Board Improvement Plan

Board Improvement Plan for Student Achievement and Well-being (BIPSAW)

Avon Maitland District School Board supports our students in becoming life long learners and responsible citizens. The Board Improvement Plan for Student Achievement & Well-being helps to set the high standard of achievement for our students, with the goal of creating positive, inclusive learning environments for all AMDSB students across the board.

The priorities outlined within the BIPSAW set direction in support of student achievement and well-being.

Literacy and Numeracy

For students to be literate, they will need to use language and images in rich and varied forms to read, write, listen, speak, view, represent, discuss and think critically about ideas.

Literacy is the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, discuss and think critically about ideas. Literacy enables us to share information and interact with others. Literacy is an essential tool for personal growth and active participation in a democratic society.  Literacy involves the capacity to:  access, manage, create and evaluate information, think imaginatively and analytically, communicate thoughts and ideas effectively, apply metacognitive knowledge and skills, develop a sense of self-efficacy and an interest in lifelong learning.

The development of literacy is a complex process that involves building on a prior knowledge, culture and experiences in order to instill new knowledge and deepen understanding.

Our math and literacy results:

For students to be numerate they will need to be able to demonstrate understanding of mathematical concepts, be fluent and flexible with facts and procedures, problem solve and apply knowledge, communicate and represent their mathematical thinking, and possess a positive attitude towards mathematics.

Numeracy skills affect an individual’s economic and social well-being. Inadequate numeracy skills can negatively impact an individual’s employability and ability to feel engaged and valued in society. Inadequate numeracy skills when possessed by larger groups can “hurt the economy through missed opportunities for innovation and productivity.” Rapidly growing technological advances are making the need for numeracy skills more critical within the workplace. With greater numbers of workers engaging in more sophisticated tasks, numeracy is recognized as an essential employability skill. Also, it has been acknowledged as a potential employment equity issue, as adults with poor numeracy skills are more likely to have relatively low work positions with fewer promotion prospects and lower wages.

Goal:

Improved achievement in literacy and numeracy for all students.

Target:

IF we identify individual student learning needs and implement responsive, targeted strategies and interventions,

THEN we will see an increase in the attitudinal and achievement scores on all EQAO assessments. Observations and conversations will also indicate increased student achievement.

Indicators of Success:

  • Staff use assessment for learning evidence to identify individual student needs and to program effective literacy and numeracy learning opportunities
  • Targeted strategies and interventions are selected and applied to close gaps for individuals or groups of students
  • Staff identify diverse groups of learners to monitor and to make programming adjustments
  • Programming is responsive to students’ identities and interests
  • Staff implement comprehensive literacy and mathematics programming
  • Families will understand how to support their children in their learning

 

Intellectual Engagement

What is Engagement?

Engagement is a long-term disposition towards learning – viewing learning as fun, seeing it as important, seeing the value of working with and functioning as part of a team, being part of a social institution. Those are critically important lifelong skills.

Social: A sense of belonging and participation in school life. Social engagement is participation in extracurricular activities and/or other school activities. Having a sense of belonging at school – engaged students are participating in “something, developing social skills and making positive friendships.

Academic: Participation in the formal requirements of schooling. This means institutional participation, or showing up on time, doing your homework, attending classes, listening in class. They understand the importance of doing well at school. It doesn’t mean they like school, just understand its importance.

Intellectual: A serious emotional and cognitive investment in learning, using higher-order thinking skills (such as analysis and evaluation) to increase understanding, solve complex problems, or construct new knowledge. Intellectual engagement is where we put in extra effort, really wanting to learn and are motivated to continue and finish.

Engagement at our Schools


Intellectual Engagement

As globally and digitally competent learners, students will demonstrate emotional and cognitive investment in their learning. They will be curious, resilient and flexible as they develop skills to collaborate, communicate, think both critically and creatively and problem solve.

Social and Institutional Engagement

As a result of their engagement with school, students will be confident and contributing, engaged participants in school and by extension, with society.

Goal:

Improved emotional and cognitive investment in learning for all students.

Target:

IF we develop positive learning environments by:

  • nurturing interdependent relationships in our classrooms,
  • designing authentic and relevant tasks based on student input
  • allowing for student choice in assessment of learning tasks
  • using digital tools meaningfully

 

THEN we will see an increase in the student responses on the OurSchools survey data in relation to interest and motivation. Observations and conversations will also indicate increased student interest and motivation.

Indicators of Success:

  • Students demonstrate greater interest and motivation in daily work due to variety, choice and opportunities for input
  • Learning opportunities include individual, small and large group activities
  • Authentic and relevant tasks reflect students’ needs and provide appropriate challenge for learners
  • Student-designed deep learning tasks will leverage technology meaningfully to develop global competencies (creativity, communication, collaboration, critical thinking and problem solving)

 

Social & Institutional Belonging

Goal:
Increased sense of belonging for all students and participation in the formal requirements of schooling.

Target:
IF we:

  • identify and program to meet the needs of various groups of students in our system
  • support learners in different pathways
  • increase support for mental health and well-being

 

THEN we will see improvement in the following measures:

  • graduation rates
  • attendance rates
  • sense of belonging indicators on OurSchools survey data
  • awareness and selection of pathways and alternative learning programs, including AMDEC
  • credit accumulation rates
  • social interactions amongst students
  • enrolment of students who have been re-engaged and those that did not previously participate in public education

 

Indicators of Success

  • Families feel welcomed and involved in the school community
  • Intentional well-being programs are encouraged by each schools’ Mental Health Champion
  • AMDEC course offerings will support credit attainment
  • Regular monitoring of students’ completion of credits and hours of community service