Strategic Plan

Mid-Plan Review

The Keewatin-Patricia District School Board (KPDSB) conducted a mid-plan review of the 2019-2024 Strategic Plan during the 2021-2022 school year in the form of an electronic survey. The review was to ensure the plan continues to meet the goals and needs of the system. The mid-plan review survey gathered feedback from specific stakeholders/groups rather than a wide-scale consultation that is used when creating the five (5) year plan. Identified stakeholders that the survey was shared with included:

• KPDSB Staff;
• KPDSB Board Committees for SEAC, IEAC, and EYAC;
• Union leadership;
• First Nation and Metis Partners;
• Partner Agencies of the KPDSB;
• Parent Involvement Committee and School Councils; and
• Student Council Members and/or Student Voice Committee Members.

In total, the survey received sixty-six (66) responses from a variety of stakeholders. The charts below provide some general information on the individuals that completed the survey. The feedback from the survey was coupled with the in-depth mid-plan review of the Strategic Plan earlier in the school year by Trustees and the Senior Administration Team.

Progress Towards Our Goals

We continue to make progress toward our goals as indicated in the 2019-2024 Strategic Plan.

Student Achievement: Ensure the necessary resources are provided to all students to increase their individual achievement.

Indicator: School and system learning recovery programs are provided for students.

System Learning Recovery

• Reach Ahead Credit (offered to all KPDSB schools and partner schools including First Nation communities)
• Summer School offerings by school along with virtual options across the Board

Each Secondary School in KPDSB created a Re-Engagement/Learning Recovery Plan. An overview of those plans can be found below.

School	Programs/Actions
Sioux North High School	Lac Seul Program/Partnership (more details on this program can be found below this table). Hired an Indigenous Tutor. Distance Learning Credit for students attending from communities supported with additional staff. Pilot of Lexia Reading program in a Grade 9 class.
Dryden High School	Tutoring to provide ongoing credit rescue support during the school day.
Red Lake District High School	Weekend Credit Rescue support for students with transportation. Tutors have been hired to work with students outside the school day. Sessions started in May and continued into June 2022. A teacher from Red Lake travels to Ear Falls to support students who are disengaged and students who have chosen virtual learning. The students and teacher meet at Ear Falls Public School. Students have been successful in completing credits.
Crolancia Public School	Release of a teacher for one period to focus on student success. Each secondary student at Crolancia has created a portfolio of strengths, successes and goals for future education and career aspirations.
Beaver Brae Secondary School	Experiential learning focus in alternative program delivery. Hired an Indigenous Tutor and an Intermediate Graduation Coach to support students 7-12.
Ignace Public School	Credit Rescue opportunities.
Four Directions Indigenous Graduation Coaches	Credit Rescue and supports for students ongoing.

Sioux North High School and Lac Seul Partnership Program

Goal: Re-Engagement and Learning Recovery

Sioux North School had the highest number of students who disengaged during the COVID-19 pandemic. In Quadmester Three, a collaborative effort by the Board, school and community has resulted in a successful partnership program and student success. In partnership with Sioux North High School and Lac Seul First Nation, the Rapid Response Northern School Team (two members) has been facilitating a re-engagement classroom based out of the community of Lac Seul. These students have previously been non-attenders. Of the 20 that signed up, 12 are still engaged in some way and there are two potential graduates as a result of the program.

Sioux North Student Quotes:

• Student 1 – “I like coming here because there is more room to hang out and less pressure.”
• Student 2 – “I like that I get picked up at my house and it’s not so early.”

Teacher Quotes:

• “It’s really great to see kids open up and feel more comfortable in this space. Especially students who I have known in the past and see a different side of them.”
• “I like that we are able to be more creative in the activities we do with the students.”

Parent Letter:

I am writing this letter to say that I am extremely happy with this program in FMH with Sioux North High School and LSFN. Not sure if it has a name. My son is a part of this program and also likes going there. He is doing extremely well and has already gotten a couple of credits already.

My son has difficulty leaving to go to the actual high school in Sioux Lookout, and also has a hard time learning due to learning issues. And this program has made it a little easier for him to learn and concentrate due to the small class size and not going to far from home.

I really hope that the Education program and Sioux North continue on with this program in September and the years to follow. I just wanted to let you all know that I am happy with this program and Good Job! This can also be shown to whomever is involved from Sioux North.

To date, 20 Sioux North High School students are on the class list for the program taking place in Lac Seul. On average, nine students attend every day. Students have lunch together, participate in team building and wellness activities daily. 12 credits have been earned and two students are looking forward to graduation on June 23, 2022.

