The Student Well-Being and Achievement Board Improvement Plan · The Student Well-Being and...

The Student Well-Being and Achievement Board Improvement Plan

Excellence | Equity | New Evangelization

Academic and Corporate2016–2017

Our VisionEach student in our Catholic learning community embodies excellence and equity by embracing the

Ontario Catholic School Graduate Expectations—to be:• a discerning believer; • a reflective, creative and holistic thinker; • a collaborative contributor; • a responsible citizen.• an effective communicator; • a self-directed, responsible lifelong learner; • a caring family member; and

Our Catholic ValuesBy living these values with an open mind and a faithful heart we bear witness to these words: “You are the hope of the Church and of the world. You are my hope.”

– Saint John Paul II

As a Catholic Learning Community, we value:Faith, evangelizing ourselves and others through scripture, sacrament, prayer and action in service with the home, school and parish.

Hope, giving witness to the belief that we can become who we are called to be.

Love, being present to others with care, compassion, solidarity, community and joy.

Peace, creating opportunities for contemplation, spirituality, reconciliation and forgiveness.

Wisdom, listening and responding to the Holy Spirit.Inclusion, ensuring a sense of belonging by promoting the dignity and worth of each human life.

Excellence, building on God’s grace to achieve our earthly and eternal vocations.

Creativity, celebrating diverse and innovative expressions of God’s gifts.

Service, seeking out and responding to local and global needs with prudence, fortitude, humility and charity.

Stewardship, shepherding God’s creation and resources for the common good.

Responsibility, demonstrating accountability and fidelity in our thoughts, words and deeds.

Justice, acting and serving with integrity in communion with the Gospel and teachings of Jesus.

Our MissionWe are called to celebrate and nurture the God-given talents of each student as we serve with excellence in the light of Christ.

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ContentsOverview.........................................................................................................................................................................4 – 5

The Central Focus of Board and School Improvement ....................................................................................................6

Student Well-Being And Achievement Board Improvement Plan...................................................................................7

Themes .........................................................................................................................................................................8 – 47

Witnessing Faith .....................................................................................................................................................8 – 11

Teaching and Learning .........................................................................................................................................12 – 15

Expanding Pathways.............................................................................................................................................16 – 19

Inspiring Leadership .............................................................................................................................................20 – 23

Celebrating Inclusion............................................................................................................................................24 – 27

Serving In Partnership...........................................................................................................................................28 – 31

Emerging Technology...........................................................................................................................................32 – 35

Advancing Communications................................................................................................................................36 – 39

Managing Resources ............................................................................................................................................40 – 43

Continuing Education...........................................................................................................................................44 – 49

4 Excellence | Equity | New Evangelization

Overview

The Student Well-Being and Achievement Board Improvement Plan 2016 – 2017 has been developed to enable our system and

school level staff to identify key priorities and establish common goals for the 2016 – 2017 academic year. These goals reflect,

enliven and align with the goals in Achieving Excellence: A Renewed Vision for Education in Ontario:

• Achieving Excellence;

• Ensuring Equity;

• Promoting Well-Being; and

• Enhancing Public Confidence.

This plan aligns with key principles identified in Durham Catholic District School Board’s Discovery 2020: Strategic Plan

2014 – 2019. Each of the 10 themes discovered through the strategic planning process have been established to promote:

1. Achieving Excellence: A Renewed Vision for Education in Ontario, Ontario Ministry of Education2. Achieving Excellence: A Renewed Vision for Education in Ontario, Ontario Ministry of Education3. Religious Education, Ontario Catholic Elementary Curriculum Policy Document Grades 1 – 8

Excellence: Children and students of all ages will achieve high levels of

academic performance, acquire valuable

skills and demonstrate good citizenship.

Educators will be supported in learning

continuously and will be recognized as

among the best in the world.1

Equity: All children and students will beinspired to reach their full potential, with

access to rich learning experiences that

begin at birth and continue into

adulthood.2

New Evangelization: Students willembrace the Catholic Church’s renewed

efforts to meet the spiritual needs of

today’s society, as witnesses to the

Gospel values in their everyday lives.3

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With this in mind, the development and implementation of the Student Well-Being

and Achievement Board Improvement Plan is based on the following beliefs and

understandings:

• All students in the Durham Catholic District School Board are competent and

capable, and can learn and achieve given the proper conditions and supports.

• All educators in the Durham Catholic District School Board can teach to high

standards of excellence, given the right conditions and assistance.

• Setting high expectations for achievement, holding students to rigorous

performance standards with early and on going interventions through a highly

personalized and precise approach, are essential to student success.

• Educators must be able to articulate what they do and why they teach the way

they do, which is reflective of Gospel values, the Ontario Catholic School

Graduate Expectations, and 21st century skills.

Teachingand Learning

WitnessingFaith

ExpandingPathways

CelebratingInclusion

InspiringLeadership

Serving inPartnership

ContinuingEducation

ManagingResources

AdvancingCommunication

EmergingTechnology


The Central Focus of the Board and School Improvement PlanThe Instructional Core: Both the Board and resulting School Improvement Plans focus on strategies that improve the learning experiences of students each and every day.

What happens daily in the classroom between the student and the educator, in the presence of curriculum, is the only avenue to influence and improve student achievement.

Therefore, the learning experiences that students are exposed to lie at the centre of the instructional core, and the centre of The Student Well-Being and Achievement

Board Improvement Plan. The primary goal in Board improvement for student well-being and achievement is to influence the choices and instructional decisions educators

make to ensure that all students are challenged by quality experiences. Such rich experiences will further learning, growth and development in the attainment of the Ontario

Catholic School Graduate Expectations.

The Three Inter-Connected Priority Areas:• Catholic Community Culture and Caring;

• Teaching and Learning; and

• Pathways Thinking and Integration.

Three priority areas surround the instructional core, which focus and align the efforts of all educators in school and Board improvement planning for student well-being and

achievement. The detailed plan explains specific goals that will be addressed this year for each area, and the data used to inform the goals:

• the School/District Effectiveness Framework Indicators that relate to each goal;

• the strategic actions that will be implemented to enliven the goals;

• the means used to monitor the implementation of the goals; and

• the intended outcome for each goal.

Each goal will be evaluated at the end of the year to reflect on the actual results and outcomes.

Evidence-Based Practices: Evidence-based practices indicated in the blue circle are the main practices the Durham Catholic District School Board will use in each priority

area to promote well-being and improve student achievement. These practices represent the best available research in school improvement, and therefore, they will serve

as a focus for Board and school level professional learning. They are research-based, supported by either Ontario Ministry of Education policies or Literacy and Numeracy

Secretariat resources and support documents.

The Habits of Mind: The Habits of Mind listed in the outer burgundy circle represent the non-negotiable set of beliefs that all educators adopt to promote student

well-being and achievement. A habit of mind is a pattern of intellectual behaviours (a way of thinking) that leads to productive actions. System level capacity building

sessions and school based job embedded learning will focus on habits of mind as necessary to the promotion of Board and school improvement goals.

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“We look both inward and outward in our focus,ever mindful that the education provided in theclassroom must extend beyond the walls of our

schools to make a difference in the lives of all thosewe encounter each and every day.”

– His Eminence Thomas Cardinal Collins, Archbishop of Toronto

Student Well-Being And Achievement BoardImprovement Plan

The Student Well-Being and Achievement Board Improvement

Plan has been synthesized into an infographic to represent the

Board’s approach to school improvement.

Witnessing FaithCelebrating Equity, Excellence and New Evangelization

Strategic Priorities

1.Creating and Sustaining a Caring Catholic School Culture

2.Building Relationships and Developing People

3. Teaching and Learning in the Formation of a Distinct Catholic Identity

Strategic GoalTo ensure our structures, processes, actions and

relationships promote equity and inclusion and

a safe and accepting environment so that each

student may realize the promise of the Catholic

Graduate Expectations.

