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Avon Maitland District School Board Education Centre

Strategic Plan 2016-2020 Engage, Inspire, Innovate ... Always Learning

Three Girls smiling for the camera

Well Being Positive Inclusive Learning Environments

Hunter and his class wearing Blue Jays gear and ready for the ball game

Equity & Inclusivity Positive Inclusive Learning Environments

Students working together to form a tunnel above there heads with eachothers hands

Safe, Welcoming Learning Environment Positive Inclusive Learning Environments

Female student in foreign part of the world playing with young female students

Continuous Learning for All Maximize Outcomes for Students

Students learning beginner programming skills on the computer

Progression of Skills Maximize Outcomes for Students

Mother and son learning math with geometry concentration game

Growth in Literacy and Numeracy Maximize Outcomes for Students

Strategic Plan 2016-2020Engage, Inspire, Innovate ... Always Learning

We Will

Create Positive, Inclusive Learning Environments


Maximize Outcomes for Students


Engaging our students, staff, families, communities and our world

Inspiring with evidence-informed teaching and learning

Innovating through the creative potential of emerging technologies

Guided by the Principles of

Equity, Character, & Stewardship

The Avon Maitland District School Board

The Avon Maitland District School Board offers first class education to students and families throughout Huron and Perth Counties. After extensive consultation, our work is guided by a four year strategic plan that calls for us to focus on two priorities: We are committed to creating positive, inclusive learning environments and maximizing outcomes for students. Our values and our principles help us define this work.

Our children are entering a world vastly different from that of their parents. Avon Maitland Schools are preparing students for this world through engagement, inspiration and innovation. We will use this website to provide details of our plan and update our progress as the school year moves forward. We are always learning.

Positive Inclusive Learning EnvironmentsStrategic Plan 2016 - 2020

Well Being


  • Provide Mental Health & Well-Being awareness and literacy training with target being school staff.
  • Specific school teams involved, will engage in planning and implementing instructional lessons that effectively include the 5 essential elements of Cooperative Learning with support from a Learning For All Coach.
  • Specific schools will implement key elements of Collaborative & Proactive Solutions created by Dr. Ross Greene, through support from Lives in the Balance staff.


  • 1. Increased school team awareness and literacy of Mental Health and Well-Being from training sessions.
  • 2. Teachers indicate an improved sense of confidence and efficacy in planning cooperative lessons that incorporate the 5 essential elements of Cooperative Learning.
  • 3. Teachers and students indicate an improved sense of well-being, belonging, social skill development and academic achievement for learners as demonstrated by OurSCHOOL Student Survey.
  • 4. School staffs will develop greater proficiency in the use of the Assessment of Unsolved Problems and Lagging Skills (ALSUP) as well as the use of a collaborative model of problem solving with students who have challenging behaviours.


  • 1. AMDSB’s Mental Health and Well-being Action Plan focuses on providing education and support to school staffs and administration. A board-wide professional development day with a focus on “Supporing Well-Being in AMDSB” was held Dec. 2, 2016. Dr. Jean Clinton, psychiatrist/professor was the keynote speaker. The work for the current year was a continuation of the messaging provided by Dr. Clinton.
  • 2. Every school selected a mental health champion.
  • 3. All schools sent teams to attend a workshop/training session. Schools were provided with an opportunity to give feedback about what they required to support their students and staff. The top response in elementary and secondary was an increase in supports for schools. Staff identified the top concern in both panels to be anxiety.
  • 4. Baseline data was difficult to collect, other than OurSCHOOL Student Surveys, which were administered to students in grades 4-12. Data on well-being and belonging showed that AMDSB was above the Canadian average in grades 7 and 8, but below in grades 4-6 and 9-12. Schools have had multiple opportunities to review data with board and school staff and use the information in the creation of their learning plan/SIPSAW.
  • 5. Guest speakers presented to school administration and teams. Panels of community support groups were available for questions from school teams. ASIST (Applied Suicide Intervention Skills Training) was provided to 60 staff who wished to participate in two, two-day sessions.
  • 6. Cooperative Learning: Exeter Public School (4 teachers) and Upper Thames ES (5 teachers) teachers engaged in cooperative learning using the following collaborative structures: base groups, formal cooperative learning and informal cooperative learning on a daily basis.
  • 7. Collaborative Solutions: The specific schools used responses from school-level survey (staff survey) to identify which of the 5 components they would choose as a focus to move into Tier One (spread strategy) across the school. Monitoring of these school-based decisions occurred at the school level. Schools added STRIVE and 1-2 additional staff members to their team. This spread the skill of ALSUP and Plan B development to more staff members.
  • 8. OurSCHOOL Survey was administered to staff in the Spring of 2018.
  • 9. OurSCHOOL Survey supports work on specific goals related to sense of belonging and engagement. Schools use data with staff to create the School Improvement Plan for Student Achievement and Well-Being / School Learning Plans for 2018/2019.

