2018-2019 Strategic Plan Focus Commitments Administrative Council - - PowerPoint PPT Presentation

2018-2019 Strategic Plan Focus Commitments

Administrative Council and Staff, September 3, 2019

Vision

Empowering all learners to achieve personal excellence.

Mission

Together, we inspire innovation and a passion for learning.

Our Three Priorities

Culture Equity Innovation

2018-2019 Focus Commitments

• We put the needs of learners first
• We inspire and promote learning
• We ensure respectful working and learning environments

We put the needs of learners first by:

Gathering and supporting student voice with meaningful actions

Indigenous Culture Camp

We put the needs of learners first by:

Enhancing Pathways Programs

PACE

• 792 students were registered in independent and continuing

education

• 11,630 lessons were marked
• Students accumulated a total of 581.5 credits

Partnership with Taykwa Tagamou First Nation

• 55 students were enrolled in the program during the 2018-2019

academic year

• 7 students graduated from the program in June 2019

We put the needs of learners first by:

Approaching all of our work with an asset model approach and growth mindset

Learning with Dr. Beaulne

We put the needs of learners first by:

Supporting all educators in understanding the cognitive profiles

Case Study – R. Ross Beattie PS

Where we Began

• Special Education team presented Cognitive Profiles at a Central Leadership meeting (2017-2018)
• Have a personal interest; created one for my son and expanded it to make it user friendly. Saw a

lot of benefits from an educators point of view as well as a parents’ point of view.

• From my role as a Vice Principal and Special Education Resource Teacher (SERT) and in meeting

with my team, we believed it to be beneficial to student and teacher learning as we felt that although we are doing some good work, there are many students whose needs are still not being met.

• Asked District team to present at a staff meeting.

Case Study – R. Ross Beattie PS

Where We Are

• 265 students in the school last year
• 88 students on an Individual Education Plan (IEP) /Non-Identified IEP (33%)
• 59 exceptional (22%)
• We have 35 cognitive profiles for students with exceptionalities (59%)
• We include Wechsler Intelligence Scale for Children (WISC) data as well

Case Study – R. Ross Beattie PS

265 88 59 35

25 50 75 100 125 150 175 200 225 250 275 300

Student Population Students with an IEP/NIEP (33%) Students with an Exceptionality (22%) Exceptional Students with a Cognitive Profiles (59%)

Case Study – R. Ross Beattie PS

We Took the Learning

• 1. Routine practice to create as we receive new assessments (google folder and accessible for iPad

and computer). Our SERT team have been instrumental in supporting the practice

• 2. Ensured our SIPSA revolved around our work: IF we get to know our students better and

understand their needs, THEN students will be able to persevere and overcome challenges while developing a growth mindset.

• 3. Ensure assessments, IEPs and cognitive profiles are on the table when teachers come to discuss

students’ challenge. This helps start a conversation about what students’ needs are and next steps in supporting both the student and the teacher.

Case Study – R. Ross Beattie PS

Next Steps

• Continue our journey by building teacher capacity using and understanding cognitive profiles.
• Continue to work with teachers to understand what the different domains mean (i.e. processing,

working memory challenges)

• Share our work with our secondary team when students transition to high school
• Have cognitive profiles developed to share with parents at IEP meetings
• Have students take ownership in understanding their profiles and advocating for their needs

We put the needs of learners first by:

Ensuring access to reports and financial information to decision makers

Employee Payroll/ HR Portal

• In an effort to simplify Payroll and Human Resources processes for

employees, the department is creating an employee portal on the board website

• This portal will house all of the Payroll and Human Resources forms

in one place

• Currently, both employee and employer forms are housed on

Docushare, making it confusing and time consuming for employees to decipher

Forms to be included in the Portal

• Revenue Canada Tax forms
• Blank Timesheets
• Change of information forms - banking, address
• Johnsons Change of Info Form – Now only for Long Term Disability (LTD)
• Forwarding address form
• CPT30 form – Stop CPP payments

Information to be available on the Portal

• Important contact information, such as Ontario Teachers Insurance

Plan (OTIP), Ontario Municipal Employees Retirement System (OMERS), Teachers Pension Plan

• Cowan memos
• OTIP memos
• Pay Calendars

We inspire and promote learning by:

Increasing staff capacity by incorporating the gradual release model

Case Study – Indigenous Student Advisors

• Indigenous Student Advisors

(ISA) Jennifer Henderson (TH&VS) and Caitlin Campbell (TDSS) built staff capacity around Indigenous ways of knowing