Data Used To Inform This GoalDiscovery 2020: 2014 – 2019 Strategic Plan.

Equity Think Tank data.

Aboriginal Advisory Circle input.

School Climate Survey data.

Grade 8 and 12 Exit Survey data.

First Nation, Métis and Inuit (FNMI)

self-identification data.

School Effectiveness Framework Indicator3.1. The teaching and learning environment

is inclusive and promotes the intellectual

engagement of all students and reflects individual

student strengths, needs, learning preferences

and cultural perspectives according to each

person’s dignity.

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Strategic Monitoring Results andActions Each Action OutcomesEnhance leadership training for

administrators.

Expand Equity course.

Plan increased opportunities for integration

of outdoor education experiences,

stewardship of creation and indigenous

perspectives with Catholic worldview.

Implement priorities identified in FNMI

Board Action Plan.

Promote FNMI Awareness Month in

October 2016 and extend to celebrate

National Aboriginal Month in June 2017.

Educator feedback

from professional

learning sessions.

Family of Schools

monitoring visits.

Student voice and

engagement.

Reports to Ministry,

Administrative Council

and Board of Trustees.

Increased capacity of staff to articulate and

embed principles of equity and inclusion.

Increased experiential learning opportunities

with integration of identified themes.

Growing cultural competence of staff and

celebration of diversity in all schools.

CREATING AND SUSTAINING A CARING CATHOLIC SCHOOL CULTURE


Strategic GoalTo implement faith formation initiatives and conduct

Catholic School Audits that will both discern and

promote the spiritual dimension in our schools.

Data Used To Inform This GoalPublications of Pope Francis and Assembly of Catholic

Bishops of Ontario.

Data from New Evangelization Think Tank.

Data from Catholic School Audit teams.

Feedback from Adult Faith Formation Steering

Committee.

School Effectiveness Framework Indicator7.1. A Catholic culture is intentionally designed andplanned for to ensure that Gospel values animate

everything that transpires in the school.

Strategic Monitoring Results andActions Each Action OutcomesImplement leading learning sessions

with Faith Ambassadors and

Chaplaincy team.

Implement Adult Faith Formation

learning sessions.

Continue to expand web-based

resources to support the spiritual

dimension in the schools and

workplace.

Form Catholic Conversation Teams,

including parish priests in each Family

of Schools.

Conduct a Catholic School Audit in

each Family of Schools.

Share and refine Catholic School

Audit tool with all schools.

Exit surveys from learning

sessions.

Feedback from Faith

Ambassadors and Chaplains.

Feedback from Student Voice

Forums.

Data from Catholic School

Audit teams.

Family of Schools monitoring

visits.

Reports to Administrative

Council

Faith dimension is widely reflected in

processes, actions and relationships at

school and system level.

Social media communications reflect

spiritual dimension of schools

(#DCDSBFaith, #DCDSBCommunity).

Faith Ambassadors and Chaplains are

networking to support the spiritual

dimension in schools.

Adult Faith Formation evenings have

taken place.

Catholic School Audits have taken place

and findings are shared at the Family

of Schools level.

BUILDING RELATIONSHIPS AND DEVELOPING PEOPLE

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Strategic GoalTo promote staff, student and community engagement

in the implementation of the New Evangelization theme

of Community.

Data Used To Inform This GoalData from the New Evangelization Think Tank.

Focus group data (school administrators spring 2016).

Input of Student Summit Steering Committee.

DCPIC Year-End Parent Survey data.

School Effectiveness Framework Indicator6.3. The school and community build partnerships to

enhance learning opportunities and well-being for students.

Strategic Monitoring Results andActions Each Action OutcomesHost a Year of Community Student

Leadership Summit.

Plan student-led faith based

celebrations between elementary

associate and secondary schools.

Create a Year of Community

celebration calendar.

Host system wide celebrations

including inaugural Catholic

Graduates Mass and System PA Day.

Create a learning partnership with

local clergy related to religious

education in our schools.

Assist DCPIC in the coordination

of a faith based Parent Symposium.

Create web-based teaching and

learning resources to support the

Year of Community.

Exit surveys from

learning sessions and

student summit.

Follow-up actions from

Year of Community

Leadership Summit.

Family of Schools

monitoring visits and

discussion at monthly

meetings.

Social media tracking

of system and school-

based activities

(#DCDSBCommunity).

Staff, students, parents recognize the

significance of Community in New

Evangelization.

Community celebrations have taken

place across the system and throughout

the year.

DCDSB has hosted a zone meeting for

priests with a learning focus.

DCPIC Parent Symposium has taken

place.

System wide Catholic Graduate

Expectations Mass and PA Day for all

employee groups has taken place.

TEACHING AND LEARNING IN THE FORMATIONOF A DISTINCT CATHOLIC IDENTITY

Teaching and LearningLeading and Learning in the 21st Century Classroom


1.Achieving Instructional Excellence

2. Instruction for the 21st Century

3.Assessment, Evaluation and Reporting

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Strategic GoalTo improve student achievement,engagement and well-being through a wholesystem approach to improved Numeracyteaching, leading and learning.

Data Used To Inform This GoalIndividual and Board results on EQAOassessments in Mathematics in Grades 3, 6and 9 over time.

Cohort data indicating junior grade levelcurriculum as the area of greatest need.

Evidence of success from past professionallearning initiatives at school and systemlevels (Math Cafés, Sharing of Excellence,Collaborative Inquiry for Learning:Mathematics, Student Work Study Project).

Administrator attitudinal data from survey.

Content knowledge data from pre and postsurveys of school leaders in Mathematics.

Compass for Success student datawarehouse information tool.

School Effectiveness Framework Indicator(s)4.2. In recognition of each student’s dignity,a clear emphasis on high levels ofachievement in literacy and numeracy isevident throughout the school.

Strategic Monitoring Results andActions Each Action OutcomesEstablish tri-level structures to support system and

school improvement in the area of Mathematics.

Develop a comprehensive Numeracy Action Plan

that outlines the structures and initiatives being put

in place to address the four goals of the Ontario

Renewed Mathematics Strategy.

Build content knowledge of principals and vice-

principals.

Identify specific curriculum that students find

difficult.

Explore and model effective instructional strategies

to address difficult concepts.

Ensure 300 minutes per week of Math instruction in

every elementary classroom.

Establish UP (Ultimate Potential) Math in every

Catholic secondary school and network teachers of

this course to share best practice.

Identify Math lead teachers in every school and

engage them in professional learning/explicit

training throughout the year.

Focus professional learning to increase alignment

between schools and across panels.

Build capacity through collaborative inquiry

involving English Language Learners, Mathematics

and using STEP.

Review of ongoing

development and submission

of School Improvement Plans

— all schools.

Use of Ministry electronic tool:

PRISA (Planning and

Reporting for Improved

Student Achievement) for

intensive support schools.

Use of Ministry electronic tool:

AEAC (Achieving Excellence in

Applied Courses) tool for all

secondary schools.

Learning partner schools

(Superintendents and

Intensive Support Schools)

conversations and reflections.

Pre and post surveys.

Exit surveys from professional

learning sessions.

Monitoring visits with

supervisory officers,

consultants and coordinators.

Principals and vice-principals will reporthigher levels of confidence in leadingMath-based professional learning withtheir staff.

Improved results in administratorattitudinal data in the area of Numeracy.

Increased leader content knowledge foradministrators, Math curriculum chairs,Math lead teachers and system leaders.

System and school leaders are able toconfidently identify the concepts/ideasthat students find difficult and why.

Professional learning focused on numeracyis more precise and effective.

