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Report 13-112 OCDSB Exit Outcomes Document Page 1
COMMITTEE OF THE WHOLE (PUBLIC) 05 November 2013
Report No. 13-112
OCDSB EXIT OUTCOMES
Key Contacts: Walter Piovesan, Associate Director of Education (Ext. 8252)
Neil Yorke-Slader, Superintendent of Instruction (Ext. 8821)
PURPOSE:
1. To provide an update on the work of the Secondary School Review Ad Hoc
Committee on the Exit Outcomes initiative.
CONTEXT:
2. In September 2011, the Secondary School Review began under the leadership
of a task force, an ad hoc committee, and six working groups (School
Configurations, Community Hubs, E-learning, Specialist High Skills Major,
International Baccalaureate and French Immersion). The mandate of the
Secondary School Review Ad Hoc Committee was, in part, to discuss the overall
vision for secondary schools in the District and the vision for students leaving our
school system. The OCDSB Exit Outcomes document was developed by the ad
hoc committee as part of its work in the 2012-2013 school year, and represents
the OCDSB’s expectations for every student.
Throughout K-12, students in our school district will develop values, knowledge,
and skills within the context of the Ontario Curriculum, the Ministry defined
learning skills, and the OCDSB’s character traits. After 14 years of schooling
within this context, students will emerge with the characteristics and skills
identified in the Exit Outcomes. Students will use these characteristics and skills
to become successful adults in their personal and professional lives.
The Exit Outcomes document is attached as Appendix A.
KEY CONSIDERATIONS:
3. Characteristics and Skills
Characteristics are traits that enhance our ability to perform different tasks
successfully. The Exit Outcomes document identifies 5 characteristics:
Report 13-112 OCDSB Exit Outcomes Document Page 2
All OCDSB students are to leave the system being resilient, globally
aware, collaborative, innovative/creative and goal-oriented. The
characteristics listed are essentially non-cognitive in nature. Recent
research indicates that non-cognitive skills can be a strong predictor of
overall success.
Skills are abilities learned or developed through experience. The Exit Outcomes
document identifies 5 skills:
All OCDSB students are to leave the system as critical thinkers, effective
communicators, academically diverse, digitally fluent and ethical decision-
makers. The identified skills are cross-curricular in nature and are
developed from kindergarten to grade 12.
For each characteristic and skill, the ad hoc committee addressed two questions
posed in the Exit Outcomes document:
a) Why is it needed?
b) How will we develop it?
4. Revisions from the Consultation Process
The draft used for the consultation process included 5 characteristics (Resilient,
Adaptable, Globally Aware, Collaborative, Innovative/Creative) and 4 skills
(Critical Thinkers, Effective Communicators, Academically Diverse, Digitally
Fluent). Based on feedback received through the public consultation process,
some revisions were made to the Exit Outcomes draft document presented in
Report 12-194, Secondary School Review, Exit Outcomes, including:
Characteristics: “Goal-oriented” was added, and language from the
existing characteristic “Adaptable” language was embedded in “Resilient”.
Skills: “Ethical Decision-makers” was added.
Introduction: Definitions of characteristics and skills were included.
Layout: Several changes were made to make the document clearer for
readers.
FINANCIAL CONSIDERATIONS:
5. Work in development of the Exit Outcomes required an investment of time by
staff and community members. Associated consultation, research and
production costs were funded through existing budgets. Going forward,
additional resources may need to be allocated to support the refinement of
instructional practice, and to continue the district’s involvement with the OECD
study (see # 9 below).
COMMUNICATION/CONSULTATION ISSUES:
6. In developing the OCDSB Exit Outcomes, extensive consultation was carried out
in the spring of 2013 with the broader community, school councils, students,
Report 13-112 OCDSB Exit Outcomes Document Page 3
advisory committees, school and central staff. Through a multi-pronged
consultation approach (including e-mail, Survey Monkey, community, Student
Senate, school and OCDSB advisory committee meetings), all OCDSB
stakeholders were invited to provide feedback on the Exit Outcomes draft
document. 343 responses were received, ranging from individual surveys to
surveys representing up to 75 people. The executive summary of the OCDSB
Exit Outcomes Consultation “Summary of Survey Results” is attached as
Appendix B. The full report is available through Quality Assurance.
STRATEGIC LINKS:
7. The Exit Outcomes document was developed in alignment with the District’s
strategic plan, and provides a target for every OCDSB student, regardless of
pathway in K-12 or destination of community living, workplace, apprenticeship,
college or university.
Exit outcomes are directly linked to the Objectives # 1, 2 and 4 as defined in the
Board’s strategic plan.
