expected outcomes timelines

Excellence in Teaching and Learning Well-being Community Equity, Diversity and Inclusion

RESPONSIBILITY: John Playford Superintendent of Education/Alternative and Continuing Education

GOAL Establish community hubs that provide a full suite of programs and services to house adult and continuing education and the new alternative school model

ACTIONS Co-locate alternative school sites with adult and continuing education sites where viable Build partnerships with service providers to improve wraparound services and programs Leverage resources to find synergies and opportunities for improved coordination of services Promote lifelong learning with partners to better serve and respond to community needs Host Supervised Alternative Learning (SAL) meetings at the SCDSB community hub sites to better support

transition

EXPECTED OUTCOMES TIMELINES SCDSB community hubs provided in 11 communities in Simcoe County Community hub supporting 12-month educational programming, which may include

parenting workshops, international and Indigenous languages for elementarystudents, adult English as a Second Language (ESL), adult Indigenous languages,night and summer school, adult day school, adult upgrading and more

Improving wraparound services and programs to support the learner and theirfamily based on community need and partners established

Contribute to the vitality of communities and support the development of a highlyskilled work force and lifelong learning

2018-22

PROGRESS TO DATE Simcoe Shores Secondary School (SSSS) and continuing education co-located locations of Midland and

Wasaga Beach and the SSSS location at Barrie South are fully operational as of January 2021 Alliston, Midland and Collingwood centres reside in same location as community support services SAL meetings were moved to virtual delivery to support students and their families during COVID-19 SAL meetings will remain virtual on a permanent basis and will include oversight from the superintendent of

education responsible for this portfolio

1



GOAL Promote, support and expand the blended and eLearning opportunities to support teaching and learning in a technology-driven global society

ACTIONS Implement Desire 2 Learn (D2L) into alternative outreach program to support blended learning for students Support the implementation of the Ministry of Education graduation requirement for a minimum of two

eLearning courses In partnership with the program department and secondary principals, increase the number of sections of

eLearning courses available in the system to support all student academic pathways Implement Professional Development (PD) to support continued quality improvement in the delivery of

eLearning courses In partnership with Queen’s University, offer an Additional Qualification (AQ) course in eLearning for a

SCDSB cohort

EXPECTED OUTCOMES TIMELINES Increased number of students, year over year, accessing online learning

opportunities to support learning needs Increase in student retention and credit accumulation year over year in eLearning Year over year increase in the number of teachers with qualifications in eLearning

and blended learning

2018-22

PROGRESS TO DATE Expanded use of D2L platform for all Simcoe Shores Secondary School (SSSS) courses and 100% of

continuing education courses during the 2020-2021 school year Secondary schools prepared to offer 36 eLearning courses across a wide variety of subject areas and

grades for the 2021-2022 school year 3271 students (2418 in July, 853 in August) accessing 62 eLearning courses for 2020-2021 summer school

(45 in July, 17 in August)

2



GOAL Create various opportunities for students to expand their global and cultural proficiency skills through internal and external partnerships

ACTIONS Manage the impacts of the school closure period on the International Student Visa program to support

continued sustainability of the program Participate in Memorandum of Understanding (MOU) with Georgian College and Lakehead University in

joint marketing initiatives Pilot the International Certificate Program at three high schools Promote the benefits of student participation in exchange programs

EXPECTED OUTCOMES TIMELINES Increase enrolment of international visa students from diverse nations Partner with central leaders to leverage shared expertise and resources to support

the internationalization of our schools Determine the viability of International Certificate Program through analysis of pilot Increase the number of students participating in exchanges and accessing

experiential learning opportunities in other provinces and countries

2018-22

PROGRESS TO DATE Attend virtual international fairs with MOU partners and achieved marketing goals of improved brand

recognition for the region Ninety-two international students were approved and attended 13 SCDSB schools during the 2020-2021

school year Continued to work with Georgian College and Lakehead University as part of the three-year MOU including

improved brand recognition for the region Recruitment of international students for the 2021-2022 school year is ongoing

3



GOAL Ensure students enrolled in alternative, adult and continuing education programs are ready for a post-secondary pathway

ACTIONS Continue implementation of new alternative school model, designed to improve program options and

support for students 16-21 years of age Design a streamlined referral process to support transition Conduct staff PD targeted at supporting students in blended learning, development of pathway plans and

enriched experiential opportunities Streamline SAL program processes with the new alternative programming model Continue to promote the availability and benefits of the Personal Support Worker (PSW) program

EXPECTED OUTCOMES TIMELINES Number of students on SAL will decline year over year as a result of improved

engagement strategies New alternative programming model will implement the key recommendations of

the Alternative Programming Review Report, 2017, by 2021

2018-22

PROGRESS TO DATE Received 274 internal student referrals in 2020-21 Number of students on SAL decreased as a result of the new streamlined SAL process under Simcoe

Shores Secondary School (SSSS) from 166 in 2017-18 to 56 in 2019-20 to 66 in 2020-21 (46 full-time, 20 part-time)

152 SSSS students graduated in 2020-21, including 13 Ontario Scholars, and four with Specialist High Skills Major designations

112 students enrolled in PSW program in 2020-21 Based on government-announced funding, the PSW program is expected to be delivered at three

continuing education locations is 2021-22 Three PSW students achieved Ontario Secondary School Graduation Diploma (OSSGD) while completing

the SCDSB’s PSW program

4


RESPONSIBILITY: Brian Jeffs Superintendent of Business and Facility Services

GOAL Effective management of capital projects resulting from enrolment pressures (additions), replacement or consolidation of schools

ACTIONS Consult with stakeholders on project scope and floor plans Budget management to ensure alignment with Ministry approved funding and scope Timely, competitive procurement Effective management of the construction process to ensure project delivered on time and within budget Communicate project status and issues to stakeholders Acquire properties in a timely fashion to ensure capability to construct projects

EXPECTED OUTCOMES TIMELINES Once approved by the Ministry, capital projects are constructed in a timely manner Projects are completed on budget Projects completed within established construction timeline

2020-22

PROGRESS TO DATE Maple Ridge Secondary School anticipated student occupancy in September 2021 Approval was received from the Ministry of Education to proceed with a new north Bradford elementary

school in November 2020 with construction underway and anticipated student occupancy in September 2022

Ministry approval to proceed on the new south Bradford elementary school was received in April 2021 with construction underway and targeted opening in 2022-2023 school year

Partnership conversations with the Township of Oro-Medonte regarding the new Oro-Medonte elementary school are ongoing. School is anticipated to open in September 2023

Partnership conversations with the Town of Wasaga Beach regarding the new Wasaga Beach elementary school are ongoing. School is anticipated to open in September 2023

5



GOAL Complete an analysis of the short-, medium- and long-term financial implications of COVID-19

ACTIONS Undertake an analysis to assess the financial impact (favourable/unfavourable) on the budget of the

SCDSB as new government announcements are made with respect to changes in the K-12 sector Provide plan for funding unfavourable variances by utilizing favourable variances and/or other accumulated

one-time savings, where additional Ministry resources are not available Provide a plan to ensure compliance with Ministry initiatives regarding the ongoing operating changes as a

result of COVID-19 for non-monetary facility changes

EXPECTED OUTCOMES TIMELINES Maintain financial stability as a result of the impact of COVID-19 Maintain compliance with new Ministry initiatives/requirements related to the impact

of COVID-19

2020-21

PROGRESS TO DATE Funding from provincial and federal sources that has been received to-date has been allocated in

accordance with Ministry directives Applied for additional federal capital funds ($22 million) in November 2020. Projects have been approved

and completion date is targeted for December 2021 Financial impact analysis completed and reported on in the 2021-22 budget

6



GOAL Ensure ongoing financial stability and capability

ACTIONS Make financial management decisions that ensure strong financial results, build capacity for facilitating

strategic investments and ensure ongoing sustainability of the strategic plan

EXPECTED OUTCOMES TIMELINES Annual budget surpluses in excess of $1.2M 2017-22

PROGRESS TO DATE 2016-17: Available for Compliance – Unappropriated = $6.095M, or 507.92% of target 2017-18: Available for Compliance – Unappropriated = $1.018M, or 84.83% of target 2018-19: Available for Compliance – Unappropriated = $2.052M, or 171% of target 2019-20: Available for Compliance – Unappropriated = $1.345M, or 112.1% of target Cumulative four years = $10.51M, or 218.96% of target

