2015–2018

Michael Barrett, Chair, Durham District School Board

Lisa Millar, Director of Education

BOARD IMPROVEMENT PLANfor Student Achievement and Well-being

1. Increase Student AchievementStudent Success, Achievementand Well-being

• Support innovative learning, inquiry and global competenciesthrough evidence-based instructional strategies

• Personalize and monitor learning to close gaps, create equitable outcomes, opportunities and multiplepathways for students

• Facilitate deep learning by using precise pedagogy and byleveraging the digital world to accelerate student achievement,engagement and connections with a global world

2. Advance Inspired LeadershipLeadership Developmentand Succession Planning

• Identify, support and promote leadership capacity forall stakeholder groups in the DDSB

• Engage students in authentic experiences to grow anddevelop as individuals and leaders

• Improve the instructional skills of school leaders topositively impact student achievement and well-being

3. Ensuring EquityEmbracing Diversityand Celebrating Equity

• School and classroom practices will reflect multiplesocial realities and perspectives to identify and eliminatebarriers to learning

• Ensure equitable access and practices are reflectedin our policies and programs to create an inclusiveenvironment where all stakeholders have a senseof belonging

4. Collectively Engagethe CommunityCommunity Engagement,Families and Educational Partners

• Actively seek opportunities to engage communitypartners in purposeful interactions that benefit allmembers of the DDSB’s diverse community

• Responsively meet the needs of all familiesby valuing their expertise and voice

DURHAM DISTRICT SCHOOL BOARD

ANNUAL OPERATING GOALS 2016-2017

COMMUNICATING A FOCUSED SYSTEM DIRECTION FOR IMPROVEMENT REQUIRES THAT:

• A clear and consistentmessage is articulated andmodelled by superintendents,administrators and supportstaff by the DDSB priorities.

SUPPORT IS PROVIDED TO ENSURE THAT:

• Equity and Inclusive Education are a priority

• Students with special needs receive individualized focused programs

• Digital is used to develop global skills and competencies

• Strategies are in place that guide and support the operationalization of both the BIPSAW and SIPSAW

• Collecting and analyzing relevant and meaningful data is used to make informed program and intervention decisions

• Specific targeted and precise goals are developed, reviewed and refined through regular collaborative activities

• Classroom structures and strategies support global competencies and CRRP

• Identify and define the RMS strategies and work to be done to ensure positive outcomes for all students

• Pedagogical and assessment practices support and align with high yield teaching and learning strategies

FOCUSING DIRECTION DEEPENING LEARNING

TEACHING AND LEARNING K-12: CURRICULUM AND PROGRAM DELIVERY WILL:• Engage students in the construction and use of learning goals and success criteria

• Provide students with timely and meaningful descriptive feedback connected to curriculumexpectations, learning goals and success criteria

• Provide opportunities for participation in peer and self-assessment that informs individual studentgoal setting

• Ensure modelled, shared, guided and independent activities are used to scaffold learning byemphasizing the use of intentional, precise, shared and guided practice that is designed to supportstudents in their zone of proximal development

• Extend learning beyond knowledge and understanding by implementing inquiry-based learningwhere thinking, communication and application of knowledge and skills are used to deepenthinking, promote creativity and develop global competencies

• Incorporate teaching and learning activities that are inclusive, where instruction and assessment isdifferentiated, and that timely and tiered interventions are implemented and monitored to ensurestudents are successful

• Embed technology to assist students in developing skills within a global context where teachingand learning is collaborative, innovative and creative

• Incorporate common assessment tools such as BAS, PRIME, Numeracy Nets, ONAP, GB+, OWA,Observation Survey, PM Benchmarks, Leaps and Bounds, and assessment FOR, AS and OF learningwith an emphasis on LLI to plan, support, and improve student achievement

• Provide meaningful contexts for learning where student experiences build authentic connectionsand engagement through culturally responsive and relevant pedagogy

