hdsb bipsa 2012-2013 - Halton District School Board

Halton District School Board 

Board Improvement Plan 

for Student Achievement K-12 

2012 – 2013 

DRAFT

K-12 HDSB Board Improvement Plan for Student Achievement 

Purpose: Alignment of school, Board and Ministry directions with the purpose of improved student 

learning, achievement, engagement and the promotion of safe and inclusive learning environments. The 

Improvement Plan also provides direction to build capacity and sustainability in the skills and 

knowledge of educators. 

Focus: A process to assess system/school/classroom needs to develop our HDSB K-12 Improvement 

Plan for Student Achievement. Examine the system evidence/data to answer the question 

“Did we learn something that suggests we need to refine our focus/actions/strategies?” 

Evidence/Data 

•The School Effectiveness Framework/HDSB Expected Practices 

•Quantitative/Qualitative HDSB data 

•SIPSA data 

•School Self-Assessment Analyses 

•District Review 

•Professional Learning Exit Passes, Interviews, Feedback 

•Data story for each of the four pillars 

Resource: Ministry K-12 BIPSA Improvement Planning Assessment Tool 2012-2013 

HDSB Board Improvement Plan for Student Achievement (K to Grade 12) Page 2

The Process 

Work Team Members: Associate Director, Superintendents of Education, System Principals (Student 

Success, Safe & Inclusive Schools, School Programs, Leadership and Staff Development, Student 

Services, French Language, Community Engagement), and Representation from: Elementary Principals, 

Secondary Principals, Community Engagement, School Program and Student Services, Research 

Department 

Phase 1: Work Team 

Evaluation of end of year trailing data (e.g., Tell Them From Me survey data, EQAO, credit 

accumulation, SSA Analyses) to: 

• analyse and reflect on evidence of implementation and impact, and 

• recognize accomplishments and gaps to continue cycle of improvement for student achievement 

and well-being 

Needs Assessment – “How will we use data to identify”: 

• Student achievement, 

• Address groups of students with specific needs, 

• Assess programs and services, and 

• Incorporate and respond to perceptual data? 

Comprehensive Needs Assessment 

• Examine quantitative data provided by research department 

• Identify patterns and trends identified through the BIPSA, SIPSAs, School Effectiveness Self- 

Assessment and District Reviews...What are the areas of strength? What is working well? 

• Identify achievement gaps for specific students 

• Conduct Gap Analysis with respect to coherence among curriculum, instruction, assessment, 

resources, professional learning, community and monitoring 

• Highlight student achievement data that is of greatest concern and possible contributing factors. 

• Connect present programs/services and courses that reduce the achievement gap and enhance 

student achievement for all students 

• Identify actions (e.g. teaching strategies, assessment practices, collaborative partnerships, transition 

processes, education and career planning supports, feedback techniques, curriculum and 

monitoring?) in place/needed to support successful outcomes for all students. 

In pillar groups, we established the Data Story and SMART Goals for 2012-2013 

Phase 2: Review Team 

Associate Director, Superintendents of School Programs, and System Principals 

• Review/ Refine pillar data stories and SMART Goals from Board Improvement Work Teams 

• Make recommendations for: 

Targeted Evidence Based Strategies/Actions, Professional Learning Resources, Community 

Engagement, Monitoring. Responsibility, Evaluation 

• Create a Board Improvement Plan draft report for School Operations 

Step 3: Alignment Process 

• School Program staff aligns resources and professional learning with SMART Goals 

Step 4: School Operations 

• Review Board Improvement Plan draft report with School Operations Team 

• Finalise recommendations for ALL components of the Board Improvement Plan 

HDSB Board Improvement Plan for Student Achievement (K to Grade 12) Page 3 2013-01-12 03n

School Self-Assessment (SSA) Data Analysis 2011-2012 

As part of the Needs Assessment process, an analysis of the elementary and secondary School Self-Assessments 

inform our progress towards the implementation of the Targeted Evidence-Based strategies/actions outlined in our 

Board Improvement Plan for Student Achievement and drawn from the School Effectiveness Framework and/or 

HDSB Expected Practices. 

School Self-Assessments are used to adjust, refine, revise or rethink, Actions/Professional Learning and Resources 

outlined in the BIPSA. What we learned from School Self Assessments 2011-2012: 

• The use of leading data is increasing 

• Learning cycles are evolving to deeper levels of implementation 

• The ‘pillars’ are beginning to merge in practice 

• Differentiation is becoming a by-product of assessment as, for and of learning (e.g., know the learner) 

• Students have voices 

• Engagement strategies are increasingly more evidence-based, intentional and precise 

• We are beginning to close the knowing-doing gap. 

Identified Next Steps: 2011-2012 School Self-Assessment Analyses 

The School Effectiveness Framework (2010) will complement the HDSB Expected Practices for the 2012- 2013 

School Self-Assessments, District Reviews and Improvement Planning. Schools are moving beyond school level 

evidence and focusing on the classroom and student level evidence. 

In 2012-2013 we will continue to focus on the classroom evidence in the following areas: 

• Assessment for, as and of Learning 

• Improvement Planning Cycles for Student Achievement and Engagement 

• Curriculum, Instruction and Student Learning 

Richard Dufour (2006) states, “The best way to 

increase student learning is to invest in adult 

learning.” We recognize the importance of 

providing professional learning opportunities for 

teachers and administrators to engage in 

collaborative inquiry “that challenges thinking and 

practice”. 