Objective #1 states that the District will be on target to a 90% graduation rate by
2020. The graduation rate includes only students who complete their Ontario
Secondary School Diploma. Some of our students, including some with special
needs, work instead towards an Ontario Secondary School Certificate (OSSC),
or a Certificate of Accomplishment.
Objective #2 describes annual targets for student achievement results
established in the Board Improvement Plan and the goal of reducing the gaps for
identified sub-groups. The Exit Outcomes outline the characteristics and skills
that optimize student achievement and success.
Objective #4 is a framework for student well-being. Many elements of the Exit
Outcomes align with the socio-emotional dimension described in the OCDSB
Framework for Well-Being, such as risk-taking, creativity and innovation, self-
awareness, self-management, responsible decision-making, general life and
academic resilience, working cooperatively with others, managing emotions, and
coping with setbacks.
8. Connecting our Work
The District’s work on exit outcomes is at the forefront of emergent educational
thinking. Recently, the Ministry of Education launched ‘Great to Excellent’, the
next phase of the Ontario Education Strategy. This involves a broad consultation
process across sectors including education, business, municipal, early learning
and not-for-profit groups. One of the seven key consultation questions is:
“What are the skills, knowledge and characteristics students need to
succeed after they have completed school, and how do we better support
all learners in their development?”
Report 13-112 OCDSB Exit Outcomes Document Page 4
The OCDSB will be a partner in an international study by the OECD Centre for
Educational Research and Innovation titled “Education and Social Progress
(ESP) Longitudinal Study of Skill Dynamics”. There is a strong alignment
between much of their identified “non-cognitive skills” and the OCDSB Exit
Outcomes, and their value as predictors of educational achievement, life
success and personal well-being and health. The OECD study may help to
inform our District’s next steps, such as measurement and monitoring. More
information on the OECD study will be forthcoming in the new year.
9. Next Steps
Future work of the ad hoc committee will include the development of
implementation strategies for K-12, quantitative and qualitative measures, and
ideas on how best to (a) refine instructional practice to incorporate the exit
outcomes, and (b) assist parents to connect with it and support their children.
Later this year, the District will be hosting a speaker series with Dr. Stuart
Shanker, a leading educational thinker on learning skills and self-regulation.
This will be an important step in building awareness about the development of
characteristics and skills related to student success.
GUIDING QUESTIONS:
10. The following questions are provided to support the discussion of this item by the
Committee:
How do the Exit Outcomes support the Board’s strategic objectives?
What resources/investments would support the implementation of the Exit
Outcomes?
Walter Piovesan
Associate Director
(Ext. 8252)
Neil Yorke-Slader
Superintendent of Instruction
(Ext. 8821)
Jennifer Adams
Director of Education and
Secretary of the Board
APPENDICES
Appendix A: Exit Outcomes Document
Appendix B: Executive Summary
OCDSB Exit Outcomes
What we expect of our graduates
APPENDIX A
to Report No. 13-112
Exit Outcomes: Characteristics and Skills
Exit outcomes are for every student.
In the Ottawa-Carleton District School Board, our goal is to have every secondary student leave our school district with the required characteristics and
skills to be a 21st-century success story. We have a vast array of programs and services to help meet the needs of each and every student. Our school
district has invested significantly in the professionals who work with and support students on a daily basis. We believe that our focus on teaching and
learning can assist every student in moving on to post-secondary opportunities of their choice.
Background
As a part of the Secondary School Review, the OCDSB requested input through an outcomes survey on characteristics and skills that students need to
succeed after graduation. Input was sought through several stakeholder groups, including trustees, school staff, principals, vice principals, managers, central
staff, board advisory committees, students and parents. Overall, there were 343 completed surveys submitted, representing at least 1015 people.
Exit outcomes are directly linked to our strategic plan. The most direct connections are in Objective #1, which states that the district will be on target to reach
a 90% graduation rate by 2020. The exit outcomes were developed in alignment with the district’s overarching W.E.L.L. Strategic Plan, and will provide a
target for every OCDSB student, regardless of pathway in K-12 or their destination of work, apprenticeship, college, university or community living.
Our intent is to have every student leave our school district with the identified
OCDSB Exit Outcomes Characteristics and Skills.
Characteristics
Our students will be:
Resilient
Globally Aware
Collaborative
Innovative/Creative
Goal-oriented
Skills
Our students will be:
Critical Thinkers
Effective Communicators
Academically Diverse
Digitally Fluent
Ethical Decision-makers
APPENDIX A
to Report No. 13-112
Students who are resilient face and overcome adversity and challenging situations. They take risks, learn from mistakes,
persevere, and move forward confidently.
