports job-embedded teacher training and direct classroom supports for the program.
Reach Every Student: Next Steps for Teaching and Learning - Primary, Junior and Intermediate
This electronic document available on First Class is intended to support teachers with “Next Steps” for teaching and
learning based on evidence of student learning (observations, conversations, products) obtained through diagnostic and
formative assessments. The purpose of this document is to provide specific next steps with links to lesson plans and
strategies so that teachers can plan their program for individuals and small groups of students according to their needs.
Targeted Small Group Instruction - Primary, Junior, Intermediate, Senior
Teachers plan instruction using a variety of assessment data, both diagnostic and formative, to target instruction in
flexible groupings based on student learning needs. Working with a small group enables teachers to provide fifteen to
twenty minutes of high-quality intensive instruction that is appropriate for every member of the group. This direct
instructional time that every student receives ultimately has a great impact on their independent reading.
Brigance - Inventory of Early Development II (for Low Enrolment Classes) - Elementary and Secondary - Based on
Individual Needs
This is a comprehensive assessment for students working on early developmental skills. Physical Development, Language
Development, Academic/Cognitive Skills: Literacy, Mathematical Concepts, Social and Emotional Development and Daily
Living. This tool assists teachers in providing targeted goals with pre and post assessment in many areas, including
alternative programming. It is provided for the student that does not participate in the EQAO for literacy and numeracy,
and helps to assess students and set next steps for instruction. All Fundamental Skills Class teachers have been provided
with the assessment tool and it is available through your Special Education Resource Teacher. This ensures that all
students are assessed consistently, and ensures that growth and achievement are evidence based. There are many
other Brigance resources available as well through the Special Education Department to support our Low Enrolment
Classes in determining expectations and goals.
Empower Reading - Secondary
Empower Reading is an intervention strategy for secondary students who are struggling or non-readers, including
English as a Second Language Learners. Empower Reading engages students to successfully learn to read and gain
knowledge from written materials. It teaches students the skills needed to analyze text and decode words. The program
is available in most SSTW sites and delivered by a trained teacher.
H. CROSS-CURRICULAR INSTRUCTIONAL STRATEGIES
When planning for student success, teachers need to have a clear and valid target of what that success should look like
and sound like, based on the curricular expectations, current student needs, and enduring understandings. Planning with
this target in mind allows teachers to make assessment transparent to their students and to design activities that
encourage students to assess their own progress and set their own goals for moving forward.
Teachers develop a shared understanding of the learning goals with students. Teachers plan to co-construct the success
criteria and requirements with their students, ensuring a fair and transparent set of targets to work toward.
Teachers use principles of critical thinking to design challenges requiring students to make judgments about authentic,
engaging issues. Teachers plan a series of activities and questions that will allow students to move toward curricular
targets, adjusting their plans in response to student successes and needs.
Teachers develop classroom cultures that support collaborative learning through inquiry- a dynamic approach driven by
student curiosity. Teachers facilitate student inquiries that meet curricular goals, encouraging and empowering students
to ask and genuinely investigate their questions through exploration, experimentation, and creativity.
Teachers provide ongoing, actionable feedback that is focused on success criteria and learning goals. Students develop
skills in self- and peer- assessment for the purpose of improving their own learning.
Formative assessment is ongoing, integrated with instruction, and linked to planning next steps. In assessing for learning,
teachers and students reflect on where students are in terms of curricular goals, where they need to go and how they
will get there.
In assessing as learning, students develop their capacity to be independent, autonomous learners who are able to set
individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning.
Summative assessment is based on the overall expectations, and is planned to include multiple and varied opportunities
for students to demonstrate success. Assessment of learning is a point in time measure of achievement for the purpose
of reporting.
