HomeMy WebLinkAbout10 Report 16-134, Board Improvement Plan for Student Achievement and Well-being
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Report 16-134 Board Improvement Plan for Student Achievement and Well-being Page 1
COMMITTEE OF THE WHOLE (PUBLIC) 08 November 2016
Report No. 16-134
2016-2017 Board Improvement Plan for Student Achievement and
Well-being
Key Contact: Dorothy Baker, Superintendent of Curriculum, 613-596-
8211 ext. 8573
PURPOSE:
1. This report outlines the 2016-2017 Board Improvement Plan for Student
Achievement and Well-being and is presented for discussion purposes.
CONTEXT:
2. The Ministry of Education requires all district school boards to submit a Board
Improvement Plan for Student Achievement and Well-Being annually. The
development of the plan is informed by the Annual Student Achievement Report
2015-2016 (ASAR), District reviews, School Learning Plans, and data collected
through school climate surveys (OurSCHOOL). It is aligned with Achieving
Excellence; A Renewed Vision for Education in Ontario (2013), the OCDSB
Strategic Plan 2015-2019, and the Ottawa-Carleton District School Board
(OCDSB) Exit Outcomes. The priorities outlined in the plan set district direction in
support of student achievement and well-being and inform School Learning
Plans.
KEY CONSIDERATIONS:
3. Research on Effective Districts
The research on District improvement suggests that focusing on a few key goals
leverages effectiveness (Strong Districts and Their Leadership; Leithwood,
2013). The deliberate and consistent use of multiple sources of evidence to
inform decisions, a comprehensive approach to leadership development, and
learning-oriented organizational improvement processes are examples of
characteristics of strong districts. This year, the Board Improvement Plan for
Student Achievement and Well-Being has been informed by careful consideration
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Report 16-134 Board Improvement Plan for Student Achievement and Well-being Page 2
of data, provides for a focus on developing instructional leadership, and involves
an integrated approach by central departments to support key identified priorities
and professional learning needs.
Data
Provincial assessment data indicates that in 2015-2016
● OCDSB students performed at or above their provincial counterparts in
five of six assessment areas at the primary and junior levels, in grade 9
academic level mathematics, and on the OSSLT (both first-time and
previously-eligible); and,
● OCDSB student performance improved in four of the ten areas assessed
by the EQAO (i.e., primary and junior reading, junior writing, and OSSLT –
previously eligible students), compared to provincial results which saw
improvements in three areas.
However, student performance on the provincial assessments was lower than the
province in grade 3 mathematics and grade 9 applied level mathematics.
An analysis of trends over the past five years indicates that grade 6 mathematics
results have been declining.
District cohort data for the five identified groups of students, for which the
OCDSB is committed to closing the gap, indicates that our students with special
needs, English Language Learners and those who self-identify as First Nations,
Metis and Inuit continue to require support, particularly in the area of
mathematics. Separate reports on the Renewed Math Strategy and First
Nations, Métis and Inuit Learners will be forthcoming for discussion at future
Committee of the Whole meetings.
Well-being is a ministry and District priority. The OCDSB is committed to
developing school Well-Being Plans informed in part by school climate survey
data. Similarly, the provincial Mental Health Strategy is foundational to our work
on resiliency as well as the additional characteristics of our exit outcomes.
Support for the implementation of the OCDSB Gender Identity and Gender
Expression Guide continues to be an area of high priority.
In 2016-2017, the OCDSB began implementation of bilingual kindergarten and
English as the language of instruction in Primary EFI Mathematics. A
commitment to support these programs along with our district support for positive
transitions for our youngest learners identifies this as an area of focus. Similarly,
building strong foundational learning is important for many of our English
Language Learners, particularly our newcomers who may not have had prior
experience at school.
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Report 16-134 Board Improvement Plan for Student Achievement and Well-being Page 3
Instructional Leadership
Multiple sources of evidence identify two key areas of need in terms of
professional learning for our system leaders: leading program and developing
people (surveys, meetings, school learning plans). Superintendents of Instruction
will provide coordinated, strategic, and differentiated support for school
administrators in both of these areas supported by central program departments.
