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HomeMy WebLinkAbout03 Report 02-105 Director's Trimester 2 Progress Report: Strategic Plan 2000-2003 - System Improvement and School ReviewsOTTAWA-CARLETON DISTRICT' SCHOOL BOARD 24 April 2002 Report No. 02 -105 to the Chairs' Committee Re Director's Trimester 2 Progress Report: Strategic Plan 2000 -2003 - System Improvement and School Reviews - ORIGINATOR: James P. Grieve, Director of Education /Secretary of the Board Rose -Marie Batley, Superintendent of School Operations Janice E. Sargent, Management, Policy and Planning Advisor Sue Baker, Co- ordinator of School Operations PURPOSE: 1. To provide for information and discussion the second trimester progress report on system improvement. BACKGROUND: 2. On 14 May 2001, the Board approved the following motion: A. THAT the Strategic Operational Objectives and Plans of Action for 2001 - 2003 be approved subject to budget approval where appropriate; and B. THAT staff provide an overview progress report to the September 2001 Chairs' Committee, together with a tentative schedule for further reports and potential Board decision points regarding implementation of the Strategic Action Plans. 3. Planning for the development and implementation of actions to meet the Board's strategic objectives took place over the January June period through: work by Director's Council of Superintendents to hone the Board's overall strategic objectives into operational action plans; and work by trustees at two planning sessions in January and March 2001 to further refine and focus the draft plans. 4. Copies of the finalized Strategic Plan 2000 -2003: System Improvement Plans, which was produced and distributed to the system on 30 August 2001, were provided to trustees and non - voting representatives at the September Chairs' Committee meeting. 5. Progress reports will be provided each trimester to the Board as follows: Trimester Month 1 December Chairs' Cttee 2 April Chairs' Cttee 3 August Board * The August report will include an April -June progress update and summative information for the year 2001 -2002 STATUS: 6. The first report was presented to the Chairs' Committee for information in November 2001. This second trimester report for April 2002 includes two updated summaries: I. Al2vens dix A: Progress Report on Development and Implementation of System Improvement Plans, based on work accomplished since the initial report in September on these plans. All 22 operation plans are included in this report. H. U12endix B: System Summary - School Reviews for Improvement, based on extensive work by School Superintendents during the second trimester of the current school year, when they visited the schools for which they are responsible to discuss a number of key areas for improvement, with a continued focus on literacy and numeracy. Following each review, Superintendents of Schools: assist their principals in overcoming any difficulties that became apparent through the review process a assist principals in the development of their school improvement plans provide support, particularly to those who are relatively new to the position share with other schools successes, best practices and expertise gained from these reviews assist in resolving facility issues where possible. It should be noted that this is the more problematic area. We have the expertise, but do not have sufficient resources, to resolve all of the facility issues arising in our system. The brief synopsis provided in these summaries gives a clear sense of the focused efforts that are being made this year throughout our Board to meet our mission to support student learning: The Ottawa - Carleton District School Board challenges all students to achieve personal excellence in learning and responsible citizenship within a safe, equitable, diverse and caring environment. 7. The extensive work, now well under way, to achieve gains for our students through improvement planning and school reviews will continue to be the primary focus for all Superintendents during this school year and beyond. SUBMITTED FOR INFORMATION AND DISCUSSION c James P. Grieve Director of Education /Secretary of the Board A�eercvxA 3 M OTTAWA CAUETON DISTIUCT SCHOOL BOARD Strategic Plan 2000 -2003 Director's Second Trimester Report, April 2002 1. Expectations for 1. a) Achievement Targets for All OCDSB Graduates: Developmental work on Learning/ 'Student Knowledge and Skills' profiles is almost complete. Work with Accountability Grade 1, 4, 7, 10 and 12 /OAC teachers has resulted in draft target Plans 1. a) to 1. e) profiles for levels from Grade 1 to the OCDSB Graduate. Following validation by the Expectations /Accountability group and Director's Council, these draft profiles will be finalized for piloting in our schools in September 2002. The goal is to have these profiles serve as a reference for students, teachers and parents in meeting achievement targets at the specific grade levels, along a continuum of increasing difficulty from Grade 1 to graduation/ school leaving. A 'fridge checklist' version for parent /child monitoring of progress, and a 'student - friendly' electronic version are planned so that students can build their own 'portfolios' demonstrating their individual knowledge and skills at an appropriate level. Care has been taken to include skills which can be achieved by students who are workplace -bound as well as college /university-bound following graduation/ school leaving. Lb) Benchmark Performance and Improvement Targets for Students: School Improvement Planning Sessions were held this fall, and school improvement plans have been completed and included in OCDSB school profiles. Problems with the Grades 3, 6 and 9 EQAO results received from the province resulted in some delay in the publication of this year's Board and school profiles, all of which are now in the schools and posted to the OCDSB web site. Lc) Introduce, support and measure the results of the utilization of one literacy and one numeracy program in a limited number of schools to increase reading levels at the primary grades: A pilot project to implement the Balanced Literacy framework in 30 Grade 1 classrooms representing both Beacon and non - Beacon schools was undertaken in November 2001. Workshops for parents entitled 'Literacy: Parent Strategies' were also held in November; a second is planned for Wednesday, 8 May 2002. A parent web site offering literacy strategies was completed on 28 January 2002. The Early Literacy Plan (ELP) trained Kindergarten volunteers in November 2001 to read to children from a selection of books which are rotated to schools on a monthly basis, and community outreach workshops with a focus on Beacon school needs was held in November to give parents strategies for encouraging school success. A math framework (Thames Valley) is being piloted in six schools this year as well. The framework assists teachers to organize strategies for teaching the four strands in math. The results of the literacy and numeracy pilots will be presented to the Education Committee in June with recommendations for 2002 -2003. 