• Why is it needed? Our students are living and learning in a world full of economic, environmental and social
challenges and opportunities. They may have many different careers throughout their lifetime.
• How will we develop it? We will develop resiliency in our students by having high, achievable expectations for their
learning, and supporting, guiding and nurturing them through the learning process. We will immerse our students in
a variety of authentic learning situations in which they will acquire the skills to adapt to changing conditions.
Re
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t
Students who are globally aware are empathetic and responsive in their contributions to the local and global community.
They demonstrate cultural proficiency and act in a respectful, inclusive manner.
• Why is it needed? Our students’ world is diverse and competitive, and the required cross-cultural skills are growing
in complexity.
• How will we develop it? We will develop global awareness in our students by providing them with related learning
opportunities that explore topics such as equity, global economics, cultural proficiency, environmental stewardship,
fiscal responsibility and social justice, and by promoting cultures of inclusion. Gl
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Students who are collaborative understand the importance of working cooperatively in a team setting. Collaboration values
diverse perspectives and effectively utilizes each person’s contributions.
• Why is it needed? Our students are in a world of complex tasks, which requires many minds working together.
These tasks exist in our work and in social settings. Our sense of community is aided by our capacity to work
collaboratively with others.
• How will we develop it? We will develop collaboration in our students by empowering them to work together
with shared purpose, to learn from each other and with each other.
In
n
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v
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t
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/
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Students who are innovative and creative have original thoughts and ideas that are of value and are acted upon. They
understand that creativity is essential not only for solving problems, but also for improving where strengths already exist.
• Why is it needed? Our students will need to be innovative and creative to develop solutions to complex issues that
arise in our fast changing world. Our society has moved from the Industrial Age to the Information Age to the
Creativity Age.
• How will we develop it? We will develop creativity in our students by ensuring that the conditions for creativity are in
place in all our classrooms and work environments. We will encourage leadership, develop student voice, and cultivate a
learning environment in which students are encouraged to explore new experiences and discover new ideas within the
framework of the Ontario Curriculum. Students will learn in ways that are engaging, challenging, and meaningful.
Go
a
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r
i
e
n
t
e
d
Students who are goal-oriented have self-motivation, diligence, initiative and a sense of responsibility.
• Why is it needed? Our students will be goal-oriented in their work, knowing that achieving their full potential
will help them reach their goals.
• How will we develop it? We will develop goal-oriented students by cultivating effective work habits and learning
skills, helping them succeed in challenging yet attainable tasks, and by embedding character development in
their daily schoolwork.
Characteristics
Characteristics are traits that enhance our ability
to perform different tasks successfully.
APPENDIX A
to Report No. 13-112
Students who are critical thinkers engage in reflective and independent thinking. They identify the relevance, validity and
importance of ideas using rational and intuitive processes. They understand the logical connections between ideas. They construct
and evaluate arguments using criteria. They generate solutions and create new ways of thinking.
• Why is it needed? Our students will need to solve challenging and complex problems in an ever-changing world.
• How will we develop it? We will develop critical thinking in our students by encouraging them to evaluate current
issues from multiple perspectives. Through our district’s focus on highly-effective instructional practices, our students
will engage in meaningful learning each and every day.Cr
i
t
i
c
a
l
T
h
i
n
k
e
r
s
Students who are effective communicators are skilled at listening, speaking, questioning, and writing; they connect with
people and know their audience.
• Why is it needed? The information explosion has increased the importance of communication. Effective communication
is critical to meaningful social interaction, which is a requirement for success in learning, work and life.
• How will we develop it? We will develop effective communication in our students by engaging them in interactive,
inquiry-based learning activities. Educators will provide students with opportunities to explain their learning to their
classmates, using a variety of communications styles and media.
Ef
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Students who are academically diverse have strong literacy and numeracy skills; they will also have acquired a full spectrum
of skills through exposure to a wide range of subjects including the arts, sciences, financial literacy, physical education, the trades
and technology, in keeping with student needs.
• Why is it needed? Our students will need academic diversity to connect ideas from different disciplines, and as a
foundation to be successful in a wide variety of experiences throughout their lives.
• How will we develop it? We will develop academic diversity in our students by having a strong understanding of
their profiles, offering them a wide array of programs, and providing cross-curricular learning opportunities.
Di
g
i
t
a
l
l
y
F
l
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n
t
Students who are digitally fluent know how to engage with technology to enhance their learning; this includes interacting with,
creating and sharing information (individually or collaboratively) in a responsible and ethical way to support their learning.
• Why is it needed? Our students will need a digital fluency that allows them to confidently adapt to new technologies
to support their learning and participate in the educational setting most suited to their needs. Addressing these needs
will allow our students to access, analyse, critique and communicate in a global, digital world.