Job-embedded professional learning at all levels of the organization will be
focused on student achievement and well-being outcomes as identified by school
learning and well-being plans.
Organizational Improvement Processes
Beginning in 2016-2017, the Board Improvement Plan for Student Achievement
and Well-being will be supported provincially by a System Improvement Learning
Cycle (SILC) process that moves toward an intentional, collaborative and
reciprocal approach to supporting district school board needs. The SILC is an
evolution of the Board Improvement Plan for Student Achievement and mirrors
the OCDSB professional learning cycle currently used for both Board
Improvement and School Learning Plans (Plan, Act, Assess, Reflect cycle).
Regional provincial SILC teams will engage in co-planning and co-reflecting
dialogues about the Board Improvement Plan for Student Achievement and Well-
being with district staff throughout the year. This model reflects the research on
effective districts and organizational improvement processes by supporting the
focus on key priorities, identifying precise plans of action, implementation, and
monitoring of impact.
This year, central departments (Curriculum Services, Learning Support Services,
Business and Learning Technologies, and Quality Assurance) have engaged in
intentional and strategic collaboration to develop, implement and monitor the
student learning and well-being objectives in the Board Improvement Plan for
Student Achievement and Well-being. Monthly opportunities for school
administrators to engage in job-embedded professional learning are being led by
Superintendents of Instruction in their work with school teams. School
administrators are leading improvement efforts in collaboration with their school
teams through their School Learning and Well-being Plans, which are grounded
in the professional learning cycle of “Plan, Act, Observe, Reflect”.
The Board Improvement Plan holds at the center our commitment to student
learning profiles supported by the effective use of data, planning and
assessment, healthy classroom environments and managing transitions, in
support of developing the characteristics and skills in the OCDSB Exit Outcomes.
The Plan has three primary areas of focus with a series of strategies within each
of these three areas.
● Mathematics
● Building Strong Foundations
● Well-being
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Report 16-134 Board Improvement Plan for Student Achievement and Well-being Page 4
The plan is graphically displayed in the BIPSA and contextualizes the areas of
focus and key strategies which are:
Mathematics Building Strong
Foundations
Well-being
Professional learning to
support the Renewed Math
Strategy
● School Learning
Plans: focus on
marker students
● math leads and
school principals
understanding of
foundational concepts
in mathematics
● schools with intensive
and increased support
through the Renewed
Mathematics Strategy
(RMS)
● support for students’
cross panel transitions
in mathematics
Inquiries
● mathematics/learning
disabilities inquiry in
identified sites
● Learning Disabilities
Specialized
Intervention Program
Professional learning to
support
● implementation of
bilingual
kindergarten
● English as the
language of
instruction in primary
mathematics
● English Language
Learners (ELD
classes)
● Kindergarten
students with ASD
● First Nations, Metis
and Inuit Inquiry
● Support for the
development of
School Well-
being Plans
● Promoting
mental health
strategy through
“Well Aware”
and “Zones of
Regulation”
programs
● Co-creation of
resources to
support healthy
classroom
environments
● Implementation
of the Gender
Identity and
Gender
Expression
Guide
● Building capacity
for Daily
Physical Activity
Mathematics
All schools will have a focus on Mathematics for their School Learning Plan in
2016-2017. All schools are provided with support through the Renewed
Mathematics Strategy with increased or intensive support for some. Site-based
math leads will work with administrators, other leads and teachers to increase
their math knowledge and pedagogical expertise, and to share that learning.
Cross panel math networks will support students as they transition between
elementary and secondary school. The Mathematics Inquiries (Learning
Disabilities and Specialized Intervention Program) will make use of student
learning profiles to design responsive learning experiences in mathematics.
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Report 16-134 Board Improvement Plan for Student Achievement and Well-being Page 5
Building Strong Foundations
Implementation of bilingual Kindergarten and English as the language of
instruction in Primary Mathematics will be supported with three half days of
professional learning for all Kindergarten teachers and Early Childhood
Educators (ECEs), and for all teachers new to teaching mathematics in the
primary grades. A focus on our English Language Learners, in particular our
students new to Canada, is an identified priority. Support will be provided through
professional networks and itinerant teacher and instructional coach allocations. In
addition, networks and resources will be provided to our English Language
Development classes. Building capacity in response to intervention for our
Kindergarten students with ASD will be addressed through professional learning
opportunities and resources, for example, the development of online modules to
support ABA (Applied Behavioural Analysis).