7



GOAL SCDSB schools are safe, healthy and respectful working and learning environments

ACTIONS Conduct a review of Safety Plan – Notification of Worker Risk system and processes Deliver Behavioural Management System (BMS) staff training (educational assistants [EAs], special

education resource teachers [SERTs] and administrators) Ensure that health and safety topics are a focal point of system and school meetings Launch the aggressive incident/safe schools online reporting tool Initiate a multi-departmental approach (including health and safety and communications) to deliver an

online support module for the aggressive incident/safe schools online reporting tool

EXPECTED OUTCOMES TIMELINES All staff are notified regarding Safety Plan – Notification of Worker Risk Students with a Safety Plan – Notification of Worker Risk are transitioned following

SCDSB protocols The Staff Experience and Wellness Survey and school climate survey will show

continued improvement in areas of staff safety

2018-22

PROGRESS TO DATE Continue working with federation leadership at the Director’s Advisory Council and Joint Health and Safety

Committee New system for Safety Plan – Notification of Worker Risk has been implemented Aggressive incident/safe schools online reporting tool fully implemented in spring 2021, with additional

training to be offered in September 2021

8



GOAL Ensure maximum use of school space

ACTIONS Develop a process to maximize the use of school space Promote community use of space Promote opportunities for facility partnerships/community hubs in new school builds Host annual community partnership meeting

EXPECTED OUTCOMES TIMELINES Stakeholders have knowledge of space availability Community hubs exist in new school facilities

2017-22

PROGRESS TO DATE Continue working with interested stakeholders to explore possible facility partnerships/community hubs Annual community partnership meeting deferred to fall of 2021 as a result of COVID-19 Community permits will be revisited once provincial restrictions are lifted

9



GOAL Implement finance-related technology upgrades

ACTIONS Create a project plan and identify project team Establish a testing and training environment Transfer data from JD Edwards to the new system Review and document all major processes (accounting and purchasing) to determine potential

improvements and efficiencies Develop training programs to support implementation and use of new system

EXPECTED OUTCOMES TIMELINES Problematic and redundant data in the current accounting system will be reduced

and/or eliminated Customized reports will be developed to provide better financial information End users will be trained Reduced staff time required to deal with system malfunctions and inefficiencies Transition to a fully supported web-based system with more functionality All users trained and using system by February 2022

2020-23

PROGRESS TO DATE Awaiting the results of a sector-wide Request for Proposal from the Ontario Education Collaborative

Marketplace (OECM)

10


RESPONSIBILITY: Sarah Kekewich Manager of Communications

GOAL Ensure that communications reflect the SCDSB brand, meet or exceed accessibility standards and are user-friendly

ACTIONS Redevelop the SCDSB Corporate Standards to ensure consistency and to meet accessibility standards Work in partnership with departments and schools to create materials that meet accessibility standards and

adhere to the SCDSB Corporate Standards and Visual Brand Standards Increase the variety of corporate branding tools/resources and encourage use at public events and

meetings Build digital assets for department use

EXPECTED OUTCOMES TIMELINES Communication materials are accessible to a wide range of users and comply with

Accessibility for Ontarians with Disabilities Act standards Board and school communication materials and tools are consistent and

recognizable as being from the SCDSB Consistent corporate identity and brand recognition

2018-22

PROGRESS TO DATE Continued to support major projects with various departments that adhere to the SCDSB Corporate and

Visual Brand Standards since August 2020, including the response to COVID-19, Director’s Annual Report, Operational Plan, Feelin’ Good February, mental health and well-being, staff health and wellness, technological education, secondary school information nights, equity, diversity and inclusion, special education, Connections event, FI application and Grade 9 promotion, Kindergarten registration and orientation, Indigenous education, technological education, school year calendar and health and safety

Maintained parent/guardian online platform with resources and information related to COVID-19, Learn@Home, mental health and well-being and other key topics

Continued to ensure that communications resources on the SCDSB and school websites, social media, Staff eNews, StaffWeb and other platforms reflect the SCDSB brand to make them easily identifiable as SCDSB tools

11


RESPONSIBILITY: Sarah Kekewich Manager of Communications

GOAL Maintain ongoing communication with current stakeholders through a variety of channels

ACTIONS Continue to maintain social media presence, using Facebook, Twitter, Instagram and YouTube to share

positive stories about the SCDSB and our schools, to engage parents/guardians, staff and other community members, and to promote programs and events

Leverage available analytics tools to learn more about our social media audiences and usage habits Continue to work proactively with the media to share positive stories about the SCDSB and our schools,

and to promote programs and events Communicate key system messages and initiatives with parents/guardians through continuous engagement

with the Parent Involvement Committee (PIC) Maintain consistent internal communications channels to provide SCDSB staff with updates, information

and news Support student trustees to help them connect with students and increase attendance at Student Senate Provide responsive and timely crisis communication related to COVID-19 pandemic

EXPECTED OUTCOMES TIMELINES School communities, staff and stakeholders are more aware of programs, events

and processes Continued engagement from parents/guardians, staff and other community

members on social media platforms School council chairs will receive communication from the PIC to include on school

council agendas to ensure system messages are distributed to parents/guardians

2018-22

PROGRESS TO DATE Maintained social media presence, connecting with stakeholders across platforms to share updates and

information, as well as positive community stories, programs and events (24,058 Twitter followers, 20,627 Facebook followers and 9,476 Instagram followers as of June 2021)

In partnership with the PIC, developed and delivered Feelin’ Good February, a virtual workshop series for parents /guardians focused on fostering positive mental health and well-being. Workshops were delivered by SCDSB staff, students and community members, and highlighted self-care, yoga, music and online safety

Continued to implement communication strategy to support the PIC and the sharing of key system messages and initiatives with parents/guardians

Continued to provide staff with updates, information and positive news via a variety of internal communication tools, including the SCDSB news feature, SCDSB Newsroom and Staff eNews

Provided timely and consistent crisis communication support throughout the COVID-19 pandemic, ensuring that parents/guardians, students and staff were informed of the evolving public health situation and the effect on schools

Developed, maintained and promoted a variety of tools and resources related to the COVID-19 pandemic, including the COVID-19 Advisory Board, health and safety reminders, asymptomatic clinics, assessment tools and case notification letters

12


RESPONSIBILITY: Charlene Scime Superintendent of Education/Educational Partnerships

GOAL Develop strong internal and external partnerships to support strategic priorities

ACTIONS Implement strategic initiatives developed through the Central Region Partnership for Adult Education

(CRPAE) to continuously improve adult education systems Continue to partner with and support the work of the Child Youth and Family Services Coalition of Simcoe

County Continue to establish purposeful partnerships with external organizations and groups

EXPECTED OUTCOMES TIMELINES Demonstrated evidence on an annual basis of impactful partnerships to improve

support, services and programs Celebrated key partnerships that are essential to the SCDSB achieving its mission Improve services and programs for adult learners in the central region (comprised

of nine school boards working collaboratively) Established foundation for Circles program throughout Simcoe County

2018-22

PROGRESS TO DATE Updated systems and framework for partnerships to identify opportunities Continued implementation of established partnership with local Big Brothers Big Sisters agencies CRPAE established a subcommittee to support adult Indigenous learners with representation from the

SCDSB and other partner boards Continued support offered to County of Simcoe Ontario Works to facilitate implementation of the Circles

program Continued as active members of COMPASS (Community Partners with Schools) groups, connecting school

teams with community partners to better support students across Simcoe County

13


RESPONSIBILITY: Daryl Halliday Superintendent of Education/Equity/Safe and Welcoming Schools

GOAL Educators will work to identify and reduce bias and barriers, and ensure that curriculum and pedagogical practices are reflective and representative of the diversity of our students, families and of global identities