All elementary school students fromGrades 1 to 8 receive 300 minutes of Matheach week in blocks no less than 40minutes.

UP Math is firmly established in allsecondary schools and taught by staff whoare confident in their understanding of theprogram and ability to improve studentachievement.

Program Support Teachers are effectivelyable to support Math programming forstudents with Learning Disabilities in Math.

English as a Second Language (ESL).

ACHIEVING INSTRUCTIONAL EXCELLENCE


Strategic GoalTo re-purpose and re-culture school libraries into 21st Century

Learning Commons by transforming both their physical

environments and the pedagogical practices of educators.

Data Used To Inform This GoalData on Learning Commons usage (e.g., terminals, Chromebooks,

iPads, teaching area, seminar rooms) and purpose (e.g., Team

teaching, book exchange, clubs).

Staff and student surveys.

Samples of teacher lessons.

School Effectiveness Framework Indicator(s)

7.1. The teaching and learning environment is inclusive, promotes

the intellectual engagement of all students and reflects individual

student strengths, needs, learning preferences and cultural

perspectives.

4.3. Teaching and learning in the 21st Century is collaborative,innovative and creative within a global context.

4.6. Resources for students are relevant, current, accessible,inclusive and monitored for bias.

Strategic Monitoring Results andActions Each Action OutcomesEstablish a Learning Commons PLC

comprised of teachers, administrators

and Board personnel for the purpose of

developing best practices for

transforming a library into a Learning

Commons.

Fund the physical and pedagogical

transformation of six identified schools

through a CODE project.

Provide in-servicing to staff members

regarding the use of digital technology

and 21st Century pedagogy at the six

identified schools.

Consultants will work closely with the

Teacher Librarian Group and provide

support for both technology enabled

teaching and learning and 21st Century

pedagogy.

Continue to develop the Virtual Learning

Commons (LaunchPad) by adding more

data bases and software (e.g., ProQuest).

Establish forums for educator dialogue

around the physical and pedagogical

transformation of the learning

environment (e.g., Yammer, Groups,

Videos).

Comparison of usage ofthe Learning CommonsSpace and Virtual Space(pre and post).

Interviews with students,educators and schoolleaders.

Pre and post surveys ofboth staff and students.

Samples of tasksassigned and studentwork.

The Learning Commons is usedmore often by staff members andfor diverse purposes.

There is an increase in student-student, student-teacher andteacher-teacher collaboration.

The digital technology in thecommons is being used as a toolfor content creation rather thansimply content consumption.

Educators have a greater capacityin the area of planning tasks thatdevelop 21st Centurycompetencies.

There is increased student voice inguiding their own learning process.

Teacher Librarians andadministrators understand thedifference between a library and aLearning Commons and have theknowledge and tools required tobegin the process in their schools.

There is increased studentengagement.

INSTRUCTION FOR THE 21st CENTURY

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Strategic GoalImplementation of the new Kindergarten

addendum to Growing Success and the new

provincial Kindergarten Communication of

Learning Tool.

Data Used To Inform This GoalHistorical feedback from teachers, parents andadministrators regarding evaluation andreporting in Kindergarten.

Anecdotal and observational data gatheredduring professional learning sessions forKindergarten teams in 2015-2016.

School Effectiveness Framework Indicator(s)1.1. Assessment is connected to the curriculum,

collaboratively developed by educators and

used to inform next steps in learning and

instruction.

1.7. Ongoing communication about learning is

in place to allow students, educators and

parents to monitor and support student

learning.

Strategic Monitoring Results andActions Each Action OutcomesProvide professional learning full day session toKindergarten educator teams (including the principal) towork and learn together to support effectiveimplementation of the addendum and Communication ofLearning Tool.

Provide half of a Professional Activity day for Kindergarteneducator teams to continue focused work and conversationson understanding the Kindergarten program, addendum toGrowing Success and Communication of Learning Tool.

Provide 11 after school professional learning sessions tobuild understanding of pedagogical documentation as away to continuously monitor learning, to inform instructionand to determine next steps.

Engage administrators in moderation of effectiveKindergarten Communication of Learning Tool commentsthat align with the Kindergarten program and philosophy.

Build knowledge and expertise of all Teaching and Learningstaff to support their school teams in the full implementationof the four frames of learning and assessment strategies.

Presentation to the Board of Trustees on the key aspects ofthe Kindergarten program and addendum to GrowingSuccess.

Provide information to schools to share with parents thatcommunicate the change in program and reporting.

Ensure that the electronic platform for the newCommunication of Learning Tool is functional and readingfor the first reporting period.

Exit surveys.

Feedback/questions

from educator teams

and parents.

Random sampling

of Kindergarten

Communication of

Learning Tool comments

to ensure consistency

with the philosophy and

direction of the

Kindergarten addendum.

Feedback from parents.

Kindergarten educator teams willcollaboratively support theongoing assessment andevaluation of student learning inKindergarten classrooms.

The Kindergarten Communicationof Learning Tool will besuccessfully implemented in allKindergarten classes for the firstand second reporting periods.

Comments built around KeyLearning, Growth in Learning andNext Steps will provide parentsand guardians with positive,helpful feedback on their child’slearning process.

Educators will have increasedcapacity to use effectivestrategies for pedagogicaldocumentation.

Educator teams will workcollaboratively to notice andname student learning in the four frames of the Kindergartenprogram.

ASSESSMENT, EVALUATIONand REPORTING

Expanding Pathways Differentiating Opportunities for

Every Student’s Future


1.Adopting a Pathways Planning Mindset

2.Assisting Students with Transitions Planning

3. Promoting Student Engagement

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Strategic GoalTo foster experiential learning and Christian

community service opportunities.

Data Used To Inform This GoalExit survey data:

• 79% of parents surveyed felt the Board met

future pathway planning needs for their child.

• 14.3% of students in the Board are enrolled in

Dual Credit programs.

• 91% of students in a Dual Credit completed the

program.

• 63% of students enrolled in the Specialist High

Skills Major (SHSM) program received their Red

Seal.

• Increased participation in Ontario Youth

Apprenticeship programs (OYAP).

School Effectiveness Framework Indicator5.1. Students build on in-school and out-of-schoolexperiences to further explore and reflect upon

their interests, strengths, skills, and education and

career/life aspirations.

Strategic Monitoring Results andActions Each Action Outcomes• Increase the number of students enrolled

in SHSM, Dual Credit and OYAP

programs.

• Increase the number and types of

SHSMs, Dual Credit and OYAP programs

offered.

• Provide support to principals for the

Pathways Pillar in the School

Improvement Plans.

• Increase participation in Cooperative

Education placements in trade related

areas.

• Review Ministry data.

• Review survey results.

• Audit School Improvement

Plans.

• Track timelines and progress

of School Improvement Plans.

• Taking Stock Report.

• Monitor OYAP data.

• Great experiential learning

opportunities are provided for

students.

• Increased participation in SHSM, Dual

Credit and OYAP programs.

• More experiential opportunities

evident in School Improvement Plans.

DIFFERENTIATING OPPORTUNITIESFOR EVERY STUDENT’S FUTURE


Strategic GoalPlanning from elementary to secondary and from

secondary to post-secondary institutions.

Data Used To Inform This Goal• EQAO results indicate decreased performance in junior

Math scores.

• 40% of students in Applied level Math courses meet the

EQAO provincial standard.

• 90% four-year graduation rate and 61% of graduates

attend a post-secondary institution.

School Effectiveness Framework Indicator5.2. Opportunities for authentic experiences and

experiential learning exist in all classrooms and

programs.

Strategic Monitoring Results andActions Each Action Outcomes• School transition teams are in place to

facilitate grade to grade, elementary

to secondary and secondary to post-

secondary transitions.