4/19/02 F] Progress Report: Development and Implementation of System Improvement Plans 1. Expectations for 1.d) Determine appropriate measures, for example post - graduate success at Learning/ college /university and success in the world of work, with a view to Accountability establishing performance targets for all students: A follow -up survey of Plans 1. a) to 1. e) year 2000 OCDSB graduates has been completed, with results reported to the Education Committee on 19 November 2001. Because of a low response rate (14 %), these results are subject to some caution. As with similar past surveys, however, there is an indication that following graduation, a very high percentage of OCDSB students attended university or college (81 %), while 18% entered employment. Over 70% of graduates responding to the survey thought their high school was good or very good at preparing them for further education, with similar percentages rating their high school as good or very good at teaching reading and interpreting materials, and teaching writing, composition, and mathematical skills. See 1. a) above for update on work to develop achievement targets for all students that is currently in progress. 1.e) Audit program viability, alternative delivery methods and student learning styles in order to recommend viable programs for elementary, intermediate and secondary schools: A plan and draft questions for use in the 2001 -02 Review of Education in the Arts was presented to the Education Committee on 19 November 2001 (see Report No. 01 -326), following completion of a consultation with a variety of stakeholder groups on issues to be addressed in the review. Survey questions based on these focus areas were formulated through an Arts Review Advisory Committee, which has been formed to assist with the development and implementation of the plan to evaluate Arts delivery in the OCDSB. A report to the Education Committee (19 Nov 01) summarized input received through consultation with stakeholder groups, and provided a list of questions that will serve for data collection by staff. Consultation has taken place during February/March 2002; the review process is on schedule as per the established work plan, with a report planned for November 2002. 2. Staff Training, 2.a) Develop and implement a process for identifying levels of Development and SO/principal /manager effectiveness: While professional development and Support training for principals and managers is ongoing through the current Plans 2. a) to 2. d year, there needs to be a closer tie between the effectiveness profile and the training opportunities. Timelines for work on this profile and its alignment with training need to be adjusted. This is due, in part, to the need to review Ministry documentation on principal/ vice - principal effectiveness. A meeting was held in January 2002 to discuss direction for implementing the first objective of this plan. In accordance with the Needs Assessment completed by principals, vice - principals and managers in 2001, REACH workshops have been provided to address some of the articulated needs. Among professional growth opportunities offered through REACH are the Vice - principal, Teacher as Leader, Heads, and Leadership I and II Academies, a series of fall workshops to build understanding of the new selection procedures for A &S staff, and writing skills workshops. Based on attendance recorded for workshops offered, staff will make recommendations for enhancing participation in professional growth events. 2 4/19/02 F] 2. Staff Training, 2.b) Develop and implement a process for identifying levels of offic %ustodial Development and effectiveness: Meetings were held in November /December 2001 by Staff Support Development with senior staff and managers. A plan is in development Plans 2. a) to 2. D based on responses to a questionnaire regarding levels of office and (continued) custodial effectiveness. Continued efforts are being made to provide and enhance workshops specifically for office staff, and to schedule and attract custodial staff to participate in workshops. While some upper - level needs have been addressed, it is recognized that work will need to be done at the level of individual employee needs, with additional work in particular to align training opportunities with the emergent effectiveness profile. Further assessment of training and development needs will be done to determine the most appropriate components for these groups. This will result in some delay in implementation and evaluation of this operational action plan. 2.c) Create an inventory of existing available technological resources and opportunities for improving the effectiveness of the teaching process: Work is currently in progress to identify and obtain consensus on a common set of applications needed to support curriculum, and to research and evaluate tools to assist automation of teachers' administrative activities and improve electronic access to information (e.g., attendance record - keeping, access to report cards from home, class lists, standard marks - keeping for secondary schools, secure remote access to Board resources, etc.). These projects are designed to 'give capacity back to teachers for teaching'. Work is also under way to provide enhanced tools for communication with parents, and to develop teaching, assessment, evaluation and reporting resources for staff. Examples of co- operative projects in which we are presently involved with our partners are Learn Canada, ePals, Schoolink and BlackBoard. Work will continue subject to resources being available for 2002 -2003. *2.d) Evaluate Board implementation of Employee Recognition Policy and identify other possible ways to improve morale: Developmental work in this area is ongoing in the context of the Organizational Effectiveness Survey work plan 8.a). The Employee Support Services Division of Human Resources has worked with Quality Assurance to collect research findings and data on improving employee morale. Union presidents met with staff in November 2001 to discuss issues and possible approaches for achieving the strategic objective of improving staff morale. Feedback from this session was very positive, and there was consensus to take back a sample staff survey to their groups for review and further discussion. Further meetings will be scheduled once the 2002 -2003 Budget process has been completed. Work is also in progress to revise the Board's Employee Recognition policy to include recognition of the contributions of individuals and groups from all sectors of the OCDSB community, including recognition of long service, outstanding achievement, and contributions to further the aims and objectives of the Board by community organizations, community volunteers, parents, students and staff. A completion date for this policy draft is not yet available. * Denotes plan for which, should there be insufficient resources /funds available for implementation phase in the Board's current budget, a report will be brought to the Board for decision. 