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Board Strategic Plan 2009-2010

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Board Strategic Plan 2009-2010 > Strategic Plan  

Strategic Plan

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 Discipleship3:

Facilitate accessibility for all community members through identification, removal and prevention of barriers for persons with disabilities.

 

T. Kennedy
  • District –level Accessibility Working Group completes updates to the Board Accessibility Plan for 2010-2011.
  • Board policy and administrative procedures for Accessibility for Ontarions with Disabilities Act: Accessible Information and Communications Accessibility Standard is developed.
  • A training plan is established for current staff and staff new to the board.
 Scholarship1:
 
T. Kennedy
 Scholarship1:

Recognizing the importance of Universal Design for Learning and literacy and numeracy development in the primary years, ALCDSB will support the purchase of Sound Field Systems for all primary classrooms (JK-3) in the District with a three year implementation plan as one strategy to reduce barriers and close the achievement gap.

T. Kennedy
  • Increased student engagement as measured by classroom teacher observation.
  • Improved results on EQAO Provincial Assessment.
  • Decreased reliance on purchased systems through the Special Equipment Amount (SEA) process.
  • Impact on teaching and learning as reported through classroom teacher and student feedback.

 

 Scholarship2:

Continue to promote student-centred communities that foster the development of the whole person promoting the concept of schools as inclusive Catholic Learning Communities.

 

T. Kennedy
  • District Special Education Plan and staff resources support and extend strategies to promote positive behaviour management in all classrooms including the principles of Applied Behaviour Analysis (ABA) as a support for behaviour management beyond supporting students with Autism Spectrum Disorders.
  • School level monitoring of student Behaviour Plans and Safety Plans supports increased understanding of inclusion and differentiated support for all students
  • Life Skills Developmental Centre and Student Support Centre Program expectations are standardized, clarified and enhanced through increased PLC opportunities and resource supports
  • Alternative Curriculum and program supports are implemented consistently in Life Skills Developmental Centre and Student Support Centre programs in elementary and secondary.

 

 Scholarship2:

Maximize learning opportunities for students by improving the effective use of assistive and information technologies as learning tools.

 

T. Kennedy
  • A District Implementation Plan for K-12 assistive technologies framework is further developed, implemented and monitored.
  • Collaboration between the Student Services, Learning Services and Information Technology departments supports planning for efficient and effective use of assistive technologies including teacher capacity building.
  • Special Assignment Teacher : Assistive Technology supports teacher understanding of student use of assistive technology to improve teaching and learning.
  • Data is collected to measure the impact of using assistive technology as a tool to support learning.

 

 Scholarship3:

Support parent engagement through involvement in the processes related to the creation of an Individual Education Plan for a child or youth with emphasis on consultation between school and parent(s) including transition support plans for students with various learning or behaviour challenges.

 

T. Kennedy
  • Parent engagement reported in results of school climate surveys.
  • Processes related to the involvement of parent(s) in the development of the Individual Education Plan and the role of the in-school team are clearly understood and well established.
  • ALCDSB IEP Resource Guide for parents is developed and distributed at school level to align with Ministry IEP draft parent resource guide.
  • Staged implementation of new IEP product is monitored and reviewed.
 Scholarship1:
1

Guided by the School Effectiveness Framework, the Elementary Board Improvement Plan for Student Achievement will support the development of critical literacy and numeracy outcomes within a strong culture of intentional assessment-based instruction that is differentiated.

J. DiRocco; T. Kennedy

Monitoring BIP for Student Achievement:

