17. Equity and inclusive education principles and outcomes are embedded and evident in all school and board improvement plans (AOF8).
Board and school improvement plans and the board’s multi-year strategic plan reflect equity and inclusive education principles, developed in consultation with students, staff, parents, families and community members.
Schools and board departments identify and discuss priority goals and targets for their improvement plans that reflect EIE principles.
All relevant and available sources of data are gathered to assist in the development of school and board improvement plans and the board’s multi-year strategic plan (e.g., achievement, graduation rates and credit accumulation, school climate survey data).
School and board improvement plans include outcomes and activities related to student achievement, student engagement, parent engagement and professional learning.
Schools and departments use student achievement data and student and family data and observation and feedback from all relevant stakeholders to develop school and board improvement plans.
School and board improvement plans include strategies and activities to support students who are vulnerable, disadvantaged, and marginalized.
School and board improvement plans specify success indicators to measure the effectiveness of the plans.
Board multi-year strategic plans include goals related to promoting a positive school climate and promoting the prevention of bullying (per The Education Act).
The board uses the cyclical review process to embed the principles of equity and inclusive education in all board policies.
School and board improvement plans are a key source for evaluating the effectiveness of the equity and inclusive education policy at school and board levels.
Staff, students, parents and community participate in evaluating school and board improvement plans.
School and board improvement planning includes plans to close achievement gaps between sub-groups of students.
Student achievement data linked to student demographic data is used to make informed decisions about resource allocation and program priorities.
Board multi-year strategic plans report progress on goals related to promoting a positive school climate and promoting the prevention of bullying.
All board policies embed the principles of equity and inclusive education.
18. Annual progress reports, including results on the implementation of the Equity and Inclusive Education Policy, are made available to stakeholders at school and board levels (AOF8).
Board confirms staff responsibility for preparing and submitting reports at school and system levels.
Plan is in place to share progress reports with stakeholders.
Formats of reports, mechanisms for reporting and reporting lines are confirmed.
Annual goals, outcomes and measurement indicators are confirmed.
Progress reports reflect input by staff, students, parents and members of the community.
Progress Reports contain clearly stated results based on objectives, outcomes and performance indicators outlined in the board’s EIEP implementation plan.
Progress Reports identify systemic barriers that are being addressed through implementation of EIEP.
Progress Reports identify the areas where achievement gaps are being addressed, and the progress made in closing those gaps.
The Director of Education’s Annual Report reflects the results of the board’s EIEP, and is shared widely with board-level committees and local schools and is posted on the board’s website.
Baseline data is gathered from existing sources and measured against indicators and anticipated outcomes to enable the board and schools to determine their level of implementation and to develop an action plan of next steps.
Annual progress reports are shared with parents and community through various communication channels, including posting on school websites where available.
There are clear and explicit linkages between the evaluation of school and board improvement and the annual progress reports on the implementation of the EIEP.
The Director of Education’s Annual Report continues to reflect a deepening of EIEP implementation.