Indicator: Alternative Programs that meet individual student needs. Track and monitor student achievement.

Indicator: Improved attendance through tracking and re-engagement strategies.

How many students were referred to attendance counsellors?

2020-2021	420 Students Referred
2021-2022	185 Students Referred

Indicator: Student leavers data is reviewed and shared with the board annually.

Early Leaver Data: 2020-2021 and 2021-2022

Reason	2020-2021	2021-2022
All Early Leavers	604 students	437 enrolled at some point this year 108 have yet to earn credits (may be working on it in Quad 4 or through KAE) 329 of these students have earned a total of 1492 credits 12 OSSDs 2 with SHSM 54% of all early leavers returned and earned credits.
Retired Prior to Completion – Destination Unknown	120 students	66 re-enrolled 26 students earned a total of 105.5 credits and 2 OSSDs 22% of early leavers who were unknown/not attending returned and earned credits.

What steps have been taken to re-engage secondary students?

• Each school has a specific re-engagement plan that involves school administration and the school’s Student Success team
• Regular tracking of students
• Referrals to attendance counsellors
• Collaborative school team meetings to plan for student re-engagement
• Collaboratively work with partners to plan for student re-engagement
• Home visits
• Continue to identify barriers to attendance and respond with solutions-oriented plans

What challenges were identified that prevented the school from re-engaging students?

• Mental health challenges
• Addiction challenges e.g. drugs, alcohol, video gaming
• Student moved to another board
• Student funding providers removed the student for various reasons
• Historical pattern of non-attendance since elementary school
• Student moved to remote learning
• Transportation
• Home community COVID protocols
• Lack of boarding homes available for students from Northern First Nation communities

Indicator: Graduates participate in exit interviews to inform board improvement plans and goal setting.

Exit surveys are a great way for us to learn more about our students’ experiences and their plans for the future. The information collected will help to support the system and school planning for the upcoming school year. Please view KPDSB Exit Survey data as of June 2022 below.

Indicator: KPDSB will ensure that students have opportunities to develop and strengthen transferable skills which are critical for success in education, career/life.

7/8 Pathways implemented a Certification, Micro-credentials, and Skills Training (C/MST) Program to provide students with learning opportunities and thereby gain knowledge, skills, and experiences in specific areas from presenters from a variety of career sectors in their community, region and beyond. Through these learning opportunities, students developed relationships with community members and others who shared their knowledge and experience with students. This supported students to explore opportunities for their future.

Examples of these areas of focus for training include Customer Service, Leadership Skills, Conflict Resolution, Public Speaking, and Safe Work Skills. As students participated in these experiences, their Pathways Teachers added badges to individual student record sheets. For schools that participated, these record sheets will be presented to students at their Grade 8 Graduation. Some certifications, micro-credentials, and training also produced formal records of completion from the provider. Connecting students to the broader community such as through the C/MST Program, other guest presenters, and field trips is important to support student decision-making about their future (see sample record card below).

Indicator: Through opportunities for career exploration and experiential learning, intermediate and secondary students will have equitable access to all pathways and they and their parents will have the support and information to make informed decisions about their future pathways and goals.

Special Education

KPDSB staff will continue to adapt and revise to meet the diverse needs of students and families. Through opportunities for career exploration and experiential learning, intermediate and secondary students will have equitable access to all pathways and they and their parents will have the support and information to make informed decisions about their future pathways and goals.

We have provided the opportunity for students and families to engage in the IPRC process when they have documentation that meets the criteria. This allows students and families to engage in conversations at least once per year to discuss their identification and placement, as well as the pathway and supports needed. (see below for the number of IPRCs this year).

2021-2022

Indicator: Students will have opportunities for student voice in the classroom, school and system.

Student Senates

The KPDSB hosted two Student Senates during the 2021-2022 school year:

• Students from grades 7-12 participated in two Student Senates through virtual meetings.
• Students were presented with questions and/or topics where student reflection and voice were necessary.
• Students documented their comments in writing and shared them in small and whole group discussions
• Student feedback was incorporated into the topics presented and in many cases, influenced and shaped their delivery/outcomes.

Student Senate 1 – April 6, 2022

Topic: Student Census

Students went through each of the Students Come First Student Demographic Census questions and offered feedback.

Questions areas:

• Languages
• Indigenous Identity
• Ethnic Origins
• Race
• Religion/Spirituality
• Gender Identity and Sexual Orientation
• Disability
• Status in Canada
• Caregiver Information

Students provided feedback on individual questions, potential responses, the frameworks, support resources, the information leading up to each question and more. Questions within the census were added to and modified in some cases to meet the needs of students.

