Crew 4.1 Booklet

Chair’s Message

Serving the Upper Canada District School Board as trustee, vice chair and chair for the past decade is

work of which I am extremely proud. It was with mixed emotions that I announced this year would be

my last year serving as a member on the Board of Trustees. I am passionate about public education and

thrilled with the work that we have done to support students in the UCDSB. Although I feel that there is

still work to be done, I am most satisfied with my accomplishments as chair of the board.

The bold and courageous efforts we have made to ensure students are put first is anchored in our

strategic plan, and, we will continue to revolutionize public education as we strive for a 90% graduation

rate. We are on the doorstep of reaching this ambitious goal and I am confident that the realignment

and restructuring process that we have embarked upon will provide the leadership needed to meet our

objective. The unequivocal support of the trustees speaks to the confidence and enthusiasm we hold in

regards to this transformation. The time for change is now.

An examination of my tenure as chair of the UCDSB reveals the adoption of measures which have

ensured quality education for all students. Our Accountability Framework charter has enabled the

trustees to focus on strategies to define the success of the Board and measure progress toward

organizational goals. The quality and style of governance over the past decade has ensured that trustees

have remained in policy development. The implementation of policy is the responsibility of the Director

of the Board. A difficult, but firm stance during the passage of Bill 115, the bold transformation of

secondary schools to the Grade 7 – 12 model, and increased access to technology inside the classroom,

all speak to the commitment and passion held by our Board of Trustees.

As the Upper Canada District School Board surges forward, we must remain open-minded and welcome

both the obstacles and successes that will undoubtedly appear. During this journey, we must remain

true to our character, think deeply and seek out engaging and innovative ways to teach and lead.

I am thankful to be part of the leadership team. It has been an honour to have the opportunity to work

with a progressive and student focused organization that puts the heart into public education.

Sincerely,

Greg Pietersma Chair Upper Canada District School Board

Director’s Message The implementation of our visionary strategic plan began a decade ago. We set an ambitious goal of attaining a 90% graduation rate by the year 2020, with a 100% satisfaction level in the educational journey. The UCDSB had the courage to create this bold vision of our future in which every team member cares for every student.

“The spirit that shapes our district must be informed, purified and nourished by our commitment to good character and shared values.” - David K. Thomas, 2014

The rigorous efforts of all members of our district have created a high performing board of education in which our entire focus is on increasing student achievement, improving the overall student/parent experience and placing the student singularly as our most important customer. It has taken a tremendous amount of energy to come to where we are now. It will take an even greater commitment of energy to fully realize our goals. We embrace the diversity of our school communities, and our embodying of equity and inclusionary practice has changed the trajectory of many of our students. We anticipate a future where differences are celebrated and it will no longer be necessary to address equity and inclusion through the strategic plan. As we strive for excellence, we move into uncharted waters. We must be bold in our exploration in order to reach our system goal. We must do things differently. With the genuine and explicit support of the trustees, the structure of the UCDSB has been redesigned to move us to the next level. Ten new Coordinating Administrative Principals (CAPs) have been appointed into positions designed to remove the middle layer, bridge the gap between the school house and the system, and streamline communications to ensure our efforts are solidly focussed on the student. Relational trust will play a key role in our educational transformation. I am confident in the talented, capable and character filled leaders in our system and know that you are committed to improving the outcomes for all of our students. I believe that we are ready and well organized for this significant change. Student achievement data has become a powerful tool to help us develop our school success plans in order to reach our strategic goals. While such data can be a powerful tool, we must never lose sight of the fact that each student we serve has unique needs and requires an individualized plan to ensure their success. Data can be impersonal. We must place the face of each of our students on the data. This will help focus our priority in meeting our students’ needs emotionally, intellectually, physically and spiritually. The poverty issue in Eastern Ontario continues to be a difficult challenge. We must level the playing field for our students. Individually and as a district, we have a moral responsibility to attach every student to their dreams and shine the light of hope on their future. The secondary school graduation diploma represents a beacon of possibility and must be accessible to all students. The diploma is the most effective tool to provide a brighter future for those we serve who are burdened by poverty. We will work differently. We will be high performing. We will continue to place our students first. We will create a deep sense of belonging within our schools and communities. Sincerely,

David K. Thomas Director of Education Upper Canada District School Board

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CREW VERSION 4.1

Table of Contents

Mission, Vision and Values

Credo

Character ALWAYS!

Our Vision for Service Excellence

Operational Excellence in Action

Background of Upper Canada District School Board Charters

C.R.E.W. Statements

CREW 4.1 Communications Statement and Active Charters List

C28 MY.UCDSB Expansion

C45 Creating a Data-Use Culture to Monitor and Enhance Student Learning

C47 Service Excellence

C50 Electronic Document Records Management System

C51 Beyond Budget

C52 Accountability Framework

C53 Social Media in our Schools

CREW 4.1 Resources Statement and Active Charters List

R25 Leadership Development

R30 20-21 Next Level Driven Leadership

R31 Cloud Communications

R32 Borderless Access

R33 IT Infrastructure Renewal

R34 School Budget Planning

CREW VERSION 4.1

Table of Contents

CREW 4.1 Educational Programs Statement and Active Charters List

E25 Continuous School and System Success Planning and Implementation

E30 About Us – Our Student Voice

E36 Learning Our Way to 90% - Hubs & Nodes Learning Challenge

E45 Upper Canada Sports

E46 Link Crew

E48 The Adolescent Learner

E50 Math

E51 Secondary Programs Phase 1

E52 From Good to Great to Best

E53 Tiered Intervention

E54 Upper Canada Arts

E55 Upper Canada STEAM

CREW 4.1 Wellness Statement and Active Charters List

W12 Wellness and Work Life Balance Initiative

W17 Physical and Nutritional Literacy

W18 Living Well

W20 OFSAA/EOSSAA

W21 Community Circles Phase II: School Travel Planning

W22 Employee Journey Celebrated

W23 Ontario Students Against Impaired Driving (OSAID) – Student Safety

CREW 4.1 Completed Charters List

MISSIONWe prepare all students

or a successful life

VISIONCreating Futures, Leading

and Learning fo all

VALUESCaring,

Honesty, Perseverance,

Res ec , Responsibility

OUR LIVING CREDOWe believe our first responsibility is to our students. We are also responsible to our parents, staff and the communities who benefit from the world-class education we provide. We will constantly strive to offer leadership in our classrooms and communities to help our students achieve academic, physical, social and moral excellence and a true sense of belonging. We are not just preparing students for academic success; we are preparing the stewards of our future so our communities may flourish and prosper.

We are responsible to our students. We will plan strategically for their success, maintaining the highest standards and ensuring our schools achieve a 90% graduation rate. We will honour students’ abilities in a climate in which all students have the opportunity to reach their full potential. We will prepare our youth for their futures in post-secondary education, trades, apprenticeships, and work-destination programs. We understand that education is a lifelong journey and will partner with other agencies in our communities to educate our students and nurture healthy minds through all stages of life. We will make informed decisions, always seeking new and innovative ways to help our students attain their goals in a safe environment.

We are responsible to parents and guardians. We will support all families in their children’s growth and development and encourage their participation in the daily life of our schools. We will operate with honesty and integrity and fiscal responsibility. We will act with character to inspire a sense of fairness, caring, compassion and tolerance in everything we do. We will respect and support every family, honouring the partnership that promotes good character in all. We will consistently communicate Board decisions to parents and community partners.

We are responsible to our employees. Every staff member will be considered as an individual and be treated with respect and dignity. We believe in teamwork and in providing an environment that promotes the sharing of best practices. We implement hiring procedures that recruit dedicated and caring individuals who help our students grow into caring and dedicated adults. We encourage ongoing professional learning for our employees through collaboration and other educational opportunities. We must provide strong and effective leadership at all levels. All actions must be just and ethical. We recognize employees as unique individuals and support the physical, intellectual, emotional and spiritual needs of both themselves and their families.

We are responsible to the communities we serve. We pledge to work with local partners to strengthen our communities’ economic base by providing students with skills that business and industry require. We will work with community agencies to promote social and economic development. We will provide facilities that are clean, safe and inviting as focal points of community life, responsive to the academic, athletic, artistic, and social needs of area residents. We will assist our local partners to provide the necessary services that enhance community life.

We will promote environmental awareness among our staff, students and within the community. We recognize that we have only one world, and it is our responsibility to preserve it for future generations. Through our operations and educational programs we will practice energy conservation, respect for nature, reduction of waste, and an overall philosophy of environmental stewardship to ensure sustainability.

At the Upper Canada District School Board, education is about developing the head and the heart, choosing character over convenience, perseverance over quitting, and resilience over defeat. It is about showing integrity and being stewards of community success.

We believe in the pursuit of learning while building a strong sense of caring and respect for all.

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Background of Upper Canada District School Board Charters

“It only becomes a charter if it affects system change – if it is a part of our day-to-day business, it is not a

charter. If the outcome of the proposed action positively affects outcomes for students, then it can be

considered to become a charter.” - David K. Thomas, Director of Education

At the core of our Strategic Plan lie our charter framework documents. These documents outline projects designed to align system activity with our corporate vision. Discussion is initiated at Strategic Council to determine if a specific opportunity for change warrants the assignment of a charter. At that time, consideration is also given to anticipated monetary requirements to support the work of a proposed project opportunity. If so determined, the Council then identifies sponsors to champion the work. Sponsors identify and create a committee of key professionals from within the system who, as partners, analyze the scope of the initial charter. As a living document, the charter may be revised as the team develops a more precise understanding of the work for change. After successful analysis, sponsors identify the steps and measures that will occur to achieve the desired outcome, with a focus on identifying key results indicators and “return on investment”, to demonstrate the success of the charter.

“The size and the prettiness of the plan is inversely related to the quality of action and the impact on

student learning.” - Reeves, 2009

All UCDSB charters are fully outlined on a single sheet of paper; this design constraint ensures that the work is described clearly and with precision. Each of the charters is directly connected to the overarching goal of achieving a system-wide 90% graduation rate while creating the culture and environment for 100% satisfaction with the educational journey for all, by 2020.

“What gets supervised gets done.” - David K. Thomas, Director of Education

Staying focused on mission-critical work is the key to success. This is why all UCDSB charters are reviewed and updated four times a year. These reviews rigorously examine the current state of each charter, and identify and implement necessary updates and revisions to ensure progress. As well, such progress is documented on a Charter Progress Status continuum, as below. Stakeholders are welcome and encouraged to ask questions about any of the charters by contacting the charter sponsor(s).