Well-Being
All schools will develop a School Plan for Student Well-being within which there
will be a Bullying Prevention and Intervention Plan as required by legislation.
Schools may also choose another well-being goal, based on evidence from the
school community and OurSCHOOLS data. The focus for mental health
promotion is building resiliency through the programs “Well Aware” and “Zones
of Regulation”. Networks and resources to support the implementation of these
programs will be provided and monitored for impact. Creating healthy school and
classroom environments is an important element for learning. A resource will be
developed to support staff in implementing strategies for establishing and
maintaining a positive school and classroom climate. The district is committed to
continuing the implementation of the Gender Identity and Gender Expression
Guide by:
a) building awareness and capacity for students, staff and community;
b) developing and providing supporting resources; and
c) implementing universal washrooms and change rooms as part of a
multi-year plan.
RESOURCE IMPLICATIONS:
4. Implementation of the OCDSB Board Improvement Plan for Student
Achievement and Well-being, K-12 for the 2016-2017 school year will be
supported by board budget and additional funds received from the Ministry of
Education. Through the Renewed Math Strategy, the province is providing
differentiated support to all schools.
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Report 16-134 Board Improvement Plan for Student Achievement and Well-being Page 6
COMMUNICATION/CONSULTATION ISSUES:
5. The preparation of the Board Improvement Plan for Student Achievement and
Well-being, K-12 is a collaborative process among staff in Curriculum Services,
Learning Support Services, Business and Learning Technologies, and Quality
Assurance. The Board Improvement Plan (Kindergarten to Grade 12) for 2016-
2017 is being submitted to COW for discussion. Highlights of the plan are shared
with principals and vice-principals at monthly Operations and Superintendency
meetings, as well as through individual school based visits. The report will be
shared with principals and vice-principals in November 2016.
STRATEGIC LINKS:
6. Explicit links have been made to the objectives and strategies in the OCDSB
Strategic Plan 2015-2019 in the areas of Learning, Equity, Well-being and
Engagement.
GUIDING QUESTIONS:
7. The following questions are provided to support the discussion of this item by the
Committee:
● Do the identified areas of need outlined in the Board Improvement Plan
(Kindergarten to Grade 12) support our efforts to continue to close gaps
and meet the needs of identified groups of students?
● How will the strategic focus on leadership development and organizational
improvement processes increase achievement and well-being for our
students?
____________________
Dorothy Baker
Superintendent of Curriculum
_________________
Jennifer Adams
Director of Education and
Secretary of the Board
APPENDICES
Appendix A Board Improvement Plan for Student Achievement and Well-Being, K-12
From Strong Foundations to Exit Outcomes 1
2016–2017
BOARD IMPROVEMENT PLAN
FOR STUDENT ACHIEVEMENT
AND WELL-BEING K–12
FROM STRONG FOUNDATIONS TO EXIT OUTCOMES
2 Board Improvement Plan for Student Achievement and Well-Being K–12
INTRODUCTION
The Board Improvement Plan for Student Achievement and Well-Being: From Strong Foundations to
Exit Outcomes K-12 is a theory of action which is anchored in the nine characteristics of strong districts
(Strong Districts and Their Leadership; Leithwood, 2013) with a particular focus on a deliberate and
consistent use of multiple sources of evidence to inform decisions, a comprehensive approach to
leadership development, and learning-oriented organizational improvement processes. The Board
Improvement Plan for Student Achievement and Well-Being has been developed in alignment with
Achieving Excellence; A Renewed Vision for Education in Ontario (2013), the OCDSB Strategic Plan
2015-2019, and the OCDSB Exit Outcomes.