• How will we develop it? We will develop digital fluency in our students through their interactions with technology
across all courses and grade levels.
Et
h
i
c
a
l
De
c
i
s
i
o
n
-
m
a
k
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Students who are ethical decision makers model principles that govern their decisions through their actions. They embody
honesty, respect and responsibility.
• Why is it needed? Our students will need to be ethical to have a foundation for all their decision-making. It will shape
their sense of community and citizenship, and the contribution they make to the world around them.
• How will we develop it? We will develop ethics in our students through their studies (i.e.: science, history, social
studies and law) and discussions about multi-faceted issues and the principles of human rights and dignity.
Skills
Skills are abilities learned or developed through experience.
APPENDIX A
to Report No. 13-112
Students who are critical thinkers engage in reflective and independent thinking. They identify the relevance, validity and
importance of ideas using rational and intuitive processes. They understand the logical connections between ideas. They construct
and evaluate arguments using criteria. They generate solutions and create new ways of thinking.
• Why is it needed? Our students will need to solve challenging and complex problems in an ever-changing world.
• How will we develop it? We will develop critical thinking in our students by encouraging them to evaluate current
issues from multiple perspectives. Through our district’s focus on highly-effective instructional practices, our students
will engage in meaningful learning each and every day.Cr
i
t
i
c
a
l
T
h
i
n
k
e
r
s
Students who are effective communicators are skilled at listening, speaking, questioning, and writing; they connect with
people and know their audience.
• Why is it needed? The information explosion has increased the importance of communication. Effective communication
is critical to meaningful social interaction, which is a requirement for success in learning, work and life.
• How will we develop it? We will develop effective communication in our students by engaging them in interactive,
inquiry-based learning activities. Educators will provide students with opportunities to explain their learning to their
classmates, using a variety of communications styles and media.
Ef
f
e
c
t
i
v
e
Co
m
m
u
n
i
c
a
t
o
r
s
Ac
a
d
e
m
i
c
a
l
l
y
Di
v
e
r
s
e
Students who are academically diverse have strong literacy and numeracy skills; they will also have acquired a full spectrum
of skills through exposure to a wide range of subjects including the arts, sciences, financial literacy, physical education, the trades
and technology, in keeping with student needs.
• Why is it needed? Our students will need academic diversity to connect ideas from different disciplines, and as a
foundation to be successful in a wide variety of experiences throughout their lives.
• How will we develop it? We will develop academic diversity in our students by having a strong understanding of
their profiles, offering them a wide array of programs, and providing cross-curricular learning opportunities.
Di
g
i
t
a
l
l
y
F
l
u
e
n
t
Students who are digitally fluent know how to engage with technology to enhance their learning; this includes interacting with,
creating and sharing information (individually or collaboratively) in a responsible and ethical way to support their learning.
• Why is it needed? Our students will need a digital fluency that allows them to confidently adapt to new technologies
to support their learning and participate in the educational setting most suited to their needs. Addressing these needs
will allow our students to access, analyse, critique and communicate in a global, digital world.
• How will we develop it? We will develop digital fluency in our students through their interactions with technology
across all courses and grade levels.
Et
h
i
c
a
l
De
c
i
s
i
o
n
-
m
a
k
e
r
s
Students who are ethical decision makers model principles that govern their decisions through their actions. They embody
honesty, respect and responsibility.
• Why is it needed? Our students will need to be ethical to have a foundation for all their decision-making. It will shape
their sense of community and citizenship, and the contribution they make to the world around them.
• How will we develop it? We will develop ethics in our students through their studies (i.e.: science, history, social
studies and law) and discussions about multi-faceted issues and the principles of human rights and dignity.
Foundations
The foundations of the OCDSB Exit Outcomes are inspired by the
OCDSB Mission Statement and built from three key areas:
Ontario Schools: Kindergarten to Grade 12, Policy and Program
Requirements (2011)
“The Ontario curriculum outlines the knowledge and skills that students are expected to develop and demonstrate”
– page 21, Ontario Schools (2011)
Learning Skills and Work Habits
“The development of learning skills and work habits needed to succeed in school and in life begins early in a child’s schooling.
As students move through the grades, they develop and then consolidate their learning skills and work habits in preparation for
postsecondary education and the world of work.”