• Cross-Panel Collaborative Inquiry

opportunities are provided to facilitate

transitions.

• Implementation of UP Math in all

secondary schools.

• Review of Ministry data.

• Review of exit surveys.

• Audit of School

Improvement Plans.

• Monitoring of Cross-

Panel initiatives.

• Taking Stock Report.

• Increased EQAO scores.

• Increased graduation rates.

• Increased attendance at post-secondary

institutions.

• Increased number of students following

OYAP pathways.

ASSISTING STUDENTS WITHTRANSITIONS PLANNING

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Strategic GoalTo encourage student and parent engagement.

Data Used To Inform This Goal• Exit surveys of both Grade 8 and Grade 12

parent/student surveys.

• 79% of parents surveyed felt schools were

offering an adequate number of courses.

• 75% of parents and graduates surveyed felt

that schools offered a variety of elective

courses.

• 90% of parents and students surveyed felt the

Board was completing its mandate of its

Catholic Graduate Expectations.

School Effectiveness Framework Indicator5.3. Students, parents, families and educators

understand the full range of Pathways programs

and options available.

Strategic Monitoring Results andActions Each Action Outcomes• Continue to conduct exit surveys.

• All schools hold Student Voice Forums.

• Use of Synervoice and Career Cruising

to gather data.

• Sharing of Student Success data at

school orientation meetings.

• Sharing of Student Success data

through the media.

• Monitor the survey data.

• Monitor Career Cruising.

• Monitor feedback from

Student Voice Forums.

• Increase number of respondents on exit

surveys.

• Greater number of Student Voice Forums

at schools.

PROMOTING STUDENTENGAGEMENT

Inspiring LeadershipPromoting a Culture of Professional Growth


1. Employee Performance Growth

2.Capacity Building

3.Board Leadership Strategy

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Strategic GoalEnhance capacity of the Continuing Education

Department to ensure alignment of human

resources management practices and processes,

and consistency with all departments and

employee groups.

Data Used To Inform This GoalEmployees currently on payroll.

Review of documentation for Human Resources

(HR)-related transactions, such as employment

contracts, interview questions, job postings, pay

sheets, salary grids and timetables.

Inventory of existing employee files.

District Effectiveness Framework Indicator(s)7.2. Priority focus on developing subsets of thepersonal leadership resources and practices based

on local circumstances at particular times.

Strategic How We Will Monitor Results andActions Each Action OutcomesConfirm all hiring decisions with job offer

letters which are signed back by the new

employee.

Develop employment contracts for all

current and newly hired staff.

Develop job posting templates and

standardized selection processes for the

hiring of employees.

Ensure that the processing of new hires

and placement on payroll is performed

through the Human Resources and

Administrative Services (HR/AS)

Department.

Establish consistent pay grids for each

position and provide supporting rationale

for placement of an employee upon hiring.

Develop timetable templates.

Transfer existing personnel files to the

HR/AS Department.

Review the current staffing complement

for all job classifications with consideration

of the Continuing Education Business

Plan.

Regular meetings between the

Continuing Education and

HR/AS Departments.

Periodic audits of HR-related

transactions.

Regular reviews of staffing

complement on payroll by

Business Services and HR/AS

Departments.

Review employee hours of work

in relation to employer pension

obligations.

Updates provided during HR/AS

Department management team

meetings.

Standardized employment contracts

are issued to all staff.

Interview question banks for each

position classification are utilized.

Standardized templates for all job

postings are available.

Personnel files content are consistent

among all employee groups.

Recommended staffing adjustments are

reviewed during the annual budget

process.

Staffing complement is appropriate for

student credits earned.

CAPACITY BUILDING

22 Excellence | Equity | New Evangelization22

Strategic GoalEnhance and expand the Employee Wellness program

and services.

Data Used To Inform This GoalSick leave and short-term disability (STD) data.

Long-term disability (LTD) data.

Leave of absence data.

Data and trends per Employee/Family Assistance

Program (EFAP) reports.

Workplace Safety and Insurance Board (WSIB)

claims/costs.

Research of best practices of like organizations in the

Durham Region and education sector.

District Effectiveness Framework Indicator7.2.Well developed and implemented performance

appraisal procedures and regular feedback about

practices and improvement efforts.

Strategic How We Will Monitor Results andActions Each Action OutcomesEstablish a formal partnership

agreement with the Region of Durham

Health Department.

Weekly Director’s Update will include a

section for employee health and

wellness.

Utilizing social media networks to report

on wellness events and initiatives.

Collaborate with partners in the

education sector to determine and

adopt best practices.

Develop sessions which form part of the

Sharing of Excellence professional

development series.

Host a Wellness Summit with other

school boards in collaboration with the

Board’s EFAP Provider.

Regularly scheduled

meetings of the Wellness

Committee.

Regular reports from the

Wellness Committee to

Administrative Council and

Joint Health and Safety

Committee.

Feedback from employee

group representatives.

Analysis of various data

sources to determine trends

including sick leave, STD,

LTD and WSIB claims.

Improved employee attendance rates

both short and long-term.

Reduction in the number of overall

employees within the Attendance

Support program.

Lower utilization of services provided

under the EFAP.

Reduction in work-related accidents and

WSIB costs.

Increased performance levels and

employee job satisfaction.

EMPLOYEE PERFORMANCEGROWTH

2323

Strategic GoalDevelop a revised grievance

management/alternative dispute resolution

strategy prior to the next round of collective

bargaining.

Data Used To Inform This GoalGrievance activity per employee group.

Grievance activity from past school years with

particular focus on timing prior to contract

negotiations.

Research grievance activity/trends at like-size

Catholic school boards.

Central data from the Ontario Catholic School

Trustees’ Association (OCSTA).

District Effectiveness Framework Indicator6.1. Allocation of resources aligned with a focuson improving instruction and student

achievement.

Strategic How We Will Monitor Results andActions Each Action OutcomesSchedule regular meetings outside of

grievance hearings with each bargaining

agent to review matters which can be

resolved through informal means.

Conduct regular strategy meetings with

in-house legal counsel to review matters

pending arbitration to determine

possible resolution options.

Support professional development of

HR/AS Department staff with a focus on

alternative dispute resolution.

As part of the Sharing of Excellence

series, offer sessions on appropriate

professional boundaries and

interactions.

Review grievance activity for

each employee group.

Seek feedback from bargaining

agents with respect to the

timeliness and quality of

resolutions.

Review informal concerns/issues

brought to the Board’s attention

by employee groups in relation

to formal grievances filed on

same.

Preparation for the next round

of collective bargaining.

Reduced grievance activity.

Timely resolution of informal and formal

grievances.

Enhanced labour relations.

Reduced costs for labour arbitrations.

RESOURCE MANAGEMENT

Celebrating InclusionPersonalization, Precision and Professional Development


1.Universal Design for Learning

2.Differentiated Practice

3. Precise and Personalized Intervention

2525

Strategic GoalTo implement and assess the strategies,

programs and services of the Board’s Mental

Health and Addictions Strategic Plan.

Data Used To Inform This Goal• Results of School Mental Health ASSIST

Board Mental Health and Addictions Scan,

which provides a high level snapshot of Board

progress in focus areas.

• Results of the 2014 School Climate Surveys,

which indicate that verbal is the most

common form of bullying among students in

Grades 4 to 12.

District Effectiveness Framework Indicator(s)2.5. Staff, students, parents and schoolcommunities promote and sustain student well-

being and positive student behaviour in a safe,

accepting, inclusive and healthy learning

environment.

Strategic How We Will Monitor Results andActions Each Action OutcomesEstablish and implement standard

programs and capacity building to

support educators in general wellness

promotion, social-emotional learning,

self-regulation and resilience.