  • A multi-layered approach clearly articulates key elements of the Board literacy and numeracy strategy and builds consistency and congruency of instructional practice in every elementary school and classroom.
  • The Elementary Board Improvement Plan for Student Achievement is collaboratively developed and SMART goals are articulated.
  • The Elementary Board Improvement Plan for Student Achievement and specific monitoring strategies are shared with principals and teachers.
  • Schools develop School Improvement Plans that align with the School Effectiveness Framework Indicators and the goals and targeted instructional strategies described in the Board Improvement Plan for Student Achievement.
  • School Improvement Plans reflect the principles of Learning for All K-12 including a specific focus on instructional supports for students with learning disabilities including differentiated instruction and assessment.
  • System-level Special Assignment Teachers are strategically organized to support student learning and instruction in literacy and numeracy at the school and system level.
  • System -level Special Assignments Teachers, Student Services work collaboratively to support student learning and instruction including differentiated instructional strategies and tiered / early intervention strategies (academic and behavioural support).
  • System-level networking and inquiry models are supported and serve to focus the professional learning of teachers and administrators, building a strong culture of instruction in each school and classroom.
  • Implementation of the School Effectiveness Framework District Review process is scaled as part of the system-level monitoring framework.
  • A system-level working group involving Superintendents, Coordinators,Special Assignment Teachers,Board Speech and Language Pathologists and Psychologists is formed to explore consistent practices and models of  intervention to support student achievement
 Scholarship1:
2
Align District’s K-12 Assessment, Evaluation and Reporting Policies to Ministry Policies
J. DiRocco

Elementary

  • Align Ministry Assessment, Evaluation and Reporting policy with District policy and procedures.
  • Implement revised Provincial Report Cards and timelines for Kindergarten and Grades 1-8.
  • Review and revise the elementary K - Grade 6 Balanced Literacy Assessment Measures document.
  • System-wide Numeracy and Writing assessment measures are explored for use in all schools.
  • An integrated K-8 professional learning plan supports teacher learning in assessment, evaluation and reporting practices and is based on an inquiry approach; the characteristics of networked learning communities; and emphasizes personalization of instruction, student engagement and complexity of learning tasks.
  • Multiple datasets reflect increased levels of student achievement and success:
    • EQAO – Reading, Writing and Mathematics
    • Balanced Literacy Assessment Measures, including
      • PM Benchmark
      • CASI
      • Sound Skills Screener
      • Concepts of Print
      • Letter Sound
  • Authentic samples of student work in literacy and numeracy.
 Stewardship3:
Implement a multi year strategic plan for internal audit services for the Board using sound risk management practices.
B. Koubsky; E.Pennell
Internal Audit:
  • Participate in Risk Assessment process implemented by regional internal audit services
 