ACTIONS Schools will intentionally allocate resources to enhance collection of learning materials in the ongoing effort

to be more reflective of our diverse populations Equity training will continue to be provided to all administrators at each system leaders’ meeting Guest speakers, learning opportunities and lessons will be utilized in our classrooms and schools to allow

students to see themselves and their lived realities in the content being learned and discussed Equity, diversity and inclusion (EDI) page on the StaffWeb will be continually updated to provide support

and resources for staff use and reference

EXPECTED OUTCOMES TIMELINES A minimum of 75% of students will state that they see their own culture/background

in what they are learning about in class in the School Climate Survey for Secondary Students, and in the School Climate Survey for Elementary Students

Schools will update and replace resources and methods to increasingly represent their learners and global diversity

2018-22

PROGRESS TO DATE Educators continued to acquire resources representative of all students based on gaps identified in

Professional Learning Communities (PLCs), as well as integrating new practices to support inclusion and belonging

Time continued to be allocated to EDI at each system leaders’ meeting, with ongoing topics including inclusive leadership, supporting gender-diverse students, choosing equity-focused resources, anti-Black racism, bias awareness and a deeper look at school climate data

EDI department continued to provide both in-person (when possible during ongoing restrictions) and virtual training through the establishment of PLCs in response to gaps in resources and/or practices

EDI department worked with other central teams (e.g. Mental Health, Program, Student Achievement) to embed principles of equity and anti-racism into various professional learning opportunities

Culturally Relevant and Responsive Pedagogy training continued with staff in three selected schools with support from a Ministry of Education grant

EDI working team has continued to proceed with staff from varied employee groups representing diverse identities to inform the direction of future professional and resource development

Central EDI team secured virtual training licenses to allow staff to participate in training offered by groups having diverse lived experiences as their schedule permits

Established partnerships with various community organizations (e.g. Our Mosaic Lives, The Gilbert Centre, Uplift Black) to provide presentations to students and staff. Additional evening school community sessions have been offered around the county through Making Change

14


RESPONSIBILITY: Daryl Halliday Superintendent of Education/Equity/Safe and Welcoming Schools

GOAL Increase staff awareness of the importance of ensuring our schools are safe and inclusive places to work and learn

ACTIONS Continue working with community partners including Making Change, Our Mosaic Lives, Uplift Black,

Friends of Simon Wiesenthal Centre, The Gilbert Centre, Ashoka, Egale, National Council of Canadian Muslims, Black Youth Helpline, Facing History, unlearn and COPA

Provide face-to-face and virtual learning opportunities for educators through Professional Learning Communities (PLCs)

Equity training will be provided to the senior administration team, central leaders, managers and human resources department staff

Record various interviews focused on racism and discrimination as Time Well Spent episodes and release to staff through the Staff eNews and publicly through social media

EXPECTED OUTCOMES TIMELINES All staff will participate in Ontario Human Rights Commission training on race,

racism and racial discrimination All school staff participate in a session on a system PA Day with a focus on equity,

diversity and inclusion Additional training opportunities provided in conjunction with community partners Various training opportunities will be provided to students

2018-22

PROGRESS TO DATE All staff, including those newly hired to the board, completed the mandatory Ontario Human Rights

Commission Call It Out training in fall 2020 Equity, diversity and inclusion (EDI) department staff provided information and training to support New

Teacher Induction Program and system leaders’ sessions EDI department continued to design PLCs and other professional learning for staff focused on ways to

address anti-racism and discrimination Anti-Black racism training was provided to the senior team, central leaders, managers and Human

Resources staff by local community organization Making Change Various partnerships were established with community organizations (e.g. Our Mosaic Lives, The Gilbert

Centre, Uplift Black) to provide presentations to students and staff. Additional evening school community sessions were offered around the county through Making Change

Trustees and all members of the senior team participated in the Intensive Human Rights Program for School Board Leaders course provided through York University and Osgoode Hall Law School

15


RESPONSIBILITY: Daryl Halliday Superintendent Equity/Safe and Welcoming Schools

GOAL Students feel that their voices are being heard, improving school climate and increasing students’ sense of belonging at school

ACTIONS School staff will seek student input in school and classroom decision making Digital and print resources used in the SCDSB will reflect and honour the diverse lived experiences and

identities of SCDSB students Schools will actively engage in efforts to promote equity, diversity, inclusion and social justice in classrooms

and school settings Student Senate will add an Equity, Diversity and Inclusion (EDI) Sub-committee supported by the principal

of EDI The EDI department will continue to provide responsive support to administrators and staff in order to foster

student voice and improved school climate

EXPECTED OUTCOMES TIMELINES A minimum of 75% of students will share that their ideas are used when decisions

are made at their school and they have opportunities for their voice to be heard at school in the School Climate Survey for Secondary Students, and in the School Climate Survey for Elementary Students

A minimum of 75% of students will state that they ‘feel accepted for who I am’ and ‘I feel I belong’ in the School Climate Survey for Secondary Students, and in the School Climate Survey for Elementary Students

Schools will implement Social Changemakers action plans as a result of their learning and work

All secondary schools will participate in virtual or in-person student conferences with a focus on anti-Black racism and/or LGBTQ2S+ allyship

2018-22

PROGRESS TO DATE In conjunction with the first SCDSB student census, a ThoughtExchange® was developed to seek student,

family and staff input into future directions of our work related to the strategic pillar of equity, diversity and inclusion, with a focus on enhancing students’ sense of belonging

Central EDI department coordinated Free to Be, a multi-day secondary student virtual conference series focused on identity, intersectionality, equity and change-making. Sessions were offered by various individuals and groups, including Dr. Andrew B. Campbell, Egale, National Council of Canadian Muslims and Uplift Black

Secondary student Think Tank, organized and led by SCDSB Student Trustees, continued to be a source of strong student voice as they share experiences, learning and guidance

EDI central and school staff continued to purchase and recommend resources to help students see themselves and their lived realities as a result of the equity-based analysis of library spaces and materials

Secondary school climate survey (late fall) and elementary school climate survey (spring) will take place during the 2021-2022 school year

16


RESPONSIBILITY: John Dance Associate Director/Superintendent of Human Resource Services

GOAL Decrease staff absenteeism

ACTIONS Implement revisions to Apply to Education (ATE) parameters Utilize daily assigned substitutes (DAS) at elementary and secondary levels for teachers and other

employee groups to reduce unfilled positions Establish a hard cap on daily Professional Development (PD) for board and school Implement ATE PD framework and processes Maintain Attendance Support Program (ASP) threshold for meetings at eight days Continue to provide additional communication and purpose of the program to staff regarding ASP/disability

management

EXPECTED OUTCOMES TIMELINES Reduction in staff absenteeism – reduce employee group average by 1.0 days per

employee per year Reduction of all first unfilled positions Reduction of unfilled positions by 10% Reduce number of ASP meetings

2018-22

PROGRESS TO DATE ATE parameters continue to be more precise, including use of job board, number of calls made, significant

patterns emerging in use of programs Continued to work with union partners to refine parameters to maximize number of staff members available

for assignments Utilized DAS at elementary for teachers to reduce unfilled positions. Secondary DAS was discontinued due

to lack of use Initiated DAS for educational assistants Continued use of the ATE PD module ASP meetings continued during in-person and remote learning periods

17



GOAL Develop and implement staff and student census tools for use in the SCDSB to further develop an understanding of the level and nature of diversity in the board

ACTIONS Resume dialogue with all employee groups regarding the staff census Introduce the census concept and plan through the Parent Involvement Committee Complete the census planning program Complete the first SCDSB staff census before December 2020 and the first student census before June

2021 Evaluate and analyze the census information to support future planning

EXPECTED OUTCOMES TIMELINES The board will have further understanding of the composition of the staff and

student groups in the SCDSB with regard to socio-economic, cultural, racial, ethnic, geographic, religion and/or creed, gender, gender identity and sexual orientation

Enhancement/development of policy reviews and implementation in response to census findings to further the strategic priorities of the SCDSB, especially in the area of equity, diversity and inclusion

Data will be shared with employee groups to inform their practice and policies

2020-21

PROGRESS TO DATE Staff census was open from Nov. 20, 2020 to Jan. 8, 2021, with 49% of SCDSB staff completing the census Analysis of staff census is ongoing, with preliminary report on compositional staff demographics to be

presented at Human Resources Committee in September 2021 Student census was delivered in April 2021. Overall participation rate in the combined Kindergarten to