SCHOOL AND CLASSROOM PRACTICES WILL:

• Ensure curriculum mapping informs instruction through the use of big ideas and essentialunderstandings that enable students to develop critical thinking skills as they engage in rich,open and parallel tasks

• Leverage the use of technology across the curriculum

• Be refined and supported by the Building Collaborative Inquiry cycles that focus on co-teachingstrategies that drive school improvement efforts, build capacity, reduce gaps and increaseachievement

• Ensure programming needs are met for students with special needs (Learning for All)

• Support successful student transitions, engagement, retention, achievement and pathway planningfor multi-level programs (school, Board and Ministry)

• Embed equity, inclusive education, citizenship, pathways and First Nation, Métis and Inuitperspectives in a bias-free environment as critical elements in all learning experiences

• Provide responsive, high-quality, accessible and integrated services in Kindergarten programs

• Ensure student voice, leadership and engagement are an integral part of program planningand delivery

• Access and incorporate resources, materials and professional development opportunities that areculturally relevant and responsive

• Provide opportunities for parents and family engagement that enrich and support student learningand provide rich experiences for all

• Ensure welcoming, inclusive and safe classroom and school environments that support andenhance students’ readiness to learn

Ensure school-based Student Success teams support and facilitate student engagement, achievement and well-being

Strategic Priorities:Increase Student Achievement and Well-Being

Constructively Engage the Community

Advance Inspired Leadership

Strategic Goals:Increase Student Achievement and Well-Being

• Align resources to where they are most needed to support equitable outcomes for all students

• Focus on continuous improvement in literacy/numeracy and narrowing the achievement gap

• Use data and research to develop programs to support learning

• Provide safe, inclusive, and respectful learning environments which support positiveacademic, mental, and physical growth

• Promote creativity and critical thinking in preparing students to be global citizens

• Provide a range of rich programming options which allow students to pursue multiplepathways

Constructively Engage the Community• Use many ways to communicate with and receive feedback from the community

• Increase parent engagement with schools to promote student achievement and well-being

• Create and sustain partnerships to provide opportunities for students to be engagedand successful

Advance Inspired Leadership• Provide opportunities for students and staff to build their own personal leadership skills

• Foster resilient leaders who inspire creativity, collaboration, and curiosity

• Develop instructional leadership skills and practices

• Encourage, support, and promote student leadership and citizenship

• Demonstrate ethical leadership in all aspects of our work

We Ignite Learning by:Believing that every learner can and will be successful

Welcoming the involvement of parents, caregivers, staff, and students

Valuing the richness in the diversity of our community

Engaging all learners in culturally responsive and relevant learning

Promoting innovative practices in teaching and learning

Integrating technology in the learning environment to support student strengths and needs

Communicating openly and pro-actively throughout the organization

LEARNING

Effective Instruction• Mathematics assessment and instruction begins with the Mathematics curriculum expectations for the grade level and assessing individual students’ knowledge to determine the appropriate approach for each student

• Effective instructional approaches emphasizing problem solving for deep learning of Mathematics concepts and skills

• Focused attention to students individually and insmall groups

• Mathematics teaching, learning, and assessment includes problem solving, direct instruction, investigation, self- and peer-assessment, and practice (Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010)

• Support students’ well-being by promoting their ability to learn by differentiating and personalizing instruction, by providing developmentally appropriate student learning, and by using culturally responsive pedagogy (i.e., by incorporating indigenous world views, by using resources that reflect the diversity of students)

• Provide any accommodations and/or modifications described in students’ Individual Education Plans (IEP)

ImplementationSupport and Resources• A variety of differentiated professionallearning opportunities for teachers, principalsand support staff

• Professional learning will be based on theidentified needs of students, and flexibility willbe offered in the method of delivery (i.e., throughopportunities for face-to-face or virtual learning)

Monitoring, Reporting and Accountability• Board and school improvement planning andthe interim and final reports of these plans willprovide important information for monitoringprogress throughout the school year