Through this process, they will examine evidence 

of student learning; engage in research to discover 

what strategies work best to support the needs of 

individual students in their schools. 

“Alignment is about structures...Coherence is about mindsets” 

Elements of Coherence 

1. A small number of ambitious goals 

2. A focus on instruction and the student achievement agenda 

3. Continuous capacity building around that agenda 

Michael Fullan 


LITERACY 

Needs Assessment: 

• EQAO Assessment of Reading, Writing Primary Division 

• EQAO Assessment of Reading, Writing Junior Division 

• EQAO Ontario Secondary School Literacy Test 

• PM Benchmark data – 3 year trends 

• Report Card data in Reading and Writing Grades 1-9 

• Report Card Learning Skills and Work Habits data Grades 1-12 

• Tell Them From Me Survey 

Concerns: 

• Although trends are showing continuous improvement, Primary EQAO Reading 

assessment continues to be the lowest area of achievement 

• The gender gap in achievement levels in students still exists in all EQAO literacy 

assessments for grades 3, 6 and 10 

• The gap in achievement levels in students with special education needs still 

exists in all EQAO literacy assessments for grades 3, 6 and 10 

• The percentage of grade 3 students achieving level 4 in reading increased by 2% 

to 10% of our populations 

• The percentage of grade 3 students achieving level 4 in writing only increased by 

2% to 7% of our population 

• The percentage of students below reading level in grades prior to grade 3 

• 60% of students receiving and “E” or “G” in “Organization” as indicated in the 

Learning Skills and Work Habits on Report Card data in the Applied math, English and science is 

60% 

Theories behind the baseline: What factors influence the current state? 

• Capacity building of all teachers working with ELL students to inform their practice in assessment and instructional 

strategies that support English Language Learners 

• Teacher expertise in using ongoing formative assessment and feedback to inform focused, intentional and strategic program 

planning and instruction that is responsive to every student, including students with special education needs 

• The amount of instructional time spent developing oral language skills at the junior grades could be impacting our junior 

reading and writing skills 

• Professional development opportunities may not have explicitly addressed differentiation strategies to meet specific 

learning needs e.g., gender interests/learning styles, respectful task, choice etc. 

• As we increase the use of assessment cycles for learning, explicitly stating learning goals, co-constructing success criteria 

and involving students in the metacognitive process of self-assessment, we believe students will have greater clarity and 

opportunity to achieve the learning goals 

• System implementation of explicit teaching and monitoring of Learning Skills and Work Habits 

• How well we know our students. Are we responding with intentional, strategic strategies to improve achievement and 

engagement? 

SMART Goals: 

Primary Goal #1 

By June 2013, 75% of all grade 3 students will achieve the provincial standard in reading on the EQAO assessment. This 

represents a rise of 2% from the current 73%. 

Sub-goals: 

• 36% of all grade 3 students with special education needs will achieve the provincial standard in reading on the EQAO 

assessment. This represents a rise of 5% from the current 31%. 

• 71% of all grade 3 boys will achieve the provincial standard in reading on the EQAO assessment. This represents a rise of 

3% from the current 68%. 

• 12% of all grade 3 students will achieve level 4 in reading on the EQAO assessment. This represents a rise of 2% from the 

current 10%. 

Primary Goal #2 

By June 2013, 81% of all grade 3 students will achieve the provincial standard in writing on the EQAO assessment. This 


Sub-goals: 

• 58% of all grade 3 students with special education needs will meet the provincial standard on the EQAO assessment. This 


• 75% of all grade 3 boys will achieve the provincial standard in writing on the EQAO assessment. This represents a rise of 


• 10% of all grade 3 students will achieve level 4 in writing on the EQAO assessment. This represents a rise of 3% from the 

current 7%. 

HDSB Board Improvement Plan for Student Achievement (K to Grade 12) Page 5 2013-01-12 03n

Junior Goal #1 

By June 2013, 84% of all grade 6 students will achieve the provincial 

standard in reading on the EQAO assessment. This represents a rise of 2% 

from the current 82%. 

Sub-goals: 

• 50% of all grade 6 students with special education needs will achieve the 

provincial standard in reading on the EQAO assessment. This represents 

a rise of 4% from the current 46%. 

• 16% of all grade 6 students will achieve level 4 in reading on the EQAO 

assessment. This represents a rise of 2% from the current 14%. 

Junior Goal #2 


standard in writing on the EQAO assessment. This represents a rise of 2% 


Sub-goals: 

• 48 % of all grade 6 students with special education needs will achieve 

the provincial standard in writing on the EQAO assessment. This 


• 70% of all grade 6 boys will achieve the provincial standard in 

writing on the EQAO assessment. This represents a rise of 3% from 

the current 67%. 

• 15% of all grade 6 students will achieve level 4 in writing on the 

EQAO assessment. This represents a rise of 2% from the current 13%. 

Secondary Goal #1 

By June 2013, 97% of fully participating, first time eligible grade 10 

students enrolled in academic English classes will be successful on the 

OSSLT provincial assessment. This represents a rise of 2% from the 

current 95%. 

Sub-goals: 

• 64% of fully participating, first time eligible grade 10 students enrolled 

in applied English classes will be successful on the OSSLT provincial 

assessment. This represents a rise of 4%. 

