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Board Strategic Plan 2009-2010

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Board Strategic Plan 2009-2010 > Pages > Scholarship Strategic Goal 1  

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Scholarship Strategic Goal 1:

 SCHOLARSHIP
We believe that each student, made in the image and likeness of God and being hope for the future, can be engaged in their learning and achieve at high levels with appropriate supports. We are committed to ensuring that the potential of each student is realized through the achievement of ambitious outcomes and improving in their learning to the highest possible level.

 Strategic Goal 1:
Higher Student Achievement

Intentional assessment-based instruction that is differentiated will form the foundation of support so each student will be able to demonstrate the highest possible achievement in literacy and numeracy knowledge and skills as these are critical for learning success across all curriculum areas.

 Strategies:
Strategic projects and initiatives:Filter2010 / 2011 Measures of Success:Filter(Comments / Notes / Update):Filter
 
T. Kennedy

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.

 

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
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.
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.