Students contributed greatly to how KPDSB would communicate census information to students and families. KPDSB identified the importance of communication in this process so stakeholders involved understood the “why” and the “how” of the census.

Student Senate 2 – June 1, 2022

Topics: Census, Anti-Sex Trafficking, Semesters

Questions:

• How might our schools raise awareness and develop student knowledge about colonialism, racism, sexism, homophobia and ableism? How do we create caring schools, increase a sense of belonging and reduce bullying?
• What are your suggestions to ensure that students have and understand the important information about sex trafficking?
• What are some considerations for administrators and educators in the transition back to the Semester System?

Students provided extensive feedback on each of the questions which will be shared with the administration for planning purposes.

For more data around student voice, please see School Climate Survey Data under the ‘Safe and Supportive Schools’ section of this report.

Safe and Supportive Schools: Ensure all students and staff have safe learning and working environments, where the academic and mental health needs of the child are met.

Indicator: All students and staff feel safe, supported, accepted and ready to learn and work as evidenced by school climate surveys, reduced suspensions/violent incident reports and decreased student and staff absenteeism.

Indicator: Students have a strong sense of belonging, and see themselves and their lived experiences at school. Students are provided with varied opportunities to explore their strengths and interests and are actively involved in the school community.

Please view the KPDSB School Climate Survey data for the following groups below:

• KPDSB Teacher Data
• Grade 4-6 Data
• Grade 7-8 Data
• Grades 9-12 Data
• Parent/Caregiver Data
• KPDSB Staff Data

Indicator: Schools have a strong culture of care, and positive relationships are evident between staff, between staff and students and between students. Teachers facilitate positive relationships and connections between students.

Please click here to view the Board Improvement and Equity Plan data from the KPDSB School Climate Survey.

Indicator: Increased use of restorative practices to foster student voice, relationships, sense of belonging, connections, and importance.

Nearly all staff participated in training on Restorative Practices on August 31, 2021, PD Day. The following data is from the School Climate Survey results, which are linked above.

• 43% of teachers use circles often/daily in their classrooms
• 78% of teachers strongly agree/agree that they are comfortable using circles in their classroom.
• 49.44% of teachers always obtain student voice and do things “with” students, such as collaborate on classroom expectations.
• 48.88% of teachers sometimes obtain student voice and do things “with” students, such as collaborate on classroom expectations.

Indicator: Increased professional development for staff regarding equity, mental health and trauma-informed practice/awareness.

The following sessions have been offered during the 2021-2022 school year:

• Equity Committee run by Superintendent Lower
• August 31, 2021, Supporting Student Mental Health and Well-Being / Mentally Healthy Return to School
• Classroom 180 – 30 KPDSB staff participated in certificate training
• Dr. Jean Clinton Session for Administration – Sept 22, 2021
• Monthly NAN Mental Health Champion Meetings (Kevin Lameroux, Dr. Chris Mushqwash, NAN Hope, ONECA, Noojimo Health, Educational Impact)
• Mental Health Promotion (random acts of kindness and gratitude February challenge, Be Kind Passport, Chatterhigh)
• 15 NAN Mental Health Champions received Mental Health First Aid training
• New Teacher Induction Program (NTIP) Session: Supporting Student Mental Health
• NTIP Session: NAN Mental Health Champion model
• School Mental Health Ontario (SMHO) New Mental Health Leads webinar
• Kids in the Know training for administration
• Canadian Centre for Child Protection Community Evening Session for parents and caregivers on May 4, 2022
• Anti-Sex Trafficking PD on the April 2022 PD day
• ASIST training for student counsellors, select grad coaches and family navigators
• SNAP in schools training in June 2022
• Critical Thinking Sessions

Indicator: Incorporating mental health and well-being within curriculum content.

The following actions/initiatives have been implemented in the 2021-2022 school year.