Next Steps

  • 1. Increase counselling support for students.
  • 2. Support Mental Health Champs in specific mental health focus areas identified in schools’ learning plans and according to the Leading Mentally Healthy Schools reflection criteria.
  • 3. Foster an improved sense of well-being in schools for students and staff.

Equity & Inclusivity

Inclusive Education is based on the principles of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected (Ministry of Education, Equity and Inclusive Education Strategy, p. 34, 2009).


  • Each school will develop a student voice team that will promote awareness and acceptance of social and academic inclusion of peers who represent the diversity among the student body, with support from staff.
  • Through a model of inquiry, a group of 14 resource teachers will develop an improved understanding of a collaborative, in-class model of support that aligns with inclusionary practices.
  • Learning For All Coaches will use the method of collaborative inquiry with classroom teachers K-12 who have students with exceptional learning needs as the focus of their learning inquiry.
  • Practices related to voluntary, self-identification of Indigenous students will be reviewed.


  • 1. Student voice teams at elementary and secondary schools will develop a social equity plan. This plan will include regular opportunities to demonstrate student priorities related to social and academic inclusion of peers.
  • 2. Resource teacher inquiry: Data from resource teacher surveys and the work samples in the group portfolio will track changes in thinking and practice.
    • Resource teachers are supporting in classrooms frequently and are engaged in higher levels of collaborative interaction
    • Resource teachers and their collaborative partners can identify positive benefits resulting from their partnerships
    • Resource teachers will identify partnership principles that contribute to positive/productive coaching relationships
  • 3. Partnerships will identify a goal based on the student learning need and will realize steps towards the goal through the process of reflection and documentation.
  • 4. There will be an increase in the number of students who self identify as a member of an Indigenous Nation.
  • 5. Implementation of Ontario’s Action Plan.