• Review the Education Quality andAccountability Office (EQAO) TeacherQuestionnaire for information regardingMathematics instruction time

• Ministry and Board will continue tocollect additional evidence that informsimplementation decisions and the choice offurther supports

The Direction• Focus on providing additional

resources and materials forschools identified as requiringintensive (8 elementary) andincreased (10 elementary,14 secondary) support

• Protected block of time everyschool day for students Grades1 to 8, a minimum of 300 minutesof Mathematics per week(daily blocks of 60 minutes)

• Focused instructionaltime provided to nurture acommunity and culture ofMath practice andproblem solving

• Embed Mathematics skills across all areas of the curriculumas in the past

Taken from Ministry of Education Ontario, PPM No. 160

Key Initiatives Building Collaborative Inquiry Mathematics (Professional Learning Community)• Teacher Professional Learning—five sessions per year• Five Practices for Orchestrating Productive Mathematics Discussions grounds the sessions• Principal and staff engaged in whole-school collaborative professional learning by division• A focus on using facilitators and coaches in Grade 3,6 and 9• Coaches/facilitators assigned to schools work with teacher and leadership teams to develop,

implement and model exemplary practices

Projects/ Book Clubs • Throughout the school year• Collaborative Learning Inquiry—Mathematics (CIL-M)• Intensive Critical Learning Instructional Pathway for Student Success (iCLIPSS)• Five Practices for Orchestrating Productive Mathematics Discussions (discussed at all area

and BCI meetings)

Projects Supported and Funded• CIL-M—(48) schools• iCLIPSS—(13) schools

Professional Learning Opportunities• EQAO data analysis and classroom practice• Use of diagnostic assessment tools (Leaps and Bounds, PRIME)• Focus on Grade 9 Applied courses (strategies, curriculum delivery and assessment)• 0.5 coaches assigned to 56 schools to work intensely with students, administrators, teachers

and superintendents• Facilitators support schools identified as requiring intensive (8 elementary), and increased

(10 elementary and 14 secondary)• Principal/vice principal program meetings• Focus on learning resources that provide examples and links to assist in implementing key

actions in the classroom

Resources to be Supported and Used• Scope and Sequence• Ontario Mathematics Curriculum documents• Gap Closing materials• Guides to Effective Instruction, Grades 4 to 6• Ontario Numeracy Assessment Package (ONAP), Growing Success, Leaps and Bounds• Making Math Meaningful for Canadian Students, Grade 1 to 8 (Dr. M. Small)• Good Questions for Great Teaching (Dr. M. Small)• Open Questions for the Three Part Math Lesson: Number Sense, Patterning and

Measurement (Dr. M. Small)• Introduction to Problem Solving (S. O’Connell)• Number Talks (S. Parish)• Number Talks Matter (C. Humphries and R. Parker)• Math Expressions: Developing Student Thinking and Problem-Solving Through

Communication (C. Marks Krpan)

Diagnostic Assessment Tools• PRIME• Leaps and Bounds• Numeracy Nets• ONAP• Gap Closing (Junior and Intermediate)

SCHOOL IMPROVEMENT CYCLE

BCI – Building Collaboration InquiryBIP – Board Improvement PlanSIP – School Improvement PlanSIT – School Improvement TeamSO – Supervisory Officer (Area Superintendent)

STUDENT ACHIEVEMENT & WELL-BEING

May to June• Complete self review and recognize progress and achievement of goals• Meet with area superintendent to reflect, monitor and review goals• Review and share BIP for next year• Plan for next year’s SIP• Conduct transition planning• Create, share and distribute draft SIP to all staff by end of June and submit to superintendent

September• Establish School Improvement Team (SIT) and other learning teams (safe schools, numeracy... )• Review Board Improvement Plan (BIP) and revise SIP based on new data• Ongoing collection and analysis of data• Plan for marker students• Identify, prioritize, and analyze evidence and reflect to inform SIP• Confirm SIP goals• Ensure alignment between BIP and SIP• Refine and continue school self-review process• Area admin meeting dedicated to SIP process• Finalize and submit SIP by the last working day of the month