3 4/19/02 :),ress Report: Development and Implementation of Svstem Imr, 4 4/19/02 3. Individualized Ensure that all teachers use a minimum of three student - tailored Learning g eaching/learning strategies: Work continues to develop an inventory of 'best Opportunities practices and to assess secondary delivery methods in the context of SSR for the use of technology in learning, timetabling and extracurricular activities. A pilot is being conducted this spring to evaluate and implement an 'Oracle Portal' for tasks such as class lists, text book sign -out, and student contact information. A subject attendance entry program currently being piloted has been well received by teachers and office staff. Enhanced electronic resources such as software listings and downloads, school inventory, outstanding and closed call logs, etc. are now available to staff on the Board's intranet site. Work continues to upgrade student systems and explore data transfer for potential administrative uses of Personal Digital Assistant (PDA) technology for schedules, class lists, emergency information, etc. E- learning course development is also being actively explored with Algonquin College and other partners. The long -term goal of procuring a single student system for the OCDSB is dependent on Ministry funding for our TTI proposal. Work is ongoing to evaluate and implement tools to create student - tailored teaching assignments, assessment, evaluation and reporting resources, as well as new technologies such as videoconferencing for classroom use. Resources are being collected for an inventory of on- line learning activities within and outside the OCDSB. An inventory of best practices for student - tailored learning which involves supported curriculum software applications is targeted for June 2002. 4. School as Hub of *4. Complete implementation strategies to provide structure and training in order the Community to increase the number of Hub projects developed with our community partners: A second Community Dialogue Session took place in November 2001, with representation from our principals, CHEO, the Youth Services Bureau, OCISO, the University of Ottawa, City of Ottawa People Services, school council members, and a variety of other organizations. The group reached consensus on the essential characteristics of the Hub, its values, and its implications. Participants agreed that Hubs share certain key features wherever they may be located (in a school, community agency, church, etc.), including: family focus, prevention, continuum of services, reduction of duplication and gaps in services through communication, collaborative funding and planning, staff training and development, and community capacity - building. Examples of Hub projects are Sing Out Your Stories, a project of the Central children's Choir with 11 schools (including six Beacon schools), the Cygnus Foundation partnership providing dollars for literacy and ESL in 31 schools (including all 20 Beacon schools), the Career Station Community Partnership in conjunction with HRDC, the Canada SchoolNet Grassroots program, and the Ottawa '67s student mentorship partnership. Community work groups have been established to work with schools on Hub sustainability issues. Work on the Community Development Toolkit has been completed; this electronic information source is now located on the Board's web site to provide information on resources and potential funding to schools and school councils. It is the intent of the work group for this project to continue developing the Toolkit in order to increase its interactivity, content and dialogue, so as to assist all schools in their community development and partnership strategies. 4 4/19/02 I 7 5.a) Ensure continuous updating and consistent application of Safe Schools 5. Safe, Caring policies and procedures, and develop system -wide safety audit score: Schools Following additional consultation with stakeholder groups this fall, Plans 5. a) and 5. b) the Board gave final approval, on 12 November 2001, to a series of Safe Schools policies which have been revised over the past several months to meet the new Ministry regulations, particularly with respect to suspensions, expulsions, and Board suspension and expulsion hearing and appeals panels. To avoid duplication, an OCDSB system -wide safety audit was not conducted in 01 -02 while awaiting the results of the provincial EQUIP survey, conducted in the spring of 2001. Results of this survey of students, school councils and staff, one component of which is Safety in Schools, are now being analysed by staff. A report to the Board will be provided in May or June 2002. Work to develop improvement targets for the implementation phase of this plan will go ahead in 2002 -2003, based on some key areas for focus provided through the EQUIP survey. 5.b) Explore creative alternatives for students experiencing repeated and /or long term suspension /expulsion: Under a provincially funded partnership by the OCSDB with the OCCSB, with assistance from the Youth Services Bureau, plans were completed in January 2002 for a strict discipline program located at St. Elizabeth's. This program complies with provincially legislated requirements to provide alternative measures for students on full expulsion, with a specialized educational service and a therapeutic component plus specific services on an as- needed basis through community mental health providers. Hiring was completed last fall, and provincial and Board managers met on 29 November 2001, at which time the issue of extending this program to admit students on limited expulsion was discussed. Now that expelled students are attending the program, students on limited expulsion are also being accommodated in the program. Board support is also being provided to students on short -term expulsion by itinerant EAs who monitor and follow up to ensure that these students are meeting the conditions required for re -entry to the school system. 6. Volunteers 1 6. Improve volunteer effectiveness and increase number of volunteers: i) A survey sent to all elementary and secondary schools entitled Volunteers in Education produced results that were compiled by Quality Assurance and analysed by a Volunteer Steering Committee in March 2002. As of 1 February 2002, there were 751 non - parent volunteers in our schools, providing 2,124 volunteer hours per week - - this is almost double the number of volunteers and hours recorded in February 2001. Survey results showed that elementary schools have a much higher percentage of volunteers than secondary schools. Areas of greatest participation included trips/ excursions, school councils, regular classroom assistance, school events, library assistance and early literacy, and remedial/ special education. Most schools (98% elementary/50% secondary) reported having the volunteers they needed to support school activities. Areas identified for increased support were remedial/ special education and tutoring (elementary and secondary), mentoring and co- curricular activities (elementary), and library assistance and office assistance (secondary). 4/19/02 1. Progress Report: Development and Implementation of System Improvement Plans 6. Volunteers ii) Provide two training sessions per year for volunteers, and one each year for (continued) volunteer co- ordinators: Volunteer training sessions co- sponsored with OCRI were held on 6 November 2001 and 29 January 2002, with 120 and 105 volunteers in attendance. Two training sessions were provided for volunteer co- ordinators on 27 September and 15 October 2001. In December 2001, 117 schools /sites reported the name of their volunteer co- ordinator. A Celebration/ Recognition event was held for volunteer co- ordinators during National Volunteer Week, on 16 April 2002. 