CROSS CURRICULAR: There are a variety of supports available to schools. These include:
Kindergarten: Learning Through Play: Developing the Building Blocks for Academic Success – Functional Screening and
Strategies for Kindergarten Success
This document was created from a variety of different disciplines (e.g., Early Childhood Education, Speech Language
Pathology, Occupational Therapy, Psychology, and Education) to support the needs of Kindergarten students in terms of
their developmental strengths and areas of need across the 5 Developmental Domains. Within these developmental
domains are sub-sets for consideration: personal and social development (emotional, social, self-regulation skills),
physical development (gross motor, fine motor, sensory processing skills), classroom performance abilities
(communication, cognitive, visual, perceptual skills) and independent skills (independent work behaviours, self-help
skills). Through the intentional use of play, adapting the environment and individually tailored instructional practices;
individual, small group, whole group, which is defined by the needs of the child, educators will serve to establish the
foundation necessary for learning and support students’ growth and development along the continuum towards greater
independence. The Functional Screening and Strategies for Kindergarten Success was developed using the program of
the Early Learning Kindergarten Program Document: Personal and Social Development, Language, Mathematics, Science
and Technology, Health and Physical Activity, and the Arts to aid educator teams in programming.
B.A.S.I.C. Program - Primary, Junior and Intermediate
The Before and After School Initiative for Children program (B.A.S.I.C.) provides funding for schools to develop programs
in literacy and numeracy skill development to be run outside of classroom hours which address specific needs of
students. This program assists schools to close the gaps in achievement, and achieve equity of outcomes for specific
populations.
Tutors in the Classroom - Primary, Junior
This program provides funding to close the gaps in achievement and achieve equity of outcomes for specific populations.
The program assists schools in hiring Ontario postsecondary students who are currently enrolled in an Ontario
institution and wish to focus on improving achievement in JK-6 classrooms.
Brigance - Transition Skills Inventory - Intermediate and Senior - based on individual students needs
This comprehensive assessment focuses on secondary education, employability skills, independent living as well as
academic skills to support transition to the community. This tool has been provided to all schools that support
students in the Secondary School to Community Program, and is available through School Support Services. For
students who participate in EQAO and have alternative programming, this tool allows for assessment of these skills in
a standard way across our system, to provide support and evidence based next steps to support individual
programming.
English as a Second Language Programming - Best Practices document
Best Practices to Meet the Needs of English Language Learners is a document for elementary classroom teachers,
ESL/ELD teachers, LRTs, and administrators. The purpose of the document is to provide consistent programming and
strategies for all ELLs across DSBN while aligning with Ministry of Education policies and procedures. The Best
Practices document was implemented in March, 2013 and is continuing to be used. Many teachers and principals are
using it as a discussion tool for IST or other collaborative planning meetings to further the educational success of ELLs.
The document is also helping to increase awareness about the ESL/ELD program as a site school or itinerant model and is
fostering a collaborative relationship between all stakeholders.
After Hours Literacy and Numeracy - Intermediate
After hours literacy and numeracy is a school based program designed to support student who are struggling with
literacy and/or numeracy skills. The program can be used to support students in preparing for EQAO Grade 9
Mathematics, OSSLT and course work in grades 7 to 10. The Program is delivered after school and the focus is based on
a needs assessment of students enrolled in the program.
French Immersion Homework Help Website - Junior and Intermediate
This website provides resources and support to assist students with their homework for Grades 4-8 of the French
Immersion program. Students may ask questions by posting them on the website, or emailing the tutor. It is dedicated
not only to the French Language but also Social Sciences, Arts, Science, Technology, as well as Math. The tutor will also
be able to post discussions and/or lessons about Commonly Asked Questions.
Summer HEAT - Primary - Grade 4
Summer HEAT which stand for Helping Everyone Achieve Together, is a primary summer learning program designed
for students entering junior kindergarten to grade 4 in the fall. The focus is on literacy, numeracy, and experiential
learning. The program runs for three weeks in the middle of the summer and often involves trips to allow students to
build background knowledge and first-hand experience.
Summer School - Intermediate and Senior
Summer school is an intermediate/senior program delivered during the month of July in various locations across the
DSBN. The Grade 7 and 8 program is based on identified learning gaps based on classroom and EQAO results. The
secondary program has both remedial and new credit courses in a variety of subject areas, which are delivered both
on site and through e-learning. Both programs contribute to improved pass rates and credit accumulation rates.
Reach Ahead - Grade 7 and 8
New Credit courses available to current Grade 7 & 8 students during the summer that are designed to allow students to
get a start at the High School in their community. Courses include Physical and Health Education, Fitness, Integrated Arts
and Robotics.