CHARTER PROGRESS STATUS

Charter #

Aware 0-25%

Authentic 26-60%

Aligned 61-95%

Attuned 96-100%

A 1 2 3 4

Nov 2013 Feb 2014 May 2014

Note: Charters extended past timeline will be shaded this colour.

Awareness: Informed and conscious of the details and knowledge necessary to improve. Authentic: Involved in genuine, but random, acts of improvement.

Alignment: Engaged in genuine acts of improvement which are aligned with the Board’s 90% goal. Attunement: Synchronized in anticipatory acts of improvement which are aligned with the Board’s 90% goal.

C.R.E.W. Statements

COMMUNICATION: To facilitate parent involvement, student achievement, and public confidence, communication must be clear, purposeful, effective, targeted and branded.

RESOURCES: To create an engaging learning environment, support student achievement, and sustain public confidence, resources must be allocated equitably, responsibly, and timely.

EDUCATIONAL PROGRAMS:

To provide relevant and challenging experiences, educational programs must be delivered by qualified, innovative, caring staff, supported by pertinent and engaging professional development.

WELLNESS:

For staff and students to be able to function at an effective level we must recognize, model and encourage spiritual, mental and physical wellness.

COMMUNICATION:

To facilitate parent involvement, student achievement, and public confidence, communication must be clear, purposeful, effective, targeted and branded.

Active Charters Charter Sponsor(s)

C28 My.UCDSB Expansion Jeremy Hobbs, Superintendent Jim Guerin, Manager of ITS

C45 Creating a Data-Use Culture to Monitor and Enhance Student Learning

Terry Gardiner, Principal

C47 Service Excellence David K. Thomas, Director Sarah Crawford, Manager, Planning and Service

C50 Electronic Document Records Management System

Patti Whyte, Accountability/Alignment Officer Hilary Close, Info/Records Management Specialist

C51 Beyond Budget David K. Thomas, Director Nancy Barkley, Superintendent of Business

C52 Accountability Framework David Coombs, Superintendent Jeff McMillan, Trustee

C53 Social Media in our Schools

David K. Thomas, Director Kelty Grant, Principal Cindy Peters, Communications Officer Patti Whyte, Accountability/Alignment Officer

COMMUNICATION RESOURCES EDUCATIONAL

PROGRAMS

WELLNESS

C28 A

Nov 2008

Feb 2009

May 2009

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012 1

May 2012 1

Nov 2012 1

Feb 2013 1

May 2013 1

Nov 2013 2

Feb 2014 2

May 2014 2


Aware Authentic Aligned

My.UCDSB Expansion

SPONSOR(S):

Jeremy Hobbs, Superintendent

Jim Guerin, Manager of ITS

EXPECTED MONETARY REQUIREMENTS

This does not constitute funding approval.

2013-2014 $ 0

2014-2015 $ 0

2015-2016 $ 0

SCOPE: WHAT ARE YOU GOING TO DO TO

REACH THE DESIRED STATE?

WHAT MEASURES/EVIDENCE WILL DETERMINE

WE’VE REACHED OBJECTIVE C28?

WHAT ARE WE GOING TO DO TO REACH OUR

DESIRED STATE? 1. Deploy PowerSchool. 2. Develop and execute strategy for parent

information. 3. Develop architecture for parent-facing services. 4. Select and deploy messaging system. 5. Select and deploy e-commerce system. 6. Update My.UCDSB student email system to

next generation.

1. Systems are implemented on target schedule.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY:

Principally, the chief challenge is building an authoritative repository of parent information that can then

be used as the source of identity information to authenticate parents into these systems.

We also lack an architecture that would ensure a smooth, consistent and polished end-user experience

even as we are building the system out of multiple, potentially independent products.

OBJECTIVE STATEMENT: (SHOW ALIGNMENT WITH THE SYSTEM GOAL) THE OBJECTIVE OF THIS CHARTER IS TO:

Put in place architecture for the deployment of customer-facing IT systems and to deploy the first few services under this architecture, including the new PowerSchool Student Information System, a system for managing parent identity information, a parent messaging system and an e-commerce system.

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT:

Parents have more timely access to information; transactions are smooth, seamless and automated;

and there is a higher level of satisfaction with respect to these types of interactions with the Board.

C28

Alignment with Strategic Intent

C R E W

100%


Charter Timeline Start: September 2008 End: December 2014

WHAT ARE THE POTENTIAL RISKS TO THE SUCCESS OF THIS CHARTER?

Failure to adequately think through and architect for optimum user experience will negatively impact

satisfaction.

Lack of continued availability of the resources necessary to achieve objectives within promised

timelines.

SYSTEM GOAL: TO ACHIEVE A 90% GRADUATION RATE


PROGRAMS

WELLNESS

C45 A

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014



Creating a Data-Use Culture

to Monitor and Enhance

Student Learning

SPONSOR(S):





2013-2014 $ 10,000

2014-2015 $ 50,000

2015-2016 $ 50,000






DESIRED STATE?

1. Provide school leaders with data tools that have a natural interconnectedness to school culture and student learning.

2. Bring CAPs with their family of schools to the strategy room to go through the “Tracking to 2020” data exercise. Identify and address strengths and weaknesses that become apparent over several cohorts. Identify and plan a Cohort At Risk List (CARL) based on data.

3. Bring secondary Student Success (SST) teams together to look at CARL data based on credit count. Student Success funding based on CARL

data.

1. CAPs with their family of schools will put faces to the data and use their collective experience and resources to support student achievement.

2. Within School Success Plans, it will be evident that the progress of the goal is being tracked and reviewed using multiple tools and indicators.

3. At the classroom level, there will be evidence of ongoing diagnostic work being used to inform next steps in the lesson.

4. Student Success Team transition notes will show proactive steps being taken to support CARL students that will also carry over as

personalized service for all students.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: There is a general discomfort with how to select and use data sets to assist in improving student

learning within both the classroom and school.

The School Data Profile is a tool that is underutilized by school leaders.

Cohort tracking is not yet a common practice.

Adjustment to new student information system.

WHAT IS OUR OBJECTIVE STATEMENT THAT ALIGNS WITH THE SYSTEM GOAL? THE OBJECTIVE OF THIS CHARTER IS TO:

Support the building of a system-wide culture of data use to identify and inform the current conditions and

the desired state of ongoing student learning. Put faces to data in order to personalize program to achieve

a 90% graduation rate.


School leaders will have access to the resources needed to support staff in using data to inform next

steps in their instruction.

School leaders will have the skills and confidence to use a variety of data sets to assist in determining focus within the School Success Plan.

Families of schools will look at data together with their Coordinating Administrative Principals (CAPs) by cohort to use data to personalize and differentiate programming and supports.

Schools will practice how to take a cohort tracking approach to address the needs of students at risk. This will cross over to the evidence informed school improvement tactics used for all students.

C45


C R E W

30% 25% 25% 20%


Charter Timeline Start: September 2009 End: June 2015


The capacity of the team involved in asking the questions that will keep data use at the forefront at each site.

All schools working effectively with their CAP to make data driven decisions.


PROGRAMS

WELLNESS

C47 A

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014 1

May 2014 2



Service Excellence

SPONSOR(S):

David K. Thomas, Director Sarah Crawford, Manager, Planning and Service




2013-2014 $ 60,800

2014-2015 $ 0

2015-2016 $ 0



WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL?

CURRENTLY: We are achieving a graduation rate of approximately 85%.

We do not consistently manage the expectations of those with whom we interact.

We need a system to measure student/parent perception of service.

We do not identify and comprehensively recognize quality service.

There is a need for consistent quality service standards across the organization.


Director of Education/Senior Team and Board of Trustees will support the project (staffing and budget).

Staff within the UCDSB will respond positively to creating an organization which exhibits service excellence.


Create a vision of Service Excellence through a participatory, transformative change process, and to plan for its implementation. This charter will set the foundation for the changes required over the short and long term to build a culture of service excellence in the UCDSB.

C47


C R E W

25% 25% 25% 25%


Charter Timeline Start: July 2011 End: June 2014


We will create a vision for Service Excellence.

All employees will have the required knowledge and skills to implement the vision of Service Excellence.

We will establish a recognition program through which all employees acknowledge good service to those with whom they interact: students, their parents, employees, community partners.

The UCDSB meets the service standards identified by a 3rd party evaluation (e.g. Excellence Canada).




DESIRED STATE?

The scope of this charter is to: 1. Research effective service excellence models within

the private and public sectors. 2. Create and conduct a process to determine current

state and the qualities of excellent service. 3. Create and communicate the service excellence

vision. 4. Work with employee action teams to determine

required short and long-term actions to implement the vision.

5. Develop, schedule, roll-out, and evaluate the training required to implement service excellence vision with all employee groups.

6. Liaise with departments to implement required actions. 7. Communicate success stories to the system - where a

service culture has supported the goal of 100% satisfaction with the educational journey.

1. Vision and implementation plan will be created and communicated.

2. Training will be developed and scheduled. 3. UCDSB leaders and managers will understand

the action steps required and begin to build them into their school and department planning.

4. The project will have influenced the organization to anchor new approaches in its culture.


PROGRAMS

WELLNESS

Electronic Document

Records Management

System

SPONSOR(S):

Patti Whyte, Accountability/Alignment Officer

Hilary Close, Info/Records Mangement

Specialist




2013-2014 $ 40,000

2014-2015 $ 40,000

2015-2016 $ 0



WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: There is no consistency in how electronic records are filed and retention periods applied.

Every user employs their own self-developed classification scheme.

There are documents in existence whose retention period has expired.

Users are unaware of retention periods applicable to documents.

The mismanagement of e-records results in inefficient use of server storage space.


Implement an electronic Records Management system to manage the creation, storage, retention and

destruction of electronic records.


Users will be aware that documents created or received are records and should be managed as such.

A consistent classification scheme will be employed by all users.

Documents will be deleted automatically when the retention period expires.

There will be a reduction of duplication of documents.

There will be increased efficiency in retrieval of e-records.

There will be increased efficiency in the use of server storage space.


WE’VE REACHED OBJECTIVE C50? WHAT ARE WE GOING TO DO TO REACH OUR

DESIRED STATE?

1. Consult with departmental staff to determine needs and develop a flexible file subject list.

2. Define metadata requirements for records. 3. Develop procedures on access to documents. 4. Develop naming conventions for documents, for

entering metadata; communicate this information to the organization.