  • 1. Student Voice Teams: a) Secondary Principals identified and shared with one another the leadership moves, goals and outcomes of the student voice work within their buildings. b) A Student Symposium had schools bring their collaboratively constructed perspective of how their school is Inclusive represented both visually and in text. They engaged with Me to We facilitators to extend their current thinking into next steps for ongoing opportunities to use the power of student voice to effect change in their school communities supported by school leaders and Learning for All Coaches.
  • 2. Resource Teacher Inquiry: Resource Teachers reflected on the research and identified key themes and determined next steps to deepen impact. At a year-end meeting, Resource Teachers and Administrators from both groups reflected on the model and identified things to start, stop and continue to strengthen and extend the model in the 2018/2019 school year. All resource teachers from both working groups regularly used an in-class model supporting students and teachers based on goals set in collaboration with teacher partners 83% of C/R who partnered with resource teachers from year 1 (2016/2017 start) indicated that their idea of the role has changed or been enhanced. 100% of Resource Teachers from year 2 were able to identify how their idea of the role has been changed or enhanced.
  • 3. Learning For All Coaches: Trends were extracted from requests for and commitment to coach partnership work by panel, grade, subject, area of focus, outcomes of teacher capacity and student success. Inclusive practice in most elementary schools is more readily visible and there is a higher comfort level amongst educations. An instructional playbook was developed and is being maintained for shared use by central Learning For All Coach team to build our own capacity and resource strategy bank. Secondary Principal feedback suggested a role for school based coaching support in addition to the central positions to allow for more consistent access, specific subject knowledge and trust building.
  • 4. Indigenous Education Advisory Committee: Resources and understanding of the selfidentification process was shared during various workshops. An introductory Indigenous Education Advisory Committee (IEAC) Meeting was held in May 2018. Various representatives were present: Parents, Superintendent, Trustee, Administrators and Teachers. Data and process was shared with the IEAC committee.
  • 5. Equity Action Plan:
    • 5.1 Following consultation with the AODA Committee, we produced the first two posters in a series aimed at creating an inclusive workplace, promoting our beliefs and action with respect to inclusion and equity in schools, Education Centre and CELs. The first poster focused on gender neutral language; the second on gender neutral occupations. When distributed to the system, these posters were accompanied by System memos encouraging creation of opportunities for discussion.
    • 5.2 Equity Action plan is being implemented in alignment with Ontario’s Education Equity Strategy timelines.
    • 5.3 Preparation for student based Identity Data Collection took place.
    • 5.4 Professional Learning Sessions took place with the Emerging Leaders Development Program, New Teachers Induction Program, Non-Union Managers, System Equity Committee.
    • 5.5 Summer Learning Institute took place at Six Nations Pow Wow.
    • 5.6 Employed a Community Outreach Administrator to have conversations with leaders of Private School communities.
    • 5.7 Created a Low German Networker position to support classroom learning, registration and school team meetings of students who speak Low German.
    • 5.8 Started an evening Family School supporting parents with ESL, adolescents with secondary credits and child care availability.
    • 5.9 Culturally Responsive Pedagogy strategies will take place given funding.

Next Steps

  • Develop a gender identity administrative policy.
  • Conduct, analyze, and report on student identity-based data.
  • Build a Collaborative Learning Services Network within each secondary school to further support educators to meaningfully include all learners academically and socially.
  • Establish practices for equitable hiring.
  • Elicit student voice in school level decision-making.
  • Establish summer learning opportunities focused on gap closing in literacy and numeracy.
  • Develop a new structure of focused and aligned support to close gaps in literacy and numeracy K-12.
  • Solicit feedback from international students about their sense of belonging and inclusion into AMDSB schools to improve their experience and build our program.

Safe & Welcoming Learning Environment

Avon Maitland DSB schools should be places where everyone - children, students, staff, parents and community - feels welcome, safe and respected.


  • Safe School Teams in all schools will examine results from the 2016 Safe Schools Climate Survey and implement a plan to respond, with particular attention paid to targeting bullying based on the responses received.
  • Schools will work with their teams to analyze OurSCHOOL Student Survey data (2017) and develop Safe School/Anti-bullying plans to reflect on their work to date.
  • Safety Culture:Move to a learning framework, where continuous learning from experiences is shared and strategies enhanced and communicated to achieve a sustained downward trend in accidents and incidents, and create and sustain a culture of safety-mindedness.
    • Move to an enterprise risk management approach to create and sustain a culture of safety-mindedness.
    • Establish a scorecard of leading and lagging key performance indicators to monitor and support our Safety Culture focus.
    • Employ ongoing monitoring and analysis of incident trends for implementing strategies to prevent and minimize loss (human and property).
    • Expand peer engagement model to include designate programs and services, moving from Tech to Science and Phys Ed, the Arts and EA supports. Expand this engagement model to student injury prevention in these areas, as a beginning point.
    • Use existing and emerging technologies to leverage our prevention strategies.


