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

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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. 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. 2015-2016

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

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

Challenge of Practice Critical Targeted Moves

Monitoring Data to Support selected Critical Moves

How do we ensure that a Gospel-centred, inclusive community where all students and staff feel safe, valued and accepted will be specifically reflected in student wellness, engagement and achievement? Newly created Social Emotional Learning (SEL) educator teams, consisting of five (5) Itinerant Resource Teachers and five (5) Itinerant Educational Assistants, Social Worker and Psychology staff, will work closely with elementary school-based teams (Classroom Teachers, Resource Teachers, Educational Assistants, Early Childhood Educators, Administrators) to support and monitor the wellness, engagement and achievement of students who struggle with social and emotional learning which inhibits their academic success. Targeted interventions will be employed with these students and data that tracks behaviour and academic performance will be collected and analyzed. Board researchers will conduct pre- and post-surveys to review the impact of the elementary SEL intervention strategies. Data related to levels of student re-engagement, attendance, and academic achievement will be used to determine the efficacy of the SEL interventions. Analysis of school climate surveys, along with the Special Education review, resulted in the creation of the SEL Team strategy.

Learning and Teaching (Focus on Literacy) 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? 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 .

Learning and Teaching (Focus on Numeracy)

How do we develop a consistent understanding of what constitutes effective math instruction so that educators can thoughtfully reflect on current practice and make purposeful adjustments to meet the needs of all students, in particular those with special education needs, ELL students, and those who have not met provincial standards in grades 3, 6, and 9? All collaborative inquiry networking opportunities will include an increased focus on educator leadership, capacity building and building teacher fluency. The PL cycle of face-face and practice-embedded learning opportunities will focus on observation, pedagogical documentation and the opportunity to debrief and reflect on learning. A commitment to continuing the work in between group sessions is high priority in all collaborative inquiry networking opportunities. Centrally organized and funded opportunities include: Early Foundational Concepts (K-2); EOSDN/CILM (K-12); Middle Years Math (Grades 5-10); Learning 4 All: (Grade 5 learning strategies classrooms); Learning Partner / School-Based supports; SSSSI (6 int/sec schools); New to EQAO Collaborative Inquiry Networks (Grade 3 and 6 teachers). Mathematics teachers and facilitators of collaborative inquiry networking opportunities will use relative, current and meaningful evidence of learning to inform instruction and determine next steps for student learning. Sources of evidence will include Pedagogical Documentation of selected student work, attitude and behavioural data collected through surveys from educators and students, feedback from exit cards, regular round table discussions with instructional leaders regarding the impact of the inquiry on classroom practices, and feedback from participants on achieving learning outcomes. 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? A list of all school-based inquiries related to transitioning will be compiled (home to school, grade to grade, and across panels). Transition-specific questions based on SEF 5.2 and 5.4 will be shared with inquiry groups. A list of trends and best practices to meet the diversity of student needs related to transitions will be developed. Teachers will receive in-service support for specific strategies to support the transitions of students with IEPs. Educator surveys will be used to monitor qualitative measures of successful transitions. A Grade 8 exit survey will be developed and implemented. 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.