Stewardship and Resources
Student: Every student will be supported by evidence-based instructional strategies, resources and interventions differentiated to their strengths and needs.
In elementary schools, the gap in achievement has narrowed in Grade 3 reading from 41% to 33% since the 2015-2016 baseline data. The gap in Grade 3 writing has increased to 31% from 27% in the baseline year. The gap has remained unchanged in Grade 3 math at 39%. In Grade 6, the gap in achievement has narrowed in all areas of the assessment since the baseline data. It has narrowed in Grade 6 reading from 40% to 30%, Grade 6 writing from 39% to 32% and Grade 6 math from 43% to 37%.
In secondary schools, the gap in Grade 9 Academic math has varied from 11% in 2016 to a low of 6%, back up to a gap of 14% whereas the gap specific to Grade 9 Applied Math has continued to increase and currently sits at 11%.
The Ontario Secondary School Literacy Test (OSSLT) results indicate that the gap for first-time eligible writers with special education learning needs has increased slowly over time and currently sits at 35% (from the 2016 benchmark of 31%).
In elementary schools, this indicator has remained the same since 2017-2018. It has increased by 2% to 75% since the 2016-17 baseline year data.
In secondary schools, this indicator has gone up 3% in 2017-2018 and went back down in 2018-2019.
In 2018-2019, monthly Family of Schools (FOS) meetings with Principals, VPs and senior staff focused on “Knowing Your Learners” and “Responsive Learning Environments”.
All staff will use data to inform actions, validate decision-making and allocate resources.
Baseline data was collected in the initial Have Your Say survey. The percentage of staff reporting Human Resources (HR) practices to be effective rose 4% to 75% and the percentage indicating HR was responsive to their needs rose 1% to 80%.
The development and implementation of high quality Individual Education Plans (IEPs) continued to be a learning focus for Special Education Resource Teachers (SERTs) and self-contained class teachers. The Special Education Review confirmed that this will be an ongoing area of focus, with a yearly sampling to audit beginning this coming year.
In 2018-2019, 65% of school generated funds received were collected online, up from 57% for 2017-2018 school year.
Online registration increased to 91%, compared to 76% for the prior year.
Administrators, managers and other staff were provided the opportunity to attend the Canadian Race Relations ‘Foundations of Equity and Anti-Racism’ course which was developed for the school board sector. Approximately 65 staff have attended in the past three years. In addition, both school and corporate staff have had an opportunity to attend guest speakers and events presented by the Equity Department.
During the 2018-2019 school year, 99% of HDSB schools had an Equity Lead teacher attend a four-part learning series. An additional 57% of schools sponsored one or more additional Equity Lead Teachers to participate.
The learning focused on:
- HDSB’s Top 3 for the Next Three: Ontario’s Education Equity Action Plan; Inclusive Design; and Culturally Relevant & Responsive Pedagogy
- Anti Black Racism & Interrupting Harmful Language
- Guest Speaker, Patrick Case, ADM Equity Secretariat, Human Rights and Student Well-Being.
Creating Gender Expansive Classrooms Project (Phases 2 & 3), which included staff members from the remaining elementary schools so all schools with K-Grade 8 students had teams who have participated in learning focused on:
- Increasing understanding of gender diversity and establishing classroom and school practices that move away from reinforcing the binary definition of gender
- Elementary Gender Expansive Conferences for one to two staff from the current phase schools, and a team of elementary students to share practices at school level
- Indigenous Education in Grade 3 Classrooms: two-part series and resources ran during 2018-2019 and involved all elementary schools with Grade 3 students. One copy of “Take Action for Reconciliation” (Scholastic) was purchased for every elementary school with a primary division.
Participants engaged in:
- learning about Indigenous perspectives;
- examining the Social Studies curriculum and identifying opportunities to expand student learning about Indigenous perspectives; and,
- utilizing a new classroom resource as they planned for student learning.
Additional administrator and Capacity Building sessions included:
- Equity Leadership with Tina Lopes
- Networking Series in Georgetown and Milton
- Sunrise Learning Sessions
- Orange Shirt Day Learning from a Residential School Survivor
Communications Guide for Administrators
The Communications & Engagement Department developed a Communications Guide for Administrators (Principals & Vice-principals) that provides communication resources and templates to support school initiatives. The guide includes a list of tools, links and resources, and information on who to contact within the department for support. The Guide is available to administrators on the HDSB’s intranet.
We will provide and maintain facilities that are safe, accessible and engaging learning environments.
Four final school elevator installations began and will be completed for 2019-2020. Since 2017-2018, seven new elevators have been added or are in construction.
The utilization rate for elementary schools in the 2018-2019 school year (by Municipality), were as follows:
- Milton - 119%
- Oakville - 108%
- Burlington - 89%
- Halton Hills - 82%
The utilization rate for secondary schools in the 2018-2019 school year (by Municipality), were as follows:
- Milton - 110%
- Oakville - 115%
- Burlington - 75%
- Halton Hills - 81%
The decision to close Lester B. Pearson High School (2018) and Robert Bateman High School (2020) will result in increased utilization rates for secondary panel in Burlington.
Ongoing enrolment growth in Milton and Oakville continues to ensure high utilization of elementary and secondary schools.
Ontario EcoSchools certification achieved by 47 Halton District School Board schools: In the 2018-2019 school year, 47 schools (42 elementary and five secondary) in the HDSB were certified by the
Ontario EcoSchools program. The EcoSchools program recognizes and celebrates schools for their environmental learning and action.
Within the HDSB, 13 schools achieved Platinum, 16 schools were awarded Gold level, 10 Silver level and eight Bronze. Abbey Park Secondary School, Hawthorne Village, River Oaks and Ethel Gardiner public schools have now been certified for 11 years in a row. Under the EcoSchools program, schools are required to apply for certification annually. Certification is based on a provincial standard.
Integration of MM Robinson HS and Lester B Pearson HS - https://twitter.com/HaltonDSB/status/1037737017197711361
We will optimize resources and technology through innovative and creative opportunities and partnerships.
The Information Technology Department continues to ensure connectivity is accessible in all of HDSB buildings and ensures schools have the necessary equipment to enhance learning for staff and students.
More than 90% of schools identified two Technology Enhanced Learners who attended learning sessions facilitated by Instructional Program Leaders (IPLs).
In 2018-2019, formal Memorandum of Understandings (MOU) were signed with Special Olympics, the Halton Environmental Network & The Rick Hansen Foundation.
The Halton Hills Youth Hub opened at Gary Allan High School (North Campus/Wrigglesworth).