Grade 6 and Grades 9 to 12 censuses was 65% Analysis of student census is ongoing, to be reported on throughout the 2021-2022 school year

18



GOAL Develop plans for schools transitioning to Grade 7 to 12 model (Stayner Collegiate Institute [SCI] and Elmvale District High School [EDHS])

ACTIONS Continue research efforts to capture and review processes at SCI and EDHS, including attitudes, strengths

and challenges Initiate research at K to 6 schools to determine the impact of the Grade 7 to 12 model Continue to meet with ETFO and OSSTF to share progress and updates Evaluate the student experience related to scheduling, assessment and available options for students

EXPECTED OUTCOMES TIMELINES Plans and experiences of the two schools will be tracked and documented Research project will be shared internally to inform the EDHS and other transitions

to Grade 7 to 12 model Continue discussions with ETFO and OSSTF regarding working conditions Initiate use of a survey tool to review student, staff and community response to the

change to a K to 6 model Continue to utilize a survey tool to review student, staff and community response to

the change to a 7 to 12 model

2018-21

PROGRESS TO DATE Continued to provide regular updates to union groups as part of working conditions and monthly federation

meetings Continued work to establish practices of integrating Grade 7-8 students and staff into SCI and EDHS In-depth interviews (IDI) with school administrators from SCI and EDHS, focusing on three key areas of

focus from previously reported survey outcomes (2017-2018 with SCI and 2019-2020 with EDHS) completed

Analysis of IDI qualitative data to be completed and included in a summative report based on the 2020-2021 school year, to be shared in May 2021

19



GOAL Utilize data and evidence to inform decisions to support strategic priorities

ACTIONS Collection of system data trends and survey data for school startup, by family of schools Broadened collection of demographic information Research lifecycle around major projects

EXPECTED OUTCOMES TIMELINES Superintendents and administrators have insightful data to assist with decision

making, from school startup information packages Reliability and predictability of research projects involving the SCDSB Utilization of demographic information to inform decisions Project goals are well documented and understood, and then assessed for

effectiveness

2018-22

PROGRESS TO DATE Developed a SCDSB Organizational Performance Map based on the Results Based Accountability

framework. This map follows a strategic process for identifying and monitoring seven key performance measures for the board

Established system targets for the SCDSB Organizational Performance Map, which will be included in the ongoing development of School Performance Maps for 2021-2022

Research and Decision Support Services team continues to follow a process of data collection and insight sharing, aligned to their goal of building a culture of data fluency at the SCDSB

20


RESPONSIBILITY: Stuart Finlayson Superintendent of Education/Indigenous Education/Parent Involvement

GOAL Continue to foster and enhance positive relationships with all Indigenous partners

ACTIONS Conduct meetings with all stakeholders Modify student advisor job descriptions Establish an Indigenous Education Committee to complement First Nations Education Advisory Committee

(FNEAC) Collaborate with staff at Beausoleil First Nation, Rama First Nation, Métis Nation of Ontario and friendship

centres to conduct a needs assessment regarding school/academic achievement

EXPECTED OUTCOMES TIMELINES More positive relationships will be built between families, community partners and

the SCDSB Indigenous partners will feel they have a voice and will be more engaged with the

SCDSB The SCDSB will be more responsive to school/academic needs

2018-22

PROGRESS TO DATE Student advisor job descriptions updated to include closer connections with child and youth workers, social

workers, school staff and local Indigenous community agencies SCDSB staff continue to collaborate with Beausoleil First Nation graduation coach regarding academic

achievement Partnership developed with Beausoleil First Nation to provide students with an opportunity for summer

learning and credit accumulation through a wind and water project Initial collaboration has begun with Beausoleil First Nation and Rama First Nation to create continuity for

early learners transitioning to school through the Kindergarten orientation program Continued to leverage existing relationships with members of Beausoleil and Rama First Nations to ensure

that students are able to access learning resources and continue learning Maintained working relationships with Indigenous external service providers Consultation with respect to the establishment of an Indigenous Education Advisory Committee is underway

21



GOAL The SCDSB promotes and ensures Indigenous knowledge and perspective

ACTIONS Share best practices with all schools to ensure welcoming environments Implement Indigenous practices and protocols Introduce reconciliation training for staff Modify structure/format of board-mandated meetings to be more culturally responsive Maintain dedicated school spaces and look for opportunities for further enhancements

EXPECTED OUTCOMES TIMELINES All schools are safe and welcoming environments for Indigenous students and

families Continuous increase in the number of students who self-identify Increase in parent/guardian involvement in schools Dedicated spaces in schools are developed, maintained and utilized Meeting formats are culturally responsive Through reconciliation training, all staff have a greater understanding of Indigenous

history, knowledge and perspective

2018-22

PROGRESS TO DATE Number of self-identified Indigenous students continues to increase, with over 2,208 self-identifying as of

March 31, 2021 Existing dedicated spaces in the SCDSB continue to be maintained, and additional opportunities are being

explored Monthly Ally Sharing Newsletter with resources, activities and learning opportunities continue to be posted

for all staff to access on the StaffWeb Central leaders embed Indigenous thinking in all areas of curriculum and instruction, and the StaffWeb

includes enhanced learning materials for staff to access New Teacher Induction Program teachers participated in professional development sessions following their

orientation Staff from all secondary schools teaching First Nation, Métis and Inuit curriculum have engaged in

professional learning through Four Seasons Reconciliation Training Non-teaching staff from all departments, including social workers, will complete Four Seasons

Reconciliation Training by end of August 2021

22



GOAL Increased student achievement and well-being for self-identified Indigenous students

ACTIONS Implement the revised First Nation, Métis and Inuit Studies Grade 9-12 curriculum Continue professional development for all staff to support increased Indigenous student achievement and

well-being Introduce restorative approaches and reconciliation training

EXPECTED OUTCOMES TIMELINES Increase credit accumulation, report card grades and results on provincial

assessments Increase the number of First Nation, Métis and Inuit courses offered in secondary

schools Increase engagement and sense of well-being among Indigenous students Greater understanding of reconciliation education among staff Increase the use of restorative approaches in schools

2018-22

PROGRESS TO DATE Professional development sessions continue for secondary school teachers in support of the revised First

Nation, Métis and Inuit Studies Grade 9-12 curriculum Course selection data for 2020-2021 confirmed an increase of approximately 500 student credits in First

Nation, Métis and Inuit Studies courses in the secondary panel Indigenous education graduation coaches have been hired for the Barrie, Midland and Orillia areas for

2021-2022 Reallocation of Indigenous department staff occurred, in response to the increase in students enrolled in

First Nation, Métis and Inuit Studies courses Increased Indigenous print and digital resources available in all schools Engaged with external partners to develop and deliver staff reconciliation training Delivered a virtual Indigenous speaker series to support secondary classes with authentic voice Partnered with experiential learning team to provide support for the arts Seeking partnerships to engage in restorative approaches training for educational staff

23


RESPONSIBILITY: Dean Maltby Superintendent of Education/Leadership Development

GOAL Students will develop leadership skills to support their learning and well-being

ACTIONS Student leaders from all elementary and 14 secondary schools will receive leadership development training Partner student leadership with equity, diversity and inclusion, with a focus on student voice and creating a

culture for social change Continue student-led equity think tank Student Senate will plan and host student events and activities to support leadership goal

EXPECTED OUTCOMES TIMELINES With support from student and teacher leaders, schools will be environments of

positive social change Student Senate will continue to use a virtual model for hosting meetings at

secondary schools

2019-22

PROGRESS TO DATE Elected student trustees have developed a leadership portfolio and written a leadership reflection Student trustees held monthly meetings of the student-led equity think tank Student Senate meetings continued to take place virtually, with increased student participation

24



GOAL New Teacher Induction Program (NTIP) teachers will participate actively in the induction process and acquire the skills and information needed to advocate for their success

