Every student will be supported by evidence-based instructional strategies, resources and interventions differentiated to their strengths and needs.
The gap in achievement for students with special education needs has been narrowed in Grade 3 Reading and Grade 6 Reading and Writing. Last year, staff learning took place in elementary and secondary schools to facilitate closing the achievement gap on EQAO assessments with particular emphasis on learners with special education needs. This includes the Supporting Students with Learning Disabilities in Math Project, as well as a focus on developing learner profiles for all students.
Data gathered from the Structured Learning Class pilot (2016/17) to support students with Autism Spectrum Disorder indicates student growth and success in various areas.
We are making small positive gains in the proportion of students reporting “the teacher knows me as a learner”. This is a result of teacher training to support the curation of self from elementary to graduation, through All About Me and myBluePrint. This is a continued focus on the role of relationships in classroom pedagogy.
Data gathered in 2017/18 indicates that 90% of elementary students and 92% of secondary students report they know themselves as learners. Classroom pedagogical strategies as well as programs such as All About Me and myBluePrint support this work.
All staff will use data to inform actions, validate decision-making and allocate resources.
Baseline data acquired in the 2016/17 Have Your Say survey has allowed the Human Resources Department to put customer service strategies in place. The 2018/19 survey will measure these areas again and identify opportunities for further improvement.
During the 2017/18 school year, all new Student Emergency Response Teams (SERTs), Special Education staff and self-contained classroom teachers received training in the development and implementation of Individual Education Plans (IEP)s. Further professional development was provided to all Special Education teachers through learning and networking sessions throughout the year.
By the end of the 2017/18 school year, more than half of all School Generated Funds (53%) were collected through the Board’s approved online system School Cash Online.
The Accessibility Coordinating Committee developed the revised Multi-Year Accessibility Plan (2017-2022). The plan provides a means of monitoring progress towards barrier-free compliance by 2025. In 2017/18, the Board initiated and completed approximately 120 accessibility-related projects. Of the buildings in the portfolio, 72% are accessible in terms of access into and through the building, barrier-free washrooms and outdoor play areas. Three new Community Pathways Program (CPP) renovations were initiated and/or completed. These feature accessible and inclusive outdoor learning spaces that have a range of features to promote physical and sensory development.
Martin Street Public School opened in September 2017 accommodating 750 students in Kindergarten to Grade 8.
In Fall 2017 construction began on Viola Desmond Public School, a new elementary school in Milton. This new school will accommodate 750 students when it opens in January 2019.
Craig Kielburger Secondary School in Milton received a 10-classroom addition and new greenhouse facility that supports experiential learning in horticulture and landscaping.
As a result of the Program and Accommodation Review (PAR) process planning for the consolidation of Lester B. Pearson High School and M.M. Robinson High School began in Fall 2017. Robert Bateman High School will close in 2020 with students moving to nearby Nelson High School. These secondary school consolidations require major upgrades and additions to existing facilities. With these two school consolidations, it is anticipated the HDSB will realize a higher utilization rate of Burlington secondary schools in the 2018/19 school year.
In 2017/18, the design development process began and municipal approvals were sought for the construction of two new elementary schools (Oakville and Milton) and one high school (Milton).
More than 200 new projectors were installed and more than 2,000 devices were purchased for students and staff.
The Board’s annual School Renewal program, as well as daily maintenance and operations programs, are committed to maintaining and upgrading buildings. The 2017/18 School Renewal program, including Close the Gap approved $43 million of projects which equates to approximately 310 projects.
In 2017/18, the Facility Services Department launched two new programs to assist school administrators and custodial staff to place work orders and capital-renewal requests.
Approximately 25 new school yard greening projects were undertaken during the school year and child care additions and renovations at three schools were completed. A new Capital Renewal Project Manager program was launched to school administrators and program leaders, which includes a tool to determine criteria/points to assist in prioritizing program-related upgrades. Approximately $750,000 was approved for various upgrades in support of program priorities including two Family Studies and one Science and Technology renovation. Designs for renovations required for the new I-STEM program at Aldershot High School were initiated. Various dust collector and kiln installations were completed.
Three new community partnerships were formalized with the HDSB. These new partnerships include the Halton Environmental Network (HEN) which will work with the Board’s School Program Dept. Special Olympics will provide athletic and leadership opportunities for students, and the Halton Youth Network has opened a Youth Centre at the Wigglesworth Campus of Gary Allan High School in Georgetown.
HDSB schools establish strong relationships with partners in other countries, across Canada and within their own local communities. These formal and informal partnerships provide innovative learning opportunities for students.