• Each school offering LDC English courses will submit through their 

literacy coach to the Associate Director an OSSLT provincial assessment target for its cohort of students in LDC 

English. 

• 64% of all students in grade 9 and 10 applied English, Math, and Science courses will earn a ‘G’ or ‘E’ for their 

Organization – Learning Skills and Work Habits. This is a rise of 4%. 

• The score for ‘relevance’ on the TTFM survey will rise to 6.0/10, a rise of 0.3 

• The score for ‘rigor’ on the TTFM survey will rise to 6.4/10, a rise of 0.3 

• The pass rate for Grade 11 workplace English will rise to 88%. This represents an increase of 2.29 percentage 

points 

• The pass rate for Grade 12 workplace English will rise to 90%. This represents an increase of 2.96 percentage 

points

Numeracy 


• Grade 3 and 6 EQAO Assessment of Mathematics 

• Grade 9 Applied EQAO Assessment of Mathematics 

• EQAO Student Questionnaire data 

• Locally Developed Programs 

• Tell Them From Me student voice data 

• Report card data – all strands in mathematics grade 1-8 

• Secondary pass rates in mathematics courses 

Concerns: 

• Overall achievement in mathematics across all divisions 

• Lack of Grade 3 goal for achievement in mathematics 

• 50% of Grade 3 students responded “most of the time” to “I like math” 

yet 89% stated “I try to do my best when I do math activities in class” 

on the EQAO student questionnaire 

• Loss of 9% re: value added from grade 3 to grade 6 in mathematics 

• Achievement gaps for students with special education needs 

• Student self-perceptions of math (e.g., “I like math”) in all grades 

• Overall pass rates in Gr. 9 to 11 mathematics are consistently lower 

than all other subject areas and 3 math credits are a graduation 

requirement 


• Teacher capacity in knowing and learning mathematics for teaching 

• Pathway choices by students/parents 

• The role of school and system leadership in mathematics: Principal learning teams, networking and support 

• System-wide understanding of high-yield strategies for teaching and learning mathematics that impact student 

achievement 

• Tracking and monitoring of students 

• Student engagement and the use of technology 

• K-12 numeracy: cross-curricular implementation 

• Professional development needs for teachers in knowing and 

learning mathematics for teaching 

SMART Goals: 

Primary: 

By June 2013, 77% of all Gr. 3 students will achieve the provincial 

standard on the EQAO Primary Mathematics Assessment. This 


Sub Goals: 

• 15% of Gr. 3 students will achieve level 4. This represents a rise of 


• 40% of Gr. 3 students with special education needs will achieve the 

provincial standard. This represents a rise of 2% from the current 

38%. 

Junior: 


standard on the EQAO Junior Mathematics Assessment. This 


Sub Goals: 

• 16% of Gr. 6 students will achieve level 4. This represents a rise of 


• 28% of Gr. 6 students with special education needs will achieve the 

provincial standard. This represents a rise of 2% from the current 

26%. 

EQAO Junior Student Questionnaire Results will not be available for 

2012-2013. This data should be considered for 2013-2014. 

I like mathematics, I am good at mathematics, I am able to answer difficult questions, I ask for help, I think about the 

steps I will use to solve the problem, Use of manipulatives 


Grade 9 Applied Mathematics 

By June 2013, 56% of all students in Gr. 9 Applied math will achieve the provincial 

standard on the EQAO Grade 9 Applied Mathematics Assessment. This represents 


Sub 

 

goals: 

• 50% of students with special education needs in Gr. 9 Applied math will 

achieve the provincial standard. This represents a rise of 3% from the 

 

current 47%. 

 

 

 

 

 

 

 

 

 

Grade 9 Locally Developed Math Course 

By June 2013, 78% of students enrolled in Grade 9 Locally Developed Mathematics 

Course will earn a credit as reflected in their final mark. This represents a rise of 10% 


Pass Rates in Locally Developed 

Gr. 9 Math 3 yr. Rolling Average 

Grade Grade 9 to 912 Locally Math Developed Courses Math Course 

By June 2013, 98% of grade 9 students enrolled in math courses will pass. This 

represents 


 

54% of grade 9 students enrolled in math courses will identify they are 

 

“intellectually engaged” as measured on the TTFM survey. This represents a rise 

 

of 2% Grade from 9 to the 12 Math current Courses 52%. 

 

94% 

of grade 10 students enrolled in math courses will pass. This represents a 

rise of 2% from the current 92%. 

 

 

48% of grade 10 students enrolled in math courses will identify they are 

 

“intellectually 

engaged” as measured on the TTFM survey. This represents a rise 

of 2% from the current 46%. 

 

96% 

of grade 11 students enrolled in math courses will pass. This represents a rise of 3% from the current 93%. 45% of grade 

11 students enrolled in math courses will identify they are “intellectually engaged” as measured on the TTFM survey. This 

 


 

 

53% of grade 12 students enrolled in math courses will identify they are “intellectually engaged” as measured on the TTFM 

survey. 

This represents a rise of 2% from the current 51%. 

 

 

 

 


Safe and Inclusive Schools 


• Tell Them From Me Survey data 

• Learning Skills and Work Habits 

Concerns: 

• Data from Grades 6-10 presented concerns regarding the decreased feelings of safety, belonging, advocacy, and increased reports of 

bullying behaviour. 