5. Conduct user needs analysis vis-a-vis a training program for the EDRMS.

1. Electronic records will be automatically deleted at the end of their retention period.

2. Staff are able to file electronic records they create using the standard classification scheme.

3. Staff are able to easily retrieve previously filed electronic records.

4. The duplication of records is reduced.


Staff resistance to implementation of standard classification scheme/naming conventions.

Training all users on classification scheme, naming conventions and entering metadata will be a long and involved process.

Availability of IT staff time given current project commitments.


C R E W

75% 25%


Charter Timeline Start: September 2012 End: August 2015

C50

C50 A

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014




PROGRAMS

WELLNESS

C51 A

Nov 2013

Feb 2014

May 2014



Beyond Budget

SPONSOR(S):

David K. Thomas, Director

Nancy Barkley, Superintendent of Business



2013-2014 $ 100,000

2014-2015 $ 100,000

2015-2016 $ TBD






DESIRED STATE? 1. Understand and confirm the content, format, and

timing of the organization’s desired financial updates and forecasts.

2. Gain commitment from budget owners to the quarterly financial update process and their respective roles.

3. Hire appropriate human resources to analyze financial data and ensure timely and accurate financial reporting and forecasts.

4. Determine and acquire reporting tool and/or projections software for development of financial updates and forecasts (dependent upon affordability).

5. Work with decision-makers to develop a process to prioritize resource needs within funding limitations.

1. Process exists to prioritize system needs and to assign limited funding to those needs.

2. Budget owners actively participating in the forecasting process.

3. Decision-makers receiving and using financial information to make timely and student-focused decisions.

4. Finance Department has ample and appropriate resources to produce timely and accurate financial information for stakeholders.

5. Software configured or implemented to facilitate production of financial reports with ease (dependent upon affordability).

6. Stakeholders are confident in the organization’s financial information.


The organization lacks a process and software to solicit more regular spending forecasts from budget owners, i.e.

quarterly.

The current financial reporting tool cannot accommodate our multi-dimensional account codes; therefore, considerable manual effort will be required to produce quarterly updates for the Board.

The organization has not fostered adequate resources with the skills and availability to analyze financial data.

Present software or configuration of software is not conducive to producing financial forecasts.

The cost/benefit of enhancing the software may not be viable within the means of the organization.


Develop a participative financial reporting model that will provide concise, quarterly forecasts throughout the year to UCDSB decision-makers and will, in turn, facilitate timely and informed fiscal decision-making in support of student learning. As well, provide high-level future year system revenue projections using in-house enrollment projections and, to the extent possible, any other known impacts.


The organization’s decision-makers will:

participate in the forecasting process and be accountable for their budgets and financial outcomes.

receive understandable, relevant, and timely financial updates throughout the year.

prioritize system needs in readiness for the application of future revenue.

be agile and responsive to emerging student needs within the limits of available financial resources.

use projected financial information to develop long-term plans.

have confidence in the organization’s financial information.

The Finance Department will:

have the resources and tools necessary to produce timely and accurate financial information.

C51


C R E W

60% 40%


Charter Timeline Start: June 2013 End: June 2015


Lack of appropriate software to produce desired reports due to limitations of current software or lack of budget to

acquire new reporting tool and/or forecasting software.

Lack of in-house analytical resources due to limited budget, time, skills.

Lack of system time and/or commitment to the recommended supporting processes.



PROGRAMS

WELLNESS

C52 A

Nov 2013

Feb 2014

May 2014



Accountability Framework

SPONSOR(S):

David Coombs, Superintendent

Jeff McMillan, Trustee




2013-2014 $ 100,000

2014-2015 $ 100,000

2015-2016 $ 0



WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: We need to build a thorough understanding of the purpose of an accountability framework.


Create a reporting framework and presentation layer to provide the trustees with an additional tool to fulfill

their mandate.


The Accountability Framework will help trustees accomplish their mandate and communicate more

effectively with their constituents.


WE’VE REACHED OBJECTIVE C52? WHAT ARE WE GOING TO DO TO REACH OUR

DESIRED STATE?

1. Establish the Accountability Framework Committee.

2. Provide training for committee members regarding data-based decision making and strategy.

3. Create appropriate Critical Success Factors (CSFs) using our CREW pillars. 4. Create our Key Result Indicators (KRIs) 5. Create an appropriate data presentation

visual to make the KRIs more accessable and

useable.

1. The framework will represent a unifed format that helps trustees define the success of the Board and measure progress towards organizational goals.

2. This framework will be accessible and useable, and enable trustees to clearly communicate

progress to their constituents.


Under-communicating the nature of KRIs. Mistaking KRIs for action, instead of pointing to the behaviours that impact upon results. Using KRIs as a punative measure or an excuse to micromanage.


C R E W

25% 25% 25% 25%

COMMUNICATION: To facilitate parent involvement, student achievement, and public confidence, communication must be clear,

purposeful, effective, targeted and branded.

Charter Timeline Start: November 2012 End: June 2014

C 52


PROGRAMS

WELLNESS

C53 A

Nov 2013

Feb 2014

May 2014



Social Media

in our Schools

SPONSOR(S):


Kelty Grant, Principal

Cindy Peters, Communications Officer

Patti Whyte, Accountability/Alignment Officer



2013-2014 $ 5,000

2014-2015 $ TBD

2015-2016 $ TBD






DESIRED STATE? 1. Determine current use of social media in our

schools, through school visits and surveys – what is working, what is not working, and why.

2. Utilize our knowledge of strategies that work to develop best practices and communicate a process for successful implementation of school social media strategies.

3. Assist schools in telling their story through the use of social media.

4. Develop a process for training staff which includes best practices and successful strategies.

5. Communicate with school staff on a regular basis to ensure they are supported effectively in implementing and maintaining communications

strategies.

1. All schools will have a communications strategy in place, and will be effectively using social media as part of that strategy.

2. Parents will have timely access to all school information, by way of the method they prefer.

3. The number of parents following and interacting with school and board social media sites will increase.

4. Parent engagement via social media sites will be occurring daily.

5. Re-survey at a “to be determined” point to follow

up.


Lack of awareness and acceptance around the value of social media and web-based communication

strategies.

Lack of awareness of the current status of schools in their use of social media.

Lack of definition of best practices of effective social media in schools.

Shortage of resources to quickly train staff in effective use of social media.


Determine whether schools are using social media in their communications and what is working well. Develop best practices to assist schools in communicating effectively and efficiently to tell the story of their school.


All schools will have a communication strategy in place that embraces and integrates social media and

an active web presence with traditional communication methods.

School staff will have the training needed to successfully implement a complete communication plan which includes social media, that meets the needs of the school and community.

Parents will have more timely access to information, have a high level of satisfaction with

communication with the school and be better able to support their child’s progress.

C53


C R E W

65% 25% 10%

COMMUNICATION: To facilitate parent involvement, student achievement, and public confidence, communication must be clear,

purposeful, effective, targeted and branded.

Charter Timeline Start: March 2014 End: June 2014


Schools do not recognize the value of embracing the use of social media in their communications.

Rapid changes in technology and social media platforms may prove to be a challenge in ensuring the board and schools stay current, and will require ongoing commitment in training and resources.

Parents/community members do not receive the information they require in a timely manner.


RESOURCES:

To create an engaging learning environment, support student achievement, and sustain public confidence, resources must be allocated equitably, responsibly, and timely.


R25 Leadership Development Ian Carswell, Associate Director

R30 20-21 Next Level Driven Leadership David K. Thomas, Director

R31 Cloud Communications Jeremy Hobbs, Superintendent Jim Guerin, Manager of ITS

R32 Borderless Access Jeremy Hobbs, Superintendent Jim Guerin, Manager of ITS

R33 IT Infrastructure Renewal Jeremy Hobbs, Superintendent Jim Guerin, Manager of ITS

R34 School Budget Planning David K. Thomas, Director Nancy Barkley, Superintendent of Business


PROGRAMS

WELLNESS

Leadership Development

SPONSOR(S):

Ian Carswell, Associate Director




2013-2014 $ 0

2014-2015 $ 0

2015-2016 $ 0




WE’VE REACHED OBJECTIVE R25?


DESIRED STATE? 1. Scaffold a 4-module program of professional

learning using an Integrative Leadership framework.

2. Introduce coaching and guided practice to resolve significant system problems within a cohort of peers.

3. Use case study, simulation training, direct instruction, experiential learning with a focus on: Mental Models, Integrative Thinking, Change Management, Design Thinking, and Ethnographic Inquiry.

4. Apply out-of-sector methods to the education context.

1. Assessment through direct observation of participants and evaluation of tasks within professional learning modules.

2. System Project Assessment and measurement. 3. Site visits and assessments. 4. Principal Appraisal Framework.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: We fail to recognize and act upon opportunities to support the goal, or to effectively recognize and

manage risks to the goal.

Legacy practice, culture, and design restrict our moving forward.

Our focus is diluted and distracted.

Strategies are poor or absent; tactics are either ineffective, applied ineffectively, or both.

We lack commitment to, understanding of, or capacity to achieve the goal.

Feedback systems are invalid, insufficient, or nonexistent.


Lack of sustained financial support through the Ontario Leadership Initiative.


Principals are active participants and effective architects of professional learning.

Principals are able to resolve conflict to achieve a better future with staff, students and stakeholders through an understanding and application of mental model theory and the skills of effective inquiry and advocacy.

Principals are able to effectively lead a change initiative.

Principals are able to apply methods of Inquiry to acquire knowledge, reduce doubt, understand and resolve problems.

Principals are able to use integrative and design thinking to develop innovative solutions to solve

problems and develop opportunities.

R25


C R E W

10% 25% 60% 5%



R25 A

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014 1

May 2014 2




Provide principals with less than 3 years’ experience the skills, knowledge, and disposition to improve

student achievement through effective instructional leadership.


PROGRAMS

WELLNESS

20-21 Next Level Driven

Leadership

SPONSOR(S):





2013-2014 $ 5,000

2014-2015 $ 264,000

2015-2016 $ 165,000



R30


C R E W

10% 80% 10%


Charter Timeline

Start: November 2013 End: September 2015

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: The status quo is protected by the bureaucracy, entitlement, and the resistance and opposition to

change.

Potential poor communications.

Fear of taking risks.

Lack of alignment between board office and the school house.

Duplication, expert thinking, and the middle layer.


Our schools are different.

Principals are true instructional leaders who are character filled, and base decisions on empathy, courage and generosity.

Coordinating Administrative Principals (CAPs) lead and coach their families of schools to ensure student success.

Through this change, accountability is placed at the grass roots level of the organization where our district leadership connects with parents, students and community.