  • 1. Schools will be given an opportunity to request resources/support as required, specifically to target bullying.
  • 2. Schools will see improved results on their Safe Schools Climate Surveys, particularly with the data pertaining to students' perceptions of bullying in the school.
  • Long Term:

  • Safety Culture:
    • Downward trend in accidents and incidents in various areas are sustained over time.
    • Subsequent Safety Culture survey results improved from 2 years' baseline data and reflect heightened awareness of Safety Culture in AMDSB.
  • Short Term:

  • Safety Culture: Risk assessments completed for all employee groups.


  • 1. Safety Culture: Move to a learning framework, where continuous learning from experiences is shared and strategies enhanced and communicated to achieve a sustained downward trend in accidents and incidents, and create and sustain a culture of safety-mindedness.
    • 1.1 Move to an enterprise risk management approach to create and sustain a culture of safetymindedness.
      • 1.1.1 To create and sustain a culture of safety-mindedness and begin building capacity for assessing and managing risk, additional health and safety training for site-based worker and employer health and safety representatives was initiated. The training objectives, including knowledge of the Occupational Health and Safety Act and Regulations, duties and responsibilities or workplace parties, hazard identification, performing effective inspections and investigating incidents, and assessing risk were selected in consultation with the JHSC and reviewed with Senior Staff in the spring of 2018. The training began in the Fall 2018.
    • 1.2 Establish a scorecard of leading and lagging key performance indicators to monitor and support our Safety Culture focus.
      • 1.2.1 A scorecard of leading and lagging key performance indicators to monitor and support our Safety Culture focus was developed during Spring/Summer 2018 and implemented in Fall 2018.
    • 1.3 Employ ongoing monitoring and analysis of incident trends for implementing strategies to prevent and minimize loss (human and property).
      • 1.3.1 Senior Staff initiated a Workplace Violence Prevention Workgroup in Spring 2018 with representation from Corporate Services (EHS Advisor), Human Resource Services, Learning Services, Elementary and Secondary Administration. The group was tasked to perform a gap analysis and provide recommendations and tools for continuous improvement in the preventing hazards related to aggression/violence in the workplace.
    • 1.4 Expand peer engagement model to include designate programs and services, moving from Tech to Science and Phys Ed, the Arts and EA supports. Expand this engagement model to student injury prevention in these areas, as a beginning point.
      • 1.4.1 We have continued with the Tech peer reviews
      • 1.4.2 We updated our concussion awareness training to recognize Rowan’s Law in support of the Phys Ed and athletics programs
      • 1.4.3 We continue to work with Learning Services, HRS on expansion of BMS training to include supply and emergency EAs
    • 1.5 Use existing and emerging technologies to leverage our prevention strategies.
      • 1.5.1 We worked with eBase over Spring/Summer 2018 to create an on-line incident reporting system pursuant to Ministry direction and developed a plan for implementation, including a pilot early in 2018/19 for feedback and fine tuning, leading to full implementation in all sites in early 2019.
    • 2. Schools worked with their teams to analyze OurSCHOOL Student Survey data and developed Safe School/Anti-bullying plans to reflect on their work to date and its impact.
      • 2.1 Investigations of some complex cases indicated that further education was required. Results from the survey showed that we were above the Canadian average in grades 4-6 and 9-12 (which would indicate our students in these grades experience less bullying and exclusion than schools across Canada), but slightly above the Canadian average in grades 7-8. Schools use this data to inform staff and in the creation of their learning plans/SIPSAW.
      • 2.2 After investigating reports of bullying and in collaboration with administrators, it was clear that education about the difference between conflict and bullying was necessary.
      • 2.3 Some schools experienced improved results with their scores for students’ perceptions of bullying in the school, while others did not. We learned that we needed to ensure students and families understood the difference between conflict and bullying. As with any survey there are flaws; for example, one school had results identifying that bullying was most common on the school bus, but the majority of students walk to school. In preparation for future surveys, more effort will be made to educate students about why they are responding to the test and why it is important for us to collect this survey data.