7. Board Structures 7. Develop plans for improving Board structures and processes in the areas of and Processes policy, governance, internal and external communications, consultation, and relations with employees and the public: i) Director's Performance Objectives established with trustees for 2002 -2003 will result in a) development of service standards for employee groups; b) development of a 'concerns protocol'; c) continued reporting each term on student achievement and progress of the system toward the improvement objectives of the Strategic Plan 2000 -2003; and d) continued efforts to improve communications between the Director and trustees. ii) Consultation Policy development: Input from participants at three Task Group sessions in August, September and October 2001 assisted in development of a draft policy for broad -based consultation with the Board's stakeholder groups from December through, February 2002. The draft policy and plan for consultation is presently out for consultation with stakeholder groups, with a final date for input of 1 May 2002. The draft policy will be submitted to the Chairs' Committee in May 2002 for approval. iii) See 2 d) above and 8 a) below. An OCDSB organizational effectiveness survey, if approved, would include questions related to goals of the Board Structures operational plan. 8. Corporate *8.a) Organizational Effectiveness Survey: See Plan 2. d) above for work undertaken to date in relation to this plan. Further development has Management been deferred until the 2002 -2003 Budget process is completed, as the Plans 8. a) to 8. e) current climate is not favourable to assessing employee morale. *8.b) By September 2003, improve facility quality, as identified by the facility quality index (FQI): An FQI is an assessment of the suitability of a facility for the purpose for which it is used, with the following components: a) facility condition; b) ability to meet programming occupant requirements; c) current code compliance; and d) cost of operation and maintenance. Weightings for each component, measured by cost /replacement value, will result in a ratio (index) which is then coupled with a dollar /sq. ft. for operations and maintenance, benchmarked against similar facilities. A FQI is being established for each Board facility to calculate the capital investment required for the Board's existing portfolio of facilities in the current year and over the next 24 years. * Denotes plan for which, should there be insufficient resources /funds available for implementation phase in the Board's current budget, a report will be brought to the Board for decision. 6 4/19/02 r� 8. Corporate Current preventive maintenance activities include establishing a Management database inventory for all equipment that requires servicing, setting Plans 8. a) to 8. e) maintenance tasks based on manufacturer's requirements to ensure (continued) equipment meets the expected life cycle, and assigning maintenance crews and budgets to maintenance schedules and tasks and conducting inspections. *8.c) Improve the average service quality /customer satisfaction index (SQI) by 20 %: Work to design an index measurement system is ongoing, with a report identifying resource issues and costs, and recommending a SQI system for Board approval, anticipated in the relatively near future. Components of the Index will include the MOE Satisfaction Survey and a comparison of objective data, gathered through housekeeping inspections, with industry standards. A Service Quality System (SQS) for Facilities is in the process of development to address the Index (SQI). Components are cleanliness, condition, comfort, access and partnership. Cleanliness audits are conducted twice annually by Plant Supervisors, using industry standards and regulated requirements as the measure of achievement. Inspection results are rated on a score of 0 to 4 (unacceptable to excellent). Condition audits are conducted annually on all major components of the facility and grounds. This measurement is used to detect maintenance, health and safety and /or regulatory deficiencies. Comfort and access are also audited as part of the condition audits. Full implementation of the SQI will be delayed by at least one year due to resource reductions. Continued implementation of this initiative is dependent on availability of resources for 2002 -2003 and beyond. 8.d) Identify and inform principals of areas in each under- utilized site where operational savings can be made in the following school year: A review of space utilization was completed in September 2001 and reported to the Ministry as part of the School Facilities Inventory System. This facet of the Operational Plans for System Improvement has now been completed. Ongoing activities in this regard will be reported to the Board on an annual basis. 8.e) Develop a comprehensive Long Term Accommodation Plan (LTAP) which addresses management, use, construction and disposition of space, major renovations and renewal, and energy conservation issues: A status update /interim report on the LTAP was provided at the February Business Services meeting. Trustees have been invited to attend working sessions in April 2002 for the purpose of providing feedback to staff with respect to such areas as enrolment projections by review area and finalization of strategies. Presentation of the LTAP is scheduled for the May, 2002 Business Services meeting. * Denotes plan for which, should there be insufficient resources /funds available for implementation phase in the Board's current budget, a report will be brought to the Board for decision. 4/19/02 /o. 9. Fiscal Planning 9.a) Partner with trustees to develop and implement a balanced budget for the Plans 9. a) and 9. b) OCDSB, and to acquire additional funding from the provincial government to address the shortfall in areas such as average salary and benefits, facilities maintenance, ESL and special education: i) A three year plan was included in 2001 -2002 budget materials, and a two-year plan was included for Budget 2002 -2003. ii) Formula Facts 11 was published this fall to promote public awareness of the financial difficulties facing the OCDSB. The Director and Superintendents of Finance and HR met with senior Ministry of Education officials in early October to discuss and increase understanding of the urgency of OCDSB funding issues. iii) A process was used during Standing Committee meetings in November to obtain input from trustees and non - voting representatives with respect to potential areas to be considered for reduction in Budget 2002 -2003. In addition, public meetings were held in five locations across the OCDDB jurisdiction on 10 January 2002 to obtain input on possible budget options for reduction, and following the 5 February 2002 presentation of a recommended budget for 2002 -2003, a Town Hall Forum was held for public input via Rogers Cable. iv) The Chair and Director of Education met with the Minister of Education on 22 January 2002 to emphasize the urgency of the Board's financial difficulties under the current funding model. Efforts continue on the part of the Board, with staff, to urge the provincial government to improve funding for the OCDSB for fiscal year 2002 -2003. *9.b) A. Increase