Implement 2016 School Climate

Surveys and support schools in using

the results to inform their own School

Improvement planning process.

Use educator professional learning

opportunities to make explicit the

connection between physical health

and mental well-being.

Expand parent and youth engagement

by creating additional opportunities

for parents and students to become

authentically involved in mental health

initiatives.

Create and implement School

Reflection Tool.

Review of School Improvement

plans by stakeholders (System

Improvement Team, Safe Schools

Steering Committee, Mental Health

Steering Committee).

Reports to Administrative Council,

Special Education Advisory

Committee (SEAC) and Board

Trustees.

Educator feedback from professional

learning series and capacity sessions.

Family of Schools monitoring visits.

Results of 2016 School Climate

Surveys.

Results of 2017 Mental Health

surveys.

School learning visits using School

Reflection Tool.

Social-emotional learning programs

delivered in various schools as required,

including Roots of Empathy, mindfulness

programs, Zones of Regulation, Stress

Lessons/Kids Have Stress Too.

Inclusion of general wellness promotion

at designated professional learning

sessions.

School Improvement Plans include

specific well-being goals under the

Catholic Culture, Community and Caring

pillar.

Increased parent and youth engagement

will create a sense of connectedness, an

important protective factor for building

resiliency and preventing mental health

problems in youth.

UNIVERSAL DESIGN FOR LEARNING


Strategic GoalTo support educators in implementing effective

strategies that meet the diverse learning needs of

all students.

Data Used To Inform This Goal• Results of Individual Education Plan (IEP) audit data.

• Data collected by Behaviour Resource Team and

Durham Catholic Autism Resource Team.

District Effectiveness Framework Indicator4.5. Instruction and assessment are differentiated

in response to student strengths, needs and prior

learning.

Strategic How We Will Monitor Results andActions Each Action OutcomesFocus professional learning

opportunities for Program Support

Teachers (PSTs) who teach the Life Skills

Math course.

Support educators in the

implementation of the resource

Fostering Student Independence: An

Educator's Guide with emphasis on the

framework for gradual release of

responsibility and prompting hierarchy.

Provide PSTs with assessment tools to

develop transition goals that support

All About Me portfolios and Individual

Pathway Plans.

Provide specialized interventions for

students with special programming

needs based on applied behaviour

analysis.

Review and analyze ABA

assessment data.


Council, SEAC and Board

Trustees.

Educator feedback from

professional learning series

and capacity sessions.


visits.

Learning sessions are delivered to

educators for students on an Alternative

curriculum.

Learning sessions are delivered to

educators (Program Support Teachers

and classroom teachers) on the use of

Learning Profiles to support numeracy

instruction.

Role of Psychological Services staff to

support transitional programming at

elementary schools is enhanced.

Parents are confident that special

education programming is being

delivered in numeracy based on

individual student learning profiles.

DIFFERENTIATED PRACTICE

272727

Strategic GoalTo foster continued improvement of Individual

Education Plans (IEPs).

Data Used To Inform This Goal• Results of IEP audit.

• Results of Special Education data on

2015 – 2016 EQAO .

District Effectiveness Framework Indicator4.5. Instruction and assessment are differentiated

in response to student strengths, needs and prior

learning.

Strategic How We Will Monitor Results andActions Each Action OutcomesEnhance leadership skills of the Program

Support Teachers and administrators

regarding programming and services for

students with special education needs,

in particular the impact of learning

disabilities in numeracy.

Focus educators’ professional learning

on the effective use of Learning Profiles

in numeracy instruction.

Explore opportunities to expand

numeracy programming for students on

an Alternative curriculum.

Report on the findings of a

collaborative inquiry on effective

use of Learning Profiles in

numeracy instruction, targeting

students with a Learning

Disability.

Educators’ feedback from

professional learning series and

capacity sessions.

Implementation of a specialized

numeracy program for students

with intellectual disabilities.


visits.

Collection and analysis of IEPs

and report card marks for

students with IEPs.

Learning sessions are delivered to educators

for students on an Alternative curriculum.

Learning sessions are delivered to educators

(Program Support Teachers and Classroom

Teachers) on the use of Learning Profiles to

support numeracy instruction.

Role of Psychological Services staff to

support transitional programming at

elementary schools is enhanced.

Parents are confident that special education

programming is being delivered in numeracy

based on individual student learning profiles.

PRECISE AND PERSONALIZED INTERVENTION

Serving in PartnershipBuilding Connections to Enhance Catholic Education

1. Classroom, School and Board

2. Outreach and Programs

3. Parents, Stakeholders and Community Involvement

2929

Strategic GoalTo enhance Community Use of Schools

outreach programs and strategies that

maximize the use of Board facilities.

Data Used To Inform This GoalData tracking of current Community Use

of Schools users by category, location, date

and time.

Monitoring the utilization rate of schools

across the system (currently 95%).

Feedback of user groups.

District Effectiveness Framework Indicator9.1. Regular communication through the

system nurtured by structures that

encourage strong relationships and

collaborative work based on a shared vision

for student learning and well-being among

staff, principals, system leaders, parents,

community groups, trustees and ministry.

Strategic How We Will Monitor Results andActions Each Action OutcomesReview Board practices and shared best

practice across school districts to promote

Community Use of Schools.

Measure and review on a regular basis

Community Use of Schools hours available

in schools.

Consult with permit holders to seek

feedback to improve end user experience.

Provide training and support to staff to

remove barriers and enhance experience

of community groups in our schools.

Conduct annual community engagement

meetings.

Tracking the Community Use of

Schools database.

Regular reports to

Administrative Council.

Ongoing consultation with user

groups.

Stakeholder feedback from

community engagement

meetings.

School utilization rates indicate schools

are being used by community groups across

the district.

Strategies to promote Community Use of

Schools are well communicated to Board staff

and reviewed and refined on an ongoing

basis.

Data is regularly analyzed to identify

Community Use of Schools opportunities.

Stakeholder input is implemented to improve

overall process.

OUTREACH AND PROGRAMS


Strategic GoalTo enhance opportunities for parent involvement and

engagement that support student well-being and

achievement.

Data Used To Inform This GoalData from Durham Catholic Parent Involvement

Committee (DCPIC) year-end survey.

Ministry and Board goals for supporting student well-

being and achievement.

District Effectiveness Framework Indicator6.4. Learning opportunities, resources and supports areprovided to help parents support student learning and

have productive parent-teacher-student conversations.

Strategic How We Will Monitor Results andActions Each Action OutcomesExpand the use of the DCPIC Resource

Centre to include daytime and evening

drop-in classes for parents to support

well-being through the Pro-Grant

initiative.

Host regional learning sessions (evening

workshop and Saturday Symposium)

for parents to support identified areas

of interest from the DCPIC year-end

survey data.

Develop outreach activities to

support Ministry and Board Renewed

Mathematics Strategy to engage

parents in Mathematics learning.

Provide learning opportunities for

parents both in-person and via webinar

to maximize engagement.

Participation rates and

feedback at learning

sessions.

Planning sessions of DCPIC

sub-committees.

Regular reports at DCPIC

regional meetings.

Webinar analytics.

DCPIC has successfully hosted drop-in

classes, workshops and parent symposium.

Board level staff has coordinated regional

opportunities for Mathematics learning for

parents.

Feedback from each session is reviewed to

inform next steps in outreach.

PARENTS, STAKEHOLDERS ANDCOMMUNITY INVOLVEMENT

3131

Strategic GoalTo identify all existing and potential partnerships

that support the Board and student

achievement.

Data Used To Inform This GoalBoard Partnership Survey results.

Feedback from the Board’s Partnership Advisory

Committee.

