knowledge and skill development in certain aspects of math instruction may be needed at a school with a learning focus in math, while staff at a school with many students who are not reading by the end of grade 1 may need specific knowledge and skills training to help their students achieve this goal. Develop standards of Service Excellence to increase our responsiveness to our schools, parents and communities, along with provide learning opportunities for all staff to adopt these standards. Implement Equity Upon adoption of the Infuse student voice into After Year 1, the goals and Remodel the Home Recommence the Continue the work that YEAR 2 Assessment Tool in Revised Policy P.037, the review process by was begun in Year 1, actions of the Leadership School Program (HSP) to Leadership and 2017-18 formal policy review Equity Foundation by the creating meaningful realizing that the work Capacity Plan will be ensure support is mentoring Program for process. Board, adapt the Equity opportunities for required in Year 2 will be reviewed and adjusted provided in the regular racialized and Indigenous Assessment Tool for use students to provide input influenced by the based on the learning, classroom throughout teachers and staff. Adapt Equity Assessment as part of the formal regarding the unique improvements made in successes and challenges of the 2017-2018 school Tool for use across Develop and deliver budget development learning culture, and our first year of the previous year. The year. system in development on Inclusive process. program offerings and implementation of our improvement journey of and review of procedures Provide communications Workplace strategies options within their own enhanced school each school will be unique. and processes. Implement support to school across the system. school community (e.g., improvement/school This monitoring and administrators and staff Develop a Space “Positive through the Student effectiveness process. reflection will allow for recommendations of the in explaining the changes Campaign” to bring Census). greater precision in Inner Cities Task Force as Adjust foci as required to parents and visibility and support to adjusting improvement approved by the Board. Identify program drivers based on review of what community members. Sexual and Gender goals, providing relevant based on data from Year did and did not improve Diversity. supports and more 1 and begin to categorize equity, student effective resource secondary school achievement and allocation. programs (offered in a in Year One so as few schools; offered in to work with staffs on some schools; and different evidence-based offered to all students in
knowledge and skill development in certain aspects of math instruction may be needed at a school with a learning focus in math, while staff at a school with many students who are not reading by the end of grade 1 may need specific knowledge and skills training to help their students achieve this goal. Develop standards of Service Excellence to increase our responsiveness to our schools, parents and communities, along with provide learning opportunities for all staff to adopt these standards. YEAR 2 2017-18 Implement Equity Assessment Tool in formal policy review process. Adapt Equity Assessment Tool for use across system in development and review of procedures and processes. Upon adoption of the Revised Policy P.037, Equity Foundation by the Board, adapt the Equity Assessment Tool for use as part of the formal budget development process. Implement recommendations of the Inner Cities Task Force as approved by the Board. Infuse student voice into the review process by creating meaningful opportunities for students to provide input regarding the unique learning culture, and program offerings and options within their own school community (e.g., through the Student Census). Identify program drivers based on data from Year 1 and begin to categorize secondary school programs (offered in a few schools; offered in some schools; and offered to all students in Continue the work that was begun in Year 1, realizing that the work required in Year 2 will be influenced by the improvements made in our first year of implementation of our enhanced school improvement/school effectiveness process. Adjust foci as required based on review of what did and did not improve equity, student achievement and in Year One so as to work with staffs on different evidence-based After Year 1, the goals and actions of the Leadership Capacity Plan will be reviewed and adjusted based on the learning, successes and challenges of the previous year. The improvement journey of each school will be unique. This monitoring and reflection will allow for greater precision in adjusting improvement goals, providing relevant supports and more effective resource allocation. Remodel the Home School Program (HSP) to ensure support is provided in the regular classroom throughout the 2017-2018 school year. Provide communications support to school administrators and staff in explaining the changes to parents and community members. Recommence the Leadership and mentoring Program for racialized and Indigenous teachers and staff. Develop and deliver on Inclusive Workplace strategies across the system. Develop a “Positive Space Campaign” to bring visibility and support to Sexual and Gender Diversity.