the OCDSB market share of student enrolment by 10% by June 2003: The OCDSB's market share of student enrolment is presently declining due to such factors as overcrowding in our schools, inferior access to /availability of transportation, and construction of new schools in other boards. Public confidence appears to be declining due to our Board's unclear financial future and uncertainty in the public's mind. As a result, increasing numbers of parents are choosing other alternatives such as Catholic and private schools. To obtain more robust data and pursue the analysis of current enrolment trends will require the development of a work plan accompanied by associated costs and resources. Timelines, assuming availability of resources, for completion of such a plan would need to be extended to at least Fall, 2002. B. Increase the number of fee - paying visa students in the OCDSB by 100% by June 2002: The number of students has substantially increased for 2001 -2002, from 103 students in March 2001 to 180 in September 2002. Of these students, 145 are registered in 16 secondary schools, and 35 are attending 20 elementary schools. OCENET profits from this project have been entirely dedicated in 2001 -2002 to partially offsetting the costs for continued operation of our Outdoor Education Centres. Part B. of this operational plan for system improvement has now been completed. Ongoing activities will be reported to the Board each year in the OCENET Annual Report. Uenotes plan for which, should there be insufficient resources /funds available for implementation phase in the Board's current budget, a report will be brought to the Board for decision. 19/02 Director's Report - 2" Trimester School Operations - School Superintendents Ate;. e From November 2001 to March 2002, Superintendents of Schools continued to visit schools for which they are (W responsible to discuss key areas of focus for the second trimester. These areas include literacy and numeracy, antiracisim and ethnocultural equity initiatives, energy conservation, safe and caring schools, school budget management, student enrolment, community use of schools, and facilities needs. The information gathered from these reviews is used to share best practices across all schools, to assist principals in development of the School Improvement Plan, and to coach principals, particularly those in the early years of their careers. A. STUDENT LEARNING AND ACHIEVEMENT A -1. Literacy and Numeracy Initiatives In their reviews with the Principals, Superintendents of Schools have compiled the following chart of literacy and numeracy initiatives in our schools. Level Initiatives (based on EQAO or SIP) Expectations Measurement/ Reporting Primary • Balanced Literacy • Improved attitude For both literacy and Literacy • Writing process (Ministry • Increased quantitative numeracy the following are booklets, audiences, public and qualitative reading used: speaking) • Improved EQAO results • Grade Gap Analysis • Increased early literacy report cards • Home Reading skills in- school measurements • Reading and Writing • Increased level of word (pre /post) buddies at all grades recognition — sight and Rubrics • Word walls phonetic Exemplars • Book bins 0 Increased writing skills in EQAO scores • Readers' Theatre both primary and junior report cards • Web Club (access at home) students as "real life" in- school measurements • Reading Recovery situations created IEPs (modified) Increased reading fluency • reporting to School • Jolly Phonics Using the writing method Council • Denelian Writing (Slant will ease the transition to • literacy celebrations Printing) - teaching writing cursive writing in late • part of teacher evaluation as a physical exercise primary and early junior • in- school measurements • P.D. to give staff strategies • Improvement in physical including running records on how to improve writing skills and copying skills to • portfolios stamina increase stamina and time • student -led conferences • Strategies such as: Open on task for writing • Claris slide shows Court Reading Program, • Increased writing skills, • anecdotal comments Drop Everything and Read, e.g., organizing ideas, and . completion of more the Graves Writing Process, improved editing skills writing tasks in class and Reading Logs, Read- a -thon, 0 Increased storytelling during time allotted for Silver Birch Program and skills the EQAO 'Read Your Face Off' • section of library devoted (Ottawa Senators) to work by student authors • parent questionnaires • Problem Solving • Improved comprehension • student folders sent home • Mandatory Homework • Increased confidence with work samples Primary 0 Math Across the curriculum • More specific teacher • school profile Numeracy Grade Gap Analysis expectations for the • division meetings • Gender Groupings curriculum • staff meetings • Math bags 0 Increase the time spent on • web site • Math journals literacy and mathematics • community newspapers • Problems of the week in elementary schools. • student and school • Ontario Math Workbooks • Partnerships with feeder newsletters • Use of manipulative schools to work on math • awards assemblies materials improvement • Computer math software 0 Decrease gap between • Math Their Way grades • Improved EQAO scores �r 19, Director's Report - 2 °d Trimester School Operations- School Superintendents Level Initiatives (based on EQAO or SIP) Expectations Measurement/ Reporting Junior Literacy 0 Reasoning • Novel Studies • Improved EQAO scores • Improved attitude to For both literacy and numeracy the following are Literacy • Persuasive writing reading used: • DEAR (drop everything & • Increased ability of 0 Report cards, IEPs read) students to select • In- school measurements • Grade Gap Analysis materials at appropriate (pre /post) • Home Reading reading level • Rubrics • Writing for Publication • Students encouraged to • Exemplars • Grade levelling of library read at school and home 0 EQAO scores resources • Follow a route on large • Number of classes that • Reading Across Canada map in hall and challenge are able to complete a • Environmental theme each other and classes "Round Trip of Canada" • Rockcliffe Book Fair • Author readings • Increased use of • Twinned classes • Poetry and Writing appropriate materials • Volunteers group Workshops. • Increased personal • Book reports • Use of the Silver Birch reading students program • Increased at home • Improved grammar reading • Increased public speaking • Daily, weekly quizzes skills • Portfolios • Continued development • Student -led conferences • Problem Solving of the links with • Dicteses, tests, quizzes • Mandatory Homework poetry/writing /reading 0 Projects Junior • Math Across the curriculum and the role modeling • Anecdotal comments Numeracy • Grade Gap Analysis Gender Groupings 0 Running ecords g • Math Journals (language based) • Gap Analysis for promotion In addition to the expectations to next school at the primary level • Math Games (Math Nite, • Increased ability to homework games) problem solve • Math problem solving Improved organization of • Puddle math (math ideas problems) • Improved EQAO • Tutoring club (juniors paired a Improved attitude to with primary) math • Increased computational skills Level Initiatives (based on EQAO or SIP) Expectations