• Introduction of Chatterhigh online mental health modules (Red Lake area pilot)
• School Mental Health Ontario (SMHO) materials directly in classrooms – 15 minutes a day
• Be Well NWO Passport
• Group presentations by student counsellors
  • Building Identity (how we see ourselves, and how others see us)
  • Positive Coping Strategies
  • Self-Care
  • Being Respectful to Self and Others
  • Strengths Building
  • Cognitive Distortions (Negative Thinking Traps)
  • Reframing Negative Thoughts
  • Gender and Sexuality
  • Online Safety
  • Cyber Bullying / Bullying
  • Social Skills
  • Personal Space and Consent
  • Bullying
  • Safe social Media Use
  • Healthy Relationships
  • Positive self-talk
  • Self-esteem
  • Taking Care of your Mental Health
  • Eating Disorders/Disordered Eating
  • Community Resources
  • Careers in Mental Health
  • Dynamic Mindfulness
  • Zones of Regulation
  • Self-regulation
  • Self-advocacy
  • Confidence Building
  • Kindness Series / Overall kindness
  • Respect for Yourself and Others
  • Inclusivity
  • Mental health Introduction (for grade 9 classes)
  • Healthy Relationships (Healthy Minds Book Club – Grade 9 and 10 females)
  • Life Promotion
  • Stress Coping mechanisms (breathing and grounding)

Leadership: Inspiring excellence and building future capacity.

Indicator: Continual identification and support of aspiring leaders for succession planning based on the leadership competency frameworks.

Principal & Vice-Principal Hiring Pools

During the 2021-2022 school year, KPDSB placed 11 new Vice-Principal Candidates into the Vice-Principal Hiring Pool from various communities throughout the board. The Vice-Principal Pool takes part in monthly learning sessions to help grow their skillset while waiting for opportunities to present themselves for Vice-Principal roles. We also re-established a Principal Pool for current Vice-Principals to identify their interest in, and be interviewed to be placed into the Principal Pool. We hired new administrators from each of the pools for new administrative roles for the 2022-2023 school year.

Positions of Added Responsibility (PARs) Learning Sessions

Area Leaders or PARS meet every six to eight weeks during the 2021-2022 school year. The goal of the professional learning conversations is to examine practice and through collaboration make adjustments to improve instruction and student learning. PARs meet regularly with assessment expert and educational consultant, Sandra Herbst to deepen our understanding of quality classroom assessment, learning goals, co-constructing success criteria, how to gather valid and reliable evidence of student learning and more. This opportunity to network; to share resources; and, to discuss curriculum content and pedagogical strategies allows us to benefit from the expertise of our KP colleagues while we improve student learning and achievement.

January 2021	Adult Learning Assessment for Learning
March 2021	High Yield Instructional Strategies
September 2021	Understanding Classroom Assessment Board Improvement and Equity Plan
October 2021	Curriculum Expectations and Learning Goals
December 2021	What counts in an effective PLC? Deepening our Understanding of Assessment for Learning – Triangulation of Evidence
March 2022	Co-Constructing Success Criteria Valid and Reliable Evidence of Learning
May 2022	What Counts, What Matters in a Quality PLC? Destreaming Discussion A Fresh Look at Grading and Reporting in Secondary
June 2022	Leading from the Side PLC Feedback and Planning

Indicator: Increased opportunities for leadership development of staff at all levels.

We were happy to offer the KPDSB LEAD Program during both the 2021-2022 school year nad have committed to the program against or the 2022-2023 school year. The program is open to any staff across the system who wish to participate. LEAD participants participated in three sessions during the 2021-2022 school year and have the option for financial support to put towards approved leadership or knowledge-building courses, workshops or learning sessions.

Indicator: Technology to enhance teaching and learning.

Grade 3 students across KPDSB have been using Lexia® Core5® Reading. Lexia Core5 is an adaptive blended learning program that accelerates the development of literacy skills for students of all abilities, helping them make that critical shift from learning to read to reading to learn. Teachers are notified through the program of skill areas in which students require explicit teaching to improve their learning, and the teacher provides additional instruction in these areas. Lexia Core5 is an evidence-based program, and its use of it is supported by the Ministry of Education.

Indicator: Increased opportunities for leadership development of students of all ages, starting as early as Kindergarten.

KPDSB students participated in a variety of leadership opportunities, including School Climate Surveys and Student Senates as mentioned in this report. In addition, as a part of the CRRP project, Indigenous students had the opportunity to participate in Indigenous Student Voice Circles, with the permission of their family, at Open Roads Public School, Lilian Berg Public School and Sioux Mountain Public School. The sessions were led by Len Gardner, KPDSB Indigenous Lead, and a support worker attended the sessions as well to ensure students were adequately supported during the circles.

Truth and Reconciliation: Ensure all schools and staff are actively engaged in responding to the Truth and Reconciliation Commission’s Calls to Action.

Indicator: All KPDSB staff receive cultural competency training.