Our use of the professional learning cycle (reflect, plan, act, observe) in our school and board learning
plans is now being mirrored provincially through the System Improvement Learning Cycle (SILC). This
process aligns our work at all levels and provides a vehicle for us to work collaboratively and with greater
precision in service of student learning and well-being. It situates the Board Improvement Planning
process is an iterative one, where learning is ongoing.
Reflect
Districts use systematically-collected data and information about student learning to inform decision-
making and actions for the district, schools and classrooms.
Plan
Districts promote and support a collaborative learning culture.
Act
Districts establish and support comprehensive literacy and numeracy programs to equip students for
success.
Observe
Districts review student progress and support improvements in instructional practice.
THE STORY OF OUR DATA
The Board Improvement Plan for Student Achievement and Well-Being has been informed by
quantitative data and qualitative evidence of student learning taken from provincial, district and school
sources of evidence including the OurSCHOOL survey. School Learning Plans are aligned with the
district focus on mathematics and capture the analysis of relevant qualitative and quantitative data at
the school level, including student voice and parental engagement, in order to identify specific areas
of focus in mathematics for student learning. The plans are anchored in curriculum expectations and
actioned through job-embedded professional learning. Differentiated supports are provided by central
departments as part of the Renewed Mathematics Strategy. The School Learning Plans are aligned with
the Board Improvement Plan.
From Strong Foundations to Exit Outcomes 3
PROVINCIAL ASSESSMENTS AND
DISTRICT DATA
OCDSB students have outperformed the province in seven of the 10 areas; areas in which performance
was lower than the province include grade 3 mathematics and grade 9 applied level mathematics. Over
the past five years, grade 6 mathematics results have been declining. This information suggests that
mathematics is a particular area of need for our school district.
Percentage of Students Meeting/Exceeding Provincial Standard on EQAO
Assessments Over Time
Increase No Change Decrease
2011-12 2012-13 2013-14 2014-15 2015-16
Primary Reading 68%68%72%NA 74%
Primary Writing 75%75%76%NA 74%
Junior Reading 79%78%80%NA 84%
Junior Writing 77%77%79%NA 82%
OSSLT First Time Eligible 87%86%87%88%86%
OSSLT Previously
Eligible 53%55%56%55%57%
Primary Math 70%65%67%NA 62%
Junior Math 61%60%56%NA 53%
Grade 9 Applied 42%42%45%NA 45%
Grade 9 Academic 86%86%87%NA 87%
EQAO Assessments of Reading & Writing
EQAO Assessments of Mathematics
Compared to the OCDSB student population as a whole, students with special education needs (SpEd),
English Language Learners (ELLs), students who self-identify as First Nation, Métis, or Inuit (FNMI), and
students from lower income neighbourhoods (SES) continue to achieve at lower levels in mathematics.
Results for students with special education needs show the widest gap in grade 3 and grade 6
mathematics (32% and 31% respectively) and therefore surface as the largest group requiring support.
Provincial and district data indicate that students with a learning disability form the largest cohort within
the special education umbrella and should be able to achieve success given the appropriate support.
Results for ELL students show the widest gap in grade 9 applied mathematics (14%) and for students
who identify as First Nations, Metis, and Inuit there is evidence of gap widening on both the primary
and grade 9 applied level mathematics assessment. Our SES data indicates a decreased gap in Grade 3
(2%), an increased gap in Grade 6 (1%) and no change in Grade 9 applied mathematics. Although there
are only two years of district data for this group of students, it is nevertheless an important variable to
consider going forward. By focusing on understanding the learning profiles of students as a starting
point, schools are able to utilize precision, evidence-based instructional strategies to provide appropriate
support and personalize learning.
OurSCHOOL student and parent surveys are conducted in alternating school years and are a measure of
school climate. All schools will develop a School Plan for Student Well-being within which there will be
4 Board Improvement Plan for Student Achievement and Well-Being K–12
a Bullying Prevention and Intervention Plan as required by legislation. Schools may also choose another
well-being goal, based on evidence from the school community and OurSCHOOL data.
Results from the bi-annual OurSCHOOL parent survey conducted in 2015-2016 are highlighted below.