Measurement/ Reporting Intermediate 0 Reasoning In addition to the expectations For both literacy and Literacy 0 DEAR (drop everything & at the primary, junior levels: numeracy the following are read) used: • Grade Gap Analysis • Improved EQAO scores • Gap analysis for gr.10 0 Improved attitude 9 Report cards Literacy • Increased reading and • In- school measurements • Tracking "At Risk" students writing levels due to (pre /post) (remedial course, smaller direct teaching of 0 Rubrics classes, AutoSkills, Literacy organization and skills • Exemplars Clinic) 0 Increased reading 0 EQAO scores • "K" Courses development repertoire shared by 0 Publication of individual • "Writers' Workshop" students school -wide products • "Readers' Workshop" • Surround kids with • Classrooms full of word • Announcements include vocabulary and visual walls, visual clues - daily book review written by clues surrounded by math students 9 PD for staff — "Reading words something but not • MATH (personal) understanding" dictionaries in use Director's Report - 2 °a Trimester School Operations - School Superintendents /3 Level Initiatives (based on EQAO or SIP) workshop • CAT3 to establish baseline Senior • SSR /OSS • Increased levels of data Literacy and • Development of a grade comprehension, word numeracy the following are Numeracy 11 / 12 '-Workplace Math" attack skills, enjoyment used: Intermediate 0 Problem Solving • Increased speed in all 0 Quizzes, tests Numeracy • Mandatory Homework program areas • Student -led conferences • Math across the curriculum • Skill development as per 0 Portfolios • Gender Groupings strands 0 IEP • Math Journals (language • Use of Quest 2000 • Authentic assessment based) • Connect to literacy measures • Gap Analysis for program 0 Literacy Committee promotion /feeder school • Connect to concept but develop action plans • Math Games (Math Nite, key is vocabulary from the debriefing forms homework games) • Improved EQAO scores 0 Word walls in all classes • "K" Course development • Improved attitude and subjects related to • Math literacy based on • Increased proficiency in the subjects' vocabularies development of math using the language of • Manipulatives and • math vocabulary usage math concrete materials in use • Increased competency in in math using calculation • Literacy test • Increased skill in using • Report cards including fractions mid terms /3 Level Initiatives (based on EQAO or SIP) Expectations Measurement/ Reporting Senior • SSR /OSS In addition to the expectations For both literacy and Literacy and • Development of a grade at the primary, junior and numeracy the following are Numeracy 11 / 12 '-Workplace Math" intermediate levels: used: program • Literacy Across the • Transfer of skills to all 0 Quizzes, tests Curriculum subject matter • Student -led conferences • Particular focus on 0 Increased number of 0 Portfolios • ESL /ESD students applied students who 0 IEP • Differentiated curriculum take and pass this level • Authentic assessment • MacRead / "West Reads" math measures • Learning strategies 0 Staff training in creating 0 Literacy Committee • Summer reading program word walls, journal develop action plans • Assessment /evaluation writing for all subjects from the debriefing forms focus 0 Debriefing with 0 Word walls in all classes department heads to help and subjects related to evaluate the work being the subjects' vocabularies done in classes —must • Manipulatives and show link to concrete materials in use improvement plans with in math evidence per course • Literacy test • Report cards including mid terms • Registration, marks and attendance / Director's Report - 2nd Trimester School Operations - School Superintendents A -2. School & Board Issues/Initiatives Superintendents of Schools focused discussions with schools around their AREE and DC /dcPlanet initiatives. These areas had funds invested in system initiatives. Antiracism and Ethnocultural Equity There is a real dichotomy in this issue. Some schools have so many students of diverse backgrounds that it is not an issue, and others, mostly rural or far suburbs, do not have more than one or two in the entire population. Schools are addressing their individual situations well. Some curriculum programs combined with student clubs appear to be very effective. Specific expectations include: • Expectation that all students will do well • Sensitization to issues new to school — e.g., first Muslim students in the school and hot dog days • Penpals for students in a school with few diverse cultures with students at a school with many cultures • Peace Club • Integration with student goverment needs to happen • Absence of or reduction in AREE issues or concerns • Display for the board office about Chinese Canadians • School council has put $10,000 into the library for multicultural books • Visuals; e.g., picture created at front of school as a special arts project reflective of the multicultural student population • Educational stories written by the students about the various cultures and their celebration published in the school newsletter • Support of Multicultural Liaison Officer • Celebration of the things such as Black History month • ESL representative on Student Council and Health Committee —this is resulting in attitude turn- around • International Cultural Fair held 4 times at lunch • "Where do I come from ?" showcase during Multicultural week • Assembly held when one of the students became a Canadian Citizen; students shared their stories of their culture and coming to Canada • Active international Friendship Club • Chinese Settlement worker is at the school at least one half day a week to work with students and parents • Principals appreciate the AREE training • Reduction in antiracist behaviours • Response to Muslim /Christian issues following September 11'. DC /dcPlanet In 2000/2001,17 of our schools were involved in the Destination Conservation program. This year (2001/2002) the program became a focus as a result of the need to create behaviour and attitude changes around energy use and our environment in order to create operational savings. There are 120 schools involved. The addition of the web -based dcPlanet component is an added feature. The schools involved are appreciating the curriculum available. Several schools have environmental clubs and most are into recycling. Specific expectations include: • Be as proactive as possible with respect to lights off, computers off, recycling in light of other competing pressures • Use of student- generated signs to remind teachers; students remind staff at staff meeting • Completion of technical audits of energy use, water use and waste products; doors and windows tested with tools made by the students • Active, keen, and cooperative participation of principal, teacher, students and (chief) custodian • Reduction in garbage pickup by having "garbageless lunches" (e.g., $1000 at one school alone) • Cooperative teaching and learning opportunities: e.g., unit of Environmental Science co-taught with the custodian - a video conference took place in March with this project -based learning • Improved team skills, e.g., many student recycling clubs in schools with emphasis on team and collection of the materials once a week —teams also do audits of lights, computers