Audit Committee:
  • Facilitate the training, development and implemention of strategies for the development of an Audit Committee for the Board
 Stewardship3:
Develop and implement new purchasing policy and procedures mandated by provincial regulation resulting in responsible, accountable purchasing practices that minimize risk to the Board.
E. Pennell
  • Educate staff through training and other processes to understand  and be compliant with the requirements of ISCM Guidelines.
  • Implement standard contract, tender and request for proposal documents sized appropriately for ALCDSB vendor requirements.
  • Develop and implement interactive tools that faciliate timely gathering and reporting of required data to province.  
 Stewardship4:
Continue to improve the efficiency of the computing environment through new products, IT service models and the standardization of products and services which will enable students and teachers seamless use of technology to access the curriculum. Increased technological efficiencies will ensure that the progressive 21st Learning Environment is reached.
T. Slack; B. Koubsky
  • Review the Board's business software for compliance with accountability standards and for efficiency and effectiveness.
  • Recommend software solutions as applicable.
 Discipleship1:
Incorporate the Catholic Graduate Expectations (CGE's) and  Virtues into the fabric and culture of school and workplace to assist all school communities to understand and articulate our distinctiveness.
M. Bullock; M. Schmitt
  • School improvement plans will reflect a goal(s) that deepen the understanding of our distinctive Catholic character and culture as expressed in the Catholic Graduate Expectations and Catholic Virtues.
  • Qualitative evidence gathered through School Improvement Plans, District Reviews, School Visits, Newsletters will demonstrate infusion of language of CEG's and Catholic Virtues in culture and curriculum of school and workplace.
  • "Beacons of Hope" Celebration breakfasts will become an annnual tradition to honour these studetns who exemplify the Catholic Virtues.
  • ICE Symposium in May 2011, will provide opportunity to celebrate the refreshed CGE's at a provincial level.
  • Celebration of our New Board Theme, "Come Follow Me" will be the focus of the November 26 Regional Faith Day.
 Discipleship1:
Recognize and celebrate the Catholic heritage that supports our culture and character.
M. Schmitt; M. Bullock
  • 'Celebrating Our Heritage' Board office naming project will designate important meeting rooms in honour of the founders of Catholic education in our jurisdictions; these contributors will be officially honoured and recognized in a recognition event in the fall of 2010.
  • Development of an "Easter Book" - text and artwork will depict the Holy Week story; published by the Knights of Columbus, this primary/junior resource will support literacy instruction through the narrative of Holy Week.
  • Development of a "Christmas Crib" project with Mr. Vella and School Councils will provide a Christmas Crib template/kits for all primary students from participating schools.
  • Continue to Incorporate the Catholic Graduate Expectations and  Virtues into the fabric and culture of school and workplace to assist all school communities to understand and articulate our distictiveness.
  • Plan Regional Faith Day for November 2010 which will deepen the understanding and celebrate our distictive Catholic Character and Culture in our Community.
 Stewardship3:
Develop and Implement a new Records Management policy and procedures for the entire school board.
M. Schmitt; C. Martin
  • Records Management policy and procedures identified and implementation plan developed.
  • Records Management RFP developed in partnership with Limestone DSB and Hastings Prince Edward DSB will seek a provider to establish a record management protocol and training at the three Board Offices for 2010-2011 school year.
 Discipleship3:
3
Continue implementation of confidential voluntary self-identification of aboriginal students.
M. Bullock
  • Continued implementation of the policy and procedure for the confidential voluntary self-identification.
  • Schools will continue to distribute the information brochures and forms inviting self-identification.
  • Data on numbers of students who self-identify will be collected from Maplewood in October and March along with other student enrolment data.  This data will be shared with specific schools to assist with student acheivement.
  • Continue to develop strategies to engage aboriginal families and communities in the education process.
  • The process will be monitored by the Aboriginal Education Advisory Committee and reported to Administrative Council and the Board of Trustees.
  • Provide student update form, student registration form for new and transferring students.
  • Provide forms on Board website.
  • Provide awareness through articles in school newsletters and parent information sessions.
  • Work with Aboriginal Education Steering Committee to seek input and build awareness and relationships amongst and with Aboriginal communities.
 Discipleship3:
4
Support learning and achievement for Aboriginal students and raise awareness about First Nation, Metis, and Inuit peoples culture, history and perspective in schools.
M. Bullock
  • Continue grant application for opportunities for elementary teachers, SAT and school leaders to deepen awareness by holding a symposium focusing on appreciating and supporting Aboriginal perspectives, values and cultures.
  • Incorporate capacity building of elementary teachers for effective teaching assessment and evaluation processes of Aboriginal students as part of ongoing capacity building opportunities.
  • Provide staffing and resource supports for all secondary schools to establish and/or expand native studies programs.
  • Provide and develop locally developed instructional and assessment resources for both elementary and secondary panel.
  • Develop links to post secondary pathway opportunities for students to effectively assist in developing an appropriate pathway through secondary school.
  • Using Maplewood Self ID data work with teachers to better program for Aboriginal students' progress and success. Provide programs and sevices that ensure all students have the opportunities and resources required to reach their goals. 
 Scholarship3:
1
Enhance system-level Parent Engagement Strategy.
M. Bullock
  • Increase parent understanding and involvement in supporting their children's  literacy and numeracy programs, skill development and assessment, evaluation and reporting practices.
  • Strengthen communication amongst School Council Chairs.
  • Redevelop Catholic School Council Association to align with new Parent Engagement Policy and Regulation 612.
 Stewardship2:
1
Design and promote District and School-level projects and initiatives that empower students to act as environmental stewards and demonstrate their commitment to environmental stewardship.
M. Bullock
  • All schools are active Eco-Schools participants.
  • Recognizing that environmental education is a shared responsibility, a district plan is developed that builds on the themes outlined in The Policy Framework for Environmental Education In Ontario Schools.
  • Develop a short term and long term Eviro-Educational plan for the facilities at Batawa.
 Discipleship2:

Revision of all 2008 Safe Schools draft policies is completed by October 2010.  Teacher resource/communication materials and training gaps are identified and plans are implemented to address the gaps. 