Students are engaged in meaningful learning.

There are higher levels of academic achievement.

There is wide spread job satisfaction and professional happiness.

There are high levels of positive public support for the school district.


This system reorganization is about empowering the school house and the classroom. It is a boldly

designed set of actions to deal with a curricular stall and to increase student achievement and success to

improve the student experience. This will reduce duplication and reposition our talents, skills, resources

and energy to meet the needs of each child, to achieve our 90% graduation rate and 100% satisfaction for

all.




DESIRED STATE?

1. Reorganize Senior Team and Principal groups,

eliminate middle layer and duplication in system. 2. Repurpose the entire organization. 3. Have every Principal/Vice-Principal report to the

Director. 4. We will be a true learning organization, modeled

by the Director as the first learner in the

organization.

The Accountability Framework and Key Results Indicators will be organized to measure the

impact of this charter.


Poor communications and vision not purposefully or properly disseminated.

Lack of enthusiasm for the mission.

Lack of understanding of the change process.

Lack of resilience within the process.

Energy required for change to be sustained.

R30 A

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014



Became Next Level Driven


PROGRAMS

WELLNESS

Cloud Communications

SPONSOR(S):






2013-2014 $ 0

2014-2015 $ 0

2015-2016 $ 0




WE’VE REACHED OBJECTIVE R31? WHAT ARE WE GOING TO DO TO REACH OUR

DESIRED STATE? 1. Replace email archiver. 2. Provide Office 365 for staff. 3. Offer Lync Personal Videoconferencing to staff.

4. Update to Efax.

1. Completion of proposed projects on time and on

budget.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: Most communications systems within the UCDSB are hosted internally and while we enjoy inexpensive

software, the human effort to set up, configure and maintain these systems at an acceptable level of reliability means it is difficult to ‘afford’ to introduce further new capabilities or broaden access to students.


Departmental budget pressure that makes operating funds for services and staff less accessible.

Inability to gain momentum for integrated, Board-wide service.


Replace existing communications systems with cloud-based services designed to improve reliability,

accessibility and service quality at lower cost than the predecessor systems.


Users of UCDSB communication systems will access their tools from any location on almost any

device. Access to services will be broadened significantly to include students as part of the core

customer group and new services like video calling will be made available to every user.

R31


C R E W

25% 75%



R31 A

Nov 2012 1

Feb 2013 1

May 2013 1

Nov 2013 1

Feb 2014 1

May 2014 1




PROGRAMS

WELLNESS

R32 A

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014



Borderless Access

SPONSOR(S):






2013-2014 $ 0

2014-2015 $ 0

2015-2016 $ 0






DESIRED STATE? 1. Complete Direct Access rollout. 2. Implement Mobile Device Management system. 3. Renew/replace SmartPhone contract. 4. Deploy desktop virtualization generation.

5. Roll out Windows 8.


budget.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: Access to IT services is now widely available, but with the recent proliferation of a diverse array of

mobile devices, people expect greater choice in mode of access with greater expectation of mobility.

Borderless access will make access to IT services more seamless and therefore easier to use in the

classroom and office.


Make access to IT services seamlessly available anytime and anywhere from virtually any device.


Staff and students will be able to access the UCDSB IT services to which they are entitled without

concern about the nature of device or location. Using only their UCSDB login credentials, users will

enjoy a personalized experience that follows them across devices and locations.

R32


C R E W

25% 75%




The chief risks to this project are external: rapid evolution of technology, the availability of integration

tools and staff time to both learn and implement new technology.

Additional risks include the continued availability of departmental resources necessary to achieve

project objectives.


PROGRAMS

WELLNESS

R33 A

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014



IT Infrastructure Renewal

SPONSOR(S):






2013-2014 $ 0

2014-2015 $ 0

2015-2016 $ 0






DESIRED STATE? 1. Wireless network infrastructure completed and

operational. 2. Wide Area Network and Internet connectivity

replaced. 3. Put strategy for next generation voice

communications in place.


budget.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: Most IT network infrastructure is approaching the end of its life cycle and contract terms. In order to

provide improved service for the next ten years and achieve costs benefits, this infrastructure must be

renewed.


Update major components of IT communication infrastructure, assist with enhancing student learning, and

continued efforts to sustain effective communication practices.


The UCDSB will have access to a foundation of IT infrastructure that enables improved

communication, continued consolidation of services on IT infrastructure with greater reliability and lower cost.

Voice communication will be tightly integrated with other forms of asynchronous and synchronous

communication.

R33


C R E W

25% 75%




The risks to this project primarily involve uncertainty with respect to how next generation WAN services

will be priced, which in turn drives the level of service that can ultimately be delivered.


PROGRAMS

WELLNESS

R34 A

Nov 2013

Feb 2014

May 2014



School Budget

Planning

SPONSOR(S):


Nancy Barkley, Superintendent of Business




2013-2014 $ 10,000

2014-2015 $ 5,000

2015-2016 $ 0



R34


C R E W

100%

RESOURCES: To create an engaging learning environment, support student achievement, and sustain public confidence, resources must be allocated equitably, responsibly, and timely. .

Charter Timeline

Start: February 2014 End: June 2014

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: 1. There is a perception that some schools may not be utilizing budgets in a timely fashion for the

students they serve during the school year. 2. There is also a perception that some schools may not be allocating their budgets in direct support of

their school success plans. 3. There is a concern that central departments, when possible, may not be transferring funds to schools

early enough in the school year to benefit students in that year.


1. School budgets are fully spent by the end of the school year. If funds are not spent, there is an

approved and specific plan for their use. 2. The school budget is directly linked to and facilitates achievement of the school success plan.

3. Central departments and schools working closely together to find all available system efficiencies.


Review school budget surpluses, identify the reasons that excess funds remained at the end of 2012-13,

and recommend any necessary improvements. As well, ensure that schools are developing budgets that

specifically support the school success plan.




DESIRED STATE?

1. Establish small team of principals and financial

staff to complete this project. 2. Interview principals to understand why they are

not spending 100% of their budgets annually. 3. Interview principals to find out if and how they are

allocating their school budgets to directly support their school success plans.

4. Interview non-school budget owners to better understand funds transfers to school budgets (purpose & timing).

5. Prepare a report of findings and proposed actions

for improvement.

1. Annual budgets are fully spent by school year end or there is an approved plan for use of any surplus.

2. Principals have tied allocation of the school

budget to the school success plan.


Principals spend funds in an effort to fully spend their current budget surpluses without regard to school

success plans.

Schools receive central funds late in the year whereby little time is available to schools to plan

spending wisely.

EDUCATIONAL PROGRAMS:

To provide relevant and challenging experiences, educational programs must be delivered by qualified, innovative, caring staff, supported by pertinent and engaging professional development.


E25 Continuous School & System Success Planning & Implementation for Increased Student Learning

David K. Thomas, Director Terry Gardiner, Principal

E30 About Us – Our Student Voice Frank Hummell, Principal Terry Gardiner, Principal

E36 Learning Our Way to 90% - Hubs & Nodes Ian Carswell, Associate Director

E45 Upper Canada Sports David Coombs, Superintendent Patricia Brown, Principal Ron Ferguson, Principal

E46 Link Crew Terry Gardiner, Principal Frank Hummell, Principal

E48 The Adolescent Learner Val Allen, Superintendent Susan Edwards, Superintendent

E50 Math Ian Carswell, Associate Director

E51 Secondary Programs Phase 1 Ian Carswell, Associate Director

E52 From Good to Great to Best David K. Thomas, Director Debbie Banks, Principal Sandra Sine-Szirtes, Principal

E53 Tiered Intervention Val Allen, Superintendent Mhairi Rowland, Principal

E54 Upper Canada Arts David Coombs, Superintendent Ron Ferguson, Principal Ewen McIntosh, Principal

E55 Upper Canada STEAM Ron Ferguson, Principal Eric Hardie, Principal Rich Tamblyn, Vice-Principal

`


PROGRAMS

WELLNESS

Continuous School & System

Success Planning &

Implementation for Increased

Student Learning

SPONSOR(S):






2013-2014 $ 60,000

2014-2015 $ 60,000

2015-2016 $ 60,000



E25


C R E W

20% 20% 40% 20%

EDUCATIONAL PROGRAMS: To provide

relevant and challenging experiences, educational programs must be delivered by qualified, innovative, caring staff, supported by pertinent and engaging professional development.

Charter Timeline Start: October 2006 End: June 2015


Build school and system capacity in identifying and implementing school success plans that will result in

increased student learning.


Some schools have challenges with strategically identifying the critical goals and indicators that will move student learning forward.

Some schools still have adult focussed goals.

Some families of schools are not yet fully collaborative and accountable for all students.


There will be clear evidence of the ‘study, reflect, plan and implement’ model within the School Success Plan (SSP).

Student cohort needs will be reflected in the SSPs within the family of schools.

Within both the school and system contexts there is a clear understanding of how both the heart and mind need to be involved in moving student learning forward.

There is system-wide comfort with the use of a variety of reliable data sets to study and reflect upon when looking at both the current state and determining next steps.


WE’VE REACHED OBJECTIVE E25?


DESIRED STATE?

1. Work with school leaders to develop clear SSP

student-focussed and measurable goals. 2. Build capacity in the school’s use of tools from

the UCDSB Continuous School and System Success Framework to support the achievement of set goals.

3. Work together with Coordinating Administrative Principals (CAPs) and families of schools through the “Tracking to 2020” data exercise to bring student faces to our planning process.

4. Continue working with IT Department to align data retrieval needs with the updated Student

Information System.

1. SSPs will contain clearly identified goals that are established as a result of reviewing student needs.

2. Ongoing positive trends in key data sets that are linked to the goal(s) ex. strategy room data sets; increased number of students working at or

above provincial standard.


Lack of urgency.

Lack of true collaboration in Families of Schools.

Inconsistent focus across the system.

Inability to access timely and accurate data.

C28 A

Nov 2008

Feb 2009

May 2009

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013



C28 A

Nov 2008

Feb 2009

May 2009

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013



C28 A

Nov 2008

Feb 2009

May 2009

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013



C28 A

Nov 2008

Feb 2009

May 2009

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013



C28 A

Nov 2008

Feb 2009

May 2009

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013



E25 A

Nov 2008

Feb 2009

May 2009

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014



CCOOMMMMUUNNIICCAATTIIOONN RREESSOOUURRCCEESS EEDDUUCCAATTIIOONNAALL

PPRROOGGRRAAMMSS

WWEELLLLNNEESSSS

AAbboouutt UUss –– OOuurr SSttuuddeenntt

VVooiiccee

SPONSOR(S):

Frank Hummell, Principal





2013-2014 $ 65,000

2014-2015 $ 65,000

2015-2016 $ 65,000



E 30Alignment with Strategic Intent

CC RR EE WW

25% 25% 25% 25%



Charter Timeline Start: October 2008 End: June 2016


This charter becomes vulnerable when schools are caught up in managing rather than listening and

leading.