The results show an increase in participation by parents, and that parents continue to agree that these
statements describe OCDSB schools.
Highlights from the 2014-2015 OurSCHOOL student survey, compared to the previous years and
Canadian norms are:
The OurSCHOOL school climate survey will be conducted with students in 2016-2017 and with parents
again in 2017-2018.
Measure
Elementary (Grade 4-6)Cdn.
Norms
Secondary (Grade 7-12)Cdn.
Norms2012-2013
(n=14,006)
2013-2014
(n=13,386)
2014-2015
(n=10,201)
2012-2013
(n=22,070)
2013-2014
(n=22,446)
2014-2015
(n=17,913)
Students with a
Positive Sense
of Belonging
83%84%81%86%74%73%73%71%
Students
with Positive
Relationships
80%82%88%80%78%78%77%76%
Bullying and
Exclusion 26%25%27%26%18%17%17%22%
Feeling Safe
Attending
School
85%86%86%87%87%87%87%85%
Positive
Teacher-
Student
Relations
7.1/10 7.4/10 7.8/10 7.9/10 6.1/10 5.9/10 6/10 6/10
Positive
Learning
Climate
6.5/10 6.8/10 6.5/10 7.4/10 6/10 5.9/10 6/10 5.9/10
Expectations
for Success 8/10 8.3/10 8.4/10 8.7/10 7.2/10 7.1/10 7.1/10 7.1/10
Students
planning to
Finish High
School
n/a n/a n/a 88%85%85%82%
From Strong Foundations to Exit Outcomes 5
Of note in the parent and student surveys are the relatively lower scores relating to perceptions
about inclusion and positive learning climate. These data have raised awareness to the need for us to
incorporate strategies for the maintenance of healthy classroom environments into the 2016-2017 Board
Improvement Plan for Student Achievement and Well-being.
In 2016-2017, the OCDSB began implementation of bilingual kindergarten and English as the language
of instruction in Primary EFI Mathematics. A commitment to support these programs along with our
district support for positive transitions for our youngest learners identifies this as an area of focus.
Similarly, building strong foundational learning is important for many of our English Language Learners,
particularly our newcomers who may not have had prior experience at school. Evidence suggests
that building capacity at the school level to address the specific learning needs of our students with
Autism Spectrum Disorder (ASD) will have a positive impact on achievement and well-being. Finally, an
intentional focus on transitions for students who identify as First Nations, Métis and Inuit will support
culturally responsive pedagogy - a moral imperative which speaks to an emphasis on the whole child.
LEADERSHIP DEVELOPMENT
LEADING PROGRAM AND DEVELOPING PEOPLE
Two key areas of need have been identified in terms of professional learning for our system leaders:
leading program and developing people (via surveys, meetings, school learning plans). Superintendents
of Instruction will provide coordinated, strategic, and differentiated support for school administrators in
both of these areas supported by central program departments. Job-embedded professional learning
at all levels of the organization will be focused on student achievement and well-being outcomes as
identified by School Learning and Well-being Plans.
Monthly opportunities for school administrators to engage in job-embedded professional learning will
be led by Superintendents of Instruction to assist schools in the deliberate and consistent use of multiple
sources of evidence to improve student achievement and well-being. School administrators will lead
improvement efforts in collaboration with their school teams through their School Learning and Well-
being Plans, which are grounded in the professional learning cycle of “reflect, plan, act, observe”.
Board improvement occurs at the school level through
the job-embedded work with School Learning and
Well-Being Plans. The school learning plan process
follows the Professional Learning Cycle.
Job-embedded professional learning for supervisory officers, school administrators, teachers, and other
professional staff through authentic engagement in school and district improvement processes is a
characteristic of strong school districts. Support for this type of professional learning at all levels of the
organization will be provided by the central departments.