Gr8 in 8 Program and High School Head Start Program
These programs provide a four week summer learning experience to assist students currently in Grade 7 prepare for
Grade 8 (Gr8 in 8 Program) and students currently in Grade 8 prepare for Grade 9 (High School Head Start). At the end of
the program, a progress report is mailed home with a copy sent to the student's day school. The report highlights the
focus of the Summer School curriculum in Language, Mathematics, and Skills for school success.
Administrative Services
Priorities for Improving Student
Achievement
ADMINISTRATIVE SERVICES Organization Group and Link to Student Achievement Initiative Schedule Responsibility and Proposed Strategies COMMUNICATIONS & PUBLIC RELATIONS Further a culture of inclusion, innovation and student success at the DSBN through the provision of a range of professional communications services that support schools, senior leadership and build public confidence in public education. 
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March 2015 Ongoing Ongoing Improve visual appeal of secondary and elementary schools and support improved school spirit and student success through the implementation of Welcome Projects. Provide direct assistance and training to schools Ongoing in effective communications practices. Coordinate system campaigns (Welcome Back, March 2015 High School and Kindergarten Open Houses) to support schools and provide timely and relevant information to parents and the community. Concept and redesign of physical spaces in the Ongoing Education Centre to be reflective of a student centered organization. Ongoing Provide training and information on best communications practices to Board of Trustees. Ongoing Improve customer service through direct support to staff working with stakeholders. Ongoing Conduct training for senior leadership, administrators and support staff on professional communications practices Further develop the Visual Identity Guide for senior leadership, administrators, management and support staff through the launch of a comprehensive Brand Strategy Initiate the development of vibrant and consistent branding for system programs and initiatives. Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding Kim Yielding ADMINISTRATIVE SERVICES Organization Group and Link to Student Achievement Initiative Schedule Responsibility and Proposed Strategies INFORMATION TECHNOLOGY SERVICES Provide the infrastructure, services and support to promote 21st century learning and 21st century business processes 
Promoting local innovation and leadership for 21st century teaching and learning Improved Access to Data Expansion of Professional Learning for DSBN Staff 
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Improved Communication Tools ‐ Implement a DSBN Parent/ Guardian, Teacher and Student Portal ‐ Improved access and support for the creation of instructional content through Desire2Learn (D2L), Office 365 and Google ‐ Full implementation of DSBN and School mobile app (Apple and Android) ‐ New Email System introduced ‐ New Help Desk Services software in use DSBN Research and Innovation Hub ‐ Supporting effective innovation practices that make a difference for student engagement, learning and acquisition of 21st century skills ‐ Partnering with Higher Education organizations to create authentic learning that helps students close the skills gap Improved Wireless and Network Access ‐ Refresh and replace the existing technical infrastructure in all DSBN sites in order to provide more reliable internet connections for students, staff and community Compass For Success ‐ Access for principals/vice principals and school staff to student, class and school data to support the learning agenda Updating Administrative Software ‐ Implementing financial and HR online systems (Trillium/Budget Accounting System/ HR software, online cashless schools) Provide On‐Site/System Professional Development ‐ Provide group and school‐based, job‐
embedded learning opportunities to support for student learning ‐ Provide schools with the capacity to select differentiated supports from ITS / IT4 Learning Team June 2015 June 2015 August 2015 June 2015 June 2015 Ongoing Dino Miele Helen McGregor Dino Miele Helen McGregor Dino Miele Dino Miele JoAnna Roberto Helen McGregor Dino Miele Stacy Veld Dino Miele Helen McGregor ADMINISTRATIVE SERVICES Organization Group and Link to Student Achievement Initiative Schedule Responsibility and Proposed Strategies HUMAN RESOURCES As part of the Board Leadership Development Strategies: 
Part A: Continue to extend fostering the collective school 
leadership capacity to support consistent and incremental frontline‐led improvement. 
Part B: Leadership Selection Refine Principal/Vice‐Principal Network Learning Teams to further develop the inquiry process with particular emphasis on “evidence” that forecasts the degree of success of student achievement. Principal/Vice‐Principal Network Learning Team meetings are regularly scheduled throughout the school year by Superintendents of Schools. In addition to the standards set locally and by the Ontario Leadership Framework, further enhance the leadership selection process with performance data on two of the four dimensions of leadership and talent. The four dimensions are Traits, Drivers, Competencies and Experiences; the focus will be on Traits and Drivers. Ongoing May 2015 Director of Education Superintendent of Schools Superintendent of Human Resources Pilot: January 2015 Implement: June 2015 ‐ September 2017 February 2015 December 2014 March 2015 March 2015 Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld FINANCIAL SERVICES AND PAYROLL SERVICES Provide efficient and effective services, and timely / sound decision support to create a solid financial base, while minimizing administrative effort so that maximum resources and attention can focus on student achievement. 
