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2020-2024 Multi-Year Plan

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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​2020-2024 Multi-Year Strategic Plan​​

​The Multi-Year Plan (MYP) is a strategic four-year plan created collaboratively for the Halton District School Board (HDSB). The purpose of the MYP is to set direction and prioritize the collective actions of all stakeholders to ensure our efforts as an organization are aligned and coordinated to support the more than 65,000 students 9,000 staff and the broader HDSB community.

Welcome to the second phase of our MYP videos

In 2021-2022, we introduced staff, students and the community to the framework of the HDSB’s 2020-2024 Multi-Year Plan and how it drives learning across the system.

This year, we are excited to bring you another series of videos designed to bring the Multi-Year Plan into greater focus as part of our Director's Cut video series. We will be taking a closer and deeper look at the classroom level, showing how each of the five areas of focus in the Multi-Year Plan are integrated and implemented into everyday instruction.​​
​​​​HDSB Learn, Grow, Succeed Logo
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EPISODE #8: Director's Cut | MYP - Equity & Inclusion​​ Area of Focus Profile​

​​ ​​Additional Information

A Message from Andréa Grebenc​, Chair of the Board 2018-2021​, Halton District School Board

​ ​The Trustees of the Halton District School Board are proud of the extensive consultative process that was undertaken during the journey to create the multi-year plan. The resulting plan clearly outlines the focus of the next few years. It recognizes the key priority areas we heard from students, our staff and the broader Halton community. It also recognizes that there is intersectionality that is inherent in the human condition and therefore should be present in our system. Thank you to all that contributed to this plan and we look forward to its embodiment in and outside of the classroom throughout the system.​

Andréa Grebenc,
Chair of the Board 2018-2021
Halton District School Board

What is the ​2020-2024 Multi-Year Plan?
 
The Education Act (Section 169.1) R​equirements ​​​

The Education Act, section 169.1 outlines the requirements for all Ontario school boards to have a multi-year plan in place.  The MYP has been developed with the Ontario Ministry of Education priorities and direction in mind, as well as Board specific strengths, priorities and areas for growth and what is happening in the world around us. The recent global movements for social and environmental justices, and the challenges of the COVID-19 pandemic have allowed us to reflect on how nimble we must be as a system to change and adapt and to make necessary adjustments in our operations to consistently meet the needs of our students, staff and families.

The MYP plan is  an overarching framework and guide that the Board will use to determine annual priorities, and to set annual operating budgets to resource these priorities.  The MYP also guides establishing or modifying policies that govern how the school board operates.​

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The Plan

​

The 2020-2024 Multi-Year Plan consists of five key areas.  For each area, there is a corresponding commitment. 

These five commitments define the key strategic work the Board will undertake during the next four years in each area. 

Within each commitment there are goals which further define and clarify the focus of our work within each area.​​ 

While there are five distinct areas to the plan, no one area stands alone or above another. There is connectedness and synergy between all areas, with the work in any one area supporting the work in the other areas.  ​ 
 
Adaptability, Relationships, Innovation, Communication, Accountability and Engagement are foundational elements of the plan which describe both our values as an organization and how staff and stakeholders will work together to achieve the goals outlined in the plan. ​ ​​


Five Key Areas & Commitments​

Profile videos found in drop down​

Equity & Inclusion​​​​
 
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Equity & Inclusion champion supportive and inclusive practices to ensure equitable access to positive opportunities and outcomes for all​

  • ​Identify and eliminate racism and discriminatory barriers in the board. 
  • Implement culturally responsive instruction and anti-oppressive practices. 
  • Acknowledge and respond to the disproportionate representation of student identities in all areas of achievement.​​ ​ 
Mental Health and Well-Being​​​​​
 
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Mental Health & Well-Being strengthen safe and caring environments that promote well-being

  • Incorporate a whole person approach that includes cognitive, emotional, social, spiritual and physical development as well as academic development.
  • ​Enhance relationships and positive learning and work climates to nurture a community where everyone belongs and feels safe. 
  • Improve mental health awareness, knowledge and skills, while reducing stigma and creating circles of support.​​
Learning and Achievement
 