 

L. Wallace
  • Policies/protocols are complete and posted on ALCDSB policy website and principal intranet site.
  • Communication strategy documents for principals are complete and posted on Safe Schools ishare site.
  • Procedures/forms will be available for administratorsand posted on Safe Schools ishare site.
  • Data for suspension and expulsion will be compared to baseline data for 2009-10.
  • School climate survey plan will be completed and implementation will begin. Data collected will be compared to baeline data.
  • Restorative practice plan is complete, posted on Safe Schools ishare, and training begins.  Phase 1 of implementation includes 12 schools for 2010-11(5 secondary and 6 elementary).
  • Safe Schools teams will be in place in all schools.  Role and responsibilities are clear and training will occur for teams.
  • Bullying prevention programs and initiatives will be articulated to the school community and implemented.
  • Progressive discipline strategies will be explicitly defined and implemented.
 Scholarship2:
Secondary:
Align Ministry Assessment, Evaluation and Reporting policy with District policy and procedures

 

L. Wallace
  • Revise current policy and Assessment and Evaluation board guidelines (teacher document).
  • Develop collaboratively with secondary teachers and administrators a consistent Academic Integrity policy for all secondary schools by August 2010.
  • Publication and communication of Academic integrity policy to teachers, students, and parents is complete.
  • Assessment and Evaluation professional learning plan for teachers and principals is implemented and particpants  evaluate sessions and determine next steps.
  • Student survey on assessment and evaluation strategies and procedures will guide implementation.
 Discipleship3:
Develop policy and administrative procedures, using the implementation guide for the Equity and Inclusive Education stragegy, to ensure that all students are successful and welcome in our schools. Reducing the marginalization of students and staff and improve our understanding and acceptance of one another's unique attributes is the main goal of the strategy and policy.
T. Slack
  • Development of policy and administrative procedures which facilitate the inclusion of all students in all schools.
  • Ongoing consultation with stakeholder groups regarding policies and guidelines.
  • Development of practice through education of students and staff that ensures methods of assessment, evaluation and instruction are free from bias.
  • Assessment of the Tools for Tolerance training and potential for implementation as a training program for teachers and students.
  • Implement strategies that identify and remove discriminatory barriers that limit engagement by students, parents and the community so that diverse groups and the broader community have better board level representation and greater access to board initiatives.
  • Establish a process and procedures that will enable students and staff to report incidents of discrimination and harassment safely and that will also enable the board to respond in a timely manner.
  • Embed equity and inclusive education principles in board and school improvement plans.
  • Support the schools review of classroom strategies that promote school wide-equity and inclusive education policies and practices.
  • Provide information regarding our EIE policies and procedures to all in our system and make efforts to assist parents who do not understand the language of the board.
  • The BIP team added elements to the SIP template that explicitly addressed EIE for the 2010-2011 improvement planning process. (May 2010).
  • The EIE Policy, Administrative Procedures, Appendices were passed by the board of Trustees on June 15, 2010.
  • The guidelines for Religious Accommodation were passed by the Board of Trustees on June 15, 2010.
 Stewardship1:
Enhance the board wide plan for succession planning and leadership development which will enable the board to build capacity within its formal and informal leaders.
T. Slack
  • Through the Ontario Leadership Strategy, boards must develop succession plans for all levels of leadership and expressly for Principals and Vice Principals. Our plan will continue to provide formal and informal opportunities for individual and group growth within our Principals and Vice Principals and those interested in the administrative role coming from the teaching perspective.
  • The continuation of the VP network as a tool for capacity building within that group.
  • Catholic Leadership services will engage in the Leaders on the Journey program for formal leaders and a separate program for informal leaders.
  • Coaching for Professional Growth will explore and expand on previous learning with instruction on productive discussion methods, additional coaching training and our ongoing partnership with CPCO speaker series.