      Next Steps

      • Create a transition support document for students with special needs moving from elementary to secondary school.
      • Implement and review AP 314 Supporting Students with Prevalent Medical Conditions in Schools.
      • Full review and revision of APs as it relates to medical and recreational cannabis.
      • Increase registration in CASE and Riverside by increasing access, positive promotion and the use of culturally responsive pedagogy.
      • Implement a safe schools campaign to identify and respond appropriately to bullying and conflict.
      • Launch improved website and enhance profile through the “Rise of the Phoenix” campaign at CHSS.
      • Develop and implement an online incident reporting tool.
      • Create and train staff to use an Employee Health and Safety Handbook.

Maximize Outcomes for StudentsStrategic Plan 2016 - 2020

Continuous Learning for All

Steven Katz defines “learning as the process through which experience causes permanent change in knowledge or behaviour”. Learning can transform an individual's life and allow for more success at school, work, home and with their families.


We share the articulated belief and commitment of the Ministry of Education’s PPM 159 “Collaborative Professionalism”, that all stakeholders in the system will work together to learn so as to further improve student achievement and the well being of staff and students. In order to foster a continuous learning environment:

  • All principals and vice principals will be co-learning within their respective principal or vice principal networks and using the competencies of the Ontario Leadership Framework (OLF) as the foundation for their leadership learning
  • Regional Supervisory Officers will support principals and vice principals' collaborative inquiry work through school visits and as co-learners at the learning networks
  • All employees will be provided the opportunity to further develop their skills and abilities through professional development
  • The Succession Planning Program will be formalized. This includes Performance Management, Employee Development, and Leadership Development for all staff within the AMDSB
  • Through the Succession Planning Program, we will identify and invest in employees capable of advancement to key positions within AMDSB
  • Conditions will be optimized for students and staff in the system to learn, by fostering the development of trusting and respectful relationships in our classrooms and schools, encouraging reflection and evidence based decision making


  • Principals and vice principals can articulate how their leadership moves support student achievement
  • Principals and vice principals will identify leadership moves and reflect on the impact of the moves as they relate to the competencies of the OLF
  • The Aspiring Leaders Program will be revised and relaunched in the spring of 2017
  • Human Resource Services will formalize the Performance Management system for all employees within the Board
  • A Leadership and Staff Development Program Calendar will be provided to staff on an annual basis outlining training available to all employees with the Board
  • Elicit input and feedback related to the strategies from staff and students throughout the learning process


  • 1. Year 1 of the Employee Leadership Development Program (ELDP) concluded with a Wrap Up/Kick Off session in April 2018 where we celebrated the successes of Year 1 and talked to candidates about the parameters of Year 2 of the ELDP. Approximately 83 employees from across all Union and Non-Union groups participated in year 1.
  • 2. Year 1 was launched again with approximately 17 participants for 2018/2019. Year 2 of the ELDP was launched in October 2018 with approximately 29 participants. Participants will be required to complete a project which demonstrates their leadership skills. The main focus of the project is to provide the candidate with an opportunity to develop their leadership by spearheading a project that adds value to some aspect of the system and is connected to their work. Projects are due in March 2019.
  • 3. The Leadership Development Committee is continuing their work on building the Leadership Development Strategy by focusing on the following:
    • How to support the continued development for current Vice Principals
    • How to support the development for Principals new to their role
    • How to support the continued development for experienced Principals
  • 4. Formalizing the Performance Management System for all Employees
    • The Human Resources Services Department revised and implemented a new teacher appraisal process and continue to review the Educational Assistants’ appraisal process. We will continue to collaborate with the appropriate employee groups to provide a streamlined document to provide EAs with meaningful appraisals that encourage professional growth and development.