– page 12, Growing Success: Assessment, Evaluation and Reporting in Ontario Skills, Grades 1-12 (2010)
• Responsibility
• Independent Work
• Initiative
• Organization
• Collaboration
• Self-regulation
Acceptance Respect Appreciation ResponsibilityCooperation Perseverance Optimism Fairness
BETTER TOGETHER IN A SAFE AND CARING LEA
RNIN
G CO
MMUNITY
CHARACTERDEVELOPMENT
IN TEGRIT
Y
EMPATHY
OCDSB Community of Character
As stated in Finding Common Ground: Character Development in Ontario Schools (2008), “Character development is about
excellence in education, communities that are vibrant and caring, and students who will think critically, feel deeply and act
wisely.” The Ottawa-Carleton District School Board’s “Community of Character” is a set of attributes that build the foundation for
excellence and equity in every child’s education.
ACCEPTANCE: I reach out to include others. I accept others
for who they are. I am gentle with myself and others when
mistakes are made.
APPRECIATION: I am grateful for all that I have.
I am thankful for the support that others give me.
I am generous in recognizing the contributions
of others.
COOPERATION: I work with others to make a peaceful
community. I am willing to listen to others’ ideas and
suggestions. I compromise and negotiate to solve problems
and differences of opinion.
EMPATHY: I am compassionate, caring, and kind. I am a true
friend. I will walk in your shoes in order to understand you. I am
slow to judge and quick to forgive.
FAIRNESS: I make decisions based upon the whole picture. I
treat others the way I would like to be treated. I am just.
INTEGRITY: I behave ethically and honourably. I am honest,
loyal, and trustworthy. I am truthful and courageous. I stand
up for what is right even when it is hard. I am a person of my
word and people who know me understand that.
OPTIMISM: I believe that challenges are opportunities. I
choose to see goodness. I have hope for our future.
PERSEVERANCE: I will work hard and I will not give up. I will
finish what I begin and I will not give up. I will care enough
and I will not give up.
RESPECT: I honour myself and others through my words and
actions. I support our diversity of beliefs. I treat our world and
everything in it with dignity.
RESPONSIBILITY: I am accountable for the decisions I
make. I realize that my decisions impact my community. I
honour my commitments.
Educating for Success —Inspiring Learning and Building Citizenship
APPENDIX A
to Report No. 13-112
Work
Apprenticeship
College
University
CommunityLiving
OCDSB Graduates
• Ontario Secondary
School Diploma (OSSD)
• Ontario Secondary
School Certificate
(OSSC)
• Certificate of
Accomplishment
What Pathways are Open to Our Students?
Pathways for Students
Students engage in pathways planning based on their understanding of their personal interests, strengths, characteristics and skills. This learning begins
in kindergarten and continues through grade 12.
APPENDIX A
to Report No. 13-112
Work
Apprenticeship
College
University
CommunityLiving
OCDSB Graduates
• Ontario Secondary
School Diploma (OSSD)
• Ontario Secondary
School Certificate
(OSSC)
• Certificate of
Accomplishment
Wo
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Kindergarten Grade 12Ontario Curriculum
Knowledge and Skills
Learning Skills
and Work Habits
Community of
Character
S U C C E SS IN LIFE
E x it O utc omes are for every student
S K ILLS
C ritic al T hi n k e r s • E f f ec t i v e Communicators • Academically Diverse
D i g it a ll y F l u e n t • Ethical Decision-makers
C H A R A C TERISTICS
R e silie n t • Globally Aware • Collaborative
In n o v a t i v e /C reative • Goal-oriented
From Foundation to Success
APPENDIX A
to Report No. 13-112
Published by Communications and Information Services in collaboration
with the Secondary School Ad Hoc Committee — October 2013
www.ocdsb.ca
133 Greenbank Road
Ottawa, ON K2H 6L3
Phone: 613-721-1820
Fax: 613-820-6968
Connecting to Our Strategic Plan
The OCDSB Strategic Plan for 2011-2015 outlines our Vision, Mission and Objectives.
The plan sets priorities to ensure we fulfill our mission of
Educating for Success — Inspiring Learning and Building Citizenship.
1.Promoting student and staff well-being to support their physical, emotional, and mental health;
2.Developing a culture in which all people are welcome and challenged
to be creative and contributing members; feel valued and respected,
and where the success and creativity of our District is recognized and
celebrated;
3.Enhancing leadership and governance capacities and practices that dem-onstrate our District, and its representatives as models of good character and effective community partners; and
4.Improving student achievement through focused instructional practice, effective use of data and strategies that challenge all schools to make
significant gains in student achievement no matter where they start.
1.Inspire educational excellence in our schools, which are important
community hubs reflecting local needs;
2.Provide equity of access to programs and pathways for all students;
3.Raise the overall achievement level and close the achievement gap through the equitable allocation of available resources;
4.Implement a comprehensive framework for student well-being;
5.Engage students, staff and parents in the learning process, encouraging the full potential of every student;
6.Provide an inspiring place to work that attracts, retains, nurtures, values, and engages our employees;
7.Model outstanding governance, leadership, and citizenship; and
8.Draw from, and contribute to, the talent and rich diversity of the Ottawa community.
