HomeMy WebLinkAbout9.1 Appendix C to 26 June 2023 Board2023–2027STRATEGIC PLAN
Mission:
To build a learning community that provides students with equitable
opportunities to reach their potential and develop into respectful, creative,
and knowledgeable community members who contribute to society.
Our
Values
The Ottawa-Carleton District School Board is located on the traditional, unceded homelands of the
Algonquin nation. In acknowledging the land on which we learn and work, we acknowledge a
responsibility to the Algonquin people and a responsibility to honour the Algonquin cultural protocols.Learning Social
Responsibility
Well-Being
Equity, Inclusion
and Accessibility
Creating an inclusive
culture where every
person is valued,
diversity is respected,
and barriers are
identified and
addressed, so
that all students
can achieve
equitable outcomes
regardless of their
circumstances.
Community
Building
Fostering a supportive
and inclusive learning
environment that
encourages
engagement, trust,
and collaboration,
building on the learning
from Indigenous,
marginalized,
and racialized
communities.
Responsible
Resource Use
Making informed
decisions to optimize
the use of resources
in support of
teaching practices,
student success,
staff well-being,
and good
governance.
Leadership
Development
Promoting leadership
and learning for
students, staff,
families, and the
Board of Trustees,
to encourage and
support critical
thinking, global
awareness, and ethical
decision-making.
Appendix C to 26 June 2023 Board
Learning Well-Being Social
Responsibility
What does
success look
like?
•Improved student literacy
•Improved student achievement in mathematics
•Improved program quality and accessibility for all
students
•Improved student mental health supports and resources
•Enhanced safety to support the cultural, emotional, and
physical well-being of all students and staff
•Improved employee well-being and engagement
•Improved educator-student relationships built on
empathy, understanding, and respect for differences
•Continued progress toward reconciliation with Indigenous
peoples
•Strengthened student voice and leadership through fair
and ethical decision-making
•Improved environmental sustainability
What work
do we need
to do?
•Train educators to implement renewed early literacy
strategy
•Provide direct supports to educators teaching math
•Conduct a thorough review of learning programs (e.g.,
English, French Immersion, Special Education)
•Center student voice in learning experiences and
opportunities for credit choices, attainment, and recovery
•Renew mental health strategy with a focus on student
engagement and leadership, building on individual,
cultural, and community strengths
•Review and revise strategies to support positive
student behaviour
•Develop anti-hate and anti-oppression strategies in
collaboration with students
•Develop targeted and meaningful strategies for staff
wellness and injury prevention
•Renew commitments within the Indigenous, Human
Rights and Equity Roadmap
•Develop student competencies through a focus on
Executive Functioning (e.g., planning, self-control,
prioritizing tasks, staying focused, etc.) and Social
Emotional skills (e.g., empathy, communication, building
relationships, etc.)
•Develop a greening plan and implement environmental
initiatives in collaboration with Indigenous knowledge
keepers
How will we
measure our
progress?
Progress Indicators:
•Grade one literacy screener
•EQAO provincial assessments and secondary literacy test
•Report card data, credit accumulation, and graduation rates
Outputs:
•Access to literacy programming for students with
learning gaps
•Improved educator efficacy in mathematics
•New elementary and secondary program frameworks
•Diversified learning experiences to meet students’ goals
•Participation in personally meaningful, student-driven
learning experiences
Progress Indicators:
•School climate survey data and incident reporting
•Data on student suspensions and expulsions by identity
group
•Data on staff absences and workplace violence
•Staff survey data
Outputs:
•Updated mental health strategy with yearly action plans
•Renewed anti-bullying plan for prevention and
intervention, with an equity framework
•Staff training and professional development
Progress Indicators:
•Identity-based enrolment data by programs
•Enrolment in Indigenous courses and programs
•Waste reduction, recycling, and composting data
Outputs:
•Regular ongoing collection of identity-based and self-
identification data
•Updated Indigenous, Human Rights and Equity Roadmap
and annual action plans
•Inclusive spaces that foster a sense of belonging
•Enriched environmental education
How will we
see impact?
•Improved access to programs for all students, to meet
their learning needs, with a focus on marginalized and
underserved groups
•All students reaching their literacy milestones by the end
of grade one
•Increased achievement results for all students
•Reduction in achievement gaps for marginalized and
underserved students
•Improved access to mental health services and ability to
support student mental health needs
•An increase in student and staff sense of safety and
belonging
•Increased respect for the dignity of each person and
awareness of rights and responsibilities
•Collaboration between schools and community partners
to support students with mental and behavioural needs
•Improved wellness and engagement
•Increased Indigenous program offerings and
Indigenization of classrooms
•Improved access to programs for marginalized and
underserved groups
•Better representation in leadership of Indigenous and
marginalized groups
•Improved life and learning skills
•Decreased OCDSB environmental footprint