Next Steps

  • Promote learning opportunities (IEAC learning trip and post-secondary option exploration) for FNMI students.
  • Create an employee succession planning strategy including the leadership development program.
  • Establish a recruitment retention and on-boarding strategy as part of a Human Capital Management Plan.
  • Develop, implement and monitor new performance appraisal processes for teachers, principals, and EAs as part of a Human Capital Management Plan.
  • Build upon relationships and establish common vision with the Collaborative Professionalism Committee.
  • Build capacity and monitor growth using revised learning structures for administrators.
  • Deliver blended model professional learning to staff.

Progression of Skills

Collaboration - Sharing responsibility in pursuit of a common objective
Critical Thinking - Using purposeful, analytical, reflective processes in various contexts
Creativity - Developing a product, process or idea by integrating original thinking with existing knowledge
Communication - Expressing and interpreting meaning through a variety of forms
Problem Solving - Exploring a challenge for which a resolution is not obvious

The transformation of teaching and learning in AMDSB, through consolidation of effective pedagogy, leverages the opportunities that are derived from maximizing the 4Cs and P (Collaboration, Creativity, Critical Thinking, Communication and Problem Solving).


  • Two elementary (K-6) and five secondary (7-12) schools will engage in New Pedagogies for Deep Learning collaborative inquiries focused on transforming teaching and learning through the progression of AMDSB’s skills of creativity, critical thinking, communication, collaboration and problem solving. By expanding learning partnerships and learning environments within and outside of the classroom, reflecting on and implementing effective pedagogical practices and the use of technology, school teams will develop, implement, monitor and reflect on strategies that lead to more successful outcomes for students.
  • Students in grades 7 to 10, and grade 11 students at 2 secondary schools, will be provided with a portable tool to support their learning.
  • Teachers in the elementary and secondary panels will be supported by technology coaches, through professional learning opportunities and the use of a coaching model, to use innovative strategies to improve communication with students, to create learning spaces, and to continue to increase the engagement and use of rich tasks for students.


  • Technology coaches will follow the coaching model in all of their partnerships, and model the use of effective pedagogy while using technology.
  • External researchers will monitor the implementation of a portable tools for students in senior grades to determine which technology tool best supports their learning.
  • External researchers will continue to monitor the impact of changes in assessment and pedagogy for teachers of students from grades 7 through 11.
  • Student voice will provide additional evidence as to how students are using technological tools at school and how they feel their learning could be improved through the use of a tool.
  • Participating schools in the NPfDL project will:
    • Each teacher will select one deep learning progression and rate each student for one class on each of the dimensions at the beginning of semester/term 2 and again at the end of semester/term 2. Following the collection of this baseline data, schools will determine an indicator(s) of success for improvement.
    • All teachers involved will develop a deep learning artefact that demonstrates evidence of student deep learning. Every school will submit a deep learning artefact to be included in the Avon Maitland School Board website, from which one will be submitted to the Canadian cluster.


  • 1. Next Generation Learning (NGL) initiative will continue to provide each student from Grade 7-10 with a personalized take home learning device. In September all Grade 7 students and any new students coming into grades 8 to 10 received a portable learning tool.
  • 2. All secondary schools will have teams of teachers designing deep learning tasks with students that will develop global competencies (creativity, communication, collaboration, critical thinking and problem solving).
  • 3. Each of our ten secondary schools (including AMDEC) had teams of teachers engaged in professional learning communities throughout the school year. These teams ranged in number from four to eighteen participants and had representation from diverse disciplines, and from differing teaching panels. Upon completion of the learning cycles, each participant shared an deep learning artefact. The artefacts captured their own learning and the student learning in relation to the four elements of pedagogy, learning partnerships, learning environments and leveraging digital tools. They each created an authentic learning task designed to support the development of creativity, communication, collaboration, critical thinking and problem solving (Link to the artefacts: Learning artefacts 2017-2018 ). Two of our artefacts were selected to represent Canada on the New Pedagogies for Deep Learning Global Hub and others were selected to be highlighted in a recent publication by Dr. Michael Fullan and Joanne Quinn. Please see the next link for a presentation of the highlights of the work.
  • Summary of Deep Learning Work

    As a means to continue to monitor and support the NGL initiative, all students from grades 6-11 and teachers of those students will complete a feedback survey.

