2015–2018 strategic plan - bhncdsb.ca€¦ · effective literacy strategies across the...

BRANT HALDIMAND NORFOLK

Catholic District School Board

2015 – 2018

STRATEGIC PLAN

Excellence in Learning ~ Living in Christ

Act justly, love tenderly, walk humbly with your God. (Micah 6:8)

CATHOLIC FAITH FORMATIONn Catholic schools support the family and the parish in animating the Catholic faith of our students.n Catholic students and staff witness their faith through acts of justice in their community and in the global south.n CATHOLIC FAITH FORMATION – When we support the family and the parish in forming the faith of our students and we commit ourselves to the

principles of our gospel values, as expressed through the example of Catholic Social Teaching, we help to build the Kingdom of God.

GOAL INITIATIVES RANGE OF EVIDENCE TARGET

Improve our capacity to assist staff, families and parishes in animating the faith of our students.

Increase the emphasis on Catholic social teaching in terms of catechesis and service learning.

Praxis of Faith Series – integrate aspects of Praxis of Faith into the New Teacher Induction Program (NTIP) and Aspiring Catholic Leaders program.

Faith Day(s) and Professional Development opportunities regarding our Board spiritual theme, prayer practice and/or faith teaching.

Maintain, continue and enhance our practice of Christian Meditation and provide support to students bringing this practice into their homes.

Consult all schools via the school administrator(s) and staff leads to allow better understanding of the works of charity and justice that occur at them.

Develop core school-based social justice teams composed of a staff leader and approximately 5 student leaders (elementary) and approximately 10 student leaders (secondary). These teams will grow annually between 2016-2018.

Participation of adults including staff, parish priests, and community members.

Attendance, participation and/or voluntary sign-up of staff on Professional Development days.

Increased prayer practice in our classrooms as evidenced by student journals and testimonials.

Social Justice survey to collect school specific information.

School staff leaders will send the list of their social justice team to the Religion & Family Life Consultant.

Specific invitations annually to staff (targeting emerging leaders) and parishes.

Exit slips will indicate the experience was valuable and reached many staff members.

Christian Meditation will be practiced in all schools by 2018.

100% of schools will have completed the social justice survey by January 2016.

All schools will communicate this information by February 2016 and then in September of the subsequent years.


Improved educator understanding of newly released curriculum documents.

Annual Social Justice Formation Days that emphasize Catholic Social teaching through service learning will take place between 2016–2018.

Annual reporting of the school-based social justice team to their school communities and the Religion & Family Life Consultant.

Year 3 - BHN Faith in Action Celebration Day - ‘We Walk with Jesus’

Professional Development opportunities for junior, intermediate and secondary teachers around our Family Life and Religion curriculums, and the Health and Physical Education Curriculum.

Professional Development opportunities for elementary teachers to correspond with the Board purchase of the Religion program “Growing in Faith, Growing in Christ”. Emphasis on the ‘Living in Solidarity’ strand of the Religion Curriculum during this PD will enhance theological understanding of our Board spiritual theme.

Participation of all schools.

Development of framework to share the learning with their school community.

Collection of digital images, files etc., that share the story of the school social justice club. Might include school-based faith fair projects, newsletter articles, school assembly presentations, parish announcements, tweets or website posts.

Schools groups will participate with joy and enthusiasm and be moved to continue or increase the social justice work of their schools beyond the 3-year focus.

Teacher participation and exit slips.

Representatives from each elementary school will receive professional development on this resource by 2018.

Formation Days to take place during Lent. Exit slips will help determine next steps and focus moving forward.

School communities and the Catholic Education Centre will be better informed regarding the social justice work of all schools/the community as a whole, enabling us to share and celebrate our Catholic identity.

Catholic Social teaching will be vibrant and visible for the duration of this celebration day and will be shared with the BHNCDSB community.

Representatives from all schools will receive teacher professional development in this area by June 2016.

100% of teachers will use this program when it is purchased for their grade level.

Some teacher emphasis on the ‘Living in Solidarity’ strand through school Faith Fairs (elementary).

CATHOLIC FAITH FORMATION


Strengthen relationships across the entire Catholic community.

Professional Development opportunities for secondary religion teachers pending the release of the revised secondary religion curriculum document. The Secondary Religion Advisory Committee will develop a strategy for this work in consultation with their departments.

Intentional planning (by the school) to invite local Priests/parishioners and Catholic service organizations to attend the faith fair (elementary) or other relevant event (all schools).