and taps to be sure that they are turned off appropriately • Behaviour and attitude changes; e.g., lifestyle campaigns in schools with students from clubs or classes visiting all classes to talk and get students on board Director's Report - 2" Trimester School Operations - School Superintendents • Improved and increased numbers of partnerships; e.g., partnership with students from Carleton (W University Environmental Sciences doing practicums in school; 2nd, 3rd and 4th year students also volunteer so audit is done and work is done in the classes • Increased awareness of environment; e.g., former Greenpeace activists in a school works with very committed students with "BEAR" club that has stickers for light switches, computers, etc.; advantages of the new fixtures in bathrooms, etc. • The level of activity is often directly related to the interest and time commitment of the teacher and custodian. • One school has an active Planet Team. Students are involved in experiments with energy. The Environment Club will present at an assembly in the spring. Other Initiatives While the focus in the reviews was AREE and DC /dcPlanet, other initiatives are underway in our schools. Some of these activities /expectations include: • Student -Led Conferencing is being developed in a number of schools with PD activities around this • Assessment and Evaluation extensions are being done in many schools with staff becoming more familiar with Portfolio and Rubric Developments - one school has created BIG Book Rubrics for use in Kindergarten and Grade 1 • Maintenance of Hub projects although funds are no longer in place • Attention to safety issues; e.g., traffic flow, increased volume of traffic with parents dropping off children • Parents of students who have been identified to receive weekly support are meeting with school staff and community volunteers as part of the Ottawa Reads initiative. B. SAFE AND CARING SCHOOLS B-1. Imllementatio Hof Safe Schools Policies and Procedures Principals have all received in- service on the policies and procedures and have given presentations to staff, students and school councils. Materials have been sent home for parents. There is little evidence that the new policies have changed teacher behaviours with the exception of knowledge that some students should be removed after a specific incident. Parents are generally supportive but occasionally surprised by the extent of the consequence. In general, teachers are relying on the administration to determine suspensions /expulsions. There does not appear to be a significant change in the number of sanctions. There has been an emphasis on student recognition and specific attempts for positive PR with the students, staff, parents and community. Indicators of progress in this area include: CIRC: o CIRC provides information to principals that they may not be aware of, and helps to identify solutions for students in difficulty o Most cases are resolved at the school level o Principals appreciate this central support in dealing with the difficult situations which arise Policies and Procedures: • being implemented in schools fairly consistently • increased recognition of home /child circumstances o well distributed in the school and available if needed o assistance is available from Superintendent of Schools, other principals, and central staff, as required Role of the SO, SRO, Principal, Teacher: • Work as a team with interchange of ideas and advice • Teacher's Role: Classroom management, school agendas, classroom counseling, calls to home, behaviour teams, dialogue with principal and parents • SRO's Role: support, investigations, proactive in counseling, visible for students and available for contact with parents • Supervisory Officer's Role: CIRC, staff resource, re- entry/re- designation • Principal's Role: support to students along a continuum of behavioural interventions, serious discipline, critical incidents, dialogue with staff and parents, visibility in the halls and school yard to defuse situations Effect on Staff morale: IT Director's Report - 2°d Trimester _ School Operations - School Superintendents • Greater perception of consistency, decrease in minor behaviours sent to the office in some schools, t increase in dialogue /documentation with staff • Some perception that things are "tighter" C. ADMINISTRATION AND OPERATIONS C.1. Budget Management 1.1 Financial Report to 28 February 2002 *Staff is currently exploring the feasibility of implementing a central automated dispatch system to help reduce the considerable time.that principals and vice- principals spend on looking for and booking occasional teachers. 1.2 What is working and what is not working with respect to budget management in our schools: Element Secondary Operations number of schools less than 50% spent 38 8 number of schools between 51% and 74% sent 66 16 number of schools more than 75% spent 19 3 Occasional Teachers* number of schools less than 50% spent 16 7 number of schools between 51% and 74% spent 64 8 number of schools more than 75% spent 42 10 *Staff is currently exploring the feasibility of implementing a central automated dispatch system to help reduce the considerable time.that principals and vice- principals spend on looking for and booking occasional teachers. 1.2 What is working and what is not working with respect to budget management in our schools: Element Second ary Working: Working: • the consultation process is now very • consultation is also improving. The level of well established. Staff and school interest is lower and there is less School councils feel well involved from start to Council Fund raising. finish and see the relationship to School • consult with staff, management, related to SIP Improvement Plans (SIP). The process • greater access to school- generated funds has encouraged some school councils to . many schools have developed expertise in the intensify fund raising area of budget — solid processes and tracking • transparent decision making systems • budget tied to SIP • involvement of staff on budget Not Working: committees • OT budget is a real problem (long term and • additional funding (school generated) unexpected absences) • regular monitoring of budget lines • costs of late buses, etc., for access • creative methods of reducing OT • textbook costs expenditures, e.g., money left over will . attendance management be spent on staff choice • lack of school council interest (overexpenditures must come from . full disclosure school operating budget) 0 spending is by department and this seems to be more tied to SSR and department Not Working: determined objectives. • OT budgets are difficult to predict from • student and course fees are becoming year to year (unexpected and long term excessive may eliminate many curricular and absences) co- curricular opportunities for our students • attendance management in some sites • transfer of information where there is a change of principal • hidden costs, e.g., student in wheelchair requires handivan to attend field trip with the class • lack of school council interest • lack of budget planning dollars related to SIP • legacy deficits • Office admin changeover • Textbook money allocated in one Director's Report - 2nd Trimester _ School Operations - School Superintendents budget year which was spent in another (W ` budget year caused some confusion Note: School Operations staff is working with groups of principals to review school budget allocations, legacy deficits, and carryforwards. 