Be Innovative

Literacy

Literacy Goal: Improve students’ literacy learning and achievement.

Indicator: Increase the percentage of fully participating, first time eligible students who are successful on the OSSLT/TPCL.

Numeracy Goal: Improve students’ math learning and achievement.

Indicator: Increase the percentage of students who meet or exceed the Provincial standard on Grade 9 EQAO.

ESL

Partnering with the ESL Consultant and the ESL Reading Intervention Itinerant Teacher to use data to design and deliver focused Tier 2 literacy interventions.
7-12 staff to participate in PD co-led by ESL and Literacy Consultant about Dibels assessments and how to apply data to help improve student reading comprehension through specific reading strategies.
Grade 9 math teachers to collaborate with ESL and Math Consultant about specific strategies from the MAAP to improve MLs’ achievement in MTH 1W
Explicitly teach academic vocabulary (Tier 2 and Tier 3 words) and use graphic organizers to help ELLs unpack implicit meanings in text.

Religious Education

Facilitate structured listening circles and dialogue opportunities that strengthen literacy, reasoning, communication, and respectful engagement.
Implement culturally responsive and affirming instructional practices that reflect the dignity and lived experiences of all students.
Embed collaborative learning structures and student talk protocols that strengthen literacy and numeracy outcomes.
Create classroom conditions that foster belonging, academic risk-taking, and growth mindset grounded in the belief that every learner is created with purpose.

Equity, Diversity and Inclusion

Identity-Affirming Math and Multilingual Accessibility: Embed and implement math resources that utilize culturally relevant problems, inspired by students' real-life contexts, identities, and daily lives into math instruction, as well as leveraging digital tools (Equatio, Google R&W, CAMI, MathUP) to remove language barriers.
Home-Language Brainstorming: Allow multilingual students to outline and brainstorm mathematical explanations or literacy assignments in their native language before drafting their final product in the target language, where possible.

Indigenous Ed

In response to teachers expressing discomfort around the implementation of “age-appropriate” Indigenous resources and pedagogy “on residential schools, Treaties, and [Indigenous] peoples’ historical and contemporary contributions to Canada” (62.1), our school will use the SIED (School Indigenous Education, Deep Learning) fund to provide opportunities for “teacher-training” (63.4) and resource review and revision in collaboration with the Indigenous Education team and community partners to build student and teacher capacity for “intercultural understanding, empathy, and mutual respect”(63.3).

Provide direct, systematic and explicit instruction of foundational reading skills using evidence based programs with accuracy and fidelity (e.g., Flyleaf and UFLI).

Build core phonemic awareness skills—blending, segmenting, and isolation—directly tied to reading and writing.

Build reading fluency and comprehension through evidence based strategies (e.g. partner reading, repeated readings, Wayground quizzes, etc).

Address skill gaps in phonemic awareness, phonics, fluency, comprehension, and writing through small-group intervention.

Use co-constructed success criteria, exemplars and timely feedback to enhance student writing.

Screen all students three times annually using benchmark assessments (e.g., Acadience, DIBELS) to inform multi-tiered instruction.

Use progress monitoring tools (e.g., Acadience or DIBELS) to monitor growth, and plan for necessary next steps and intervention.

Long Term Planning Focus

Directly connect long-range plans, lesson plans, and reporting to current curriculum expectations
- educators consult the Ministry Curriculum and Resources website (K-8 and 9-12) regularly to ensure alignment
- educators consult teacher supports on OCSB Math Websites, OCSB supported resources on Staff portal ex. MathUP (K-9)

Instructional Focus

Draw explicit connections between mathematical processes and lesson planning and use proven instructional and assessment practices
- 1. - use High-Impact Instructional Practices: Learning Goals, Success Criteria, and Descriptive Feedback; Direct Instruction; Problem-Solving Tasks and Experiences and Teaching about Problem Solving; Tools and Representations; Math Conversations; Small-Group Instruction; Deliberate Practice; Flexible Groupings
    - Knowledge of the Instructional Hierarchy (The Science of Learning)

Assessment Focus

Connect instruction and assessment to curriculum expectations using developmental continuums and a variety of assessment tools. (1-8 Number, 1-8 Algebra, 1-8 Data, 1-8 Spatial Sense, 1-8 Financial Literacy, 7-8-9 Alignment)

Timely diagnostics to identify student prior knowledge (available in MathUP, M.I.N.D. Math Intervention, Magma, Mathspace)
Triangulation of Assessment: conversations and observations, in addition to products
Teacher prompts on the Curriculum and Resources website (K-8 and 9-12)
Formative assessment to inform lesson planning in response to student needs

Team Building and Collaboration Focus

Engage in regular collaborative meetings to deepen knowledge of mathematics, curriculum, instructional starting points, and interventions

encourage team teaching, collaborative analysis of student work, school and/or board networks, classroom visits

Data Focus

Adapt lesson planning in response to data collected from multiple, frequent assessment opportunities (Interviews, observations, conversations, student agendas, exit tickets, portfolios, surveys)

differentiate instruction and assessment to meet needs of ALL learners (ex. DI options in MathUP, small group instruction)

Determine key content areas and Math skills, informed by data, to determine where students may be struggling most and if there are gaps between classroom

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