• Varying ability, at the school level, to drill down into their TTFM Data 

Elementary Students: 

• When asked whether they have someone at school that consistently provides encouragement and can be turned to for 

advice, 5.2/10 elementary students said that they did. 

• 85% of elementary students feel accepted and valued by their peers and by others at their school. 

• When asked to report on their feelings of safety at school, 90% elementary students 

reported feeling safe. 

• 23% of elementary students report experiencing moderate to severe bullying in the 

month prior to answering the TTFM survey. 

Secondary Students: 

• When asked whether they have someone at school that consistently provides 

encouragement and can be turned to for advice, 2.5/10 secondary students said that 

they did. 

• 74% of secondary students feel accepted and valued by their peers and by others at 

their school. 

• When asked to report on their feelings of safety at school, 8.2/10 secondary students 

reported feeling safe. 

• 18% of secondary students report experiencing moderate to severe bullying in the 

month prior to answering the TTFM survey. 


• Strategic and intentional school and classroom focus on creating safe, caring, and 

inclusive learning environments as the foundation of their work. 

• Teachers’ holistic knowledge and understanding of their learners. 

• Effective use of strategies that build safe, caring, and inclusive learning 

environments. 

• Using multiple sources of data to identify which students do not feel they have an 

advocate at school, who do not feel safe, and do not have a sense of belonging in 

their school community. 

• Strategic response plan when we do know which students are in need of support 

• Explicit teaching of the skills required to contribute to safe, caring, and inclusive 

learning environments (e.g., conflict resolution skills, self-regulation, social skills, 

collaboration). 

• Professional learning and resources to support teachers in acquiring the skills and 

strategies that will help them to know, understand and use practices that build safe, 

caring, and inclusive environments within the context of their programs/courses 

SMART Goals: 

By June, 2013: 

Elementary Students: 

• 87% of elementary students will report “a positive sense of belonging” as measured on 

the Tell Them From Me survey. This represents a rise of 2% from the current 85%. 

• 93% of students will report they “feel safe at school” as measured on the Tell Them 

From Me survey. This represents a rise of 3% from the current 90%. 

• All students will obtain a score of 5.6/10 on the Tell Them From Me survey measure of having “someone at 

school that consistently provides encouragement and can be turned to for advice”. This represents a rise of 

0.8/10 from the current 4.8/10. 

• 21% of students will report they have “experienced bullying in the month prior” to participating in the Tell 

Them From Me survey. This represents an increase of 2% from the current 23%. 


Secondary Students: 

• 75% of students will report a positive sense of belonging on the Tell Them From Me survey. This represents a 


• 88% of students will report they “feel safe at school” on the Tell Them From Me survey. This represents a 


• All students will obtain a score of 2.9/10 on the Tell Them From Me survey measure of “having someone at 

school that consistently provides encouragement and can be turned to for advice”. This represents a rise of 

0.4/10 from the current score is 2.5/10. 

• 17% of students will report they have “experienced bullying in the month prior” to participating in 

the Tell Them From Me survey. This represents an decrease of 2% from the current 19%. 


Pathways 

Data: 

• TTFM - relevance, valuing school outcomes 

• Learning Skills and Work Habits – Self Regulation, Initiative 

• Credit Accumulation 

Concerns: 

• Student engagement as reflected TTFM is 50% – motivation and interest in the learning and the Learning 

Skill and Work Habits – Initiative 

• Learning Skills trends 

• Student involvement in setting goals, reflecting on strengths and needs, interests, planning for improvement – 

Learning Skills and Work Habit – Self-regulation 

• Students not planning to complete high school – 18% of all students, 15% of females, 21% of males 

• Approximately 20 % of students are not on track to graduate as measured by Grade 10 credit accumulation 

• School Self-Assessment evidence is focused on grade 9 and 10 data, need more evidence with respect to 

students in grades 11 and 12 


• The extent we explicitly teaching Self Regulation 

• The value placed on learning skills in intermediate and senior grades 

• Understanding of what self-regulation looks like for students at different ages and stages 

• The link between self-regulation and achievement 

• Students’ perception of the relevance in the work they are doing 

• Contextual learning activities consistently applied in the program planning cycles for learning to engage 

students in making real world connections and greater awareness of careers associated with the learning in 

the classroom. 

• Student engagement in the co-construction of success criteria to promote clarity of the learning goals and 

expectations, improved decision-making and goal setting. 

• Understanding that differentiated instruction and student voice are embedded in instruction, assessment and 

learning cycles 

Smart Goals 

By June 2013, 

• 81% of grade 10 students will have accumulated 16 

credits by the end of grade 10. This represents an increase 

of 0.4% from the current 80.6%. 

• 70% of grade 10 students will indicate that they value 

school outcomes as measured by the TTFM survey. This 

represents a 2% increase from the current 68%. 

• 63% of grade 11 students will indicate that they value 

school outcomes as measured by the TTFM survey. This 

represents a 2% increase from the current 61%. 

• All secondary students will obtain a score of 6/10 on the 

Tell Them From Me survey measure of Relevance. The 

current score is 5.7/10. 

• 76.5 % of all students from grade 1 through 12 will achieve good or excellent on the Self- 

Regulation achievement on the Final Report card. This represents a rise of 1.9% from the current 

74.6% 


Targeted Evidence-Based Strategies/Actions 

If we implement the following practices in every school, every classroom, for every student we believe we will improve 

student achievement and engagement. These actions will improve the goals of Literacy, Numeracy,Safe & Inclusive Schools 

and Pathways for every student. 