Ensure that we hear and act upon the voice of our students in order to confirm we are providing a safe,

caring and responsive learning environment.


There are gaps in the degree to which schools receive information from students that enlightens the adults of student concerns.

The use of Tell Them From Me (TTFM), Junior Voice Survey and other tools have not yet become an embedded practice within the school success planning cycle in all schools.


All schools have a culture where the student voice is heard, respected and acted upon to support student learning, so there is a positive school experience for all.

Students are parters in dialogue to inform program and activities in class/school that reflect diversity and inclusion.

Learning is deepened through authentic, relevant and meaningful student inquiry.




DESIRED STATE?

1. Build capacity within schools to use the tools,

analyse the data and apply the results to the school success planning cycle.

2. Develop a range of strategies to support schools that are at varying points along the journey.

3. Incorporate TTFM and Junior student voice tools into the Professional Learning Cycle workshops that include students.

4. Build capacity within the Student Senate to ensure they represent the voice of ALL students

in their Family of Schools.

1. We will see evidence of the student voice in the school success planning cycle.

2. We will see positive change in targeted areas through high participation rate and survey results.

3. We will have Student Senate and Board meeting discussions that reflect current issues and celebrations as they relate to ALL students.

E30 A

Nov 2008

Feb 2009

May 2009

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013

Nov 2014

Feb 2014

May 2014




PROGRAMS

WELLNESS

Learning Our Way to 90% -

Hubs & Nodes Learning

Challenge

SPONSOR(S):





2013-2014 $ 0

2014-2015 $ 0

2015-2016 $ 0


REACH THE DESIRED STATE? WHAT ARE THE POTENTIAL RISKS TO THE SUCCESS OF THIS CHARTER?

Failure to secure sufficient stakeholder and participant support. Redirection, reduction, or elimination of

resources. Failure to learn.

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT: Students are able to acquire the Ontario Curriculum.

Teachers and principals are able to use ethnographic and quantitative assessments to improve student learning.

Principals are active participants and effective architects of professional learning.

Teachers, principals, superintendents, and students are able to collaborate effectively.

Teachers, principals, superintendents, and students are able to augment knowledge, resolve doubts,

and solve problems through inquiry.

E36


C R E W

100%




E36 A

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014




WE’VE REACHED OBJECTIVE E36? WHAT ARE WE GOING TO DO TO REACH OUR

DESIRED STATE?

1. Apply ethnographic inquiry methods to understand student acquisition of curriculum and to design improvement efforts at the classroom, school, and system levels.

2. Create field-based communities of practice. 3. Embed facilitation and access to body of

knowledge within communities of practice. 4. Apply Program resources and focus to the

improvement of student learning within classroom contexts.

5. Focus on instructional leadership in recruitment, administrative selection, professional learning, and performance evaluation.

6. Monitor student achievement through ongoing direct and proxy assessments.

7. Monitor process fidelity with field-based research and direct observation.

1. Direct field-based assessments of student achievement by teachers, principals, supervisory officers and students.

2. Direct observations of field-based inquiries. 3. Monthly reviews by Program Resource Staff. 4. Graduation Rate Metric (Proxy). 5. Provincial Report Cards (Proxy). 6. EQAO Assessments (Proxy).

7. Principal Performance Appraisals (Proxy).


Create a sustainable continuous improvement system for student achievement.


We are failing to recognize and act upon opportunities to support the goal and to effectively recognize

and manage risks to the goal.

Legacy practice, culture, and design impede our progress.

There is diluted focus and distraction.

Strategy is poor or absent; tactics are either ineffective, applied ineffectively, or both.

There is a lack of commitment to, understanding of, or capacity to achieve the goal.

There are invalid, insufficient or no feedback systems in place.


PROGRAMS

WELLNESS

Upper Canada Sports

SPONSOR(S):


Patricia Brown, Principal

Ron Ferguson, Principal




2013-2014 $ 40,000

2014-2015 $ 100,000

2015-2016 $ 100,000






DESIRED STATE? 1. Establish an inter-school sports association that

will govern intermediate school athletics in a

variety of ways.

1. All intermediate students in UCDSB schools will have the opportunity to participate in high quality extracurricular sports.

2. Participation data will indicate success.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: This is a sophisticated charter that will require all schools to have supporters and champions for

intermediate students.


Teacher buy-in to this new style of sports inter-school governance model.

Separate board may not see their role in this model.


Enable students in Grades 7, 8 to access co-curricular and extra-curricular athletic opportunities that

push, extend, engage, and energize them to high levels of performance.

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT: Sports teams and intermural programs will be available to all intermediate students.

This experience will enhance student skills, attitude and knowledge.

E45


C R E W

10% 10% 45% 35%


relevant and challenging experiences, educational programs must be delivered by qualified, innovative, caring staff, supported by pertinent and engaging

professional development.


E45 A

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014 1



Became UC Sports


PROGRAMS

WELLNESS

Link Crew

SPONSOR(S):


Frank Hummell, Principal




2013-2014 $ 112,000

2014-2015 $ 112,000

2015-2016 $ 112,000






DESIRED STATE?

1. Ensure that there are three staff members in

every secondary school to be Link coordinators.

2. Ensure that the program is tied to a credit

bearing course and support teachers in delivery

and assessment.

3. Select 2 senior students for every 8–10

incoming Grade 9 students, representing a

cross-section of student culture, to be Link Crew

leaders.

4. Train senior students prior to orientation

activities.

5. Analyze success through school data.

1. Student testimonials/ student survey. 2. Credit attainment. 3. Student attendance. 4. Tell Them From Me (TTFM) data. 5. Sustainability of Link Crew as a course or club

in our secondary schools.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: Grade 9 students who do not have a strong sense of belonging in their school do not perform as well

academically, socially or emotionally as those who do feel connected to their school.


Build the leadership capacity of senior high school students so they have the skills and knowledge to

rigorously support Grade 9 students in developing a sense of belonging academically, socially and

emotionally through their transition year.

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT: All students will see themselves as being valued members of the school community.

Each secondary school will build a culture of students supporting students.

E46


C R E W

15% 15% 40% 30%



Charter Timeline Start: May 2012 End: June 2015 (extended)

E46 A

May 2012

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014




The ability of the trained teachers and school leaders to build momentum to create a positive influence

on school culture.

Having a cross-section of student leaders so ALL Grade 9 students see themselves represented.


PROGRAMS

WELLNESS

The Adolescent Learner

SPONSOR(S):

Val Allen, Superintendent

Susan Edwards, Superintendent




2013-2014 $ 0

2014-2015 $ 0

2015-2016 $ 0






DESIRED STATE? 1. Prioritize implementation. 2. Examine School Culture and climate. 3. Observe and consult exemplary adolescent

educators. 4. Access and review relevant curriculum.

5. Structure environment and calendar.

1. Tangible body of research. 2. Measurable process of system communication. 3. Future initiatives that are informed and created

by the work.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: School structures – time and space

Beliefs and mindsets

Protection of status quo

Labels

Crowded agendas

Silos

All inhibit sound pedagogy for this age group.


Managing scope.

Tie-in to curriculum.


Provide a system team with the opportunity to better understand the nature of the adolescent learner (11-15) in order to meet a system goal of programming to be more:

developmentally appropriate

academically relevant and challenging, and socially equitable

socially equitable

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT: A system group accumulates a detailed and focused body of knowledge on the nature of the adolescent learner that will inform and steer future related policy decisions, and a process for communication that is

authentic and accessible for staff who work with and support these learners.

E48


C R E W

100%



Charter Timeline Start: November 2012 End: August 2015

E48 A

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014




PROGRAMS

WELLNESS

E50 A

Nov 2013

Feb 2014

May 2014



Math

SPONSOR(S):





2013-2014 $ 350,000

2014-2015 $ 350,000

2015-2016 $ 350,000






DESIRED STATE? 1. Teachers will be provided with sustained

professional learning experiences within facilitated and networked learning communities. Learning experiences will include self-paced mastery experiences with quality feedback and reflection in mathematics content, student thinking, and instructional strategies.

1. Ratings of Teacher efficacy (Bandura). 2. Direct field observation. 3. Student performance and efficacy data.

4. Third party research review.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: Few elementary teachers are mathematics specialists.

Elementary teachers report concerns with confidence in teaching the Ontario Mathematics Curriculum.

Teachers receive little quality feedback on the effectiveness of their mathematics instruction.

Teachers have limited opportunities to develop efficacy in a comprehensive manner. For example, they have some experiences, such as mastery, vicarious experience, social persuasion, physical response, but seldom are all of these supporting experiences present within the current professional learning paradigm.



Enhance student thinking by improving teacher efficacy in primary/junior math. This charter aligns with EDUCATIONAL PROGRAMS. To provide relevant and challenging experiences, educational programs must be delivered by qualified, innovative, caring staff, who are supported by pertinent and engaging professional development.

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT: Teachers will have the confidence and skills to enable their students acquire the Ontario Mathematics

curriculum.

Teachers will be able to access and diagnose student thinking and representations in mathematics.

Teachers will be able to respond, challenge, and extend student thinking in mathematics.

Teachers will be able to improve student efficacy in mathematics.

E50


C R E W

100%



Charter Timeline Start: June 2013 End: September 2016


PROGRAMS

WELLNESS

E51 A

Nov 2013

Feb 2014

May 2014



Secondary Programs

Phase 1 (prototype development and evaluation)

SPONSOR(S):





2013-2014 $ TBD

2014-2015 $ TBD

2015-2016 $ TBD






DESIRED STATE? 1. Define the current scope of secondary program

opportunities. 2. Using a design thinking discipline, generate

alternative program designs. 3. Develop program prototypes. 4. Study and evaluate prototypes. 5. Refine prototypes. 6. Select most promising opportunities for

implementation. 7. Implement and control new programs through a

change management protocol.

1. Alternative program designs that increase the depth and breadth of secondary school program offerings within current and projected resource allocations are available for full-scale

implementation by the 2015-16 school year.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: With declining enrolment, and a commensurate decrease in resources, the breadth and depth of

secondary programs is getting smaller.

