���Students- Every student will be supported by evidence-based instructional strategies, resources and interventions differentiated to their strengths and needs.
What the data says...
- 89% of students report they know how they learn best.
- 1 in 5 students indicated they did not feel comfortable asking their teacher for help.
- 70% of students said their teacher understands the way they learn as use different learning strategies.
Have Your Say survey results
Strategies are in place to help to reduce the gap in achievement for students with special education needs on all EQAO assessments. The Elementary Learning Disability (LD) Project in Math will be extended to Grade 9 this year (nine secondary schools this year and nine the following year).
The proportion of students who believe their teacher knows them as a learner, as well as the proportion of students who believe they know themselves as learners, will be increased through All About Me, myBlueprint and Individual Pathways Planning. These tools empower students to make more informed education and career choices by gaining a better understanding of their individual strengths, weaknesses and learning styles. Teachers are able to gain a comprehensive understanding of their students’ learning skills, academic progress and achievement from these expanded student profile tools. The expanded secondary student profile contains data from report cards, provincial assessments, IEPs, ELL designation and STEP, along with demographic and medical information and parent/guardian contact details.
Assistive Technology training was provided to 170 students with new SEA prescription devices and more than 400 teachers. Training was focused on Google Read & Write, Google Drive, Google Docs and Mindomo to improve students’ writing, organization, brainstorming, research and study skills.
Assistive Technology camps were held during March Break and the summer. A total of 287 students from 63 elementary schools attended the four-week camps in July. More than 135 elementary and secondary teachers and educational assistants (EAs) attended Assistive Technology workshops in the summer.
The Employability Skills Certificate (ESC) Program continues to operate well with 44 students enrolled in the program this year. Many of the 12 graduating students entered competitive employment upon completion of the certificate. The 2016-2017 school year was the first year of implementation for the Community Skills Certificate (CSC). A total of 60 students were enrolled in the program, with 13 students graduating.
Staff- All staff will use data to inform actions, validate decision-making and allocate resources.
To increase the level of effectiveness and responsiveness in the Human Resources department, the Have Your Say survey was administered to stakeholders as a community engagement tool. The collected data was used to design a training plan and track progress for the remainder of the 2016-2020 Multi-Year Plan.
Teachers participated in Individual Education Plan (IEP) training to expand their awareness and understanding of student profiles and learn strategies to support students with special needs. Methods for describing students’ strengths and needs in IEPs are being examined to determine how best to individualize student assessment and instruction.
The percentage of parents using the Board’s approved online payment system, Cashless, increased by approximately 3%. During the 2016-2017 school year, approximately 39.2% ($8.5 million) of the funds received through schools was collected through the approved online system. A new online payment system was introduced in September 2017, School Cash Online, and early indicators suggest this percentage will continue to increase.
System - We will provide and maintain facilities that are safe, accessible and engaging learning environments.
With the new-built Martin Street Public School and the addition of an elevator at Frontenac Public School the accessibility of schools in the Halton District School Board has increased to 68% of total floor area.
As a result of the Burlington Secondary Schools Program Accommodation Review (PAR), the approved closures of Lester B. Pearson High School and Robert Bateman High School will result in a more effective use of space in secondary schools starting in September 2018.
System - We will optimize resources and technology through innovative and creative opportunities and partnerships.
The provincial government is creating new guidelines for the educational sector for Accessibility for Ontarians with Disabilities Act (AODA) standards in schools. The Board continues to update its annual Accessibility Plan to have all schools in the Halton District School Board compliant by the year 2025.
In the 2016-2017 school year, the Halton District School Board purchased and installed equipment in 163 additional classrooms, moving the Board closer to its goal of making 100% of its learning environments “technology enabled”.
This year, the Board spent $24 million on schools to improve learning spaces by upgrading facilities to provide equity of opportunity for students. Funding received through Renewal, School Condition Improvement and Close the Gap budgets allowed for a total of 76 schools to receive upgrades this year.
The Halton District School Board established a community partnership with UNICEF to promote shared values. Additional community partnerships are being formed to create community hubs nearby schools to serve Halton youth and their families. These hubs are being funded through an additional $535,000 from the Ministry of Education (Community Hubs Capital Funding: Minor Retrofits and Accessibility). The Halton District School Board is looking to establish relationships with Halton community partners to improve utilization of school facilities.
As a result of the Burlington Secondary School Program and Accomodation Review (PAR), the Board is investigating partnerships with various community organizations to create an innovative concept at Aldershot High School to increase student enrollment.