all schools) in order to instructional strategies as build prototypes of required. schools that will increase Continue to shift the full access for students, focus of school thus ensuring equity of improvement planning to opportunity. the school level by Collaborate with Facilities focusing further on the to assess classroom supports that respond to conditions that will school needs impact programs (specifically, professional involving Experiential learning in schools based Learning. on their foci and across Learning Teams) so that Continue to involve all Principals are supported stakeholders in by their own colleagues, consultation regarding Superintendents of the secondary program Education, Coaches. strategy. Seek input from students, staff, parents Continue to add online and community members resources and move to to provide insight into teachers sharing those the Secondary Program resources that are best and supporting their work. Strategy accommodation. Continue to capacity to begin the shift to using classroom leading data so that teachers are using the School Improvement Learning Cycle at the school level. Review Policy P.029, Assess budget decisions Continue to facilitate Assess School See Year 2, above. Build consistency among YEAR 3 Employment Equity and outcomes from Years discussion and Improvement Process to all educators in areas of 2018-19 One and Two to make consultation aligned with ensure consistency with tracking and sure that school the Long-Term Program Integrated Equity communicating evidence programs are effectively and Accommodation Framework and to of Universal Design for supporting and having a measure overall Learning (UDL) in the Strategy 2016-2025. positive impact on effectiveness. approaches they have Implement the Secondary achievement and employed to date, Program Strategy for all students. substantiating the move through the from a regular classroom Accommodation Review (Elementary) or process. academic program of study (Secondary) to a specialized or streamed
all schools) in order to build prototypes of schools that will increase full access for students, thus ensuring equity of opportunity. Collaborate with Facilities to assess classroom conditions that will impact programs involving Experiential Learning. Continue to involve all stakeholders in consultation regarding the secondary program strategy. Seek input from students, staff, parents and community members to provide insight into the Secondary Program Strategy and accommodation. instructional strategies as required. Continue to shift the focus of school improvement planning to the school level by focusing further on the supports that respond to school needs (specifically, professional learning in schools based on their foci and across Learning Teams) so that Principals are supported by their own colleagues, Superintendents of Education, Coaches. Continue to add online resources and move to teachers sharing those resources that are best supporting their work. Continue to capacity to begin the shift to using classroom leading data so that teachers are using the School Improvement Learning Cycle at the school level. YEAR 3 2018-19 Review Policy P.029, Employment Equity Assess budget decisions and outcomes from Years One and Two to make sure that school programs are effectively supporting and having a positive impact on achievement and for all students. Continue to facilitate discussion and consultation aligned with the Long-Term Program and Accommodation Strategy 2016-2025. Implement the Secondary Program Strategy through the Accommodation Review process. Assess School Improvement Process to ensure consistency with Integrated Equity Framework and to measure overall effectiveness. See Year 2, above. Build consistency among all educators in areas of tracking and communicating evidence of Universal Design for Learning (UDL) in the approaches they have employed to date, substantiating the move from a regular classroom (Elementary) or academic program of study (Secondary) to a specialized or streamed
IntegratedEquityFrameworkActionPlan_220916.docx