Currently, the majority of secondary programs are delivered within individual school sites, and are not delivered in a coordinated fashion across the district.


No human or financial resources have been committed at this point in the project.

Coordinated cross district programs are a threat to the autonomy and current culture of program decision-making. Accountability for program supervision and quality will need to be carefully engineered as this is anticipated risk when developing shared services paradigms.


To provide greater breadth of secondary school program opportunities within current and projected resource constraints. Aligns with: RESOURCES: To create an engaging learning environment, promote student achievement, and sustain public confidence, resources must be allocated equitably, responsibly, and effectively. EDUCATIONAL PROGRAMS: To provide relevant and challenging experiences, educational programs must be delivered by qualified, innovative, caring staff, who are supported by pertinent and engaging professional development.

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT: Greater program coordination/timetabling across schools can optimize program offerings within and

among schools.

Blended and e-learning models can extend access to qualified instructional staff.

Centrally coordinated programs can provide greater program delivery efficiencies and more equitable access to secondary school programs.

E51


C R E W

49% 51%


relevant and challenging experiences, educational programs must be delivered by qualified, innovative, caring staff, supported by pertinent and engaging

professional development.

Charter Timeline Start: June 2013 End: September 2015 (PHASE 1)


PROGRAMS

WELLNESS

E52 A

Nov 2013

Feb 2014

May 2014



From Good to Great to

Best

SPONSOR(S):


Debbie Banks, Principal

Sandra Sine-Szirtes, Principal




2013-2014 $ 7,500

2014-2015 $ 7,500

2015-2016 $ 7,500






DESIRED STATE? 1. Maintain documentation of all principal out-

reach. 2. Develop, with the principal, documented

timelines and interventions so that there is continuity of interventions and support.

3. Provide support to families of schools and individual administrator mentoring and support onsite.

4. Research best practices of performance appraisals.

5. Facilitate a culture of change for all

stakeholders.

1. Coaches will have access to data indicating performance appraisals scheduled and completed as required.

2. The number of principals who access coaching will increase.

3. Individuals who need support and/or intervention in order to improve student learning will receive appropriate support

and/or intervention.


Issues identifying a lack of a coherent, viable and transparent performance appraisal system and processes. (i.e. there is inconsistent understanding and application in all steps of the process.)


Coach and guide administrators through effective, accountable and appropriate performance appraisal

processes with a focus on continuous student learning and results towards a 90% graduation rate.

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT: 1. Performance appraisals will be effective, accurate, appropriate, accountable, and focused on student

learning and results, developed by administrators who have formed working relationships within a team setting.

2. Administrative capacity will be developed and enhanced so that administrators will be able to fully complete all processes and requirements of the performance appraisal process.

3. Student learning will improve.

E52

55Alignment with Strategic Intent

C R E W

25% 25% 50% 0%





Capacity and ability of the system to embrace, absorb and apply needed changes.


PROGRAMS

WELLNESS

Tiered Intervention

SPONSORS: Val Allen, Superintendent

Mhairi Rowland, Principal




2013-2014 $ 0

2014-2015 $ 0

2015-2016 $ 0






DESIRED STATE? 1. Identify schools and pilot interventions for

reading (ex. Empower) and math (ex. Dreambox) using demographic data index and principal interest.

2. Work with principals and LRCs/LRTs to determine their level of understanding of the tiered model, strategies to support tier 2 & 3.

3. Train LRCs/LRTs and teachers to support/implement the interventions, data collection, monitoring and follow-up.

4. Monitor student progress using tracking tools.

1. Interviews with each school principal and LRC/LRT.

2. Observational data from the schools. 3. Student performance and feedback. 4. Data tracking templates used by each school

to track baseline data and progress monitoring. Tracking submitted by each

school at mid-point and end-point.


There is a need to understand various strategies to support tier 2 and 3 interventions. There are students

who require interventions beyond tier 1 to support student success and schools have questions about

effective strategies to support tier 2 and 3 interventions. A targeted approach to interventions requires the

effective implementation of strategies and the collection of data to monitor progress.


Enhance system and school based awareness of tiered interventions and develop a strategy to support

tier 2 and 3 interventions for math and reading (i.e. Empower reading).

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT: Schools understand tiered intervention (specifically tier 2 and 3) and feel confident gathering data,

implementing strategies/interventions, monitoring the effectiveness of interventions and readjusting as needed to meet the individual needs of each student.

Teachers understand how to effectively use assessment tools to inform appropriate interventions and progress monitoring.

Every school has access to tools and strategies to support tier 2 and 3 interventions. Teachers know how and when to intervene effectively and to use tools to monitor student progress and intervention effectiveness .

E53 Alignment with Strategic Intent

C R E W

10% 30% 55% 5%




E53 A

Nov 2013

Feb 2014

May 2014




Without the use of evidenced – based tier 2 and tier 3 Interventions, we risk getting to the 90%

graduation rate, especially for a the group of students in our system who required this sort of

intervention.


PROGRAMS

WELLNESS

Upper Canada Arts

SPONSOR(S):



Ewen McIntosh, Principal




2013-2014 $

2014-2015 $ 30,000

2015-2016 $ 30,000






DESIRED STATE? 1. Expand our inter-school grade 7- 8 association

to include innovative and engaging approaches to teaching and learning.

2. Increase professional learning and development about innovative approaches to teaching and learning in the Arts.

1. Association participation data (student and teacher).

2. Student feedback from association learning experiences.

3. Teacher efficacy data from professional learning experiences.


Innovative Arts learning experiences occur in many schools, but cohort size, geography and a lack of

regional networks prevent us from providing shared, congegrated Arts learning events and experiences

for students in grades 7 and 8.


The purpose of this charter is to expand our inter-school Grade 7 and 8 association to include

congregated Arts learning events.


The grade 7-12 school model will provide our intermediate students and their teachers access to resources and opportunities that push, extend, engage and energize them to high levels of performance. The expansion of our interschool association will provide our students and staff with additional opportunities to enhance and showcase their skills, knowledge, creativity, and innovations.

E54


C R E W

100%



Charter Timeline Start: May 2014 End: June 2017

E54 A

Nov 2013

Feb 2014

May 2014




Loss of balance between association projects and professional learning experiences.


PROGRAMS

WELLNESS

Upper Canada STEAM (Science, Technology, Engineering, Arts

and Mathematics)

SPONSOR(S):


Eric Hardie, Principal

Rich Tamblyn, Vice-Principal




2013-2014 $

2014-2015 $ 30,000

2015-2016 $




WE’VE REACHED OBJECTIVE E55 ?


DESIRED STATE? 1. Expand our inter-school grade 7- 8 association

to include innovative and engaging approaches to teaching and learning in mathematics and science.

2. Increase professional learning and development about innovative approaches to teaching and

learning.

1. Participation data will indicate success. 2. Acceptable or increased attendance rates. 3. Achievement – quantitative and qualitative

analysis.


We need to continue to increase student engagement and achievement through innovative instructional

practices.


The objective of this charter is to expand our inter-school association to include the sciences and

mathematics in a learning environment that fosters innovation, creativity and skill development.

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT THAT: The grade 7-12 school model provides our intermediate students and their teachers access to

resources and opportunities that push, extend, engage and energize them to high levels of performance.

The expansion of our interschool association will provide our students and staff with additional opportunities to enhance and showcase their skills, knowledge, creativity, and innovations. It will also provide an opportunity to engage in collaborative programming that provides an opportunity to engage

in collaborative programming across divisional areas.

E55


C R E W

25% 75%



Charter Timeline Start: May 2014 End: June 2017

E55 A

Nov 2013

Feb 2014

May 2014




Teacher buy-in to this creative approach to instructional practice.

Focus on the “project” rather than the process and attainment of skills and competencies.

WELLNESS:

For staff and students to be able to function at an effective level we must recognize, model and encourage spiritual, mental and physical wellness.

Charter Charter Sponsor(s)

W12 Wellness and Work Life Balance Initiative Jane Smith, HR Manager Penny Raabe, Compensation & Wellness Specialist

W17 Physical and Nutritional Literacy David K. Thomas, Director Randy Ruttan, Consultant Carole Dufort, Principal

W18 Living Well David K. Thomas, Director Valerie Allen, Superintendent John McAllister, Trustee

W20 OFSAA/EOSSAA David K. Thomas, Director Ian Carswell, Associate Director David Coombs, Superintendent

W21 Community Circles Phase II: School Travel Planning David Coombs, Superintendent

W22 Employee Journey Celebrated

David K. Thomas, Director Sarah Crawford, Manager, Planning and Service Jennifer McDonald, Manager, HR Operations

W23 Ontario Students Against Impaired Driving (OSAID) – Student Safety

David K. Thomas, Director Brenda Beaudette, Principal Terry Davies, Manager of Communications


PROGRAMS

WELLNESS

Wellness and Work Life

Balance Initiative

SPONSOR(S):

Jane Smith, HR Manager

Penny Raabe, Compensation & Wellness

Specialist




2014-2015 $ 25,000

2015-2016 $ 25,000

2016-2017 $ 25,000




A corporate Wellness program and cultural change movement is embedded throughout the

organization and evidenced at all work sites; cross functioning with other charters.

Statistically, we would see improved accommodations, particularly for mental health issues, increased job satisfaction, stable or reduced absenteeism, decreased injuries related to ergonomic factors, controlled or decreased extended health costs.

A wellness lens will be applied to the decision-making process when changes affect employees or students.

This initiative is linked, viewed and understood as a contributor to the 90% system goal.

W12


C R E W

100%

WELLNESS: For staff and students to be able to function at an effective level we must recognize, model and encourage spiritual, mental and physical wellness.

Charter Timeline Start: July 2006 End: 2015

W12 A

Nov 2008

Feb 2009

May 2009

Nov 2009

Feb 2010

May 2010

Oct 2010

Feb 2011

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014




WE’VE REACHED OBJECTIVE W12?


DESIRED STATE? 1. Continue to partner with Excellence Canada’s Progressive

Excellence Program (PEP) to move toward a sustainable healthy workplace program and verification.

2. Continue to analyze data to measure success and to identify future program needs.

3. Reviewing 2013 Health Scan to identify future wellness programming and gaps.

4. Continue to partner with and leverage community associations and institutions to allow us to be innovative in developing programs and gaining access to services for employees as cost-effectively as possible.

5. Increase communication and promotion of the charter as it relates to the system goal.

6. Ongoing promotion of EFAP’s (Homewood Health) extensive suite of services available to workplaces and individuals to support wellness programming.