2. Student Data 2.1 Strategies /measures that are being used to ensure accurate recording of student information in the corporate student database: 2.2 Accuracy of principals' projections with respect to actual October 3151 enrolment Elementary Elementary Secondary • regular reminders are provided to office • reliance on well - trained and capable office spring projections. Those that were off staff to assist them with scheduling staff. Problems with SAS are exacerbated by developments tend to get established as work and improving accuracy changes in office staff, and lack of training, • frequent cross referencing of separate and in some cases, a high volume of student information ledgers turnover • calls to central departments to verify • attendance at workshops detail checklist to ensure that responsibility centres • reliance on well- trained and capable are aware and sequenced (i.e., guidance, office staff office) • attendance at workshops • ID, Birth Certificate, OSR transfers, calls to • print outs of the daily attendance are sending schools, one data entry person reviewed regularly monthly reviews of enrollment, attendance • bi- weekly and /or monthly meetings of and other data the admin and the office admin to • train the second VP in SAS to reduce the review all the statistics and the impact if one is moved population changes in the school • use of reminders in newsletter either at strategic times or every newsletter asking parents to inform the school of any moves or changes to their addresses or other vital information • ID, Birth Certificate, OSR transfers, calls to sending schools, one data entry person • audit by ESDU 2.2 Accuracy of principals' projections with respect to actual October 3151 enrolment Elementary Secondary • Most school differed by less than 5 FTE Housing growth created any discrepancy between Planning and the school's (very minor) in the secondary figures. The spring projections. Those that were off east end is hard to predict because tended last September to have growth developments tend to get established as situations or boundary changes French or English after the home sales start. • Range from over by one teacher to bang Most were very close on to within one or two students to under by 15 students 1 Director's Report - 2 °a Trimester School Operations - School Superintendents 2.3 Rationale provided for any discrepancies: • new areas growing faster than expected • the south end is experiencing a serious loss to the Catholic Board and Riverside South is not producing students because of the high cost of the homes • last minute family moves; unpredictability as result of boundary changes; late JK decisions; high tech downsizing; one time options; last minute decisions not to attend specialized programs • two schools thought they would have higher enrolment due to a school closure - students did not materialize • change in the way that the local OCCDSB was providing program at the local school • options sheets received but students did not appear — transfer appeals, etc • JK enrolment down in some schools, High Tech downslide • in one case both planning and the principal anticipated many more admissions due to the closure of a nearby Catholic school. The students never materialized D. FAaLmEs AND RESOURCES D-1. Community Use of Schools Outstanding issues with respect to community use in your schools: Elementary Secondary • High usage and lack of money to cover 0 Mainly high usage extensive use wear and tear on facilities . Cost of wear and tear and equipment • facilities never have any down time, so no • one problem with a specific group minor repairs or major work can be done in a which was addressed by CUS staff timely manner • use of the school is inconvenient for the • cleaning schedule of the facility regular day staff 0 inconvenient for the regular day staff • abuse of the gym floor and the inability • abuse of the gym floor and the inability to to renew given budget concerns renew given budget concerns • allergy committee is concerned about • new gym, Storage shed (school funded) (e.g., Grant) food in rooms and the concern re: nut • music practice cubicles (e.g., Laurentian) free areas • need a second science lab (14 classes using one at present) (e.g, W. Erskine Facility Needs The following is a sampling of some of the major facility issues that have been identified by principals: Area Facility Need Operational • five different master keys (e.g., Dunning - Foubert) • walls where there is an open concept (e.g., Dunlop, Convent Glen) • some bus lay -bys are dan g erous, especially (e.g., Bondar and Bateman) • the former municipal libra at Laurier is an upcoming cost ry • auto shop at needs to be converted into class space to save portables (e.g., Cairine) • no storage • all principals are working with their plant supervisors to see what can be done • create a computer lab (school funded) (e.g., Glen Cairn) • access ramps, wall to separate off classroom in annex (e.g., Grant) • new gym, Storage shed (school funded) (e.g., Grant) • music practice cubicles (e.g., Laurentian) • need a second science lab (14 classes using one at present) (e.g, W. Erskine Johnston) • science labs need retro, tech area upgrade to commercial (e.g., Earl of March) • need for a mini computer lab (e.g., Sir Winston Churchill) • following the recommendations of a safety audit could ultimately save the Board a lot of money (e.g., break -ins at Pinecrest) • Playstructure (e.., General Vanier) Overuse 0 carpets are wearing out and becoming a health and a safety hazard • computer technology capability is aging as demand increases (e.g. SWL) • gym floor has buckles and cracks (e.g., WO Mitchell) • gym floor requires refinishing (e.g., W Erskine Johnston, Earl of March, Bayshore, AY Jackson) Director's Report - 2 °d Trimester School Operations - School Superintendents 21 T ReportSummary.doc 18 April 2002 /9. Maintenance • portapack at Terry Fox • air quality /circulation at some schools previously patched roof may need repair • no emergency lighting in washrooms and interior classrooms • old and sharp edged lockers a hazard (e.g., Fitzroy Centennial) • water systems (e.g., WCSS) • electric heat — some areas colder (e.g., Goulbourn) • septic system — cafeteria floods if system plugged (e.g., WCSS) • parking lot (e.g., DAM, Stittsville) • grounds are a mud bath (e.g., D. Roy Kennedy) • gym backboards, fire damage repair (e.g., OTLC) • leaking windows (e.g., Bayshore) • windows nonfunctional (won't open), stage curtains (e.g., Severn) • pavement repairs (e.g., AY Jackson) • heating problems exist • need a new roof and boiler (e.g., McGregor Easson) • asphalt required (e.g., Knoxdale /Greenbank entrance, General Vanier) • 2 Science labs require attention (e.g., Merivale H.S.) • gym floor is "popping nails" and requires replacement (e.g., Merivale HS) • The exterior doors have rusted and require replacement (e.g., Fielding) Image 0 Painting everywhere • grungy washrooms • grounds and school beautification projects • exterior is crumbling (e.., Adult HS) 21 T ReportSummary.doc 18 April 2002 /9.