October to December• Meet with area superintendent to review SIP with support from Programs Department• Monitor School Improvement Plan, data, goals and targeted evidence based strategies• Area superintendent walkthrough, meeting and feedback with SIT• Conduct District Review (selected schools)• Complete School Self Assessment SSA in October • Initiate BCI and specific school based project• Review data for targeted students/groups• Identify school-based interventions, develop and submit intervention plan• Complete and submit BCI Record of Learning, Taking Stock Report

March to May• Meet with area superintendent to review SIP process and student success• Conduct self and district review• Complete School Self Assessment SSA in March and May• Area superintendent school walkthrough and meeting with feeback to SIT• Ongoing monitoring of BCI and SIP with focus on evidence-based data to support goals• Complete and submit BCI Record of Learning, Taking Stock Report

January to March• Meet with area superintendent to review/refine SIP process and outcomes• Use ongoing evidence to refine and revise SIP with staff • Area superintendent walkthrough and meeting with SIT• Written feedback provided by area superintendent• Continue self-review process• Conduct district review (selected schools)• Monitor BCI and SIP through review of new data• Complete and submit BCI Record of Learning, Taking Stock Report• Monitor progress of students/groups and intervention strategy• Complete and submit intervention plans

RENEWED MATH STRATEGY (RMS) KINDERGARTEN TO GRADE 12 APPROACH

*Staff will be provided with the necessary training, skills and resources to ensure all Durham District School Board students receive a quality education that meets their individual needs. Board wide student achievement targets have been established to “close the achievement gap”, address well-being, focus on equity, and promote high standards of achievement for all students. ** IEP Students, excluding Gifted

CULTIVATING COLLABORATIVE CULTURES

INITIATIVES AND PROFESSIONAL LEARNING OPPORTUNITIES AT THE DISTRICT, SCHOOL AND COMMUNITY LEVEL WILL:• Provide and support differentiated job embedded learning opportunities that includeco-planning, co-learning and the collaborative analysis of student work to inform strategicplanning and next steps

• Ensure Building Collaborative Inquiry cycles that focus on co-teaching strategies that driveschool improvement efforts to build capacity, reduce achievement gaps and increase studentachievement are planned and made available for staff five times during the school year

• Provide job embedded professional development for administrators and school teams thatfocuses on analysing and using data to inform the improvement planning process for individualstudent needs

• Focus on providing instructional EQAO workshops across grades, divisions and families ofschools for alignment and precision

• Support and enable collaborative inquiry through the BCI cycle area meetings and networks

• Expand and support special projects and Ministry initiatives (i.e. Early Years, SSI, iCLIPPS,CILM, FNMI) throughout the District with a focus on collaboration and interdependence

• Provide and support through professional development opportunities, resources that arecurrent, research-based and are aligned with and reflect the system focus

• Integrate key mental health messages that enhance well-being and build resiliency whendeveloping school and community initiatives

• Be supported by centrally assigned staff who work collaboratively with superintendents,administrators and school teams through the self-assessment and improvement planningprocess to provide expertise and learning opportunities in response to established goals/needs

• Provide opportunities for Students/Parents/Guardians and Caregivers to be meaningfullyengaged in and have a voice in the learning process making resources such as use learninggoals and success criteria for self and peer assessment and track their learning, readily available

• Create structured times for Parents/Guardians and Caregivers to collaborate with educators insetting goals and reviewing student achievement and progress

• Engage students in peer and self-assessment opportunities that are positive and embedded inthe learning process

• Ensure students complete the “All About Me” portfolio (K-6) or Individual Pathways Plan (7-12)to assist them in monitoring their progress toward academic and personal goals

• Support a positive learning environment at home and at school by providing on-goingcommunication with educational partners

PRIMARY AND JUNIOR NUMERACY ASSESSMENT:*Increase the percentage of students who achieve Level 3 or 4 on the EQAO assessment during 2016-2017 school year.