6 Board Improvement Plan for Student Achievement and Well-Being K–12
A COLLABORATIVE APPROACH TO
ORGANIZATIONAL IMPROVEMENT
Collaboration across the system, consistency in priorities and expectations and increases in support by
system leaders contribute to a coherent instructional guidance system within the school district. As such,
and as informed by multiple sources of data, including the Annual Student Achievement Report, four
central departments have collaborated to develop the 2016-2017 Board Improvement Plan for Student
Achievement and Well-Being. The data and evidence reveals three key areas for focused improvement
goals in 2016-2017:
•Mathematics and Learning Disabilities
•Building Strong Foundations
•Well-being
The core elements or our collective work are depicted in the diagram below. The student learning
profile is situated at the center of our collective work, both in system-level professional learning sessions,
and through the School Learning Plan process. This allows for the focus on personalized learning as it
connects to:
•Effective use of data
•Planning and assessment
•Healthy classroom environment
•Transition planning
•Exit outcomes
These core elements will inform the design of all professional learning related to the three key
improvement initiatives.
Mathematics
• Implement Renewed Math Strategy*
• Mathematics and Learning Disabilities Inquiry
•Learning Disabilities Specialized Intervention Program
• Implement Bilingual
Kindergarten
• Support
development of
school plans for
student Well-being
• Create a resource to
support Healthy Classroom
and School Environments
• Implement Gender Identity
and Gender Expression Guide
• Build capacity in Daily
Physical Activity
• Promote mental health• Implement English as
Language of instruction
in Primary Early
French Immersion
• Supporting English
Language Learners***
• Support Students with
ASD in Kindergarten
• First Nations Métis
and Inuit Inquiry
Building Strong Foundations
WellBeing
Effective Use of Data
Planning and Assessment
Student Learning
Profiles **
Healthy Classroom/
School Environments
Transitions
Exit Outcomes
From Strong Foundations to Exit Outcomes 7
IMPLEMENTATION AND MONITORING
The following charts identify success criteria for each improvement initiative. These have been derived
from the School Effectiveness Framework, 2013. The same indicator may appear more than once.
Sources of evidence to assist in on-going monitoring of implementation are listed, and may also appear
more than once in the plan. The data collected through the sources of evidence will be deliberately used
to inform decisions about next steps in improvement planning.
The following School Effectiveness Framework indicators are utilized as indicators of success and are
defined below: 1.1, 2.4, 2.5, 3.1, 3.2, 3.3, 4.2, 4.3, 4.5, and 4.7. The Quality Program Indicators for the
Early Years will also serve as success criteria.
MATHEMATICS
Initiative School Effectiveness Framework
Indicators and Success Criteria
Sources of Evidence
of Success (Triangulation)
Renewed Math
Strategy:
School Learning
Plans: Use of marker
students to monitor
progress in SLP
Math Leads and
Principals Networks:
Building Conceptual
Understanding in
Mathematics and
Numeracy across the
Curriculum
❖ School leaders are engaged in
professional learning with staff. SEF 2.4
❖ Student assessments and
achievement data inform the focus
of professional learning and provide
insight to its impact on student
learning. SEF 1.1
•Student work is planned to be
part of professional learning
sessions, both system-level and in
SLP session
❖ Evidence of student learning
(e.g., writing samples, mathematical
representations of thinking, running
records, class profiles) is shared as a
catalyst for professional dialogue. SEF 2.4
•Student work is planned to be
part of professional learning
sessions, both system-level and in
SLP sessions
Student Achievement Data - Report
Cards and EQAO (QA, CS, LSS)
Reflective Summaries from School
Learning Plans (CS)
Math Lead Networks Exit Cards (CS)
System-level network plans and
School Learning Plans (CS)
Classroom assessments, teacher
observation of student learning
(Schools)
Monitoring of marker students
through pedagogical documentation
(Schools)
Increased Support
and Intensive
Support Schools
❖ Numeracy specific concepts are
explicitly used to deepen student
learning and understanding in all
subjects. SEF 4.2
Planning and Reporting for Improving
Student Achievement (PRISA) and
(Achieving Excellence in Applied
Courses (AEAC) reports (CS)
Cross Panel
Transitions
❖ All students and educators
form a learning community where
mathematics inquiry is framed
positively and risk-taking is the norm.