Component #3 – Assessment and Evaluation Component #2 – Instructional Leadership 

(HDSB Expected Practices) 


OR 

OR 

Component #1 –Assessment for, as and of Component #2 - School and Classroom 

Learning(School Effectiveness Framework) Leadership (School Effectiveness 

Framework) 

Indicator 1.1 - Students and teachers 

share a common understanding of the 

learning goals and related success 

criteria. 

Indicator 1.2 - During learning, 

students receive ongoing, descriptive 

feedback based on the success criteria 

from the teacher and from peers. 

Indicator 1.3 - Students are taught, and 

regularly use self-assessment skills to 

monitor their progress toward 

achieving learning goals, and to set 

their own learning goals within the 

context of the Ontario curriculum and/ 

or Individual Education Plan (IEP). 

Indicator 1.4 - Assessment tasks are 

aligned with the curriculum, 

collaboratively developed by teachers 

and the resulting demonstrations of 

student learning analyzed to ensure 

consistency with success criteria. 

Indicator 1.5 - A variety of valid and 

reliable assessment data is used by 

students and teachers to continuously 

monitor learning, to inform instruction 

and assessment and to determine next 

steps. 

Indicator 1.6 - Assessment of learning 

provides evidence for evaluating the 

quality of student learning at or near 

the end of a period of learning. 

Indicator 1.7 - Ongoing 

communication is in place to allow 

students, teachers and parents to 

effectively monitor student learning. 

Indicator 2.1 - Collaborative 

instructional leadership builds 

capacity to strengthen and enhance 

teaching and learning. 

Indicator 2.2 - Processes and 

practices are designed to deepen 

content knowledge and refine 

instruction to support student 

learning and achievement. 

Indicator 2.3 - Organizational 

structures are coherent, flexible and 

respond to the needs of students. 

Indicator 2.4 - Job-embedded and 

inquiry-based professional learning 

builds capacity, informs instructional 

practice and contributes to a culture 

of learning. 

Indicator 2.5 - Staff, students and 

school community promote and 

sustain student well-being and 

positive student behaviour in a safe 

and healthy learning environment. 

Components #1 – Student Learning and 

Achievement & Component #4 – Curriculum 

and Instructional Strategies 


OR 

Component #4 - Curriculum, Teaching and 

Learning (School Effectiveness 

Framework) 

Indicator 4.1 - A culture of high 

expectations supports the belief that all 

students can learn, progress and 

achieve. 

Indicator 4.2 - A clear emphasis on high 

levels of achievement in literacy and 

numeracy is evident throughout the 

school. 

Indicator 4.3 - Teaching and learning 

incorporates 21st Century content, 

global perspectives, learning skills, 

resources and technologies. 

Indicator 4.4 - Learning is deepened 

through authentic, relevant and 

meaningful student inquiry. 

Indicator 4.5 - Instruction and 

assessment are differentiated in 

response to student strengths, needs and 

prior learning. 

Indicator 4.6 - Resources for students 

are relevant, current, accessible and 

inclusive. 

Indicator 4.7 - Timely and tiered 

interventions, supported by a team 

approach, respond to individual student 

learning needs. 


CROSS PILLAR 

Resources 

Professional Learning 

If we use the following resources we will make progress towards If we participate in the following professional learning we will 

the achievement of our actions and goals. These resources will make progress towards the achievement of our actions and goals. 

support the goals of Literacy, Numeracy, Safe & Inclusive These learning opportunities will support the goals of Literacy, 

Schools and Pathways for every student. 

Numeracy, Safe & Inclusive Schools and Pathways for every 

student. 

• Growing Success 

• School Effectiveness Framework Resources 

• LNS Resources aligned to School Effectiveness 

Framework 

• Job-embedded professional learning includes co-planning, 

co-learning, and the collaborative analysis of student work to 

inform next steps to improve student achievement and 

engagement (e.g., Coaches, Learning Resource Teachers, 

School divisions/grade teams/subject departments) 

• Assessment, Evaluation and Reporting GAINS 

(Growing Success resources and professional learning) 

• Professional Learning Cycles (Plan, Act, Observe, 

Reflect) 

• TLCP Monograph 

• Collaborative Teacher Inquiry 

• Student Inquiry Monograph 

• Learning for All 

• ELL GAINS 

• Kindergarten GAINS 

• Re-engagement Strategy 

• Ontario Education Resource Bank (OERB) 

• Student Success Differentiated Instruction Professional 

Learning Strategy 

• Accessibility for Ontarians with Disabilities Act (AODA) 

• Monthly Elementary Administrator School Program 

Update 

Human 

School Leadership Teams 

Instuctional Program Leaders, Consultants, Coordinators, 

Student 

Services Area Managers 

• School-based Inquiry Learning (e.g., Teacher Inquiry, 

Student Inquiry, T-LCP, and/or Professional Learning Cycles) 

• School-based Staff Learning 

• School Program staff work in schools with administrators, 

school leadership teams and teachers to provide 

differentiated professional learning opportunities in response 

to the goals/needs of individual schools identified through 

the School Self-Assessment and School Improvement 

Planning processes 

• Ministry Inquiry Initiative networks (e.g., Collaborative 

Inquiry in Learning Mathematics, Early Primary Years 

Collaborative Inquiry, Assessment for Learning 

Collaborative Inquiry, Middle Years Collaborative Inquiry, 

Adolescent Literacy, OFIP, SIM, etc.) 