ACTIONS Effective communication of all NTIP induction elements through the NTIP orientation Strong partnerships with program staff and central principals in providing high quality, professional learning

and support for NTIP teachers Continue professional collaboration with NTIP Steering Committee Expand the learning opportunities for NTIP mentors in partnership with the SCDSB Mentor Steering

Committee Provide NTIP/Teacher Performance Appraisal (TPA) training for all new and experienced administrators

EXPECTED OUTCOMES TIMELINES All NTIP contract teachers utilize the NTIP Strategy Form to document their

participation, learning and implementation NTIP teachers will participate in professional learning related to equity, assessment

and classroom management Mentor and mentee sessions will relate to mentee-identified goals and be grounded

in best practices for mentoring All staff are held to high standards of professional practice

2019-22

PROGRESS TO DATE Held three virtual full-day orientations for NTIP, long term occasional (LTO) and contract teachers Approximately 500 teachers supported through NTIP professional learning opportunities with a focus on

equity, assessment and classroom management All new administrators attended an NTIP/TPA training session NTIP mentors used skills developed through mentor training to support 500 NTIP teachers

25



GOAL The SCDSB will provide succession development opportunities for employees across all departments in order to develop leadership skills in preparation for future roles

ACTIONS Use data to plan intentionally for leadership growth opportunities, providing mentorship along the way Implement effective communication strategies to market the leadership development program to maximize

participation Partner with other leaders to provide leadership opportunities that are responsive to participant voice Implement a comprehensive mentor coach training program for all employee groups Develop a SCDSB leadership certificate program for staff across all departments

EXPECTED OUTCOMES TIMELINES Positions in the SCDSB can be filled by a diverse, qualified, trained and motivated

staff The SCDSB will be motivated to grow in their leadership potential and job-

embedded activities Mentoring skills are applied in daily practice and professional settings

2019-22

PROGRESS TO DATE SCDSB employees from across departments participated in leadership professional learning Mentor coach training has been provided to a blended group of SCDSB staff Mentor matches established for new administrators New and experienced leaders are supported through SCDSB mentor training SCDSB leadership certificate program completed in Summer 2021 with implementation beginning in the

2021-2022 school year

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RESPONSIBILITY: Chris Samis Superintendent of Program (K-6) / Special Education

GOAL French (Immersion/Extended/Core) – students in all French-language programs will be able to communicate in French in a variety of situations successfully

ACTIONS Deliver focused professional learning for teachers of French as a Second Language (FSL), including core

French, French Immersion (FI) and Extended French Implement the plan for FI in secondary schools, starting with Grade 9 FI in 2021-2022 Provide funding subsidy to teachers for FSL Additional Qualifications (AQs) Continue to increase the number of teachers trained as ‘correcteurs’ of the Diplôme d'études en langue

française (DELF) to meet the growing demand from students who plan to complete this internationallanguage

EXPECTED OUTCOMES TIMELINES Implement FI into secondary schools in 2021-2022 Establish targets for the number of students challenging and successfully

completing the DELF Increase focus on instructional tasks related to listening and speaking (oral

language) Report card comments will reflect the increased focus on speaking and listening Increased number of students able to articulate progress related to Common

European Framework Reference (CEFR) One hundred Grade 12 students will have the opportunity to challenge and

successfully complete the DELF in 2021-2022

2018-22

PROGRESS TO DATE Supported the implementation of secondary FI, including locations, course calendars, instructional options

and transition of students from Grade 8 to Grade 9 Board has reviewed and updated all FSL (core, FI, Extended) policies and procedures related to the

implementation of secondary FI Number of students who registered for the DELF increased significantly in recent years, and the SCDSB is

investigating options for delivery of the DELF during the 2021-2022 school year

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GOAL Literacy (Grades 4-6) – as a result of responsive and explicit teaching, students will meet or exceed the provincial standard in literacy

ACTIONS Uninterrupted 100-minute literacy block each day for Grades 4-6 Diagnostic assessments, Education Quality and Accountability Office (EQAO) Item Information Reports

(where available) and ongoing assessment for learning will be used to identify areas of students’ literacyneeds and intervene to close skill gaps

The focus of literacy instruction will shift from learning to read to reading to learn Implement the SCDSB Conditions for Effective Literacy Teaching and Learning and provide professional

learning for educators focusing on: Planning and Design, Instruction, Assessment, and Resource Selectionand Implementation

EXPECTED OUTCOMES TIMELINES 85% of junior students will meet or exceed the provincial standard Reading and writing skills – schools will report that more students are making

progress in reading skills (e.g. reading for explicit information, reading for implicitinformation and making connections) and writing skills (e.g. developing a main idea,organizing information and ideas, using conventions and developing a topic)

2017-22

PROGRESS TO DATE EQAO assessments in Grade 6 were cancelled for the 2019-2020 and 2020-2021 school years as a result

of the COVID-19 pandemic Continued to investigate the selection of a common assessment tool Conditions for Effective Literacy Teaching and Learning is in final stages of completion, with expected

implementation in September 2021. The resource will be supported by a resource called the First 20 Daysof Literacy to support consistent literacy instruction and assessment throughout the SCDSB

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GOAL Literacy (Grades K-3) – as a result of responsive and explicit teaching, students will meet or exceed the provincial standard in literacy

ACTIONS Uninterrupted 100-minute literacy block each day for Grades 1-3 In Kindergarten, literacy learning experiences will be embedded through play and small and whole group

Instruction Diagnostic assessments used to identify students’ reading and writing needs and intervene to close

achievement gaps School Action Plans will include targeted and precise literacy goal based on identified student needs and

focus on students achieving below provincial standard (level 3) in reading and writing, based on report carddata

Implement the SCDSB Conditions for Effective Literacy Teaching and Learning Provide professional learning to educators focusing on planning and design, instruction, assessment and

resource selection and implementation

EXPECTED OUTCOMES TIMELINES 85% of primary students will meet or exceed the provincial standard by 2022 Reading levels – schools will report that more students are meeting or exceeding

PM Benchmark Levels of:- Between five and six by the end of Year two of the Kindergarten program- Between 22 and 24 by the end of Grade 2- Between 27 and 30 by the end of Grade 3

2017-22

PROGRESS TO DATE Education Quality and Accountability Office (EQAO) assessments in Grade 3 were cancelled for the 2019-

2020 and 2020-2021 school years as a result of the COVID-19 pandemic Schools identified by the board continued to receive direct and intentional professional learning, as well as

implementing the Kindergarten Intensive Literacy Support Program to improve results Conditions for Effective Literacy Teaching and Learning is in final stages of completion, with expected

implementation in September 2021. The document will include resources such as the First 20 Days ofLiteracy

Early Literacy Support Program (ELSP) is in final stages of the pilot, with expected implementation inKindergarten classrooms in September 2021

Three primary literacy facilitators were added to support schools

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GOAL Mathematics (Grades 4-6) – as a result of responsive and explicit teaching, students will meet or exceed the provincial standard in mathematics

ACTIONS Minimum of 300 minutes of mathematics in Grades 4-6 during 5-day cycle, preferably 60 minutes of

uninterrupted mathematics every day Implement the Ontario elementary mathematics curriculum during 2020-2021 school year, with professional

learning, a new course of study and other tools to support its implementation Instruction and assessment facilitators assigned to target schools to work with Grade 5-6 teachers to build

educator content and pedagogical knowledge Diagnostic assessments, Education Quality and Accountability Office (EQAO) Item-Information Reports

(where available) and ongoing assessment used to identify areas of students’ mathematics learning needsand intervene to close skill gaps

Focus of mathematics instruction will shift from counting and place value to multiplicative thinking,partitioning and proportional reasoning

School Action Plans will include targeted and precise mathematics goal based on identified student needs,with a focus on students achieving below level three

Implement the SCDSB Conditions for Effective Mathematics Teaching and Learning and the High ImpactInstructional Practices in Mathematics

Build mathematics content and pedagogical knowledge and transform teaching practices to increaseresponsiveness and explicitness, and develop assessment-capable visible learners through ongoingeffective professional learning

EXPECTED OUTCOMES TIMELINES By 2021-2022, 70% of all junior students will meet or exceed the provincial

standard More students will report that they like math (baseline – 85%) and that they are

good at math (baseline – 92%) at least some of the timeSchools will report that more students are: Demonstrating in-depth understanding of key mathematical concepts in number

sense and numeration, including an increased understanding of proportion Applying that understanding to the other four strands of the math program