  • Completion of the Principal Performance Appraisal policy and administrative procedures. Implementation of the PPA with the first group of administrators. The PPA steering committee will continue through the implementation and make adjustments as necessary from our experience.
 Stewardship3:
Implementation of a disaster recovery plan for the Information Technology department.
T. Slack
  • The disaster recovery program will include the abilty for the board to retain crucial electronic information in the event of a disaster. The department is developing a comprehensive plan for implementation.
 Stewardship4:
Continuation of improvements to efficiency of technology and the improved access for student achievement through technology. Improved efficiencies through teacher use of the available technologies and software including increased teacher confidence in their own abilities with technology as a  tool for instruction and how to better form 21st century classrooms.
T. Slack
  • Completion of the action plan resulting from the external review process. Development of an action and communication plan regarding the outcome and recommendations from the review.
  • Teacher Resource Laptop training for all teachers will be implemented throughout the 2010-2011 year to increase teacher independence.
  • Finalization of the help desk and installation of remote access software to facilitate troubleshooting with hardware and software issues.
  • Movement of Maplewood to offsite server with remote support by Maplewood.
  • Training for teachers, administrators and secretaries on effective use of StudentsAchieve to inform instruction and student profile use.
  • An avenue to showcase our best practice with technology will be developed and include our partners who will impact on the classroom environment of the 21st Century Classroom.
  • Investigation of methods for providing increased access to software that promotes student learning and that has previously qualified as assistive techonology.
  • Replacement of the research officer to maintain alignment with system and ministry needs.
  • Alignment of information technology department more closely with the curriculum/academic departments to improve the supports to students and staff.
  • Increased user independence for all in our system who access technology.
 Stewardship1:
Create, promote and foster individual and organizational effectiveness by developing and offering an array of innovative and diverse training and development opportunities for support staff. 
M. Lamarche
  • Engage employee groups and supervisors in identifying training and development needs aligned with organizational/departmental priorities and individual employee need.
  • Develop an orientation program for support staff.
  • Develop and implement modular training for yard and lunch supervisors.
 Stewardship3:
Promote collaborative relationships between managment and employee groups by providing training and guidance on managing performance, conduct issues, and contract interpretation, and by resolving complaints at the lowest level.
M. Lamarche
  • Design and implement training session on requested employee/labour relations topics.
  • Explore pre-negotiations strategies to esablish bargaining parameters for 2012.
 Stewardship3:
Provide innovative, responsive, fair and consistent recruitment and selection services to the Board.
M. Lamarche
  • Develop recruitment strategies to address hard to fill vacancies (eg. FSL, Technology).
  • Explore the implementation of an online application process, such as Apply to Education, to eliminate paper applications.
  • Establish a committee to review and revise the hiring process for educational assistants.
 Stewardship3:
Promote organizational excellence by providing innovative HR administrative services to employees that respond to our goal of participating in enviromentally sustainable practices.
M. Lamarche
  • Explore the implementation of an online "Offence Declaration" collection process.
 Stewardship3:
Design and implement a communication program to meet the needs of Human Resources and its key stakeholders.
M. Lamarche
  • Develop a communication plan to disseminate information about human resources programs, policies and initiaties.
  • Develop strategies to improve internal communication related to human resources issues.
 Stewardship3:
Develop an attendance support program that will optimize organizational health by providing support to employees who are absent from work and to return employees to work as soon as is medically appropriate through effective return to work strategies.
M. Lamarche
  • Consultation and adoption of attendance support policies and administrative procedures.
  • Implementation of attendance support tracking software.
  • Implementation of automated call-out system with payroll interface to enhance organizational and departmental (HR and Finance) effectiveness.
  • Identify appropriate HR metrics and assess year one of disability management program.