• Primary (Grade 3) Numeracyfrom 68% to 71%

• Junior (Grade 6) from 52% to 60%

• Primary (Grade 3) Numeracyfor students with IEP** from 32% to 34%

• Junior (Grade 6) Numeracyfor students with IEP** from 19% to 22%

PRIMARY AND JUNIOR LITERACY ASSESSMENT:

*Increase the percentage of students who achieve Level 3 or 4 on the EQAO assessment during the 2016-2017 school year.

• Primary (Grade 3) Reading from 75% to 77%• Primary (Grade 3) Writing from 77% to 79%• Junior (Grade 6) Reading from 82% to 84%• Junior (Grade 6) Writing from 81% to 83%

• Primary (Grade 3) Reading with IEP** from 47% to 49%• Primary (Grade 3) Writing with IEP** from 54% to 56%• Junior (Grade 6) Reading with IEP** from 52% to 54%• Junior (Grade 6) Writing with IEP** from 51% to 53%

GRADE 9 EQAO MATHEMATICS ASSESSMENT:

*Increase the percentage of students in Grade 9 Applied Level Math who achieve Level 3 or 4 on the EQAO assessment during the 2016-2017 school year.

• From 45% to 50%• From 74% to 76% for students with IEP** in Academic Level Math• From 35% to 37% for students with IEP** in Applied Level Math

OSSLT ASSESSMENT:Increase the pass rate percentage of first-time eligible, fully participating students during the 2016-2017 school year.

• From 52% to 60% for Applied• From 91% to 93% for Academic• From 47% to 49% for students with IEP**

CREDIT ACCUMULATION TOWARD GRADUATION:

By August 31, 2017, as indicated in InSite:• 90% of Grade 9 students will have earned 8 or more credits• 89% of Grade 10 students will have earned 16 or more credits• 79% of Grade 11 students will have earned 22 or more credits

GRADUATION RATES:

*Increase the Ministry reported graduation rates for 2016.• Increase the 4 year graduation rate from 76.6% to 80%• Increase the 5 year graduation rate from 84.3% to 87%

SYSTEM GOALS AND SUCCESS INDICATORS—STUDENT CLIMATE, ATTITUDINAL SURVEY, STUDENTS WITH SPECIAL NEEDS DATA, ACHIEVEMENT AND WELL-BEING

Critical Thinking and Problem Solving Creativity and Im

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Cit

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C

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CULTIVATING COLLABORATIVE CULTURES

DEEPENING L

EARN

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FOCU

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IRECTION

SECURING ACCOUNTABILITY

• Collective internalaccountability• Strengtheningcollective capacity ofteachers, administrators,

district leaders• Taking responsibility

for student learning• External accountability

builds internalaccountability

• Clear learning goals• Precision in pedagogies

• Capacity building• Leveraging digital

• Cultureof growth

• Strong learningdesigns

• Collaborativeapproaches designed

and implemented• Shape and

reshapegood ideas

STUDENT ACHIEVEMENT & WELL-BEING

• Impactful goals• Clear RMS strategy

• Purpose driven• Conditions for

collaboration• Equity and

Inclusive Education

SUPERVISORY OFFICERS WILL:• Provide a clear and consistent strategy for monitoring student achievement and well-being to ensure expectations andprocedures align with system initiatives

• Facilitate and guide principal, and leadership team professional learning opportunities for personalizing instruction at theclassroom level

• Formally monitor and provide ongoing written feedback on the SIPSAW, improvement planning and marker studentintervention and achievement

• Provide, for administrators and their staff and leadership team, an action plan that addresses next steps, implementationstrategies and timelines

• Lead FOS meetings and support principal focused leadership development related to their professional growthand development

• Review student achievement and well-being data, (Grades 3, 6, 9, 10) to ensure intervention strategies are strategic,appropriate and are implemented