SEF 4.2
Teacher observation and
documentation of student learning
(Schools)
Feedback from participating teachers
and students
8 Board Improvement Plan for Student Achievement and Well-Being K–12
Mathematics
Inquiries
Math LD Inquiry ❖ Student learning profiles, IEPs and/
or portfolios are current and used to
support and monitor student learning.
SEF 4.7
❖ Tasks are differentiated to meet the
diversity of students learning needs,
honoring multiple ways of thinking
and are grounded in big ideas within
the Ontario Curriculum SEF 4.2
Student Achievement Data: Report
Cards and EQAO results for Students
with Learning Disabilities in these
schools (CS, LSS, SOIs, Schools)
Monitoring students through
pedagogical documentation (Schools,
LSS)
Math equivalent to Performance
Measures Report (LSS)
Use of Classroom
Technologies
❖ [Students] have access to and select
appropriate technologies based on
the task. SEF 4.3
Pre- and Post- needs assessment by
Digital Lead Learners (B<, CS, LSS)
Math and LD
Specialized
Intervention Program
at seven schools
❖ Student learning profiles, IEPs and/
or portfolios are current and used to
support and monitor student learning.
SEF 4.7
❖ Tasks are differentiated to meet the
diversity of students learning needs,
honoring multiple ways of thinking
and are grounded in big ideas within
the Ontario Curriculum SEF 4.2
❖ Student assessments and
achievement data inform the focus
of professional learning and provide
insight to its impact on student
learning. SEF 1.1
Pedagogical Documentation (product,
observations and conversations) of
student learning (CS, LSS)
Observations and assessment of
student learning by school staff and
central educator staff (Student Work
Study Teacher and Intermediate
Itinerant Teachers) (CS, LSS)
Student Achievement Data: Report
Cards and EQAO results for Students
with Learning Disabilities in these
schools CS, LSS, Schools)
Student Achievement Data from the
subsequent year in the regular classroom
Use of Classroom
Technologies
❖ [Students] have access to and select
appropriate technologies based on
the task. SEF 4.3
Pre- and Post- needs assessment by
Digital Lead Learners (B<, CS, LSS)
From Strong Foundations to Exit Outcomes 9
BUILDING STRONG FOUNDATIONS
Initiative School Effectiveness Framework
Indicators and Success Criteria
Sources of Evidence of Success
(Triangulation)
Implementation
of Bilingual
Kindergarten
Networks for
teachers and Early
Childhood Educators
FSL Cultural Support
❖ Children acquire language by
participating in engaging, integrated
and authentic learning experiences
that are developmentally appropriate.
Quality Program Indicators in the Early
Years. OCDSB 2016
❖ [Students] understand, acquire, build
on and apply oral communication,
reading, writing and media literacy
knowledge and skills. SEF 4.2
❖ Classroom activities are created
collaboratively and reflect the diverse
needs and interests of students. SEF 3.3
Reconvene FSL Implementation Focus
Group (February and June) to monitor
implementation and gather feedback
(CS, LSS, B<, Human Resources,
Federation Partners)
Monitor implementation with
mid-year and year-end survey of
stakeholders based on the Quality
Program Indicators in the Early Years
(CS, QA)
Exit cards from networks (CS, LSS)
Communication of Learning
comments (Schools, CS)
System-level
networks for Primary
Mathematics
❖ Numeracy specific concepts are
explicitly used to deepen student
learning and understanding in all
subjects. SEF 4.2
Network Plans, Network exit cards
(CS, LSS, B<)
English Language
Learners
Networks for
teachers who are
new to ELD classes
❖ Students whose culture/first
language differs from the culture/
language of instruction are
intentionally supported in order to be
able to access the intended learning.