District Effectiveness Framework Indicator9.1. Regular communication through the system

nurtured by structures that encourage strong

relationships and collaborative work based on a

shared vision for student learning and well-being

among staff, principals, system leaders, parents,

community groups, trustees and ministry.

Strategic How We Will Monitor Results andActions Each Action OutcomesDevelop a directional policy to guide

partnerships with all external agencies.

Engage in inter-departmental dialogue

through the Board Partnership Advisory

Committee to identify, promote and

expand partnership opportunities.

Create a database that captures new and

existing partnerships across departments

of the Board.

Conduct annual community engagement

meetings and pursue outreach

throughout the year.

Regular meetings regarding the

development of the database.

Meetings of the Partnership

Advisory Committee.


Council.

Feedback from community

consultation session and

outreach contacts.

Policy to guide partnerships with all external

agencies is developed.

Database is created and reflects a range of

partnerships across departments.

Partnership Advisory Committee is meeting

regularly to review existing and potential

partnerships.

CLASSROOM, SCHOOL AND BOARD

Emerging TechnologyEmpowering Todayfor a Changing Tomorrow


1. Infrastructure, Security and User Experience

2. Information Management

3. Ministry Compliance — Managing Information for Student Achievement (MISA)

3333

Strategic GoalTo improve security and system integration,

enhancing end-user experience and

productivity.

Data Used To Inform This GoalPerform a Cyber Security assessment in the

Board’s internal and external network.

District Effectiveness Framework IndicatorEnsures the protection and security of our

students’ data and employees’ data.

Strategic How We Will Monitor Results andActions Each Action OutcomesConduct a security assessment to identify

vulnerabilities, if any.

Validate effectiveness security measure.

Implement changes to strengthen our

network.

Engage third party security

experts to work with our

internal network engineers.

Ongoing upgrades and testing.

Network Data is protected and secured.

Data was not compromised.

Network/access policies are reinforced.

Cyber defense strategies are maintained.

INFORMATION MANAGEMENT


Strategic GoalTo ensure compliance with information privacy laws in

regards to records management.

Data Used To Inform This GoalThe Privacy and Information Management (PIM) toolkit.

District Effectiveness Framework IndicatorGuarantee record retention compliance based on the

DCDSB PIM toolkit.

Strategic How We Will Monitor Results andActions Each Action OutcomesReview PIM toolkit.

Share PIM toolkit document with

stakeholders.

Audit current records archives.

Provide guidelines for record retention.

Review a record management software

solution.

Documentation and

procedures will be

provided to stakeholders.

Ensure document

guidelines are met.

Pilot a record management

software solution.

Documentation and processes have been

sent to stakeholders.

Record archives have been identified.

Started digitizing record archives.

Record Management system has been

implemented.

INFRASTRUCTURE, SECURITYAND USER EXPERIENCE

3535

Strategic GoalTo improve processes for compliance with

Ministry of Education reporting requirements.

Data Used To Inform This GoalPerform an Ontario Student Information System

(OnSIS) audit to identify processes and risks.

District Effectiveness Framework IndicatorMeet the Ministry of Education OnSIS reporting

timelines.

Strategic How We Will Monitor Results andActions Each Action OutcomesWork with all stakeholders within the

Board to ensure accurate data is always

maintained.

Improve and provide clear documentation

to stakeholders.

Improve technology to streamline

processes.

Ensure Ministry data requirements are

submitted on time.

Improve capacity within our

Board.

Delivery of documentation to

stakeholders.

Improve reporting processes to

guarantee data integrity.

OnSIS team has been defined and is aware

of Ministry requirements.

Recommendations for technology solutions

were implemented.

Student Information System data integrity is

consistent and achieved.

MINISTRY COMPLIANCE – MANAGINGINFORMATION FOR STUDENTSACHIEVEMENT (MISA)

Advancing CommunicationsStrengthening Relationshipsto Enhance Student Achievement


1. Collaborative Communication

2. Branding and Visual Identity

3. Community Engagement

3737

Strategic GoalTo deliver timely, effective and open

communication using the most appropriate

tools and technology available.

Data Used To Inform This GoalThe 21 Clicks survey indicated that parents

want to engage with their schools online and

want to hear directly from school

communities.

District Effectiveness Framework Indicator9.1. Regular communication through the

system nurtured by structures that encourage

strong relationships and collaborative work

based on a shared vision for student learning

and well-being among staff, principals,

system leaders, parents, community groups,

trustees and ministry.

Strategic How We Will Monitor Results andActions Each Action OutcomesLaunch all school websites in keeping

with accessibility standards and the

Board’s visual identity.

Train school staff on the content

management system to ensure ease of

use for regular updates.

Encourage parents to subscribe to school

news, calendars and other features for

communication updates.

Implement the consistent use of

Board-branded teacher webpages as

a tool for home-school communication

and engagement between educators,

students, parents and guardians.

Promote Sharing of Excellence sessions

focused on website training for all staff.

Track website completion.

Audit school websites for

current updates.

Staff to monitor the number

of subscribers that have

registered for updates.

Teacher webpages are

monitored and the use of

external sites for electronic

communications are being

phased out.

Monitor attendance at

Sharing of Excellence sessions.

All school webpages are live and being

updated by school staff regularly.

Principals, vice-principals, school secretaries

and designated staff members are trained

and using the system.

School staff has shared the importance of

subscribing and can see on websites that

people are engaging in the process.

Designated teachers are trained on how to

use the system and are champions in their

schools, promoting use of the tool for all

teachers.

Sharing of Excellence sessions have taken

place with representation from all areas of

the Board.

COMMUNITY ENGAGEMENT


Strategic GoalTo prioritize areas of focus for advancing

communications.

Data Used To Inform This GoalA review of new and existing priorities and initiatives for

the Board.

District Effectiveness Framework Indicator1.2.Mission, vision and goals developed transparently

through a strategic planning process and brought alive

and sustained through consistent use as decision-

making tools and beacons for the future.

Strategic How We Will Monitor Results andActions Each Action OutcomesDevelop and support communications

plans for various system wide initiatives

of the Board including:

• Year of Community

• International Education

• Secondary Enrolment

• Kindergarten Enrolment

• French Immersion

• Student Success

• Long-Term Accommodation Plan

• Whitby Secondary Schools Study

• Other plans merging from the Long-

Term Accommodation Plan

• Employee Wellness

• Board and School Website

Implementation

Areas of focus are

identified early in the

school year and guide

priorities for

Communications staff.

Review timelines,

milestones and progress.

Priorities are followed and communications

tactics are complete.

COMMUNITY ENGAGEMENT

3939

Strategic GoalTo continue to promote Board approved key

messages.

Data Used To Inform This GoalAn audit of formal communications informed

that the Board has a strong brand with impactful

messages for stakeholders.

Communications staff recognized the need to

further develop messages with internal and

external stakeholders for the promotion of

Catholic education.

District Effectiveness Framework Indicator1.2.Mission, vision and goals developed

transparently through a strategic planning

process and brought alive and sustained through

consistent use as decision-making tools and

beacons for the future.

Strategic How We Will Monitor Results andActions Each Action OutcomesContinue to embrace and share

existing key messages in the tradition

of the Durham Catholic District School

Board, such as Learning and Living in

Faith; Excellence, Equity, New

Evangelization.

Develop key messages that drive calls

to action in support of the Board’s

strategic plan and subsequent

communications plans.

Keep a record of new and

existing key messages.

Track the use of these messages

by broader areas of the Board,

such as schools in school

promotion or other activities.

Key messages are being shared beyond

internal use by staff members outside of the

Communications department.

BRANDING AND VISUAL IDENTITY

Managing ResourcesEstablishing Sustainable Priorities and Raising Stakeholder Confidence


1. Financial Stability

2. Resource Management

3. System Accountability

4141

Strategic GoalTo ensure efficient and equitable allocation

of school finances and resources.