Communication to local parishes and Catholic Service organizations regarding Board-based initiatives (e.g., school social justice clubs) for awareness purposes and possible collaboration opportunities.

Teacher classroom practice will reflect the revised curriculum.

School newsletters or websites, parish bulletins and data collection (e.g., photographs, guest book).

Information updates to board- based groups and School-Parish bulletin or newsletter announcements.

Representatives from each secondary school will receive professional development on this resource by 2018.

Improvement of communication/relationship between schools, parishes and Catholic Service organizations.

CATHOLIC FAITH FORMATION

STUDENT ACHIEVEMENTn Our Catholic schools’ student achievement results consistently perform amongst the best in the province.n Our Catholic schools integrate technology into the classroom to improve efficiency, critical thinking and collaboration for all students..n IMPROVING STUDENT ACHIEVEMENT – Knowing our Learners – When we know, understand and respond to the unique learning needs using

assessment-rich learning, we can respond to the individual needs of our students and improve their outcomes.


Improve achievement for all students in literacy and mathematics.

School-based teams of K-3 educators will engage in Collaborative Inquiry regarding the transition from Kindergarten to Early Primary, with a focus on embedding effective literacy strategies across the curriculum.

Teachers new to Grades 1-6 will receive in-servicing on effective instructional practices to promote student success in literacy and mathematics.

Teams of teachers of Grades 7 to 10 within a secondary family will engage in Collaborative Inquiry regarding effective literacy instruction in the intermediate years.

Teams of teachers from various disciplines in Grades 9 and 10 will engage in Collaborative Inquiry regarding effective literacy instruction across various content areas with a focus on supporting students studying at the Applied level.

Pre- and Post-assessment data of students participating in Collaborative Inquiries.

Teacher observations and exit surveys will be gathered to monitor effectiveness of Collaborative Inquiries.

Principals will monitor effective literacy and numeracy instruction in their schools and share evidence during Superintendent visits.

All School Improvement Plans include specific goals and strategies relating to literacy and numeracy. Superintendents monitor the implementation of SIP strategies during school visits.

All school-based professional learning is structured in the Plan-Act-Observe-Reflect model of professional learning, driven by evidence of student learning need, and monitored by teachers, principal and superintendent.

78% of Grade 3 students will achieve level 3 or above in Reading on EQAO.

83% of Grade 3 students will achieve level 3 or above in Writing on EQAO.

83% of Grade 6 students will achieve level 3 or above in Reading on EQAO.

82% of Grade 6 students will achieve level 3 or above in Writing on EQAO.

65% of first-time eligible students studying at the Applied level will successfully complete the OSSLT.

71% of Grade 3 students will achieve level 3 or above in Mathematics on EQAO.

60% of Grade 6 students will achieve level 3 or above in Mathematics on EQAO.


School-based teams of K-3 educators will engage in Collaborative Inquiry regarding the transition from Kindergarten to Early Primary, with a focus on effective mathematics instruction in the primary years.

Teams of teachers of Grades 4-6 from across schools will engage in six-week cycles of learning regarding a specific content area and effective pedagogy in mathematics.

Teachers of Grade 9 Applied mathematics will engage in Collaborative Inquiry with a focus on effective assessment strategies to improve student learning in mathematics.

Teams of teachers of Grades 7-10 within a secondary family will engage in Collaborative Inquiry regarding a specific content area and effective pedagogy in mathematics.

The district will offer the Mathematics ABQ Program for teachers in keeping with the work of the student achievement team.

The district will offer system-wide professional development days devoted to mathematics teaching/learning.

The district will recruit candidates for teaching in our district with a background in mathematics.

Report Card Data

EQAO

67% of Grade 9 students studying at the Applied level will achieve level 3 or above in Mathematics on EQAO.

STUDENT ACHIEVEMENT


Improve the capacity of teachers and principals to lead improvements in assessment and instructional practices.

Increase the use of problem solving, critical thinking, collaboration, communication, creativity, entrepreneurialism, technology competencies in teaching and learning across the district.

Principal Learning Teams will engage in professional learning regarding their identified needs in leading, implementing and monitoring strategies to improve student learning in literacy and numeracy.

Principals will engage in professional learning regarding their identified needs in mathematics knowledge for teaching.

Each school will identify a goal for Student Achievement in Literacy and Numeracy as part of the School Improvement Plan and will engage in professional learning necessary to reach the goal.