1.The 90% graduation rate goal is on track to be met by, or in advance of the 2020 target.
2.The Board is meeting annual targets for student achievement results established in the Board Improvement Plan,
that exceed provincial results, on average, by 5% and reduce the gaps for identified sub-groups.
3.All school Improvement Plans are developed in partnership with the school community and establish targets for student
achievement and well-being, in alignment with the Board Improvement Plan and student well-being framework.
4.The District has a framework for student well-being, including measures and indicators of success and attains
annual targets for improvement to services and supports for student well-being.
5.All of our schools have active community partnership programs that support the school as a community hub.
6.Full-day kindergarten is offered in all of our schools, supported by vibrant extended day programs.
7. All students have equitable access to a choice of high-quality programs.
8.The school climate survey results indicate improvement in students’ level of comfort and safety at school.
9.The school district is recognized as a top employer in the community.
10.The District has a clear and commonly understood governance framework and an efficient and effective decision-making process.
4 Key Priority AreasW.E.L.L.W E L L
WB1.Enhance safe, caring and respectful learning, and
working environments.
WB2.Create a framework for student and staff well-being
that recognizes the mental, physical, and emotional
health of students and staff.
WB3.In collaboration with community partners, develop
specific strategies to further the cultural proficiency of the school district in terms of inclusive and accessible practices and a workplace representative of the com-munity we serve.
WB4.Nurture an emotionally intelligent organizational culture that recognizes and supports innovation, productivity and employee wellness.
EN1.Enhance parental engagement and outreach to all
parents.
EN2.Create a framework for and initiate effective partner-ships with organizations that enrich our schools as community hubs.
EN3.Encourage broad community engagement in school and District initiatives.
EN4.Develop a strategy that supports and encourages engagement in provincial, national, and international initiatives to encourage organizational learning and global citizenship.
LD1.Implement sound governance structures and practices.
LD2.Develop specific strategies for leadership develop-
ment and succession planning with a focus on developing emotionally intelligent leaders who foster innovation, collaboration, and the celebration of success.
LD3.Enhance our risk management culture, focusing on
effective financial, information, and human resources
management practices, and internal audit controls.
LD4.Encourage and support student leadership and
citizenship to promote global competencies.
LN1.Enhance instructional practice to encourage and support critical and creative thinking skills.
LN2.Maintain a cyclical program development, monitoring and review framework to improve equity of access to programs, pathways, and services for all students.
LN3.Use student survey data to identify and understand groups that require additional services and supports.
LN4.Develop an organizational culture that is committed to
lifelong learning.
ell-being ngagement eadership earning
Vision for 2015
The OCDSB is a dynamic, creative learning organization that fosters the achievement, well-being, and dignity of every student. As a global leader in public education, we:
Objectives for 2015
How we will know we have achieved our vision:
Mission
Our mission is educating for success — inspiring learning and building citizenship, using the pillars of well-being, engagement, leadership, and learning to support and inspire students and staff by:
APPENDIX A
to Report No. 13-112
3
EXECUTIVE SUMMARY
As part of the Secondary School Review Process, the Ottawa‐Carleton District School Board requested input
through an outcomes survey on characteristics and skills that students need to succeed after graduation.
Information was gathered from both individuals and groups in the spring of 2013. Highlights of findings include:
STAKEHOLDER GROUPS
Overall, there were 343 completed surveys submitted representing at least 1015 people. Respondents were asked
to indicate "how many people you represent" on each survey and a total of 250 responded, while 93 surveys
(55.4%) left the question blank.
CHARACTERISTICS
Participants were asked to "mark all characteristics that you think should be included" and were provided with an
opportunity to select all that apply from: resilient, adaptable, globally aware, collaborative, innovative and
creative.
Over 85% of respondents indicated that each of the five characteristics was important and should be included as
required characteristics to be a 21st century success story. The most frequently cited characteristic was resilient
(94.3%), followed by adaptable (89.3%), then collaborative (88.2%), innovative and creative (85.9%) and globally
aware (85.8%).
Individuals or groups that responded to the Exit Outcomes draft document were asked "Have we missed a
characteristic you feel students will need to succeed? At least one characteristic was suggested on 173 of the
surveys. Suggested characteristics were grouped according to similarity of meaning if they seemed to be related to
each other by meaning or intent. The three most frequently cited groups of characteristics were:
Accountability, responsibility, dependability; perseverance, persistence, commitment, diligence, initiative,
self‐motivated, disciplined, self‐discipline, work ethic, self‐regulation, independence, self‐awareness,
ability to focus, control emotions;
Empathy, compassion, acceptance, tolerance;
Ethics, integrity, character.