• Work with support personnel to ensure resources, both human and materials are used effectively and aligned with the BIPSAW

• Seek opportunities where teacher/educator teams/administrators roles are clearly defined and supported

ADMINISTRATION AND SCHOOL TEAMS WILL:• Provide a clear focus and set direction on the use of evidence-based strategies and intervention tools as outlined in SIPSAW

• Ensure the processes for monitoring the gathering of student achievement and well being data is clear and timelines areestablished

• Conduct frequent, but at least weekly classroom visits to support the implementation of BIP/SIP strategies that meet theneeds of learners (e.g., suggest learning to walk/walking to learn)

• Review school/classroom data once per month in order to address learning gaps and track student achievement

• Identify a problem of practice related to students’ urgent learning needs and articulate next best leadership actions

• Track achievement for in risk students to ensure interventions are appropriate and are making a positive difference (PuttingFaces on the Data)

• Monitor student achievement and well-being during the consolidation years of grade data (3, 6, 9, 10) to inform targetedintervention strategies

• Provide time at staff meetings to review InSite/report card data/EQAO/well-being data and determine next steps forplanned interventions that address specific student needs

• Monitor the effectiveness of school improvement and student achievement and well-being through active participation inprofessional learning

• Ensure teachers, students and parents conference over the portfolio and Individual Pathway Plan

• Gather and assess evidence for the Creating Pathways to Success document from exit surveys of students graduating fromelementary to secondary school

• Conduct three school self assessments annually to monitor SIPSAW goals and plan next steps (October, March and May)

TEACHERS WILL:• Use assessment to inform instruction and gather daily data about student progress

• Embed intentional, precise and guided practice in all subject areas

• Deliver a program that supports individual student learning needs

• Use a variety of assessment tools to identify in risk students (Putting Faces on the Data)

• Determine specific areas of focus for individual learning needs and implement interventions that meet specific studentachievement and well-being needs

• Put intervention strategies in place for students who are not meeting curriculum expectations

• Embed programs such as: LLI/Leaps and Bounds into classroom practice using guided groups to support learning, providestudent data and allow for explicit teaching and interventions

• Engage in collaborative inquiry to support students’ most urgent learning needs using the professional learning cycle model

SECURING ACCOUNTABILITY

Board Improvement Plan 2015-2018 3 October 11, 2016

Renewed Math STRATEGY

UNDERSTANDS MATH CONCEPTS

Physical

Emotional

Cognitive

SELFSPIRIT

Social

DISPLAYS POSITIVE

ATTITUDES TOWARDS MATH

IS PROFICIENT WITH FACTS, SKILLS

AND PROCEDURES

ENGAGES IN THE MATHEMATICAL

PROCESSES

DEVELOPS AUTONOMY AND

SELF-REGULATED LEARNING

Foster a mathematical learning culture that is strategically aimed

at improving student achievement by providing quality programs and improved

Mathematics instruction to ensure all students are able to see themselves as

competent in Mathematics, are able to articulate their thinking and reasoning,

and are able to apply their knowledge, skills and strategies

in different situations.

To foster a mathematical learning culture that is strategically aimed at ensuring students gain the Mathematics knowledge and skills they will

need to thrive in an information and technology based society.

DURHAM DISTRICT SCHOOL BOARD STRATEGIC MATHEMATICS PLAN 2016–2017

KINDERGARTEN TO GRADE 12 APPROACH

MISSION

Vision

ABOVE: Math Related Ideas and Themes, 2016-17 Minister’s Student Advisory Council

http://www.edu.gov.on.ca/eng/students/speakup/preMSAC.html

Classroom Structures and Strategies to Support Global Competencies

Our DDSB Equity and Diversity Strategic Plan ensures opportunities and programs are reflective of our students, staff and communities.

All students are supported equitably through the identification and removal of discriminatory barriers that may limit their ability to achieve their full potential.