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Pilot and Implement an on‐line payment system for schools (including a new on‐line donation process) Restructure Purchasing Cards (P‐Card) program & policy Implement Investment strategy Implement automated time‐sheets for additional employee groups: o Educational Assistants o Caretakers Payroll Training Videos to supplement documentation (for school based Administrators) ADMINISTRATIVE SERVICES Organization Group and Link to Student Achievement Initiative Schedule Responsibility and Proposed Strategies FACILITY SERVICES – PROJECTS AND MAINTENANCE Provide capital work and decision support for safe, energy efficient, accessible and environmentally friendly buildings and learning facilities which support program and curriculum enhancements and improve learning opportunities for students 
September 2015 September 2015 December 2014 September 2015 September 2016 September 2015 May 2015 December 2014 September 2014 Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld Develop standards for cleaning and operations August 2015 with focus on quality control and a work loading system Promote Community Outreach and Partnerships April 2016 September 2014 Phase 3 Video Access June 2015 o All buildings that were under Accommodation Reviews and re‐
purposed (Jeanne Sauvé/DSBN Academy/School Support Services) August 2015 Enhance Outreach through the use of Digital Technology and Social Media August/2015 Enhance Curb Appeal ‐ expanded crew and resources August 2015 Continue Sports Field Improvement February 2015 o Year 2 (3 sport fields) o Conduct Feasibility Studies of Artificial Turf Fields 2014/2015 Standardize Gym Floor coatings with NBA Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld Complete Major Capital New Construction & Renovations o
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Harriet Tubman Public School Twenty Valley Public School Woodend Environmental Centre Crossroads Addition New West Fort Erie Elementary School Implement First Child Care Program at various schools (4 schools) Greater Fort Erie Secondary School ‐ Design Implement 2015 Facility Renewal Program Education Centre I.T. Renovations FACILITY SERVICES – OPERATIONS Provide a quality teaching, learning and work environment that is safe, healthy, and accessible, and conducive for teaching and learning. 
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quality product and method ADMINISTRATIVE SERVICES Organization Group and Link to Student Achievement Initiative Schedule Responsibility and Proposed Strategies PURCHASING AND CENTRAL SERVICES Provide an easy process for schools to obtain goods and necessary services, therefore minimizing time and effort associated with school administration, and maximizing time to support teaching and learning. 
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Implementation of a Purchasing Portal including August 2015 purchasing e‐catalogues March 2015 Establish a professional development plan for each Purchasing and Central Services department staff member Stacy Veld Stacy Veld March 2015 Implement Records Destruction protocols December 2014 August 2015 Inventory current archival holdings and assess preservation needs Develop record series and finding aids September 2015 Inventory professional artwork in DSBN schools June 2015 Stacy Veld Stacy Veld Stacy Veld Stacy Veld Stacy Veld RECORDS MANAGEMENT Provide a managed system for the custody of academic and business records. 
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Provide a managed system for maintaining and preserving records of historical significance Provide a managed system for maintaining professional artwork as valuable assets of DSBN 
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Inventory current records storage holdings PLANNING AND TRANSPORTATION Prepare enrolment plans and facility needs to provide exemplary schools for teaching and learning. 
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Initiate and carry out approved schedule of ARC reviews to enhance student programming and reduce underutilized school spaces. Seek opportunities for further efficiencies in Student Transportation As per Trustee approved schedule Lora Courtois ADMINISTRATIVE SERVICES Organization Group and Link to Student Achievement Initiative Responsibility and Proposed Strategies Schedule PRINTING SERVICES Reorganize and Re‐
energize the DSBN In‐
Plant Printing Department to enable 100% support of schools and departments 
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Conduct a comprehensive review of services, cost structure, equipment and skill set of staff Completed Kim Yielding Identify opportunities for growth and expansion December 2014 of services Kim Yielding Diminish and Control sources of waste including December 2014 defects, overproduction, waiting, inventory, motion and transport and excess processing Kim Yielding