7. Continued training of supervisors and managers regarding

mental health resources (e.g. Mental Health Works).

1. Data analysis supporting cost savings in a number of areas including benefits/drug plan use, sick leave use, accident/injury rates and disability claims.

2. Cultural change as evidenced in the field by employees and management modeling behavior that aligns with wellness goals at all levels.

3. School success plans that reflect growth in wellness goals with an improved focus on how personal/departmental/organizational wellness has a direct impact on students’ success.

4. Increased productivity and job satisfaction. 5. Positive employee engagement in a healthy workplace culture

as evidenced through employee feedback/responses (e.g. School Culture Scan) and active participation or involvement in wellness initiatives at a school or Board level.

6. Increased EFAP utilizations statistics (both individual and workplace wellness sessions).

7. Strong community partnerships.


Establish a high level of staff engagement which positively influences workplace culture and increases productivity. These outcomes contribute to the development of high-performing employees, world-class education and our 90% goal.


The Board is entering into contract negotiations with all of its employee groups this fall which could contribute to the potential for labour unrest thereby increasing stress.

The Wellness program has broadened the scope of Disability Management which thereby may increase the complexity of the accommodation and the Return To Work process (e.g. Fit To Work

assessments).


Staff members are often at work while mentally or physically ill or while focused on other complex

personal issues. This does not mean a workforce is “well”, it is called presenteeism.

Mental health is key to our well-being. It involves how we feel, think, act and interact with the world around us; and, although there is increasing evidence that attitudes are changing, ongoing targets are

still needed to de-stigmatize mental illness, especially in the workplace.


PROGRAMS

WELLNESS

Physical and Nutritional

Literacy

SPONSOR(S):


Randy Ruttan, Consultant

Carole Dufort, Principal




2013-2014 $ 56,000

2014-2015 $ 56,000

2015-2016 $ 56,000






DESIRED STATE? 1. Provide a foundation for students to develop

skills, knowledge, and attitudes to engage in a wide variety of activities with competence and confidence.

2. Initiate school-wide discussions about healthy eating topics.

3. Document the resources used and needed.

4. Identify available community partners.

1. Commitment to Physical and Nutritional Literacy and exemplary educational practice will be embedded in our UCDSB culture.

2. Data will be analyzed year over year. 3. Baseline data will indicate improvement over

time.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: School administration not timetabling QDPE and therefore not meeting the UCDSB mandate of 150

minutes of planned physical education K-8 as well as the Minstry of Education mandate of Daily Physical Activity of 20 minutes per day

Schools not administering the Physical Literacy Assessment Protocol – Fitnessgram

Lack of capacity of staff to offer quality programming


Lack of a true understanding of the provincial and national attention needed to address this North

American issue – the need to end childhood obesity.

Health and wellness of our children and by extension our future is compromised.


Promote healthy body image, positive self-esteem, healthy eating and an active lifestyle by providing

students with the knowledge, skills and competencies to develop the commitment and capacity to lead

healthy active lives.


100% of our schools implement QDPE and our Physical Literacy Assessment Protocol.

100% of our schools implement the School Food and Beverage Policy.

All stakeholders in our school communities develop an awareness that health and education success are intertwined.

Health Literacy is promoted in all our schools.

All stakeholders are educated about mental health issues and develop strategies to support all

students towards a successful graduation.

W17Alignment with Strategic Intent

C R E W

10% 10% 20% 60%

WELLNESS: For staff and students to be able to function at an effective level we must recognize, model, and encourage spiritual, mental and physical wellness.

Charter Timeline Start: June 2010 End: August 2015


PROGRAMS

WELLNESS

Living Well

SPONSOR(S):


Valerie Allen, Superintendent

John McAllister, Trustee




2013-2014 $ 10,000

2014-2015 $ 10,000

2015-2016 $ 0






DESIRED STATE? 1. Offer Applied Suicide Intervention Training for

school staff to respond to any student who shows indications that he/she might be considering suicide.

2. Promote Mental Wellness Workshops by Dr. Darcy Santor in schools, as well as his MyHealth Magazine.

3. Continue the “Link Crew” Initiative in secondary schools.

4. Work with our new Mental Health Lead to evaluate our current initiatives and develop a mental health strategy for our Board as part of

the provincial Mental Health ASIST Strategy.

1. Each secondary school will be staffed with individuals trained in ASIST (Applied Suicide Intervention).

2. Students will report that they feel confident to share concerns and anxieties with staff or with peers using a variety of tools (TTFM, tracking, involvement).

3. Link Crew for Grade 9’s will be successfully implemented, with the expansion to the WEBB initiative for Grade 7 students entering Grade 7 to 12 schools.

4. Developed Mental Health Strategy for our Board.


Mental wellness in students can develop or deteriorate over time.

Promoting the inclusion of all students and fostering openness to discuss Mental Wellness issues signal a cultural shift that will need to be a focus in all schools and work sites.


The time that it takes a community to culturally shift to accepting all students.


Promote the belonging of all students in schools, and bring to the forefront issues surrounding Mental

Wellness. Our belief is that when students feel they belong, and feel well in social and emotional senses,

they are better able to meet their academic goals.


We would be a Board of Education in which all students and staff understand that we all belong!

Students will be supported to talk openly about anxieties and individual differences.

Students and staff know exactly how to go about seeking help and support should issues arise.

The Character Always! program will be fully integrated.

W18Alignment with Strategic Intent

C R E W

15% 5% 20% 60%


Charter Timeline Start: May 2011 End: 2015

W18 A

May 2011

Nov 2011

Feb 2012

May 2012

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014



Became: Living Well


PROGRAMS

WELLNESS

OFSAA/EOSSAA

SPONSOR(S):







2013-2014 $ 35,000

2014-2015 $ 0

2015-2016 $ 0




WE’VE REACHED OBJECTIVE W20? WHAT ARE WE GOING TO DO TO REACH OUR

DESIRED STATE? 1. Communicate this policy with all principals at

the August Leadership Conference. 2. Develop clear and concise expectations for

transfer procedures/appeals. 3. Engage all local association executives who

work for the UCDSB. Explain the reason for the change and direct their actions accordingly.

4. Communicate our policy with co-terminus boards.

5. Develop key messages to all principals through the new Family of Schools organization (funding, transfers, fees, scheduling, coach development).

1. Students who transfer schools, and do so for legitimate reasons, are given the opportunity to participate in sports.

2. A new model of extracurricular athletics is developed that respects the K–6 and 7–12 grade configurations, is organized to promote participation, equity and inclusion; and optimizes financial and human resources.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: The EOSSAA transfer policy prevents any student from participating in their chosen sport should they

move schools for whatever reason. More to the point, the decision for eligibility rests with a sport convener who may or may not be a UCDSB employee.


A history of UCDSB coaches and conveners holding strong allegiances to local associations, as

opposed to the UCDSB and its students.

The strong possibility of teachers being on “work to rule” restrictions in the fall.


Ensure that all students are given a fair and equitable opportunity to participate in extra-mural sports, where such participation makes sense and is in the best interest of the student, regardless of the transfer restrictions of the local athletic association.


Starting in September of 2012, all decisions regarding the eligibility for Upper Canada student

athletes will reside with the Director of Education, or his designate.

The overarching principle of this policy is one of participation and belonging. It is not intended to allow for the creation of “super teams” through recruiting and similar unethical practices. It simply allows students to play a sport where it makes sense for them to do so. It puts the decisions made for our students in the hands of the UCDSB.

W20


C R E W

20% 20% 20% 40%



W20 A

Nov 2012

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014




PROGRAMS

WELLNESS

Community Circles

Phase II: School Travel

Planning

SPONSOR(S):





2013-2014 $ 7,500

2014-2015 $ 5,000

2015-2016 $ 5,000




WE’VE REACHED OBJECTIVE W21? WHAT ARE WE GOING TO DO TO REACH OUR

DESIRED STATE? 1. Continue to expand School Travel Planning

(STP) Pilot Projects to Almonte and Smith Falls (Westminster and Naismith are now pilot sites).

2. Expand STP to the Kemptville Family of Schools 3. Pursue partnership with Green Communities 4. Collect pre-project data at all pilot sites. 5. Continue to communicate research-based

program with measureable outcomes. 6. Use regional steering committees to shape

projects to fit community and school realities. 7. Create regional summits to share community

organization health and wellness resources for school partnerships.

1. Pre and post data will show a 5-10% increase in student active transportation to and from school.

2. Perceptual data of parents will show increased comfort with safe travel planning initiatives.

3. Data will show greater academic focus and achievement with correlation to increased activity.

4. Pilot schools will show increased partnerships with municipalities and community organizations that impact upon student and family wellness.

WHAT ARE WE AWARE OF THAT IS PREVENTING US FROM ACHIEVING OUR SYSTEM GOAL? CURRENTLY: Activity-bias. We must stay focused upon measureable results based upon careful research and strong

partnerships. It will be easy to devolve into event-based activities without a discernible strategy.


Scope creep: we must be careful not to go into communities before we have a viable steering

committee with municipality and health unit buy-in.


Engage municipalities, community agencies/organizations and regional health units to create school travel

plans for our community circle schools, and promote more partnerships with community health and

recreation organizations.

WHAT DOES OUR DESIRED STATE LOOK LIKE? WE EXPECT TO:

Increase partnerships with municipalities, health units & community organizations, especially those that

focus on youth and family health and wellness.

Increase student activity through safe travel planning.

Increase student wellness and academic achievement.

W21


C R E W

20% 20% 20% 40%



W21 A

Feb 2013

May 2013

Nov 2013

Feb 2014

May 2014




PROGRAMS

WELLNESS

Employee Journey

Celebrated

SPONSOR(S):


Sarah Crawford, Manager, Planning and

Service

Jennifer McDonald, Manager, HR Operations




2013-2014 $ 0

2014-2015 $ 10,000

2015-2016 $ 10,000




Retirement represents a significant life change for our staff. It is the responsibility of the board to help

prepare staff and provide resources to support the changes that may occur.

The steps that employees need to take to start the retirement process will be clear, accessible, and streamlined.

The journey to retirement, from the moment a staff member thinks about retiring, to their exit from employment with the board, will be a positive and memorable experience.

Employees retiring from the board will feel valued and recognized for their individual contributions.

W22

wAlignment with Strategic Intent

C R E W

34% 56%


Charter Timeline Start: March 2014 End: August 2015




DESIRED STATE? 1. Current Retirement Celebration: April/May

2014 learn from current planning committee, observe “status quo”

a. Interview sample of 2012-13/ 2013-14 retirees re: their experiences – what is valued about the event? What do I wish I knew? Inquiry into their journey.