​ Video Transcript​​​

In the Halton District School Board’s 2020-2024 Multi-Year Plan, Learning and Achievement focuses on creating learning conditions to elevate student achievement across the Halton Board, to support all members in our community as we learn, grow and inspire together.​
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We foster a culture of high expectations to maximize student and staff achievement throughout our schools and corporate offices. Our commitment is to provide a responsive learning environment for each student, which enables them to grow, achieve academic success and realize their full potential.​
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We provide students with opportunities to develop knowledge, skills and attitudes that are connected to the curriculum expectations and the world around them. Our staff work collaboratively to create the conditions necessary in order to provide safe, welcoming and engaging learning spaces for our students. We know that focusing on staff development is a significant part of our learning and achievement work. That is why we provide many learning opportunities and resources for our staff to support their work, which ultimately maximizes the positive experiences our students have at school.​
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Part of our commitment in the Multi-Year Plan is to strengthen innovative strategies that connect learning to the world and prepare students for a dynamic future. We are focused on providing inquiry-based and experiential learning opportunities for students from Kindergarten through to Grade 12. ​
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Our youngest learners are encouraged to nurture their natural curiosity and think and explore through play and inquiry. They are provided with numerous opportunities to further develop their literacy and math skills through these experiences.​
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Elementary students continue to learn through problem solving and inquiry while incorporating hands-on learning and through outdoor education.​
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Our secondary students can choose varied opportunities that appeal to their interests and learning styles. They are supported in their decision making through our Pathways, cooperative education, Ontario Youth Apprenticeship, I-STEM, Dual Credit and Specialist High Skills Major programs. Our goal is to get students to focus on a career path that matches their skills and interests while meeting the requirements of the Ontario Secondary School Diploma. We are committed to providing many different engaging opportunities for our students so that they can build on their interests and strengths and to be successful now and in the future.​
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In the HDSB, our goal is to differentiate teaching and learning to support each unique learner. We know our students have unique identities, experiences, strengths, talents and needs. We encourage staff to differentiate instruction based on the strengths and needs of learners to help them build confidence and cultivate independence. ​
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We recognize the power of student voice and choice and encourage staff to engage students in constructing learning experiences. We know that by being responsive to our students, we are better able to create engaging and challenging learning environments where our students feel a sense of belonging in order to thrive and succeed.​
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The HDSB is very excited about the learning journey ahead as outlined in our Multi-Year Plan. We are strongly committed to creating learning opportunities throughout our system to elevate achievement and success for every single learner in Halton.​

​​ ​
Learning & Achievement c​reate learning conditions to elevate student achievement
  • Foster a culture of high expectations to maximize student and staff achievement.
  • Promote innovative strategies that connect learning to the world and prepare students for a dynamic future.
  • Differentiate teaching and learning to support each unique learner. ​
Environmental Leadership​​​​​​
 
​ ​

Environmental Leadership take action for a ​sustainable world

  • Deepen opportunities to learn about connections between ecosystems, social justice and climate.
  • Elevate local environmental initiatives and practices.
  • Design and manage learning environments that demonstrate a commitment to sustainable development.​ ​
Indigenous Perspectives and Awareness​
 
​ ​ ​ Video Transcript​​​

TRANSCRIPT:

In the Halton District School Board’s 2020-2024 Multi-Year Strategic Plan, the Indigenous Perspectives and Awareness area of focus promotes knowledge and understanding of truths, histories, ongoing impacts of colonialism, and current realities of Indigenous peoples.

The HDSB’s approach to providing Indigenous education is centred on the Truth and Reconciliation Commission’s Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples. These formative documents are integral in designing and developing learning opportunities for students and the broader community to understand the historical and ongoing impacts of colonialism.

In consultation with Indigenous experts, the HDSB Indigenous Rights and Education team works with staff across the system to build informed knowledge and understanding to enable staff to critically examine and apply their learning to classroom and department practices. All staff in the HDSB have the opportunity to take part in learning sessions from Indigenous speakers on topics such as science, Two Spirit identities, Indigenous rights and the ongoing impacts of settler colonialism.

This year, the following learning opportunities have been provided to students across the Board:

  • D'Scribe, Anishinaabe/Mi'qmaq, spoken word artist/poet, shared his poetry and worked with students on creating their own in multiple elementary and secondary classes.
  • Nancy Rowe, Michizaagiig, Ojibwe, Anishinaabe Kwe spoke to secondary students about treaties and the history of the land we are on.
  • Isaac Murdoch, Ojibwe, explored with secondary students the true history regarding treaties
  • HDSB Indigenous Knowledge Guide and Itinerant Resource Teachers for Indigenous Rights and Education worked in elementary and secondary classrooms to build upon learning about Indigenous histories, treaties, rights, excellence and current realities.
  • Wilfred Buck, Cree, provided an overview of the night sky from the Cree perspective and demonstrated how Indigenous knowledge systems can help to advance the fields of STEM (Science, Technology, Engineering and Math).
Engagement with Indigenous community members includes ongoing consultation with the Treaty partner, the Mississaugas of the Credit First Nation. It also takes place through consultation with the HDSB Indigenous Education Advisory Council, which consists of a Treaty partner and Halton Indigenous parents. This council provides input on the direction of work that benefits self-identified Indigenous students, staff and families including policy development and identity affirming activities.

The Truth and Reconciliation Commission’s Call to Action number 62 calls upon educators to develop age appropriate curriculum on residential schools and treaties. Knowledge building around the residential school system and the historical and contemporary realities related to First Nations, Métis and Inuit are key for all students to learn and understand.

Through the Principles of Truth and Reconciliation, the United Nations Declaration on the Rights of Indigenous Peoples is the framework for reconciliation at all levels and across all sectors of Canadian society. As Treaty people, understanding and upholding Indigenous rights and treaty relationships is the basis for maintaining mutually respectful relationships.

Through treaty education, students from Kindergarten through Grade 12 learn the importance of their roles and responsibilities of being in a treaty relationship. Students engage in inquiry-based and experiential learning opportunities to make applicable connections to this relationship.