SEF 4.5
Student Achievement Data - Report
Cards and EQAO (for ELLs)
Student progress over time on STEP
(Schools, CS, B<)
Exit cards from networks (CS)
Early Years/ASD
All schools
❖ Students and educators work
together to build a collaborative and
safe learning environment, free from
discriminatory bias and systemic
barriers. SEF 3.1
Monitor implementation with
mid-year and year-end survey of
stakeholders based on the Quality
Program Indicators in the Early Years
and Quality Program Indicators for the
Autism Program (CS, LSS)
Pedagogical Documentation of
student learning (Schools)
Communication of Learning
Reports (Schools)
LST networks ❖ Timely and tiered interventions,
supported by a team approach,
respond to individual student learning
needs and well-being. SEF 4.7
Tier One interventions (LSS)
Tier Two interventions (LSS)
10 Board Improvement Plan for Student Achievement and Well-Being K–12
First Nations, Métis
and Inuit Inquiry
— Ottawa Inuit
Children’s Centre
❖ [Students] see themselves, their
values, culture and interests reflected
in their learning environment.SEF 3.1
❖Job-embedded and inquiry-based
professional learning builds capacity,
informs instructional practice and
contributes to a culture of learning.
SEF 2.4
Community/educator feedback (CS)
Educator reports of increased capacity
to support indigenous learners (CS)
Student feedback (Schools, CS)
WELL-BEING
Initiative School Effectiveness Framework
Indicators and Success Criteria
Sources of Evidence of Success
(Triangulation)
Support for the
development of
School Well Being
Plans
❖ Educators and students collaborate
to create a positive learning
environment in the classroom and
school that maximizes engagement,
achievement and well-being. SEF 3.2
Outcomes from Well-being Plans
(Schools)
Mental Health
Promotion: Well
Aware, Zones of
Regulation
❖ [Students] demonstrate confidence,
resilience, self-regulation and self-
efficacy in their capacity to learn and
succeed. SEF3.1
Well-being plans(Schools, SOIs)
OurSCHOOL Student Survey Data
(CS, LSS, Schools)
Self Assessment of Exit Outcomes
(QA)
Monitor trends in referrals over time
(LSS)
Program evaluation of Well Aware
Pilot program
Creation of Resource
Document to
support Healthy
Classroom
and School
Environments
❖ Students and educators work
together to build a collaborative and
safe learning environment, free from
discriminatory bias and systemic
barriers. SEF 3.1
❖ [Students] see themselves, their
values, culture and interests reflected
in their learning environment.SEF 3.1
❖ Educators and students collaborate
to create a positive learning
environment in the classroom and
school that maximizes engagement,
achievement and well-being. SEF 3.2
Distribution of Resource document to
all schools (CS, LSS, B<)
OurSCHOOL Student Survey Data
(QA, CS, Schools)
EQAO student questionnaire (QA, CS,
Schools)
From Strong Foundations to Exit Outcomes 11
Implementation
of the Gender
Identity and Gender
Expression Guide
❖ Students and educators work
together to build a collaborative and
safe learning environment, free from
discriminatory bias and systemic
barriers. SEF 3.1
Feedback from Networks (CS)
Feedback from School Presentations
(CS)
OurSCHOOL Student Survey Data
(CS, QA, Schools)
Number of Universal washrooms and
change rooms in schools (CS)
Build Capacity
for Daily Physical
Activity
❖ Healthy schools policies and
programs are implemented (e.g.,
healthy eating, increased physical
activity, injury prevention) SEF 2.5
Well-Being Plans (CS, SOIs Schools)
Exit Cards from DPA networks (CS)
The Board Improvement Plan for Student Achievement and Well-being reflects what we know about
being intentional and precise in identifying key areas of focus that we can monitor to assess impact on
student learning.
Ontario is committed to the success and well-being of every student and child. Learners
in the province’s education system will develop the knowledge, skills and characteristics
that will lead them to become personally successful, economically productive and
actively engaged citizens.
Ontario will cultivate and continuously develop a high-quality teaching profession and
strong leadership at all levels of the system. Our education system will be characterized
by high expectations and success for all. It will be responsive, high quality, accessible
and integrated from early learning and child care to adult education.
Together, we will build on past achievements and move forward with ambitious goals.
— Achieving Excellence: A Renewed Vision for Education in Ontario
12 Board Improvement Plan for Student Achievement and Well-Being K–12
Published by Communications and Information Services in collaboration with Curriculum Services — October 2016
133 Greenbank Road • Ottawa, ON K2H 6L3 • Phone: 613-721-1820
Fax: 613-820-6968 • Website: www.ocdsb.ca