2017-22

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PROGRESS TO DATE Ten instruction and assessment facilitators, in addition to one centrally-assigned facilitator, supporting 15

designated elementary schools and five secondary schools to build educator content and pedagogicalknowledge

EQAO assessments in Grade 6 were cancelled for the 2019-2020 and 2020-2021 school years as a resultof the COVID-19 pandemic

Developed a common math goal across the system Professional development has occurred across the SCDSB to support the implementation of the new

Ontario Mathematics Curriculum – Grades 1-8 Course of study, scope and sequence, diagnostic assessments and additional resources to support

implementation of the new curriculum have been created and implemented in both English and French

31



GOAL Mathematics (Grades K-3) – as a result of responsive and explicit teaching, students will meet or exceed the provincial standard in mathematics

ACTIONS In Grades 1-3 there will be a minimum of 300 minutes of mathematics in a 5-day cycle, preferably 60

minutes of uninterrupted mathematics every day In Kindergarten, mathematics learning experiences will be embedded in daily routines, play and

small/whole group instruction Implement the Ontario elementary mathematics curriculum during 2020-2021 school year, with professional

learning, a new course of study and other tools to support its implementation Diagnostic assessments used to identify areas of students’ mathematics learning needs and intervene to

close skill gaps School Action Plans will include targeted and precise mathematics goal based on identified student needs,

with a focus on students achieving below level 3 Implement the SCDSB Conditions for Effective Mathematics Teaching and Learning and the High Impact

Instructional Practices in Mathematics Build mathematics content and pedagogical knowledge and transform teaching practices to increase

responsiveness and explicitness and develop assessment-capable visible learners through ongoingeffective professional learning

Assign instruction and assessment facilitators to target schools to work with Grade 2-3 teachers to buildeducator content and pedagogical knowledge

EXPECTED OUTCOMES TIMELINES By 2021-2022, 70% of all primary students will meet or exceed the provincial

standard More students will report that they like math (baseline – 89%) and that they are

good at math (baseline – 94%) at least some of the timeSchools will report that more students are: Demonstrating in-depth understanding of key mathematical concepts in number

sense and numeration, including an increased flexibility with numbers Applying that understanding to the other four strands of the math program

2017-22

PROGRESS TO DATE Ten instruction and assessment facilitators, in addition to one centrally-assigned facilitator, supporting 15

designated elementary schools and five secondary schools to build educator content and pedagogicalknowledge

Education Quality and Accountability (EQAO) assessments in Grade 3 were cancelled for the 2019-2020and 2020-2021 school years as a result of the COVID-19 pandemic

Developed a common math goal across the system Professional development has occurred across the SCDSB to support the implementation of the new

Ontario Mathematics Curriculum – Grades 1-8 Course of study, scope and sequence, diagnostic assessments and additional resources to support

implementation of the new curriculum have been created and implemented in both English and French

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GOAL Multilingual learners (MLs) will be able to engage fully with the curriculum at grade level or chosen course type and will be supported to achieve at or above provincial standard

ACTIONS Build capacity of all educators to:

- develop and use a toolkit of linguistically appropriate teaching strategies and culturally-responsive andanti-oppressive pedagogies through a tiered and differentiated model for ongoing effective professionallearning

- use the Steps to English Proficiency (STEP) tool on an ongoing basis for programming, teaching andassessment and documented annually

- use technology to support language acquisition access to the curriculum and expression of studentvoice and identity

- create cultures that support multilingualism and value identity- ensure that ML students choose courses that are at the appropriate level, regardless of language level

acquisition

EXPECTED OUTCOMES TIMELINES MLs will meet or exceed the provincial standard, as evidenced by Education

Quality and Accountability Office (EQAO) scores, diagnostic assessment resultsand report card grades, in reading, writing and mathematics, at the same or greaterrate when compared to all students

Fewer MLs will be deferred or exempted from EQAO assessments as a result ofongoing accommodations to support their achievement at or above the provincialstandard

PowerSchool ML data will accurately reflect both the numbers of MLs and theirSTEP levels to support data-informed decision making at the classroom, schooland district level

MLs’ languages and identities will be visible and honoured in all aspects of theschool

2017-22

PROGRESS TO DATE Data for achievement rates for ML students will be provided based on availability Provided a wide variety of resources and supports for ML and multilingual students, including a digital

library, instruction and assessment resources, instructions on how to create culturally relevant andresponse materials, as well as information on completion of STEP Continua

School-based ML facilitators supported educators in designated schools during the 2020-2021 school year,working directly with educators to implement STEP in daily instruction, assessment and to support thecollection of data

Designated secondary schools have been allocated designated staffing to support MLs

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GOAL Elementary music – elementary students will be provided with effective and equitable music instruction in all schools

ACTIONS The SCDSB will continue to offer a comprehensive, effective and equitable music program to enhance the

music opportunities and outcomes using a designated planning-time instructional model in schools Teachers in all 87 elementary schools will participate in professional learning activities to ensure confidence

and competence in the areas of music instruction, assessment and evaluation using a wide variety ofinstruments and technology in schools

EXPECTED OUTCOMES TIMELINES SCDSB elementary music educators will participate in ongoing professional

learning activities/cycles to ensure success, differentiating based on previousexperience

Through the Ontario music curriculum, elementary students will feel a sense ofcommunity, want to learn to play a variety of musical instruments, experiencemovement through music, learn to sing, create musical compositions and performconfidently

Continue to audit school needs/resources and maintain items (e.g. instruments,technology licenses, etc.) to ensure equity throughout the system

2021-22

PROGRESS TO DATE All elementary schools have successfully implemented the elementary music instruction program Completed purchasing of instruments and resources in all schools, including year-three schools, to ensure

equitable access Regular professional development to support the continued growth and expansion of the elementary music

program is ongoing Budget continues to be approved to support music program implementation

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GOAL Students with special education needs (SENs) will demonstrate independence when accessing learning, and increased student achievement and well-being outcomes with respect to provincial and school-based data indicators

ACTIONS Embed special education lens in all forms of professional learning and system-wide communication,

including Learn@Home Monitor and improve processes and achievement outcomes (e.g. audit Individual Education Plans [IEPs]) System-wide focus on health and safety, especially transition planning Focus on early screening and interventions, including expanding partnerships with School Success Clinics

(Orillia/Barrie) Shift the delivery of professional development with focus on targeted instructional interventions Focus central special education supports on instructional supports Implement professional development for special education resource teachers (SERTs), regular classroom

teachers (RCTs), educational assistants and school administrators on scope and sequence of literacy/mathinstruction for students with SENs with an intentional emphasis on building professional capacity system-wide

Intentional professional development for SERTs and school administrators on best practices related to IEPcreation, implementation and monitoring including the development of an educator resource for writing IEPsthat are responsive to a Learn@Home format

Central special education supports to focus on the implementation of direct instruction programs for literacyin elementary schools

Special education family of schools’ facilitators to focus on oral language development in primary division(K-3)

Implement SCDSB Cognitive Processing Assessment Intervention Tool (CPAIT) to support individualizedinstructional, environmental and assessment interventions through family of schools’ facilitators

Implement system-wide assessment tool to measure individual student independence and establishbaseline

Implement system-wide measure to monitor proficiency/accuracy of success rates and achievementoutcomes of students with SENs

Investigate a standardized assessment tool to measure student well-being and establish baseline

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EXPECTED OUTCOMES TIMELINES Increased use of school-based assessments to develop Response to Intervention

(RTI) plans for students with SENs SERTs and RCTs will report and demonstrate increased confidence in aligning

assessment data with instructional goals, strategies and projected outcomes instudents’ IEPs, especially those without a formal identification

IEP audit results will be reported to Special Education Advisory Committee (SEAC)during 2021-2022

Students with SENs will demonstrate increased independence when accessinglearning

Increased student achievement with respect to provincial and school-based dataindicators

Reduction of student achievement gap between students with SENs and their age-appropriate peers

Students with SENs will demonstrate positive well-being outcomes

2017-22

PROGRESS TO DATE Developed and implemented a special education Return to Learning Guidance Document that includes

information specific to maximizing outcomes for students engaged in learning through virtual learningplatforms (e.g. Google Classroom, etc.)