To centre Indigenous voices in the classroom, educators use Indigenous voices such as videos and stories written by Indigenous authors, and engage in virtual experiences with Indigenous artists, poets, scientists, authors, experts, and land protectors to showcase the beauty and brilliance of First Nations, Inuit and Métis across this land.

The HDSB stands behind and upholds the Indigenous Perspectives and Awareness area of focus in the 2020-2024 Multi-Year Plan. Together, we must do more than just talk about reconciliation, we must learn how to practice reconciliation in our everyday lives, within ourselves and our families, our schools and communities.

​​ ​

Indigenous Perspectives & Awareness p​​romote knowledge and understanding of Indigenous perspectives and realities

  • Provide opportunities for a whole community approach to understanding the impacts of colonialism, past and present.
  • Foster engagement with Indigenous peoples, communities, practices, perspectives and realities to build awareness, mutual respect and shared responsibility.
  • Enhance learning about Treaty relationships, Indigenous rights, residential schools and Indigenous peoples’ contributions to Canada to fulfil the Truth and Reconciliation Calls to Action for education. ​ 
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​ 2020-202​4 Multi-Year Strategic Plan (PDF)
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​​Bringing the Plan to Life


There was a conscious effort to simplify this plan to give focus to a set of clear commitments.  An operational plan will be developed annually and contain detailed information about actions and how they will be measured so that Board can ensure it is making progress on the commitments in the MYP. The Board has also collaboratively created a number of additional Plans that speak to specific areas of commitment, and outline specific actions. Each of these plans are monitored and reviewed regularly and adjusted where necessary to ensure there is accountability and that the plans are accurately reflecting the work in each respective area. 

See how they are all connected
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Multi-Year Plan Development​


In September 2019, the Board initiated a process to develop a new MYP. A Steering Committee was created to help guide the development of the MYP. An external consultant, Maximum City, was hired to initiate an extensive stakeholder consultation process to review the contents of the previous MYP and seek input about what the HDSB community values and would like to see represented in the next MYP. Input was received from over 4,000 Halton District School Board respondents, including parents/guardians, students, staff and community members on a broad range of issues.​​ ​

Learn more

People participated in vision sessions, focus groups, pop-up sessions, public round tables and surveys (staff, students, families, community).  Specific groups targeted for feedback through round table sessions included:

  • Parent Involvement Committee (PIC)
  • Special Education Advisory Committee (SEAC)
  • Indigenous and Racialized Educator Network (IREN)
  • A racialized student group
  • Student Senate
  • A disengaged student group
  • A non-English speaking parent group
  • Gay Straight Alliance (GSA) group from a high school

Maximum City consolidated the feedback they received from all participants. A final report was provided by Maximum City on Jan. 28, 2020 containing tens of thousands of ideas and from this, a number of common themes emerged, each of which has been addressed in the Multi-Year Plan: 

  • Well-Being and Equity and Inclusion should be separated.
  • Sustainability and Environmental Stewardship should be added as a focus.
  • Preventing racism and bullying.
  • Develop interests, strengths and engagement of each individual student.
  • Focus on all aspects of health and wellbeing, including support for transitions.
  • Focus on collaboration and relationship building.
  • Build positive relationships (internal and external) and ongoing communication. 

This data was reviewed and processed by HDSB senior administration and Trustees. Other sources of data were reviewed, including:

  • Our Kids Network Annual reports
  • HDSB Have Your Say Survey data
  • Tell Them From Me Survey data
  • Board achievement and EQAO data
  • Early Development Instrument (EDI) data
  • Respectful Workplace Survey data
  • HDSB SHIFT data
  • Operational Plan data 

Senior administration and Trustees spent time with all of this information, discerning themes and core values. This resulted in the creation of a draft MYP which was presented to Trustees.  The completion of the MYP met with a delay starting in April due to the COVID-19 pandemic.

The work to finalize the MYP was restarted in September 2020. During the six-month pause, the world changed significantly with the pandemic and the global movement to name and dismantle systemic racism, sparked by the death of George Floyd. It is within this context that the MYP development was re-initiated, starting with a targeted consultation process to examine the approach of the draft plan and help guide the final process.  

This additional consultation involved community coffee chat sessions hosted by Trustees that included 42 participants, and a consultation process with administrators and managers that included 60 participants. Overall, the feedback from these stakeholders (found in Appendix B) was generally supportive of the draft plan. 

Themes from the consultation include:

  • appreciation that what was heard in early consultation efforts has been incorporated into the plan, including aspects that reflect student voice.
  • recognition that the commitment pillars are interwoven and connected with each other.
  • request for understanding of specific actions to achieve the commitments and how the results will be measured.
  • concern about adequate resources to make measurable change with respect to the commitments.
  • how the Multi-Year Plan is connected to other plans developed by the Board.

As a result of these ideas, some additional changes were made to further refine  the MYP.  

The MYP was approved at the HDSB Board Meeting on Nov. 4, 2020. Targets for each goal in the MYP will be identified and progress will be monitored on an ongoing basis as part of the work of the annual Operational Plan. The Operational Plan is approved annually by the Board and progress on goals are shared withTrustees at regular intervals throughout the year.

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