• District Review Professional Development (Jan/Mar) 

• Family of Schools System Learning: 

October: Bring I.T./e-learning 

November: Numeracy/Mathematics 

January: Improvement Planning/SIPSA Monitoring/Safe & 

Inclusive Schools 

February: Mental Health 

March: Improvement Planning and SSAs 

April: Numeracy/Mathematics 

• Family of Schools self-directed professional learning 

• New Teacher Induction Program Mentoring and Networks 

• Administrator Mentoring and Networks 

• Building Leadership and Learning Capacity series 

Presenters: Dr. Douglas Willms, Mawi Asgedom 

Student Success Teachers (7-12) 

Special Education Resource Teachers 

ESL Teachers 

Growing Success Subject Councils (9-12) 

HDSB Board Improvement Plan for Student Achievement (K - 12) Page 13

Resources 

If we use the following resources we will make progress towards the 

achievement of our actions and goals. These resources will support the goals of 

Literacy, Numeracy, Safe & Inclusive Schools and Pathways for every student. 

• HDSB Reading brochure –Every Student Can Learn to Read 

• HDSB PM Benchmark/DRA Administration Cards 

• The Art of Guided Reading (HDSB video) 

• Literacy Place (primary), Literacy In Action (junior), Nelson 

Literacy (intermediate), Envol (primary), Litteratie en Action 

(4-8) 

• HDSB resource – Linking Literacy Place and EQAO 

• HDSB resource – Linking Literacy in Action and EQAO 

• RAZ kids (primary reading on-line resource) 

• Book Flix 

• Book Flood (Independent Reading Texts ENG 1P/1L/2P/2L) 

• E-Learning/Blended Learning courses 

• Multi-cultural Collection (FDK CHATT conference) 

• Lexia Program (self-contained LD classes) 

Ministry 

• Guides to Effective Literacy Instruction (primary, junior) 

• Primary Reading Discussion Paper (webcast) 

• eWorkshop (primary/junior English; primary French Immersion) 

• Literacy GAINS (Grades 7 – 12) 

• Think Literacy Library (Grades 7 – 12) 

• Adolescent Literacy Guide 

• A Guide to Reflective Practice (Core French) 

• Prologue (French Immersion and extended French) 

• Supporting Boys’ Literacy 

• Summary of Results and Strategies for Teachers (EQAO Primary 

and Junior Divisions) 

• EQAO Educator Resources (Gr. 3, 6, 10) 

• Reading and Writing with Your Child Parent Resource 

Human 

• Itinerant Resource Teacher: Assessment (K-2) 

• Learning Resource Teachers (K-2) 

• Literacy Coaches (9 – 12) 

Resources 

• Pathways Planner (grades 7 and 8) 

• MyBlueprint Education planner 

• School to Career 

• Pathways Program Option Resource 

• Guide to Secondary School 

• Pathways, Programs and Initiatives 

• Halton Industry Education Council (HIEC) 

• Integrated Learning in the Classroom 

• Integrated Curriculum: Increasing relevance while 

maintaining accountability 

• Choices into Action 

• Student Success Differentiated Instruction Professional 

Learning Strategy 

LITERACY 


If we participate in the following professional learning we will make progress 

towards the achievement of our actions and goals. These learning opportunities 

will support the goals of Literacy, Numeracy, Safe & Inclusive Schools and 

Pathways for every student. 

• Literacy Institutes for Elementary Teachers – learning series 

focused on Running Records, Miscue Analysis and responsive 

targeted guided instruction in primary literacy 

• Elementary Administrator Literacy Learning Team – series 

focused on 13 Parameters: A Literacy Leadership Toolkit to 

support administrators in leading literacy in their school 

• PM Benchmark/DRA Workshops – administration of diagnostic 

assessments 

• Learning Resource Teachers (32 schools) – build capacity in 

effective literacy instruction/intervention in K-2 classrooms 

• Levelled Literacy Intervention Network – implementation sessions 

for administrators/LRTs (10 schools) and School Program staff 

• Study Work Study teachers – ongoing collaborative analysis of 

students at work with classroom teachers (primary literacy) 

• System Implementation and Monitoring (SIM) Primary Literacy 

Networks – focus on the use of data to identify learning needs for 

small group instruction (e.g., Running Records, observation of 

reading behaviours); the four roles of the literate learner; flexible, 

small grouping to differentiate instruction to support student 

learning 

• System Implementation and Monitoring (SIM) French Immersion/ 

English networks – co-planning cross curricular big ideas; 

implementation of literacy strategies to develop thinking and 

accountable talk; teachers will collect and analyse evidence in 

assessment for and as learning to inform instruction 

• Literacy Coaches (9-12) – collaborative learning, co-planning 

and/or co-teaching to inform instructional practices to meet the 

needs of students 

PATHWAYS 


• Boys’ Writing Achievement and Engagement Inquiry – 

Non-fiction reading and writing, Information, 

Communication Technology 

• 7-12 Inquiry Projects – continued focus on Assessment for, 

as and of Learning in-services – focus on student knowing 

themselves as learners and building self-efficacy 

• Contextualized Learning Professional development 

• Teacher training to support skills development (e.g., kiln, 

wood shop, NTIP, community connections) 

• Classroom health and safety training (e.g., design and 

technology) 


Resources 

If we use the following resources we will make progress towards the 

achievement of our actions and goals. These resources will support the goals of 

Literacy, Numeracy, Safe & Inclusive Schools and Pathways for every student. 