SKILLS
Participants were asked to "mark all that you think should be included" and were provided with an opportunity to
select all that apply from: critical thinkers, effective communicators, academically diverse, digitally literate.
Of the four skills listed, "effective communicators" was selected most frequently with 817/991 (80.5%)
represented indicating that effective communication is an important skill, followed closely by "critical thinkers
(78.8%). "Digitally literate" was selected by 73.2% and academically diverse (64.5%) of those represented.
Many of the suggested skills had previously been suggested under "characteristics". The most frequently
mentioned skills included:
Time Management, organization; work habits, initiative;
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Academic skills/ foundations for diverse learners, numeracy and literacy skills; trade and concrete skills
Life skills; financial literacy
The first cluster of skills (time management/organization) overlap somewhat with the most frequently cited
characteristics, such as responsibility, dependability, accountability.
ADDITIONAL COMMENTS
This survey contained a wealth of information and comments from over 1000 people. Limitations to the survey
include a large number of surveys contained missing data, which made it difficult to determine the true number of
people represented by surveys, or stakeholder groups.
APPENDIX B
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5
OVERVIEW
As part of the Secondary School Review Process, the Ottawa‐Carleton District School Board requested input
through an outcomes survey on characteristics and skills that students need to succeed after graduation. Input was
sought through several stakeholder groups, including:
Trustee(s)
School Staff
Principals/VP/Manager/Central Staff
Board or Advisory Committees
Student(s)
Parent(s)
Other (included) principal, vice principal, school staff.
Under the direction of the Quality Assurance Division of the Ottawa‐Carleton District School Board, SynergyREC
has provided a summary analysis of the survey results. When possible, the report is structured according to the
questions asked on the survey.
WHO PARTICIPATED?
NUMBER OF SURVEYS SUBMITTED
Overall, there were 343 completed surveys submitted representing at least 1015 people. Respondents were asked
to indicate "how many people do you represent?" on each survey and a total of 250 responded, while 93 surveys
(55.4%) left the question blank. There was a large range in the number of people that the survey represented
(Range = 1 to 75),. Of the surveys submitted, 190 (55.4%) of the surveys were completed by one individual, while
21 (6.1%) were completed by two people. For the purpose of this report, we will use a conservative estimate and
those surveys with no response will be counted as representing one individual.
Details on the number of people represented in this survey as well as the size of the groups can be found in
Appendix A.
STAKEHOLDER GROUPS
Respondents were asked to "Please indicate which stakeholder group(s) you are associated with”. There were 278
responses to this question, and 65 respondents left the question blank.
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6
School staff represented the largest proportion of respondents (59.0%) , followed by parents (12%).
TABLE1: RESPONSE BY STAKEHOLDER GROUP
Stakeholder Group Number Percent
School Staff 599 59.0%
Parents 122 12.0%
School Council 93 9.2%
Students 50 4.9%
Principal/VP/Manager/Central
Staff
24 2.4%
Board or Advisory 1 0.1%
Other 61 6.0%
No Response 65 6.4%
Total 1015 100.0%
Over half of the surveys returned were completed by individuals (N‐190, or 55.5%). Of these individuals, 61 were
parents and 102 were school staff. On 11 of the surveys, the category "other" was selected for stakeholder group.
Eight of the eleven responses were individuals who identified themselves as "Occupational Therapists", a
"taxpayer" and one "elementary teacher". One individual left the question blank.
APPENDIX B
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7
CHARACTERISTICS THAT SHOULD BE INCLUDED
Participants were asked to "mark all characteristics that you think should be included" and were provided with an
opportunity to select all that apply from:
Resilient
Adaptable
Globally Aware
Collaborative
Innovative and Creative.
Participants were also asked "Have we missed a characteristic you feel students will need to succeed, if so, please
describe it". Participants could then add up to three additional characteristics, and further describe:
What is it?
Why is it needed?
How will we develop it?
Table 2 provides an overall view of the number of responses per characteristic.