During the 2021-2022 school year a focus was on providing cultural competency training for teachers (during PD Day sessions), including PARs (Secondary Department Leads), teachers of NBE3, teachers of destreamed math, as well as the KPDSB LEAD Leadership group. Sessions were provided by Kevin Lamoureux, Niigaan Sinclair and Nick Bertrand.

Indicator: Learning opportunities are provided for all staff and students to learn about the truth of Canadian history and to understand the intergenerational impacts of the Canadian residential school system.

Schools provide opportunities in classrooms throughout the year by incorporating Indigenous voices and texts into classroom instruction, through Elder visits, by visiting former Residential School sites and by recognizing special days with events in the schools (National Day for Truth and Reconciliation/Orange Shirt Day, Treaties Recognition Week, Indigenous History month and National Indigenous Peoples’ Day). A significant number of books were provided to elementary and secondary libraries at the beginning of this year to help provide teachers and students with resources to use in the classroom and for their own learning. We also launched a KPDSB Culturally Relevant and Responsive Resource Portal with staff across the system, which was developed by Indigenous Education Lead, Len Gardner, along with other KPDSB Central Staff.

Indicator: Every KPDSB site has a framed formal “Government of Canada Statement of Apology for the Residential School System” as well as learning resources to provide education to school communities as to why this is important.

All KPDSB schools were provided with a framed apology in September, along with sample lessons that teachers may use in the classroom to explain the significance of the apology.

Indicator: Building a community of allyship by working to break down systemic barriers.

Through the work of the schools and the Indigenous Education Advisory Committee, as well as work through the KPDSB Equity Committee, we continue to identify barriers that impact Indigenous students, families and partners. The development of Policy & Procedure 505: Indigenous Education took place during the 2021-2022 school year. The intent of this policy and procedure is to understand that the KPDSB has a responsibility to act upon, reconcile, and be accountable for addressing the impacts of colonialism. It publicly states and recognizes that each student has the right to an education that is free from harmful dominant narratives, implicit bias, racism, and discrimination. It ensures that it is publicly stated that as a Public School Board, Keewatin-Patricia District School Board believes in the inherent human dignity of all people.

Indicator: An increase in the number of land-based teaching lessons and First Nation, Metis and Inuit credit course options.

During the 2021-2022 school year, secondary schools provided 18 courses that were strategically focused on land-based lessons. They took place in five of our secondary schools. In elementary schools across the board, students took part in activities that invited Elders and Knowledge Keepers into classrooms, out on the land or to connect virtually with students and teachers to provide opportunities to learn about the land from those that hold the teachings. Connected North also provided learning sessions with providers who taught students about local and national land-based teachings.

Indicator: Enriching opportunities to learn about how Indigenous knowledge, pedagogy and ways of knowing have contributed to many western practices today.

KPDSB has shared resources from the Downie Wenjack Foundation, from the First Nation, Metis and Inuit Education Association of Ontario, through Connected North as well as through a variety of texts that were placed in classrooms and libraries this year that highlighted Indigenous Knowledge, role models, professional and pedagogy. Open Roads Public School took part in a Culturally Responsive & Relevant Math project, in conjunction with Lakehead University and visiting and local First Nation artists. Students in two classrooms learned how loom beading demonstrated many mathematical concepts such as patterning and coding, as students took part in hands-on loom beading lessons.

Indicator: Continue to build partnerships and relationships in each of the communities in KPDSB to increase opportunities for student and staff learning from organizations, Elders, Knowledge Keepers, Language Speakers and other Indigenous community members.

Even during a year when COVID-19 continued to impact our schools, senior leaders, school administration, teachers and students had so many rich opportunities to meet with Elders, Knowledge Keepers, local First Nation leaders, Metis Nation of Ontario leaders, Tribal Council leadership, student counsellors, Education Directors, researchers, professional development providers, Indigenous authors, artists and more to ensure that we could continue to increase opportunities for student and staff learning. This work continues for the 2022-2023 school year.

Board Improvement & Equity Plan

Academic Success for All

In the Keewatin-Patricia District School Board (KPDSB), we continue with our commitment to improving student achievement, well-being, and pathway opportunities by using targeted, evidence-based strategies and holding the belief that all children can learn and achieve success. To do this, we effectively and efficiently allocate appropriate resources, including professional training to support these strategies, while keeping student safety and wellness at the forefront of our work.

The KPDSB Board Improvement and Equity Plan has five key areas for the 2022–2023 school year:

· Achievement

· Mental Health, Well-Being, and Engagement

· Human Rights and Equity

· Pathways and Transitions

· The Roots at KPDSB

Please see the full plan below. It can also be downloaded as a pdf at this link.