Data Used To Inform This GoalCentralized school budgets.

School generated funds revenue and

expenditure.

Allocation of funds information from the

Durham Catholic Children’s Foundation.

School by school technology inventory.

District Effectiveness Framework Indicator6.1. Allocation of resources aligned with afocus on improving instruction and student

achievement.

Strategic How We Will Monitor Results andActions Each Action OutcomesEstablish a School Finances Working

Group to assess the financial capacity of

each school.

Review of the annual school budget

allocation and school generated funds

activity.

Integrate funds allocated by the Durham

Catholic Children’s Foundation into the

overall financial planning model at the

school level.

Adjust the annual school budget

allocation as required to equalize financial

capacity at the school level.

Develop a school level multi-year

technology equalization strategy in

collaboration with the Information

Technology Advisory Committee.

Ongoing meetings of the

respective working groups and

committees with defined

timelines and action items.

Regular reports and

recommendations to


school administrators.

Each school community has been assessed

and the annual school budget allocations have

been adjusted.

The multi-year technology equalization

strategy has been developed.

RESOURCE MANAGEMENT


Strategic GoalTo efficiently utilize Board facilities to

accommodate programs and services.

Data Used To Inform This GoalDemographic trends.

Student enrolment projections.

Survey results.

School profiles.

Socio-economic data.

Input received through public consultation.

Research of educational models serving both

elementary and secondary panels.

Ministry announcements with respect to

Capital Priorities submissions and approved

projects.

Information derived in accordance with the

Board’s Accommodation Review and

Community Partnerships policies.

District Effectiveness Framework Indicator

6.1. Allocation of resources aligned with afocus on improving instruction and student

achievement.

Strategic How We Will Monitor Results andActions Each Action OutcomesComplete a comprehensive study of Whitby

secondary schools to identify current and future

opportunities.

Complete a comprehensive analysis of Continuing

and Alternative Education programs and services.

Maintain a consistent and equitable school space

allocation model.

Prepare the annual accommodation and utilization

report for review with Trustees.

Initiate boundary and/or accommodation reviews as

required to maintain effective school sizes and

utilization levels in support of program related

strategic directions.

Regular meetings of the

various study groups with

ongoing updates to


the Board of Trustees.

Review input and feedback

from system stakeholders

throughout the various

information and

consultation sessions.

Studies are completed and opportunities

are reviewed regarding the following:

• Whitby Secondary Schools

• Secondary Start Times

• Continuing Education

• Alternative Education

Recommended actions are approved by the

Board of Trustees.

Annual accommodation report is provided

to the Board of Trustees.

Boundary reviews and/or accommodation

reviews are initiated and/or completed.

FINANCIAL STABILITY

4343

Strategic GoalTo enhance system capacity with respect to

financial literacy.

Data Used To Inform This GoalSchool generated funds revenue and

expenditure.

Centralized school and departmental budgets.

Various analyses to support specific areas of

operations.

District Effectiveness Framework Indicators8.1. Board of Trustees focused on strategicplanning and ensuring district mission and vision

for student achievement and well-being drive

the district’s improvement efforts.

5.1. Professional learning aligned with board andschool improvement initiatives differentiated to

meet needs of schools, leaders and teachers and

aimed at transferring learning into practice.

Strategic How We Will Monitor Results andActions Each Action OutcomesProvide comprehensive information to

the Audit Committee, Finance

Committee and Board of Trustees with

respect to the Board's overall financial

position, opportunities and challenges.

Lead ongoing discussion of financial

related topics with Administrative

Council, school administrators and

corporate managers.

Provide in-service to school secretaries

based on needs identified during school

visits and internal/external audits.

Develop reports, processes and tools to

assist end users in performing their

respective financial duties.

Hold information sessions with various

Board stakeholders with respect to the

Board’s finances and education funding.

Ongoing dialogue with Trustees

and Committee members to

receive feedback.

Regular updates and working

sessions with senior staff and

school administrators.

Monitor progress of school

secretary in-service sessions and

receive feedback.

Monitor the various stages of

the implementation of the new

financial systems to ensure

relevant reports, processes and

tools are being generated.

Provide updates to the Board of

Trustees with respect to

information provided at the

various sessions.

Trustees are informed of Ministry funding,

Board finances and education sector-based

business policies and procedures.

Senior staff and school administrators are

able to effectively manage their respective

cost centres.

School secretaries have received targeted in-

service and operational support from the

school finances administrator.

Senior staff and school administrators are

able to make informed decisions through

access to timely and relevant information.

Information sessions are provided to the

Special Education Advisory Committee

(SEAC), Durham Catholic Parent Involvement

Committee (DCPIC), Student Senators and

employee groups during the year.

SYSTEM ACCOUNTABILITY

Continuing EducationServing the Needs andInterests of All Learners


1. Career Training and Personal Development

2. Expanding and Extending Programs

3. Promoting Student Engagement

4545

Strategic Goal

To maintain and develop programs which

reflect the interests and needs of the

community.

Data Used To Inform This Goal

Number of PLAR and Maturity Credit

Assessments that assist adult learners to

achieve OSSD in support of their Individual

Pathways Plan (IPP).

Enrolment data for programs and courses

for adult day school, night school, summer

school and language classes.

Student Voice indicating programming

needs and student Pathways Surveys.

Employment Council data from Durham

Workforce Authority (DWA).

Perceptual data and communication

regarding the needs of clients from

community partners who send their clients

to Continuing Education.

CDCD data at quarterly Welcome Centre

Governance meetings.

Strategic How We Will Monitor Results andActions Each Action OutcomesInitiate a Continuing Education Study that

assesses the financial viability of current

programs.

Develop a business and marketing plan to

support visibility in the community, growth

of programs and increased enrolment.

Increase career/education counselling,

PLAR and Maturity Credit Assessments

with additional guidance support.

Guidance counsellor support for

apprenticeships, college and university

applications.

Expand co-operative education

opportunities: Pathways Employment

Training Programs (e.g., PSW, Child Care

Assistant) and Work-4-Credits Co-op.

Develop post-secondary preparation and

employment training programs (in

collaboration with Ontario Works (OW)

employment counsellors) that reflect the

needs of the community (e.g., Customer

Service Training, Pre-Health, Trade Skills).

Guidance counsellor to track

the number of PLAR and

Maturity Credit Assessments,

total number of credits earned

and OSSD achievement as a

result of PLAR and Maturity

Credits.

Review enrolment data at the

beginning of each semester.

Review program retention rates

and exit surveys at the end of

each semester.

Collect student employment

feedback at annual Personal

Support Worker (PSW) Advisory

Meeting.

Review partnerships at monthly

Coordinator Meeting.

Coordinators report monthly

status of federal and provincial

contracts and share possible

opportunities.

Track business community visits

to sites

Increased enrolment in Continuing Education

courses and programs.

Focus on fiscally responsible programming

sustains viable programs, identifies programs

that are no longer viable, and provides

support for programs that are growing or

could expand in the future.

Increased enrolment through increased

marketing and exposure of Continuing

Education courses and programs through

social media and digital marketing.

Increase in number of PLAR and Maturity

Credit Assessments and credits earned.

Increase in graduation rates and number of

graduates applying for post-secondary

education.

Increase enrollment in courses and Pathways

Employment Training Programs.

Regular communication and staff from

educational institutions and community

partners on site.

Regular meetings with community partner

managers and educational institution leaders.

CAREER TRAINING AND PERSONAL DEVELOPMENT


Durham Region economic and local labour

market need indicators from the Durham

Workforce Authority (DWA).

Data from community partners (e.g., Ontario

Works, Durham Region Unemployment Help

Centre) regarding their client interests and

needs in the community.