    In Spring 2018, we collaborated with BrightBytes to administer a survey to teachers, school leaders and students in grades 6 to 12. There were over 5000 respondents to this survey. The purpose of the survey was to review the current usage of NGL devices, to monitor of their use related to the development of transferable skills (collaboration, creativity, communication, critical thinking and problem solving), and to ultimately maximize outcomes for learners in AMDSB.

    Findings in these key areas include the following:

    • Both students and teachers believe that technology improves engagement and enhances learning to develop the skills and competencies necessary for a successful life.
    • Our teachers believe that our district encourages the use of technology to support teaching and learning.
    • Teachers have identified a need for professional development to improve their multi-media and online skills and to support the development of critical thinking in students.
    • Excitement and engagement about the use of technology declines as students’ progress through secondary grades. Use of technology for learning decreases as students enter grade 9, secondary school. Additional training is needed for secondary teachers around the use of technology for authentic learning opportunities.
    • To realize the benefits of the use of technology for learning, the connection between the use of technology, and instruction and assessment practices needs to be made explicit for educators and students.
    • The majority of teachers report knowledge of digital citizenship and online safety, however, almost half spend less than an hour a year on teaching and discussing digital citizenship with their students.
    • The most common barriers identified by both teachers and students to the use of technology in schools relates to age of the device and WiFi connectivity.

    Read the full report of the findings: Technology Enabled Learning Survey Result

Next Steps

  • Monitor and respond to students at-risk using Taking Stock.
  • Develop a new Technology Plan for AMDSB.
  • Convene a Steering Committee to identify strategies to support enhanced student engagement, achievement and skill development (4Cs /1P).
  • Develop cross-panel, cross-discipline collaborative inquiry teams.

Accelerated Growth in Literacy and Numeracy

K-6 and K-8 school goals will focus on identifying and supporting student learning needs in numeracy and 7-12 and 9-12 school goals will focus on identifying and supporting student learning needs in literacy.

School staff will identify group(s) of students who represent the targeted area of need, will implement evidence-based responsive practices and then reflect on the impact of the practice on those targeted group(s) of students.



  • Each School Improvement team will develop, implement and monitor a responsive school learning plan that is derived from the identified urgent student learning need.
  • Elementary administrators and Math Lead teachers will engage in professional learning facilitated by Dr. Marian Small with foci on leading learning and numeracy content.
  • Teachers of Junior and Intermediate mathematics will be given the opportunity to deepen their understanding of effective math instruction through subsidized Additional Qualification courses, Summer Institutes and other professional learning sessions.
  • Teachers of grade 9 Applied mathematics in five secondary schools will participate in networked learning opportunities connected to enhanced understanding of responsive practices in the teaching and learning of mathematics.
  • Teachers of grade 8 and grade 9 and 10 Applied mathematics and administrators in four secondary schools will participate in cross-panel networked learning hubs which will focus on identifying targeted student learning needs, applying evidence based practice and reflecting on the impact of the practice for the target students.


  • Each School Improvement team will develop, implement and monitor a responsive school learning plan that is derived from the identified urgent student learning need.
  • Every secondary school will administer an OSSLT practice test to all grade 9 students in the fall and spring and cross-panel, cross-discipline teams of teachers will moderate the completed tests. School teams will use this formative data to inform their school literacy goal.
  • Secondary administrators and Literacy Lead teachers will engage in professional learning regarding leading learning in developing literacy skills across the curriculum.
  • In three secondary schools, cross panel school teams will utilize the Collaborative inquiry cycle to identify, implement and monitor gap closing strategies for target student groups.