21st century fluencies and technology will be meaningfully integrated across the curriculum to enhance student learning in the context of our Catholic Faith, through both the Transforming Learning Project and the Bring Your Own Device (BYOD) initiative.

A team of teachers of Grades 7 and 8 will work collaboratively to develop and pilot contextual learning activities that meaningfully integrate robotics with other curriculum areas in Grades 7 and 8.

School-based research projects that encourage the development of 21st century skills will be supported by the District [e.g., Effective Schools Innovation Projects (ESIP)].

Principal self-assessments will be completed at the end of every professional learning cycle and tracked to monitor progress in principal professional learning.

Superintendents will monitor the implementation of School Improvement Plan strategies during school visits.

Teacher self-assessments will be completed at the end of every professional learning cycle and tracked to monitor progress in teacher professional learning.

Classrooms participating in the Bring Your Own Device (BYOD) initiative will complete both teacher and student self-assessments and reflections to monitor the impact of the project in enhancing student learning and teacher practice.

Staff and students will self-report their use of technology in the classroom through district surveys.

Principals will report increased capacity in leading improvements in assessment and instructional practices.

Teachers participating in system projects will report increased capacity in leading improvements in system projects.

All elementary schools will have participated in at least one cycle of professional learning in mathematics through the CIL-M (4-6) model.

Feedback from surveys will demonstrate increased access and experience among teachers and students in using technology to improve learning.

STUDENT ACHIEVEMENT


Increase access to a wide variety of learning experiences and opportunities for self-reflection and goal setting in order to prepare students to make informed choices that best suit their unique talents, interests and abilities.

Each school will develop and maintain a school pathways team which will work to ensure that education and career / life planning initiatives are integrated within the broader school culture.

Each student will develop and maintain the All About Me Portfolio (K-8) or the Individual Pathways Plan (9-12) and demonstrate how they have used their portfolio to engage in self-reflection and goal setting.

Student exit surveys will be completed by all students in Grades 8 and 12 at the end of 2015-16.

Principals will monitor the development and use of the Pathways portfolios from K-12.

All schools will use their student exit survey results to establish priorities for the coming year in improving students’ abilities to self-reflect and set appropriate goals.

All students will have developed and maintained a Pathways Portfolio.

STUDENT ACHIEVEMENT

SAFE AND ACCEPTING SCHOOLSn Parents, students and staff work together to make sure Catholic schools are safe places to learn.n Catholic students feel welcome and included at school.n DEVELOPING SAFE AND ACCEPTING SCHOOLS – When we foster positive relationships that emphasize mutual respect, understanding,

and trust, we are able to improve the cohesion of our community.


Enhance inclusive school environments that support positive mental health.

Continue to provide ongoing mental health literacy training to administrators, educators and support staff. Staff will attend presentations on Mental Health and Well-Being (Secondary PA days, system-wide PD day).

Each school will have a Mental Health Champion and a Mental Health Leadership Team consisting of staff, parent and student voice.

Staff and students to participate in activities at school and/or community which promote mental wellness and aid in removing the stigma of mental illness.

School Mental Health Leadership Teams to be established and charged with developing mentally-healthy school plans in conjunction with School Improvement Plan for Student Achievement.

Participation in Mental Health Week activities aligned with Catholic Education week, e.g., “chalk ‘n talk”.

Survey to assess pre/post mental health literacy levels.

Utilize school climate surveys – online public participation.

Digital documentation.

Schools are alive in the spirit of the theme and they communicate through various media

By the end of 2016, establish a baseline understanding of mental health literacy for staff.

Feedback from 2016 school climate surveys will reflect a developing understanding of Mental Health and Wellness.

Participation numbers tabulated by community partners.

Improved attendance rates and decreases in incidents of bullying.

By 2018, increase attendance rates of students who present with Mental Health challenges.

By 2018, enhanced student understanding of social emotional learning and self- regulation strategies reflected in improved learning skills.


Improve policies and procedures to have an impact on safety in schools and improve training for students, staff and leaders in the area of safe and accepting schools.

Improve the communication of initiatives and supports that are in place to ensure student safety.

Enhance and increase availability of evidence- informed classroom resources, i.e., Restorative Practices, Social Emotional Learning, Self-Regulation, Roots of Empathy.System review and implementation of revised Student Behaviour, Discipline and Safety Policy and Administrative Procedure.