IEP audit specific to the modification of IEPs to meet the needs of students involved in Learn@Home isunderway, with outcomes to be reported in 2021-2022

All Barrie schools have access to the Barrie School Success Program to support students with complexneeds and their families in achieving success, in partnership with the Barrie and Community Family HealthTeam

All central special education staff have been trained and are using a standardized tool (Vineland) tomeasure student independence

Students with SENs continue to demonstrate increases in achievement in Grade 3 and 6 reading andGrade 10 English (academic and applied), as well as secondary school graduation rates (increase of threepercent this year, and of 10% since 2014)

Special education family of schools’ consultants working closely with SERTs to align IEP development andimplementation with classroom instruction within a test group of schools

36



GOAL Students, educators, and school leaders from Kindergarten to Grade 12 will develop knowledge and skills to leverage digital tools and resources in a variety of learning environments

ACTIONS Centrally-assigned staff will develop resources to support home-school communication, as well as capturing

evidence of learning through the use of Brightspace PortfolioTool K-12, SchoolMessenger and GoogleApps for Education

Centrally-assigned staff will develop synchronous and asynchronous professional learning opportunitiesand resources that focus on instructional design and assessment

Central administrators and members of the Information Technology (IT) team will develop and implement aprocess to vet third-party digital programs/apps to ensure student safety and security and sharerecommendations with educators

EXPECTED OUTCOMES TIMELINES Educators will increase capacity to use digital tools to design and deliver rich,

engaging and responsive instruction by focusing on pedagogical practices in hybrid,in-person and Learn@Home formats

Number of educators and students who are confident and successfully able to usethe tools available within the SCDSB approved virtual learning environments(Brightspace/D2L or Google Classroom) to support student achievement willincrease

Educators will gather valid and reliable assessment data in hybrid, in-person andLearn@Home formats

Increased numbers of students engaging in hybrid and Learn@Home environmentswill achieve success

2020-22

PROGRESS TO DATE Provided system-wide professional development (Kindergarten to Grade 12) focused on supporting

students’ use of virtual learning platforms (e.g. Brightspace/D2L and Google Classroom) for all educators,resulting in increased confidence for educators and positive outcomes for students

Produced and implemented instructional guidance documents and subject-specific websites to supportstudents accessing learning through virtual learning environments

37


RESPONSIBILITY: Dawn Stephens Superintendent of Program (7-12)/Information Technology/School Services

GOAL Student Success – increase secondary students’ credit accumulation leading to graduation

ACTIONS Utilize board data to determine elementary school support and targeted interventions prior to transitioning

students to secondary school Secondary schools will promote student enrolment in targeted experiential learning programs including:

Cooperative Education, Specialist High Skills Majors (SHSM), Ontario Youth Apprenticeship Program(OYAP) and School College Work Initiative (SCWI)

Increase SHSM programs and student enrolment at each secondary school Student achievement for learning and teaching teachers (SALTs) will work closely with students to support

credit success Student success teams work through credit recovery packages to support credit accumulation

EXPECTED OUTCOMES TIMELINES Direct support will be provided by elementary SALTs to identified elementary

schools to assist with the transition process from elementary to secondary Secondary students will access at least one experiential learning opportunity before

graduation through cooperative education, SHSM, OYAP, SWAC, dual credit andregular programming

Grade 8 and 12 students will participate in an exit survey in order to inform andimprove School Action Plans

Pathway planning for Grade 8 students will reflect student/parent/guardian choiceand achievement in Grade 8

SALTs will review achievement data to encourage appropriate level choice leadingto the greatest likelihood of success

2019-21

PROGRESS TO DATE All SALTs are assigned to schools to support Grade 8 transition planning and working to complete Grade 9

General Learning Skills (GLE) credits SALTs continued to meet with Grade 8 students, parents/guardians and administrators to review course

level selection and encourage high expectations Summer school at-risk transition program was offered in August to support transition to secondary school Summer school credit recovery program was offered in July

38



GOAL Literacy (Grades 7-12) – improve literacy instruction with Grade 7-12 teachers to support students in their ability to communicate effectively using appropriate strategies, in a variety of texts/contexts to improve Ontario Secondary School Literacy Test (OSSLT) success

ACTIONS Uninterrupted 100 minute literacy block each day for Grades 7-8 Grade 9-12 literacy embedded in all subjects/disciplines across the curriculum Diagnostic assessments, Education Quality and Accountability Office (EQAO) (Item Information Reports,

where available) and ongoing assessment for learning will be used to identify areas of students’ literacyneeds and intervene to close skill gaps

Focus of literacy instruction will include strategies to support learning to read (where necessary), reading tolearn and writing with clarity and creativity for an authentic purpose and/or audience

School Action Plans will include a targeted and precise literacy goal based on identified student needs thatfocuses on student achieving below level 3 in either reading, writing or both

Implement the SCDSB Conditions for Effective Literacy Teaching and Learning Build literacy specific content knowledge and transform teaching practices to increase responsiveness and

explicitness and develop assessment capable visible learners through ongoing effective professionallearning

Instruction and assessment facilitators work with board identified schools to build effective literacy practices Elementary student achievement for learning and teaching (SALT) to focus on Grade 7-8 instructional

literacy strategies and OSSLT connections through the General Learning Skills (GLE) course

EXPECTED OUTCOMES TIMELINES Schools will report that more students are making progress towards proficiency in

reading skills (e.g. reading for explicit information, reading for implicit informationand making connections) and writing skills (e.g. developing a main idea, organizinginformation and ideas, using conventions and developing a topic)

Success rate on the OSSLT amongst first-time eligible students will increasetowards 85%

Grade 8 students working with the elementary SALTs will work on a credit pre-Grade 9

Capacity building for educators on literacy strategies

2017-22

39

PROGRESS TO DATE Participated in OSSLT field tests in spring 2021 Students graduating in 2020-2021 and 2021-2022 school years exempted from OSSLT as a literacy

requirement Instruction and assessment facilitators continued to work with Grade 8 teachers to build educator content

and pedagogical knowledge In-school literacy teams continued to work on improving students’ literacy skills in preparation for OSSLT

field tests Continued use of literacy website with OSSLT support material and literacy skill-building resources for all

grades Elementary SALTs focused on Grade 7-8 instructional literacy strategies and OSSLT

40



GOAL Mathematics (Grades 7-12) – as a result of responsive and explicit teaching, Grade 9 students in the applied and academic course types will meet or exceed the provincial standard, and more will continue to pursue mathematics in secondary school beyond the required compulsory credits

ACTIONS In Grades 7-8 there will be a minimum of 300 minutes of mathematics in a 5-day cycle Implement the Ontario elementary mathematics curriculum for Grade 7-8 during 2020-2021 school year,

with professional learning, a new course of study and other tools to support its implementation Diagnostic assessments, EQAO Item Information Reports (where available) and ongoing assessment will

be used to identify areas of students’ mathematics learning needs and intervene to close skill gaps The focus of mathematics instruction will shift to proportional, algebraic and spatial reasoning School Action Plans to include targeted and precise mathematics goal based on identified student needs

and focus on students achieving below level 3 Implement the SCDSB Conditions for Effective Mathematics Teaching and Learning Build mathematics content and pedagogical knowledge and transform teaching practices to increase

responsiveness and explicitness and develop assessment capable visible learners through ongoingeffective professional learning

Assign instruction and assessment facilitators to target schools to work with Grade 8-9 teachers to buildeducator content and pedagogical knowledge

Participate in EQAO Grade 9 math new online assessment Student achievement department to prepare for implementation of the Ontario Grade 9 mathematics

curriculum during 2021-2022 school year, with professional learning, a new course of study and other toolsto support its implementation

EXPECTED OUTCOMES TIMELINES 75% (applied) and 85% (academic) of all students will meet or exceed the

provincial standard by 2021-20222017-22

PROGRESS TO DATE Participated in EQAO Grade 9 math assessment field tests Delivered professional development sessions to over 100 educators to support implementation of the new