 Stewardship5:
1
Manage completion of major capital construction projects at Sacred Heart Marmora and St. Michael Catholic School.
D. Campbell
  • Fiscal Accountability
  • Adherence to Project Timelines
  • Community Involvement and Accountability
 Stewardship5:
2
Implement Board-approved pupil accommodation strategies following Quinte West ARC process.
D. Campbell
  • Ministry Funding Approval
  • Fulfilment of Board-Approved Project Development Sequence
 Stewardship5:
3
Implementation of Long Term Capital Plan.
D. Campbell
  • Public Consultation
  • Fulfilment of ARC Processes in accordance with Long Term Capital Plan
 Stewardship5:
4
Develop comprehensive energy management strategy for the Board.
D. Campbell
  • Establish Measurement and Reporting Process
  • Establish System Level process for goal setting
  • Implement Energy Efficient Schools Capital Plan
 Stewardship5:
5
Implement Ministry of Education Community Use of Schools Initiative.
D. Campbell
  • Meet Ministry expectations for CUS programs
  • Continue to implement CUS software for use by system
 Stewardship3:
Continue to develop a Declining Pupil Enrolment Strategy that will identify the short and long term financial and operational impacts on the system and an accompanying plan to address those impacts.
B. Koubsky; E. Pennell
  • Update the impact of declining enrolment based on the 2010-11 GSN and the 15 year enrolment projections provided by Watson & Assoiciates - September 2010.
  • Provide an update to Senior Administration - October 2010.
  • Prepare a preliminary report to Trustees - Winter 2011.
  • Prepare a final report to Trustees - Spring 2011.
 Stewardship3:
Assess and respond to the recommendations contained in the Ministry of Education's Operational Review Report.
B. Koubsky
  • Assess, respond and develop applicable action plans in response to the recommendations contained in the Operational reveiw report - September 2010.
  • Commence implementation of action plan - Fall 2010.
  • Assess progress of implementation strategy - February 2011.
  • Meet with Ministry of Education review team - Spring 2011.
 Stewardship1:
Develop and  implement a succession plan for non-academic staff to ensure operational viability, personal professional growth, and system integrity.
B. Koubsky; M. Lamarche
  • Provide a draft implementation plan to Senior Administration - September 2010.
  • Provide a preliminary overview on succession planning to Trustees - Fall 2010.
  • Implement action plan for succession planning - Fall 2010.
  • Provide an update to Senior Adminstration Winter 2011.
  • Provide a status report on succession planning to Senior Administration and Trustees -Spring 2011.
 Scholarship1:
3
Guided by the School Effectiveness Framework, the Secondary Board Improvement Plan for Student Achievement will support the development of critical literacy and numeracy outcomes within a strong culture of intentional assessment-based instruction that is differentiated.
L. Wallace
Numeracy:
  • Components of the District’s numeracy strategy are evident / embedded in secondary SIPs.
  • A training plan is developed to support teachers in implementing the District’s numeracy strategy in the secondary panel.
  • Qualitative feedback from teachers participating in moderated task sessions demonstrates increased implementation of DI strategies.
  • Qualitative feedback from mentee teachers involved in Math Coaching project.
  • Pass rates for grades 9-12 math credits.
  • Grade 9 EQAO math assessment results.
  • Data for moderated marking tasks for (1) Grade 9 Applied Level Mathematics (2) College Level Mathematics and (3) Grade 7-9 Bridging the Gap participants demonstrate improved student achievement and successful implementation differentiated instruction strategies.

Literacy:

  • Components of the District’s literacy strategy are evident / embedded in secondary SIPs.
  • A training plan is developed to support teachers in implementing the District’s literacy strategy in the secondary panel.
  • EQAO OSSLT results (Grade 10).
  • Pass rates for grades 9-12 courses.
  • Data for moderated marking tasks for Grade 9 Applied Level English, Science, Geography, and Religion and Grade 11 College Science and English demonstrate improved student achievement and successful implementation differentiated instruction strategies.
  • Qualitative feedback from teachers participating in moderated task sessions.
 Stewardship2:
The IT department will explore opportunities to use technology to support student learning and staff working with environmentally respectful methods.
T. Slack
  • Movement of centralized administrative meetings to paperless: Migration of Director's meetings to ishare site.
  • Increase use of intranet by public, staff and students to reduce paper use.
  • Move published documents to online environment to increase accessibilty and environmental stewardship.
  • One in Learning, September 2010, was published online.