Create a District Safe and Accepting Schools Committee to provide direction to schools anddevelop/implement a cohesive District Safe and Accepting Schools Plan (DSASP).

Develop a system training plan for the Respect in School Program as a tool for providing research-based training to address bullying, harassment, and discrimination in our schools

Schools will develop Safe and Accepting Schools plans that align with the Board’s Spiritual Theme and the Religion and Family Life curriculum.

Parents, staff and students complete the Safe and Accepting Schools climate survey.

Schools will communicate to families through newsletters, school websites, board website and twitter, learning opportunities that highlight safe and accepting schools.

Principals demonstrate awareness and understanding of the new policy.

Principals demonstrate awareness and understanding of the new policy.

Employees complete the Respect in School training modules.

Aligned Safe and Accepting Schools plans are developed in all schools.

Results of the school climate survey.

Digital documentation is shared monthly based on focus area.

For 2015-16, revised policy is reviewed and implemented in all schools.

For 2015-16, the DSASP is developed and communicated.

By 2018, Respect in School training program is accessible to all employees through the portal for the purpose of training.

For 2015-16, all schools have developed Safe and Accepting school plans.

2016 school climate survey results are analyzed to identify areas of success, concern, and next steps.

SAFE AND ACCEPTING SCHOOLS

COMMUNICATION AND COMMUNITY ENGAGEMENTn Catholic schools are always willing to assist – when someone needs help, there is always a friendly person who cares for them.n Parents see that good things are going on in our Catholic schools – they use social media and web-enabled communication to stay close to the action.n COMMUNICATING EFFECTIVELY – When we communicate effectively to our internal and external stakeholders, we enhance the engagement of our

community which improves our ability to generate support for our system.


Increase our profile in the community.

Improve awareness of the good things happening in our schools.

Improve customer service perceptions in our community.

System advertising will transition from simple print ads to a comprehensive digital media campaign.

The standardized ‘Guide for Parents’ project will extend to other major departments/areas of the Board.

Testimonials will be used to highlight and inform the community.

Students and staff will visually represent and be the ambassadors of our Catholic system.

Staff will receive in-servicing on effective customer service practices.

Schools and the Board will work collaboratively to inform and support initiatives of local Catholic service organizations.

Data of multiple campaigns will be collected and analysed.

Staff will monitor the use of the new guides as a resource and reference.

Staff will monitor the development of testimonial use.

Staff will monitor the implementation of new visuals.

Supervisors will monitor service levels and parent/community satisfaction.

Staff will monitor the implementation of the information sharing strategy.

The majority of system initiatives are identifiable in social media and online spaces.

Feedback from surveys will demonstrate comprehensive and informative publications.

The Catholic community will report increased knowledge of events and success stories.

The Catholic community will report the ability to easily identify the many faces of our Catholic system.

Feedback from surveys will demonstrate that customer service levels are above average.

Local Catholic service organizations will report an increased sharing of information and feeling of support.


Parents, staff, and students will share their perception of safety, safe and accepting schools, and program priorities.

Schools and the Board will saturate websites with usable, manageable and informative content.

Provide information via technology that enables parents to choose a preferred method of communication.

Online public participation initiative (school climate surveys).

Supervisors will monitor the development of the websites.

Staff will monitor the rate of subscriptions and profile activity (Synervoice Web Application).

Feedback from public participation initiative will demonstrate safe, inclusive and innovative programs.

Feedback will demonstrate improved access to information and user experience.

Feedback from parents will demonstrate increased perception of services pertaining to communication.

COMMUNICATION AND COMMUNITY ENGAGEMENT

BRANT HALDIMAND NORFOLK

Catholic District School Board

Excellence in Learning ~ Living in Christ

BRANT HALDIMAND NORFOLK CATHOLIC DISTRICT SCHOOL BOARD322 Fairview Drive, P.O. Box 217Brantford, ON N3T 5M8

T 519.756.6369E [email protected]

www.bhncdsb.ca

Motto:

Excellence in Learning - Living in Christ

Spiritual Theme:

Act justly, love tenderly and walk humbly with your God.

Core Values:

We respect the dignity of the human person, created in the image and likeness of God.We exercise a preferential option for the poor (financial, intellectual, social and spiritual).We continually strive to deepen our relationship with God and one another.

2015–2018 strategic plan - bhncdsb.ca€¦ · effective literacy strategies across the...

Documents