2. Operational Processes that support the retirement journey:

a. Establish cross functional team to i) map out steps involved in retirement process, ii) identify areas for improvement/change iii) participate in interviews

3. Establish advisory cabinet.

1. Participation rates at celebration events will increase (participants/#retirees in a year) because those employees feel it is accessible, and meaningful.

2. Website hits on “Homewood Solutions”. retirement will increase, relative to # of retirees.

3. Retirees in 2014-15 will be invited to an event that will implement improvements based upon Charter research. Feedback from final event will be collected from the participants annually.

4. Procedure in place and communicated to target group, regarding the steps required for an employee to start the retirement process.

5. Retirees will speak positively about their

experience exiting the board (i.e. exit survey).


Recognize and celebrate each retiring employee’s contribution to the board in a way that is meaningful to those involved, and is fair and consistent. This starts from the time an employee requires support to determine the “right” time to retire, to a final celebration.


Director of Education, Senior Team and Board of Trustees will support the project.

If operational processes are identified to be improved, the support of departments involved is

necessary.


Regional preferences and past practices for retirement celebrations are varied and challenging to accommodate in the board’s large geography.

Declined participation rates for events as a result of undetermined format for board hosted celebrations (from a high of 41% (5yrs ago) to 23% in the past 2 years.)

Varied awareness of board celebratory events for retirees.

Employees planning on retiring do not consistently access the information they require in the same way or timeframe, to help them make informed decisions about retirement.

W22 A

Nov 2013

Feb 2014

May 2014

Authentic Aligned


Aware


PROGRAMS

WELLNESS

Ontario Students

Against Impaired Driving

(OSAID) – Student Safety

SPONSOR(S):

David. K. Thomas, Director

Brenda Beaudette, Principal

Terry Davies, Manager of Communications




2013-2014 $ 4,000

2014-2015 $ 4,000

2015-2016 $ 4,000




All schools will have active and effective OSAID chapters that educate students on the dangers of

impaired driving.

System and schools will commit to responsibility of students arriving to school functions sober.

Relevant conversations must occur.

Students will promote and engage in school events that are substance free.

Community partners will support this initiative.

W23

3Alignment with Strategic Intent

C R E W

20% 10% 20% 50%


Charter Timeline Start: April 2014 End: April 2015




DESIRED STATE? 1. Promote the development of active OSAID

chapters in all of our grades 7-12 schools. 2. Develop and uphold the Board policy which

clearly outlines a ‘zero’ tolerance of substance use at school functions, including dances and Prom.

3. Educate students with the support of community partners on the dangers of impaired driving.

4. Develop a campaign that talks about why students make those decisions, and how can we, as a board, move the expectations of our communities to a higher level.

5. Parent Involvement Committee (PIC) will

become active participants.

1. All grades 7-12 schools will have active OSAID chapters.

2. There will be ‘zero’ evidence of alcohol use at school functions.

3. There will be open dialogue about the impact alcohol and drug use has on our communities when not used responsibly.

4. This will become part of the SO School Audits.


Establish active chapters of Ontario Students Against Impaired Driving (OSAID) in every high school in the Upper Canada District School Board; and ensure that all students in grades 7-12 schools are educated on the dangers of impaired driving.


Time - to change an established and accepted culture.

Resistance from students, community and some administrators.


There are OSAID chapters in some schools only.

There is a need to educate our students on the dangers of impaired driving.

There is a culture within our parent and underage teen population which is supportive of students

consuming alcohol and/or drugs before attending school events.

W23 A

Nov 2013

Feb 2014

May 2014



CREW 4.1 Completed Charters

Charter Date of Completion

C1 Human Resources Professional Development Program June 2005

C2 Communications Cycles August 2006

C3 Dashboard Metrics May 2009

C4 Trustee Liaison January 2006

C5 Web-Centric Information Infrastructure December 2006

C6 Operational Excellence December 2006

C7 Align Information Technology Budget August 2007

C8 Early Years Initiative January 2007

C9 Increase Understanding of Special Education Mandate August 2006

C10 Effective SEAC and Board Relations August 2006

C11 Branding Our Schools November 2005

C12 Role of Principal/Vice Principal December 2005

C13 Capital Region Family of Schools September 2005

C14 Family of Schools/School Council Network May 2009

C15 Board Web Site February 2006

C16 Communications Protocol February 2007

C17 L2W January 2006

C18 Branding/Marketing UCDSB June 2008

C19 Consistent External Communications August 2007

C20 Proactive Media Relations March 2010

C21 Board Identifier Signage Implementation August 2007

C22 Michelangelo Philosophy: The Implementation of Rigorous Care February 2013

C23 Guidelines for School-Based Student Support Delivery Model August 2007

C24 Student Support Services Communications Plan September 2007

C25 Education Road Map September 2006

C26 Communications Metrics September 2007

C27 Home School Connection June 2009

C29 Communication Audit/Communication Metrics May 2013

C30 Facilities Information Management Revised: R27 – still active

C31 Facilities Total Life Cycle Management Plan Revised: R28 – still active

C32 Embedding Mission/Vision/Values, Credo and Brand May 2010

C33 School Business Model/Community Circles May 2009

C34 Self-Identification – First Nations May 2009

C35 Computer Technology Sustainability Plan – Phase 2 May 2009

C36 Assessment Engine – Electronic Portfolio of Student Assessments November 2011

C37 Accessibility Standards for Customer Service April 2010

C38 Board & School Based Marketing Plans May 2012

C39 School Business Model Revised: R29

C40 Groundswell – Marketing, Branding and Communication May 2012

C41 UCDSB Character Athletic Council Revised to W19

C42 Anti Poverty Coalition May 2012

C43 Community Circles: Integrating Community Supports for Our Students November 2012

C44 Parent Engagement May 2012

C46 H2O May 2010

C48 Team Discovery / Team Horizon / Team Apollo May 2012

C49 Communications and Relationship Management February 2014

R1 Streamline Technology Supports and Services February 2011

R2 Implement System Success Plan August 2007

R3 Multi-Year Plan: Declining Enrolment (Boundary 2020) May 2008

R4 Quality Service Project May 2008

R5 Quality Assurance Program – Facility Maintenance January 2008

R6 Records Management – Expanded Version May 2009



R7 Policy Review January 2007

R8 Take the Planning Department to the Next Level October 2005

R9 Realignment of Financial Resources October 2006

R10 Revised Business Plan/Model February 2008

R11 Establishing Research Practices With Program Dept – Link to School Improvement Plans August 2006

R12 Reorganization of TRL/UCLC September 2005

R13 Special Education Review September 2005

R14 Staffing Process Review March 2006

R15 East Front/Russell High Committee June 2007

R16 10 Year Capital Plan June 2007

R17 Developing System-Wide Student Support Services Model August 2006

R18 Long Term Financial Planning Tool January 2006

R19 PSAB – Capital Assets November 2009

R20 Business Information Management May 2013

R21 Facilities Organization of the Future February 2014

R22 Risk Management March 2010

R23 Facilities Operational Excellence May 2014

R24 Administration Selection March 2010

R26 The Modern Library Revised: E42

R27 Facilities Information Management November 2013

R28 Facilities Total Life Cycle May 2014

R29 School Office Model May 2013

E1 Student Focused Bargaining February 2006

E2 EQAO Study Group September 2006

E3 On-Line Learning July 2006

E4 Facilitate the Delivery of System Literacy and Numeracy September 2006

E5 Professional Learning Community: Next Steps September 2006

E6 Model Schools – Step 1 September 2008

E7 Building Capacity P/V-P Level School Improvement September 2006

E8 Leadership Development and Staff Training May 2009

E9 Safe Supportive Schools Initiatives May 2009

E10 Destinations of Choice August 2007

E11 Living Literacy August 2007

E12 Small School Summit May 2013

E13 School Success Audit September 2007

E14 Exceptional Student and program Guidelines September 2007

E15 Multi Year PD to Serve Exceptional Students March 2009

E16 Technical Skills Continuum June 2008

E17 The Prescott Campus July 2007

E18 After School Program June 2008

E19 Bullying Prevention May 2009

E20 Alternative to Suspension Program May 2009

E21 Foundations for the Future February 2014

E22 Assessment and Evaluation May 2009

E23 Character in our Communities May 2010

E24 Essential Skills Learning Continuum Literacy & Numeracy June 2008

E26 Program Guidelines for Students with Special Education Needs November 2011

E27 Alternative Programming for At-Risk Students June 2008

E28 Honouring Our Promises May 2009



E29 K-12 Arts Programming: Music, Drama, Dane & Visual Arts In Upper Canada March 2010

E31 Building 2020 May 2012

E32 LeaderSHIFT May 2013

E33 Honouring Our Promises (Phase 2) May 2011

E34 Multi Year Professional Development to Serve Exceptional Students February 2012

E35 Early Learning Program May 2014

E37 Curriculum Mapping May 2012

E38 Assessment for Learning Project May 2012

E39 Graduation Study May 2012

E40 Team Horizon Revised: C48

E41 T.R. Leger Reorganization February 2014

E42 The Learning Commons November 2012

E43 TelePractice November 2013

E44 Special Education Review September 2012

E47 Safe Belonging Learning November 2013

E49 Gifted Identification and Programming February 2014

W1 Reculturing the Human Resources Department July 2006

W2 Benchmark Current Level of Support Services July 2008

W3 Program Support for Character Education July 2008

W4 Quality Daily Physical Education and Nutritional Pilot March 2010

W5 Director’s Extra Mile Club December 2004

W6 Trustee Orientation and Training June 2008

W7 IT Services Team Organized, Equipped, Skilled & Motivated for Success November 2011

W8 A Navigation System for Student Success September 2007

W9 UCDSB Volunteer Recognition September 2006

W10 Critical Response team Septemer 2006

W11 Character Always! May 2010

W13 Data Awareness for Student Success November 2009

W14 Senior Admin Performance Management May 2009

W15 Onhwetsya – Environmental Action Plan November 2011

W16 Working and Learning with Character June 2010

W19 Character Athletic Council November 2011

Hope•Direction•Change•Optimism•Connectedness•Empathy•Care•High Performance



















Different•Belonging•Collaboration•Urgency•Love•Leadership•Goals•Bold•Trust•Precision

















Different•Belonging•Collaberation•Urgency•Love•Leadership•Goals•Bold•Trust•Precision


Crew 4.1 Booklet

Documents

Transcript of Crew 4.1 Booklet