• HDSB Overall Expectation Continuums (K-8) 

• HDSB resource – Linking Core Resources and EQAO 

• HDSB Numeracy Strategy 

Ministry 

• Guides to Effective Instruction in Mathematics (K-6) 

• Math GAINS (K-12) 

(e.g., curricular continuums, mathematical processes resources) 

• Targeted Implementation and Planning Supports (Gr. 7-12) 

• Paying Attention to Mathematics 

(7 Principles for Improvement in Mathematics, K-12) 

• K-12 Supporting Numeracy 

• Literacy and Numeracy Secretariat Math Resources 

• Gap Closing Junior/Intermediate: (Number Sense) 

• Gap Closing Intermediate/Senior (Number Sense and Algebra) 

• Summary of Results and Strategies for Grade 9 Mathematics 

• Summary of Results and Strategies for Teachers (Primary and 

Junior Divisions) 

• EQAO Educator Resources (Gr. 3, 6, 9) 

• On-line Math Homework Help (Gr. 7-10) 

• Licensed software (e.g., Fathom, Tinkerplots, Geometer’s 

Sketchpad), 

• Statistics Canada Learning Resources 

• Doing Math with Your Child Parent Resource (K-6) 

Human 

• Math Coaches (Gr. 4-10) 

• Student Work Study Teachers (junior) 

Resources 

• Promoting Positive School Climate: A Resource for Halton 

Schools 

• EQUITY Continuum 

• Bullying Prevention and Intervention, Guide & Brochure 

• Equity through Inclusion: An Administrator’s Handbook 

• Equity through Inclusion: An Educator’s Handbook 

• English Language Learners with Special Education Needs 

• Aboriginal Perspectives: A Guide to the Teacher’s Toolkit 

• A brief Guide to Understanding Aboriginal Cultures in Schools 

Human 

• Safe Schools Action Teams/Advisory Group 

• Safe Schools Social Workers, Child and Youth Counsellors, 

School-based Social Workers (9-12) 

• Developmental Assets Trainers 

• HMC Youth Settlement Workers 

• ABA Facilitators 

• Public Health Nurse/Mental Health Liaison Nurse 

• Mental Health Lead 

• Interpreters 

• Elders/Aboriginal Education Advisory Committee 

• ESL Advisory Team 

NUMERACY 


If we participate in the following professional learning we will make progress 

towards the achievement of our actions and goals. These learning opportunities 

will support the goals of Literacy, Numeracy, Safe & Inclusive Schools and 

Pathways for every student. 

• Numeracy Learning Networks - 

Early Primary Collaborative Inquiry (Primary) 

Collaborative Inquiry in Learning Mathematics (Junior) 

System Implementation and Monitoring (SIM – Junior) 

Middle Years Collaborative Inquiry in Mathematics 

Focus of Learning will be to: 

→ 

→ 

→ 

→ 

Safe & Inclusive Schools 

improve student achievement in mathematics, 

promote positive attitudes toward mathematics, 

build capacity in understanding learning mathematics for 

teaching, and/or 

identify and implement effective mathematics instruction. 

• Math Coaches (4-12) - build shared understanding of effective 

mathematics instruction; design a responsive mathematics learning 

environment; provide assessment and evaluation in mathematics 

that supports student learning; facilitate access to mathematics 

learning resources 

• Elementary Administrator Numeracy Learning Team – 5 Part 

Series to build understanding of effective mathematics instruction; 

professional learning in mathematics; facilitate access to 

mathematics learning resources; coordinate and strengthen 

leadership in mathematics 

• Study Work Study teachers (15 schools) – ongoing collaborative 

analysis of students at work with junior classroom teachers 

• Family of Schools Learning sessions K-12 – areas of focus: 

Intervention, Resources, Administrator Look Fors, integrating 

Technology, developing content knowledge for teaching and 

learning mathematics 

• Numeracy Institutes for Elementary Teachers – 5 part series to 

support development of knowing and learning mathematics for 

teaching: developing teacher pedagogical content knowledge and 

understanding how students learn mathematics 

• System-wide Numeracy PA Day – choice of professional learning 

resources provided to schools to support school numeracy learning 


• Instructional program leaders support the School Improvement 

Planning needs analysis, goals and action plans (e.g., ELL, FNMI, 

LGBT, SES) 

• School teams use professional learning cycles/TLCPs to provide 

engaging and relevant tasks which provide opportunity for student 

voice, inclusive and equitable learning environments, fair and 

equitable assessment and evaluation tools 

• Training in Collaborative Problem Solving and Restorative 

Practices 

• Safe Schools workers provide support for Developmental Assets 

• Data analysis of Tell Them From Me Survey – use of research 

associated with the findings 

• Mental Health Awareness Training 

• Violent Threat Risk Assessment 

• Police/School Board Protocol Training 

• Accessibility Awareness 

• Equity and Cultural Proficiency 

• GSA and Elementary Pride 

• Newcomer Strategy 

• Aboriginal Perspectives 

• Nutritional Standards 

• Equity Lenses 

HDSB Board Improvement Plan for Student Achievement (K - 12) Page 15

Community Engagement 

If we engage our community partners in supporting our improvement 

plans we will make progress to the achievement of our actions and 

goals. 