Grade 9 mathematics curriculum

41



GOAL Drive system-wide collaboration and communication through technology initiatives

ACTIONS Continue to develop training and documentation to increase utilization of technology and tools for

collaboration Improve accessibility through training and tool selection Rewrite and rebrand staff website, making it easy to use, device agnostic and accessible Continue to develop capabilities within the Community Apps tool Implement new support management tool Offer cyber-security training to all staff Continue phishing campaign

EXPECTED OUTCOMES TIMELINES Improved communications and collaboration due to availability and use of tools Enhanced functionality, accessibility and access to staff tools Availability of tools to support the needs of parents/guardians, students and

volunteers Common repository for documentation, information and requests Self-help tools that allow users to access support wherever and whenever required Workflow tool to assist in providing reliable, predictable services across the SCDSB Asset repository and tracking system that will reduce loss and increase reliability of

technology Increase security of SCDSB networks as a result of phishing campaign and cyber-

security training

2018-22

PROGRESS TO DATE Continued to refine, develop and migrate additional departments to the new StaffWeb, with only two

departments remaining to migrate StaffWeb has over 3,500 unique visitors and over 19,000 page visits daily Over 27,300 electronic student registrations and over 8,170 volunteers registered through the Community

Apps tool. As of May 2021, 98% of registrations for the 2021-2022 school year were completed online 870 requests have been processed using the online out-of-area request process Training resource documents continue to be added to and updated on the IT Help Resource site IT asset tracking system was utilized to facilitate distribution of devices to students and staff to support

distance learning Over 2,100 employees completed at least one cyber-security training module, with more than 200

employees using the learner dashboard recommendations to complete training outside of the campaign Phishing test failure results were reduced from over 6% before the cyber-security campaign to under 3% at

the midway point System professional development on cyber-security planned for fall 2021

42


RESPONSIBILITY: Douglas Paul Superintendent of Education/Transportation/Athletics

GOAL Provide elementary and secondary school coaches with emergency first aid and Rowan’s Law training

ACTIONS Work with the Simcoe County Athletics Association, centralized athletics coordinator and first aid training

providers to train all coaches in emergency first aid to meet Ophea standards and implement Rowan’s Lawconcussion awareness requirements

EXPECTED OUTCOMES TIMELINES Recertify coaches of high-risk secondary sports who received emergency first aid

training in year one Ensure that coaches are trained to implement Rowan’s Law concussion awareness

requirements

2017-22

PROGRESS TO DATE Emergency first aid training has been provided for all coaches of high-risk secondary sports Simcoe County Athletic Association activities and sports are on hold as a result of the COVID-19 pandemic

43


RESPONSIBILITY: Douglas Paul Superintendent of Education/Transportation/Athletics

GOAL Continue to find efficiencies in our student transportation system

ACTIONS Work with the Simcoe County Student Transportation Consortium (SCSTC) to find efficiencies through

changes to bus runs and/or bell times Work with special education/program departments to mitigate costs associated with modified day

transportation Prepare for the implementation of French Immersion in secondary schools in the 2021-22 school year in

conjunction with the program department and SCSTC

EXPECTED OUTCOMES TIMELINES Achieve a 25% decrease from 2018-19 in specialized transportation costs in the

2020-21 school year2019-22

PROGRESS TO DATE Specialized transportation costs are estimated to exceed goal of 25% decrease Completed review process for bell time efficiencies, to be implemented in September 2021 Implementation of French Immersion transportation in secondary schools will begin in September 2021

44


RESPONSIBILITY: Michael Giffen Superintendent of Education/Well-being

GOAL Continue to grow our capacity to provide students and educators with learning opportunities that will deepen and enrich outdoor stewardship and active, healthy living by making purposeful connections between nature, the outdoors, physical activity, healthy living and the Ontario curriculum

ACTIONS Outdoor Education, Environmental and Healthy Active Living Coordinator will support professional

development opportunities and outdoor learning experiences with community partners and school-basedteams

A variety of focused and intentional strategies will be in place to support extending learning outdoors andbuilding capacity

Enhance outdoor learning spaces – outdoor classrooms, school-scaping, school ground greening anddevelopment

EXPECTED OUTCOMES TIMELINES Leadership capacity and environmental stewardship are developed in educators

and students Students and staff demonstrate an increased environmental and healthy living

awareness, and promote action in our schools and lives Environments that foster wonder, curiosity and a desire to learn outside are created Staff will have increased opportunities to share knowledge and resources specific

to outdoor and environmental education through a community of practice and asystem database

2018-22

PROGRESS TO DATE All Grade 4 students in the Learn@Home and in-school programs participated in outdoor education learning

opportunities virtually and in schoolyards, provided by the Wye Marsh, YMCA, Nottawasaga ValleyConservation Authority and Lake Simcoe Region Conservation Authority

As a result of the outdoor education and environmental initiatives and sustainability survey and theadministrator focus group plans are in place for an outdoor education community of practice for school-levelchampions and a co-created system database

Outdoor education team continued to provide staff development on the effective use of resources within theschoolyard and in Learn@Home programs to promote healthy, active living and outdoor learningopportunities

45



GOAL Students and staff will have a positive sense of self, their work and connectedness, supported through kind and caring relationships, safe and positive environments and community partners

ACTIONS Staff will continue to be engaged in the Leading Mentally Healthy Schools process and participate in

evidence-based learning opportunities that promote mentally healthy, safe and inclusive schools andcommunities

Student voice and student engagement to support student priorities for mental health and well-being areincluded in Leading Mentally Healthy School plans

EXPECTED OUTCOMES TIMELINES Increased awareness of well-being and the importance of positive mental health will

be supported and will empower students, staff and parents/guardians Resources for students, staff and parents/guardians will be strategically allocated

based on an evidence-based needs assessment Enhanced culture of care, concern and compassion in the workplace is evident

2018-22

PROGRESS TO DATE Continued focus on belonging, with a common message of equity, diversity and inclusion Mental health and well-being leadership team provided opportunities for staff to learn about self-care and to

support student wellness through in-person and virtual platforms Mental health and well-being resources were consistently delivered through the SCDSB’s public and staff

websites, instructional guidance documents, Monday Messages, system leaders’ meetings and StaffeNews

46



GOAL Students, staff and parents/guardians learn, develop, model and practice skills that foster well-being through curriculum, relationships and experiences

ACTIONS Learning opportunities will be offered to assist students, staff and parents/guardians in supporting their own

and others’ well-being Every school will have a Leading Mentally Healthy Schools team to strategically implement resources from

School Mental Health Ontario (SMHO) as well as initiatives, programs and practices that build capacity andsustain the organizational conditions that support staff and student well-being

The multi-disciplinary team will provide evidence-based support to student mental health and well-beingwithin their scope of practice

EXPECTED OUTCOMES TIMELINES Students, staff and parents/guardians will have/demonstrate skills that foster well-

being (cognitive, physical, social and emotional) Students feel a sense of belonging and feel supported in relation to their mental

health and well-being Students and parents/guardians will learn about mental health and know how and

when to seek assistance at the school and in the community Staff feel supported in their role to promote student mental health and well-being Leading Mentally Healthy School teams will use data from the Leading Mentally

Healthy Schools Reflection Tool and other sources like the Mentally HealthyClassroom Tool to inform School Action Plans and to monitor and assessorganizational conditions and school culture

2018-22

PROGRESS TO DATE Child and youth workers (CYWs) engaged with over 300 parents/guardians in Self-Reg Parenting courses Mental health and well-being leadership team continued to work with student achievement team to embed

social-emotional learning and well-being practices into instructional guidance documents Social workers provided direct counselling to students with emerging and complex mental health needs

through in-person and virtual services to support their mental health, well-being and learning needs Attendance counsellors continued to support student engagement by maintaining connections and

providing situation-specific opportunities for students and families impacted by the pandemic Mental health and well-being leadership team implemented a framework for trauma-informed practice in

social skills and developed a plan to expand staff and parent/guardian understanding on the impact ofdevelopmental trauma on student learning

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expected outcomes timelines

Documents