TABLE 2: SURVEY RESPONSE PER CHARACTERISTIC
Characteristic
Surveys (N=343) Total Represented (N=1015)
Frequency
Percent
(%)
N = 343
Percent
(%)
of those
who
responded
(N=319)
Frequency
Percent
(%)
N=1015
Percent
(%)
of those
who
responded
(N=991)
Resilient 29184.8% 91.2%93592.1%94.3%
Adaptable 301 87.8% 94.4%885 87.2%89.3%
Globally
Aware
27981.3% 87.5%85083.7%85.8%
Collaborative 291 84.8% 91.2%874 86.1%88.2%
Innovative
and Creative
28984.3% 90.6%85183.8%85.9%
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When examining "Total Represented" on the surveys for those who responded to the survey (N=991), over 85% of
represented indicated that each of the five characteristics was important and should be included as required
characteristics to be a 21st century success story. The most frequently cited characteristic was resilient (94.3%),
followed by adaptable (89.3%), then collaborative (88.2%), innovative and creative (85.9%) and globally aware
(85.8%).
Of the five largest groups represented by surveys, three indicated that all five characteristics were important, while
two indicated that "Resilient" was the most important characteristic.
TABLE 3: CHARACTERISTICS INDICATED BY SURVEYS REPRESENTING 10 OR MORE PEOPLE.
#
Contributed Stakeholder Resilient Adaptable Globally Aware Collaborative Innovative/ Creative
388 (10
groups)
School staff X X X X X
20 (1 group) School staff X X X
30 (1 group) Student(s) X X X X X
73 (6
groups)
School Council X X X X X
11 (1 group) Principal/VP/Manager/
Central staff X X X X X
40 (1 group) Parent(s) X
50 (1 group)
Other
(Principal/VP/Teacher,
Office Staff)
X
When examining "characteristics that should be included" by stakeholder group:
The total represented on the surveys, 731/1015 (72.0%) or indicated that all five characteristics should be
included.
This included 519 (86.6%) of school staff, 56 (77.8%) of parents, 86 (92.5%) of school council, 20 (83.3%)
of principals and 40 (80%) of students
The discrepancy for parents may be explained by over half of parent responses being represented by one
group of 40 individuals, who only selected "resilient" as the characteristic that should be included.
CHARACTERISTICS THAT WERE MISSED
Individuals or groups that responded to the Exit Outcomes draft document were asked "Have we missed a
characteristic you feel students will need to succeed? If so, please describe it." and were provided three
opportunities to include any missing characteristics. Several surveys included additional information, with 173
providing at least one additional characteristics (173 provided at least one extra characteristic, 31 provided at least
two, and 10 provided three characteristics).
Respondents provided a wealth of information on characteristics they thought were missed, explanations for "why
it is needed" and detail for "how we will develop it". There were overlap in the definitions and descriptions
provided ‐ that is ‐ several people defined the same characteristics differently, or different characteristics using the
same language.
Despite the disparities, there were several themes that developed through analysis of the survey information.
APPENDIX B
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HIGHLIGHTS OF CHARACTERISTICS THAT WERE MISSED
The following clusters of "missing characteristics" were identified through a single reviewer qualitative analysis.
Characteristics that had similar descriptions were grouped together into categories. Categories were left
somewhat broad in order to provide opportunity for further discussion. Those categories that seemed to have
similar descriptions or meanings were further grouped together into clusters. Those characteristics that were not
included at least 5 times were eliminated, unless the appeared similar (under "what is it") to something that had
already been mentioned.
Characteristics were grouped as follows:
Accountability, responsibility, dependability
Perseverance, persistence, commitment, diligence
Initiative, self‐motivated, disciplined, self‐discipline, work ethic, self‐regulation, independence
Self‐awareness, ability to focus, control emotions
Empathy, Compassion, Acceptance, Tolerance
Ethics
Integrity
Character
Confidence/ Self‐advocacy
Curiosity, Open‐minded, thirst for knowledge.
Ability to accept constructive criticism, "coachability)
Common sense, judgment, problem solving
Fiscal awareness/financial responsibility
Of the "missing characteristics" mentioned, three areas in particular appeared to be especially important to
respondents. The first cluster included such characteristics as accountability, responsibility, dependability, and
perseverance, persistence, initiative and self‐motivation, and self‐wareness, etc. and were key areas that were felt
to be missing. This area is one or set of characteristics that could be incorporated into "resilient" or "adaptable",
but may warrant its own category.
A second key area was "empathy, compassion, and tolerance". These characteristics could be incorporated under
globally aware, or even tolerance, but it appears that the current outcomes are not resonating with respondents
in terms of a commitment to develop empathy and compassion in students.
A third area that overlaps with the first two mentioned is "ethics, integrity, and "character"". Respondents
stressed the importance of teaching students the difference between right and wrong, and also in developing their
APPENDIX B
To Report No. 13-112
10
own integrity. These themes could also be incorporated under "Globally Aware" but are not currently explicit
enough according to respondents.
APPENDIX B
To Report No. 13-112