  • We will see a 5% increase in the percentages of students rising to standard between administrations of EQAO. Therefore, 19% of students who were unsuccessful on 2014 Primary EQAO math assessment will rise to standard on the 2017 Junior EQAO math assessment. And 47% of students who were unsuccessful on 2014 Junior EQAO math assessment will rise to standard on the 2017 Grade 9 EQAO math assessment.
  • Literacy:

  • We will see a 5% increase in the percentages of students rising to standard between administrations of EQAO. Therefore, 65% of the students who were unsuccessful on the 2013 Junior EQAO Reading and/or Writing assessment will rise to standard on the 2017 OSSLT.


1. Through the ongoing work of the Renewed Math Strategy, our schools will continue to identify and support those students who require targeted interventions and strategies in relation to the development of knowledge, skills and understanding in mathematics (see Board Report presented February 28, 2017).

Elementary Schools


Teachers will deepen understanding of effective math pedagogy and content knowledge and our lens into this was operational sense and rich tasks through work with the lead teacher.


All schools were sorted into tiers so that coaching support and release time could be differentiated based on need.

Secondary Schools


Teachers will identify student learning needs in their applied classrooms, select responsive teaching strategies, monitor implementation of the strategy and report on the impact of the learning.


All teachers of Grade 9 applied courses will meet throughout the year. Full Math Departments, along with administrators at the four secondary schools who were identified as part of the Achieving Excellence in Applied Courses (MDHS, FEMS, SNSS and GDCI) will be supported in PLC work.

Read the report on their work: Achieving Excellence in Applied Courses

2. Schools will continue to use the OSSLT practice tests and moderated marking to identify gaps in literacy learning and implement targeted evidence based strategies to address identified needs.


Schools teams will increase their confidence and ability to gather and use evidence to identify students requiring support with literacy achievement. Teams of intermediate teachers from secondary (and origin) schools will form a support network that openly shares and creates resources to support adolescent literacy.


Most secondary schools used the practice tests for all Grade 9 and 10 students in the Fall of 2017. A few schools developed their own assessment tool, and others administered assessments to the Grade 7 and 8 students as well. All schools engaged in conversations about student achievement in literacy through a supported and facilitated moderated marking process. School teams all developed literacy plans.

This year we also developed a central repository of best practices for literacy supports. OSSLT Preparation Resource Guide

View the team reflection at the end of the year: Intermediate Literacy End of Year Presentation

3. Selected schools will be focusing on Primary EQAO Reading achievement through targeted evidence-based strategies.

In 2017-18 our Primary Reading support model continues to be grounded in the Leveled Literacy Intervention program. These supports were extended from three schools in 2016-17 to twelve participating schools, and involved 77 students in Grade 1 or 2. Schools were selected based on weak or declining EQAO scores.

Instructional Level (Running Record) Results

In the grade 1 / 2 group of students, 97.4% of the students improved in instructional reading levels.

Bar graph titled 'Green Pre/Post Instructional Level Running Record (gr 1 and 2)'

Reading Level Increase Break Out – Grade 2

All students in the Blue Leveled Literacy Intervention (LLI) surpassed the goal of 3 or more levels increased. The benchmark reading level for the end of grade 2 is M, and all 8 students met or surpassed this benchmark.

Bar graph titled 'Blue LLI Number of Reading Levels Increased'

Read the report: LLI 2017-2018 Summative Report

Next Steps

  • Reculture the role of the SERT to include a focus on math and language subjects in the elementary panel.
  • Identify and implement targeted resources and PD to support teachers’ understanding of teaching and learning of operational sense in math.
  • Convene a Steering Committee to identify strategies to support enhanced student engagement, achievement and skill development (4Cs /1P).
  • Organize grades 7-10 language/English teachers into networks to build capacity of topic development.