Board Innovation Plan for Student Achievement and Well-Being (BIPSAW)

1. 2. 3.

Board Priorities Success for Students Success for Staff Stewardship of Resources Our Goals

Community, Culture and Caring We will create a Gospel-centred inclusive community so that all students feel safe, valued and accepted in their school environment, resulting in student wellness, engagement and achievement.

2016 – 2017

Learning and Teaching (Focus on Literacy) We will provide targeted and individualized interventions for students who require literacy support, with the goal of all students improving their literacy. Learning and Teaching (Focus on Numeracy) We will adapt and change our current inquiry practice by reflecting on what good mathematics looks like so that students will confidently construct, clarify, reason, extend and represent their thinking related to mathematical big ideas. Pathways, Planning and Programming As a community of caring adults, we will provide strategies and skills to staff to assist students in transition years, so that transitioning students will be successful academically and will experience a sense of community and well-being.

Our Learning Stance: What are we doing differently this year – and why (what evidence)? What are our targets and what do we expect to see as a result of our focused interventions?

Community, Culture and Caring

Data to Support selected Critical Moves

Inspired by our spiritual theme, “Sent to be the Good News”, we are called to create inclusive communities where all members feel accepted, respected and safe. How do we ensure that this is reflected in student well-being, engagement and achievement? School teams participating in the Mentally Healthy Classrooms Collaborative Inquiry will document changes in classroom and school practices aimed at creating more mentally healthy learning environments. Data related to the number and type of referrals to social work and psychology staff, student engagement, attendance and student voice will be used to determine the efficacy of the changes in practice. Religious Education and Fully Alive (HPE curriculum) will be a focus. Anecdotal reflections from teachers, professional learning opportunities and moderation of student work will indicate trends and areas of challenge. Board researchers will conduct pre and post surveys to review the impact of the Mentally Healthy Classroom Collaborative Inquiry and Religious Education and Fully Alive curriculum. Data related to levels of student engagement and achievement will be used to assess the efficacy of these programs. Analysis of school climate surveys and Grade 12 “exit surveys” and data gleaned from our Social Emotional Learning program introduced last year, as well as a consolidation of School Innovation Plans for Student Achievement and Well-being (SIPSAW), support our goal objectives.

Challenge of Practice

How do we determine the students who require literacy interventions and then ensure that the teachers of each of these students provide targeted interventions to support their literacy progression?

Challenge of Practice Critical Targeted Moves Monitoring

Critical Targeted Moves Monitoring Data to Support selected Critical Moves

Challenge of Practice Critical Targeted Moves Monitoring Data to Support selected Critical Moves

Learning and Teaching (Focus on Literacy)

Elementary and secondary school teams will identify specific students who require literacy interventions. Learning plans will be created for each of these students identifying measurable success criteria. Subsets to be targeted will include students with academic challenges taking applied/LDC courses (secondary) or FSL programs. These students may also be ELL or students with IEPs. FSL, ESL and Resource Teachers will be part of the school teams. Teams will use pedagogical documentation, including student voice, to inform instructional supports for each student. Academic data will be collected from all participating schools to monitor student progress. Principals will access KID data (elementary) and engagement lists based on report card data in reading, writing and low EQAO results. Special considerations will be made for ELL and students with special needs if facing academic challenges. Review of EQAO school literacy and student data. Review of report card cohort data focusing on those students who were below level 3 in both grade 3 and 6 in Reading/Writing. Inquiry intentions from needs assessments and SIPSAWs inquiry intentions from needs assessments and SIPSAWs.

Learning and Teaching (Focus on Numeracy)

How can we share and implement effective strategies through our professional learning networks to support achievement in mathematics for specific students in each school (i.e., Focus on ELL and students with IEPs and those taking applied level math)? Centrally organized and funded learning sessions will be provided for identified math leads and their principals. A combined math-science-tech learning network in grades 7&8 will focus on increased math time and support across all grades and subjects. A focus on deep learning and the impact of the 4 elements on the teaching of mathematics at all grade levels. Superintendents and Network leads will use an evaluation rubric based on the elements of effective networks. Superintendents will include a focus on building capacity during each school visit to review how staff participating in learning networks are sharing learning and strategies with others at their school. Review of EQAO school and math, student data. Review of report card data focusing on those students who were below level 3 or were not successful on the grade 3 and/or 6 EQAO math assessment. Inquiry intentions from needs assessment and SIPSAWs, and monitoring strategies identified as part of initiatives from K-12 in math will be reviewed. Exit surveys, collection of pedagogical documentations, pre/post student and teacher surveys will inform goal attainment.

Pathways, Planning, and Programming

Challenge of Practice Critical Targeted Moves Monitoring Data to Support selected Critical Moves

How can we identify and share best practices across the system to ensure a positive transition experience for all students involved in a transitional year, especially those with special education needs, English Language Learners (ELL), self-identified indigenous (FNMI) students, and children in care/Crown wards? Experiential learning, in grades 7-12, will be explicitly linked to Creating Pathways and transitions. Established best practices will be explored deeper and shared across the system. Educators will be given opportunities to learn more about effective transitional strategies. Educator surveys will be used to monitor qualitative measures of successful transitions. The Grade 8 exit survey will be edited and implemented for the second year. Transition networks will complete a fall follow-up to measure the effectiveness of transition plans from the spring. Review of school climate surveys, Tell them from Me surveys, grade 12 exit survey, consolidation of school SIPSAW plans.

Common Monitoring

An interdepartmental BIPSAW team led by a Superintendent will meet bi-monthly to review and monitor the critical moves to support student transitions. The progress towards achieving key critical targeted moves will be reviewed at academic superintendent meetings. A researcher involved in the MISA BIPSA monitoring initiative will use survey data for key aspects of each goal and will use progress data related to specific critical moves. A central coherence committee will meet monthly to review alignment of strategies by central staff providing support throughout the system. Superintendents will review engagement lists during school visits with Principals.

Additional Considerations

We will increase the capacity of teachers/schools participating in reflective practices using the New Pedagogies for Deep Learning (NPDL) toolkit with a focus on Pedagogical Practices, Leveraging Digital, Learning Partnerships and the Learning Environment. Superintendents will engage in a problem of practice to review the impact of school visits on the implementation of focused BIPSAW-targeted moves and the resulting impact on student achievement.