Case Study – Indigenous Student Advisors

• Both ISAs created

strong links to local communities through regular visits to Mattagami First Nation and Timiskaming First Nation with students and staff

Case Study – Indigenous Student Advisors

• How they engaged staff to learn

strategies that are effective for students who identify as Indigenous:

• Organizing Lunch and Learn

sessions with community partners

• Welcoming all staff in the

Lodges at each school

• Providing positive and authentic

learning opportunities

We inspire and promote learning by:

Engaging and building community partnerships

Engaging and building community partnerships

We inspire and promote learning by:

Developing and implementing a model for resource allocation

Case Study – New Liskeard Public School

We inspire and promote learning by:

Providing students and staff with new and innovative technologies

Case Study – Room 101

We inspire and promote learning by:

Implementing the Technological Pedagogical Content Knowledge (TPACK) Model

TPACK Model

Interview Questions

1.What was the content/skill/problem your teachers wanted to focus on? 2.What was the pedagogical strategy your team wanted to use? 3.What was the technological tool your team wanted to use? 4.What were the key learnings for the team?

Key Learnings

• Differentiated (Verbal, written, multimodal) feedback resulted in an increase in students’

ability to use feedback, that was right for them, to improve their learning.

• Providing students with different modes of feedback, and then having them choose how

they wanted to receive feedback, removed barriers and created a more equitable learning environment.

• Next Step - Create an assessment that teachers can use in September to gather data

for learner profiles and to guide differentiation when assessing ‘for’ and ‘as’ learning.

We ensure respectful working and learning environments by:

Building efficacy in all leaders

Case Study – Kirkland Lake District Composite School

We ensure respectful working and learning environments by:

Allocating resources that support staff wellness

Wellness Committee

• The committee worked with the Porcupine Health Unit to discuss

how to establish a staff wellness program.

• The committee created a wellness survey to learn more about how

to support, maintain and help our educational community feel better and stay healthy.

• The survey was administered to all staff in June 2019. We felt it was

very important to reach out to all staff members and seek input in

• rder to move forward.

Wellness Committee

• Through the establishment of wellness support, the committee

hopes to see the following outcomes:

• reduce absenteeism
• increase morale
• positive perception in the community
• higher productivity

We ensure respectful working and learning environments by:

Engaging in the 10/5 Way system-wide fostering a culture of caring

Student Feedback on the 10/5 Way

• School climate Surveys gathered data on the 10/5 Way by

asking “Adults in my schools smile and greet students by their name”

• 76% of students in Grades 4 to 6 and 87% of students in

Grades 7 to 12 responded positively to that statement

Staff Feedback on the 10/5 Way

• “I have been using the 10/5 rule since I started here at (this school) 3

years ago. It not only makes me feel great I am sure it helps everyone I

• meet. I think it is very important that everyone in our school/lives feels they

are seen and heard and are an important part of our lives no matter how small that may be. The smile or short greeting you give could be the only nice thing a person sees/hears that day. And, in my personal opinion it is always easier to be kind and show kindness to all around you. It takes no time and very little effort and can really change the outlook on someone’s day including your own. It is very hard to be grumpy and miserable if you are smiling all the time. If you search for positivity you will find it everywhere.”

Staff Feedback on the 10/5 Way

• “I haven’t felt the 10/5 way to have much of an impact at (this

school). We are a small rural school and this way of being is already ingrained in the staff and students. Being new to the school this year, I was overwhelmed by the genuine caring from all members of our school community.”

We ensure respectful working and learning environments by:

Committing to Reconciliation

Learning with Kevin Lamoureux

• Kevin Lamoureux presented to all DSB1 staff for the second

time on April 8, 2019. He will be returning for a third time on April 27, 2020.

• He challenged the staff to think about the actions we take to

build student and educator capacity for intercultural understanding, empathy and mutual respect.

Learning with Kevin Lamoureux

• Schools can support healing in individuals who identify as

Indigenous, through the Circle of Courage.

We ensure respectful working and learning environments by:

Using language that is explicit and intentional

Using language that is explicit and intentional

• Communication style that that builds a culture of inclusivity and

safety for all students, families and staff

• In 2018-2019, DSB1 published 14 board-wide media releases

and 146 web stories with this in mind

Using language that is explicit and intentional

Using language that is explicit and intentional

Miigwetch Thank you Merci