Communicating 

• School Improvement Plan (SIP) is shared with School Council 

• SEAC consultation 

• Websites: Board/School /Classroom, School to Career, Ontario 

Youth Apprenticeship Program, MyBlueprint Education planner 

• Parent/Student/Teacher Interview/Conferences 

• Program nights, Family Math/Literacy nights 

• Growing Success Parent communication e.g., “How to Read this 

Progress Report Card” Brochure 

• Supporting your Child's Learning through Assessment, 

Evaluation and Reporting– 20 languages 

• Interpreters available upon request 

• Transitions into school opportunities e.g., Kindergarten 

orientations 

• Student Agendas 

• Accessibility for Ontarians with Disabilities Act (AODA) 

Volunteering 

• Community volunteers are used effectively to support SIP goals/ 

actions 

• VEX, First Robotics, Skills Olympics etc. volunteers 

• ECO Schools 

Learning At Home 

• Learning opportunities, resources and supports are provided to 

help parents support student learning, parent-teacher-student 

communication 

• HDSB Homework Guidelines 

• Homework Help Line Grade 7 – 10 Mathematics 

• EQAO Parent Resources 

• LINK (Learn, Interface, Network & Knowledge) 

Decision Making 

• Parent surveys are used in the data analysis and needs assessment 

if available 

• Special Education on-line parent Survey 

• Pathways Program Information for Parents 

Collaborating with Community 

• Newcomer centers - partnership with Halton Multicultural Center 

and Youth Settlement Workers 

• Equity and Inclusive Education Advisory Committee 

• HDSB Bullying Prevention brochure 

• Halton Partners in Safe Schools – Halton Regional Police 

• Special Education Community consultation evening 

• ESL and IEP in-services for parents 

• Pathways information evenings 

• Parent Involvement Committee (PIC) conference 

• Halton Learning Foundation 

• Our Kids Network 

• Halton Food For Thought 

• Collaboration with local mental health agencies (SSLI) 

• Outdoor Education Advisory Committee 

• Conservation Halton 

• Royal Botanical Gardens 

• The Centre for Skills Development 

Parenting 

• SIP goals and actions are reflected in home communications such 

as newsletters, program nights, websites, student work 

displays) 

• Assist families in understanding child and adolescent development 

•Parent Involvement Committees 

•Assist schools in understanding/supporting families 

Monitoring 

If we engage in ongoing assessment and monitoring of our actions and 

goals we will improve students achievement and engagement. 

Ongoing 

• Principals use Planning Cycle data/TLCP data/ESAT data to 

inform progress towards the achievement of SIPSA goals 

• Classroom teachers use Planning Cycle data/TLCP data/Reading 

assessment data to inform instruction, progress towards 

achievement and next steps for continued improvement 

• Running Records are “10 days current” in primary classrooms 

• Data about professional learning are to ascertain impact on 

instructional capacity, student learning and professional learning 

needs (e.g., information is collected on professional learning 

supports provided to teachers the number of participating teachers, 

the impact on classroom instructional practice and the resulting 

growth in student achievement) 

• Student Self-Assessment, exit passes 

• Observation and documentation 

• Taking Stock - Student Success Tracking and Monitoring 

• Common Assessment Tool (Halton) 

• Ministry Assessment Tool for Board and School Improvement 

Planning 

• Department Self-Assessment (Secondary) 

• Surveys - student and teacher 

Fall 

• Evaluation of TTFM/EQAO goals/data 

•School Self-Assessments Analysis Reports released 

•September Family of Schools - identification of system Strengths/Next 

Steps from SSA System Analysis and School Improvement Plan 

Evaluations 

•Draft SIPSA development in schools and submitted to Superintendents 

(October) 

•Safe School Action Plans developed by each school (October) 

•Reading Data collected to inform instruction 

English: PM Benchmark (primary readers), DRA (junior/intermediate) 

French: GB Plus (primary), Lecture Rapide (junior/intermediate) 

•Data walls for monitoring student progress in reading 

•Superintendent of Schools visits include discussion of School 

Improvement Plans for Student Achievement 

•Progress Report data for elementary schools 

Winter 

•Family of Schools Administrator discussion, sharing and feedback of 

goals, actions and methods of monitoring 

•District Reviews (where applicable) 

•Achievement data and Learning Skills data from semester 1 reporting 

Spring 

•Schools use their Improvement Plan and SEF/HDSBExpected 

Practices to conduct a School Self Assessment 

•School Self Assessment submitted annually (May) 

•Superintendent of Schools visits include discussion of School 

Improvement Plans, School Self-Assessment/District Review Strengths 

and Next Steps 

•School Effectiveness Teacher and Parent/Guardian Survey 

•Tell Them From Me Survey 

•District Review (where applicable) 

•Reading Data collected to inform instruction 

English: PM Benchmark (primary readers), DRA (junior/intermediate) 

French: GB Plus (primary), Lecture Rapide (junior/intermediate) 

•Achievement Data and Learning Skills Data collected from semester 2 

reporting

hdsb bipsa 2012-2013 - Halton District School Board

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