School Effectiveness Framework Indicator6.3. The school and community build

partnerships to enhance learning

opportunities and well-being of students.

Strategic How We Will Monitor Results andActions Each Action OutcomesDevelop and expand partnerships with

educational institutions and community

agencies (e.g., New Hub Model with

community partners utilizing Continuing

Education office space to support their

client referrals and increase enrolment at

Ajax and Oshawa Campuses).

Develop and expand partnerships with

Provincial and Federal Ministries.

Develop and expand partnerships with the

business community.

In collaboration with community partners

(Hub Model), bring counsellors (Rose of

Durham) and workshops (Public Health) on

site, to support mental health and

wellness, and overall student achievement.

Provide opportunities for learners to

explore personal interests (i.e., General

Interest Courses).

Feedback from Community

Manager Meetings.

Collaboration with community partners to

develop programs that reflect the needs of the

community increases client referrals and

enrolment in Continuing Education courses

and Pathways Training Programs.

Positive anecdotal feedback from students,

community partners and employers.

Attendance of Administration and

Coordinators at Business Community

Meetings.

CAREER TRAINING AND PERSONAL DEVELOPMENT Cont’d.


Strategic Goal

To develop and implement a service delivery model for

an international education plan that will recruit

international learners to the Board.


International student perceptual data and climate surveys.

International student voice indicating programming

needs, and Pathways Surveys to determine desired

college and university experiences and programs.

International student retention rates and graduation rates.

International student college and university applications.

International student homestay satisfaction surveys and

perceptual data.

Perceptual data and feedback from agents.

School Effectiveness Framework Indicator

6.3. The school and community build partnerships to

enhance learning opportunities and well-being for

students.

Strategic How We Will Monitor Results andActions Each Action OutcomesForm an International Education

Steering Committee to review research

and best practices regarding

international education.

programming.Collaborate with

provincial and federal international

education groups such as Canadian

Association of Public School-

International (CAPS-I) and Imagine

Canada.

Sign Memorandum of Understanding

with Durham College and the University

of Ontario Institute of Technology

(UOIT) to enhance international student

post-secondary opportunities.

Sign partnership agreement with MLI

International Student Homestay

Company to support student safety,

care and well-being.

Partner with Ingle Insurance Company

for international student coverage,

including mental health supports (24/7

counselling in multiple languages).

Implement a Board-wide tutoring

program for international students.

Feedback from schools and

committee stakeholders to

inform current and future

programming.

Increased networking and

marketing opportunities

from provincial and

international education

groups.

Review meetings with

Durham College and UOIT.

International student

feedback and regular

meetings/conference calls

with MLI staff.

Track number of students

that purchase Ingle

Insurance.

Track number of students

who benefit from tutoring

sessions through student

and tutor feedback.

Comprehensive international education

program that supports health and wellness,

and the needs and interests of all

international students.

Membership and continuous interaction

with provincial and international e4ducation

groups.

Increased number of international student

graduates attending Durham College and

UOIT.

Positive student experiences with Canadian

homestay families that support student

well-being and English language acquisition

in a safe and caring home environment.

Increased student support with an insurance

company that supports both physical and

mental health.

Increased academic support that promotes

achievement and enhances programming to

attract future students.

Increased number of international students

are able to transition to post-secondary.

Better marketing materials are developed to

support international student recruitment.

Increase recruitment opportunities.

EXPANDING AND EXTENDING PROGRAMS



3.4. Students demonstrate a wide range of

transferable skills, such as teamwork,

advocacy, leadership and global citizenship.

5.3. Students, parents, families, and

educators understand the full range of

pathways, programs, options and supports

that are available.

Strategic How We Will Monitor Results andActions Each Action OutcomesImplement International Education Language

Testing System (IELTS) preparation classes to

support successful transition and acceptance

to post-secondary institutions.

Create marketing materials to recruit students

(agent handbook, new website) and student

support documents that promote the Durham

Catholic District School Board and the

international education program.

Increase partnerships with agents through

recruitment fairs and “fam tours.”

Implement Welcome Day and school

orientation sessions (with information

packages) for new international students.

Provide international students with

opportunities to have Canadian cultural

experiences and planned post-secondary

pathways events.

Identify a point person to collaborate with

schools to support international students when

challenges arise.

Increase student excursions (some for credit)

and exchanges to other countries, including

partnerships with sister schools in other

countries.

Track the number of students who

register for classes and who subsequently

pass the IELTS exam as a result of

support.

International student surveys, agent

feedback and Steering Committee

feedback regarding marketing materials.

Feedback from agents and sustained

relationships with agents.

Exit surveys after Welcome Day and

orientation sessions.

Feedback from ESL teachers and

homestay participants.

Student voice for planning Canadian

experiences and pathways events, and

student exit surveys and feedback after

the events.

Increased calls from schools if challenges

arise, as well as international students

who reach out to the point person as a

caring adult.

Track number of opportunities being

created, student feedback from

experiences and marketing opportunities.

A formalized Welcome Day and

school orientation session

enhances programming and

student support, and is used in

international education marketing.

Canadian Cultural Experiences

and Pathways events provide rich

programming for international

students and help promote the

international education program

to agents and new recruits.

Increased support for students

when challenges arise provides

care for students and helps to

recruit new students to the

international education program.

Builds international education

program, enhances new

partnerships and recruits new

international students.

Provides opportunities for

students to become better global

citizens.

EXPANDING AND EXTENDING PROGRAMS Cont’d

4949

Strategic Goal

To provide transitional pathways which reflect the

needs of international learners.

To promote the Catholic faith in a diverse

community.


OCAS data for number of students who apply to

college programs, including the programs of

choice.

Student perceptual data and satisfaction surveys.

Student Pathways Surveys indicating post-

secondary programs of choice.

Student exit surveys.

Perceptual data from community partners (e.g.,

Ontario Works counsellors).


5.3. Students, parents, families, and educators

understand the full range of pathways, programs,

options and supports that are available.

3.4. Students demonstrate a wide range of

transferable skills, such as teamwork, advocacy,

leadership and global citizenship.

Strategic How We Will Monitor Results andActions Each Action OutcomesProvide Guidance Counseling to

support transitions to enter the world

of work, college, university,

apprenticeship and the community.

Enhance existing programs through

flexible scheduling and course

offerings (e.g., new opportunities for

Hybrid Learning, Raising Healthy

Children).

Refine elementary to secondary

planning.

Expand Parish and community

partnerships.

Integrate values that reflect the

Catholic faith, culture and identity.

Guidance to support student

exit surveys and feedback.

Feedback from community

partners.

Student voice and feedback

regarding existing programs.

Enrolment data for new

programs (Pathways and D2L).

Increased student enrolment in

summer (Head Start, Grade 8

Numeracy Camps, Grade 9/10

Credit Recovery) and after-

school (Grade 7/8/9/10 Literacy

and Numeracy) programs.

Increased student involvement

in community service.

Family support with increased

use of child minding on site.

Increased success in transitional pathways

attracts future students.

Flexible scheduling through 1:1 Guidance

supports the challenges that adult learners

have in balancing home-work-school

commitments (includes many newcomers to

Canada).

Increased guidance promotes student

engagement with support for planning and

transitional pathways.

Increased academic support for students in

Grade 8-9 transitions and Grade 7/8/9/10

Literacy-Numeracy programs improves

student literacy/numeracy and EQAO/OSSLT

scores.

Promote global citizenship and Gospel

values.

OSSD attainment through community

service hours.

Support for low-income families

demonstrates Catholic values.

PROMOTING STUDENT ENGAGEMENT

Durham Catholic District School Board650 Rossland Road West, Oshawa, Ontario L1J 7C4Tel: 905-576-6150 | dcdsb.ca | © DCDSB 2016

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