Three-Year Education Plan

Our Priority

Northern Lights Public Schools is committed to creating an environment of knowledgeable and supported staff members as they strive to improve the mental health and wellness of all students. This priority was established by the board after extensive consultations with students, parents and staff.

Our Definition

Mental Health is a state of well-being in which every individual realizes their own potential, can cope with the normal stresses of life, can learn/work productively and fruitfully, and is able to make a contribution to their school/community. - Based on the definition from the World Health Organization

Our Evidence of Improvement

Northern Lights students and parents complete a yearly survey that seeks to understand the mental health and wellness of students in relation to our definition. The survey is administered in the spring of each year. Results are reviewed by school administration each year, and then further analyzed as teams at an administrative council meeting in the spring each year. Additionally, student responses to the Assurance Survey questions related to the Safe and Caring School measures are used to measure growth over time.

Our Actions

For All Universal Supports for All Students	For Some Targeted Supports for Some Students	For Few Individualized Supports for Few Students
Welcoming Schools - create opportunities to enhance school practices for all students	Video Bank - create short videos depicting use of classroom strategies to support mental well-being	Mental Health Screening, Identification and Referral - enhance processes of screening for concerns and connecting with/ referring to therapist services
Menu of Supports - develop and deliver a menu of capacity-building training sessions for staff	Community Helpers Program - provide middle and high school students with the skills and knowledge to support their peers' mental health and well-being	Student Support Plans - increase capacity to develop and monitor student support and safety plans
Student Advocacy Counsellors - enhance and support counsellors as they work with all students	Parental Engagement - provide opportunities and training for parents to support building mental health capacity of their children	Student Advocacy Counsellors - enhance and support counsellors as they work with indicated students
Positive Behaviour and Intervention Support  implement/ improve school-wide student management frameworks	Positive Behaviour and Intervention Support  implement/ improve school-wide student management frameworks	Positive Behaviour and Intervention Support - implement/ improve school-wide student management frameworks
Agency Collaboration - work with community agencies to support integrated mental health services for students	Agency Collaboration - work with community agencies to support integrated mental health services for students	Agency Collaboration - work with community agencies to support integrated mental health services for identified students
Mental Health and Wellness of NLPS Staff - foster and support the mental health and wellness of staff	Student Advocacy Counsellors - enhance and support counsellors as they work with targeted students

Our School Plans

As part of their improvement plans, each school in Northern Lights is implementing universal, targeted and individualized strategies to enhance support for students. These strategies align with division actions and are designed to meet the unique demographics and needs of each school.

Our Resources

NLPS currently utilizes the following in-house supports for students: Student Advocacy Counsellors, Student Services Team Coordinators, Director of Inclusive Education, Learning Consultants, and School Staff. We rely on external funding sources for the following: Successful Families, Successful Kids / Mental Health Capacity Building Team, Community Helpers Program and support from Community Agencies.

Positive Behavior Support Planning for Schools

In 2023-2024 we will continue to move forward with the implementation of Positive Behaviour and Intervention Supports (PBIS) in our schools. Working with Tom Hierck, we will focus on universal work with all schools’ teams, while also planning targeted supports for three schools, along with individualized support with one specific school.

This builds upon work done in 2022-2023 to create a division-wide understanding of PBIS and develop plans for each school. Each school was required to attend 2 full days of professional development led by Tom Hierck focused on reviewing essential elements of a positive learning environment and the key components of an effective behaviour matrix. School teams reviewed past positive behaviour interventions and planned for a whole school staff professional development day, where they facilitated discussions around a behaviour matrix and reviewed pertinent data related to addressing student needs. Following the whole school PD day, school teams were brought back together for another session with Tom Hierck, reviewing the work with their whole school groups and planning the next steps in preparation for the 2023-2024 school year.

Pathways of Hope-NLPS/PCN-Mental Health in Schools Pilot (approved spring 2023)

The Northern Lights Public Schools (NLPS) and Bonnyville/Cold Lake Primary Care
Network (PCN) approved pilot is to ensure children receive quality mental health services and support across all stages and levels of care. A comprehensive and coordinated approach is the best way to promote positive mental health and a collaborative model allows for the creation of economies of scale to meet the growing mental health needs within our community.

This pilot will support access to education, promotion and action (intervention) of mental
health and wellness for students from NLPS. Additionally, it will work to identify children with unmet needs and assist secure access to family mental health services in a timely manner.

Our main objective with this pilot is to support child and student social, emotional, behavioural and mental health. The program will optimize access and build the capacity of mental health resources for youth and students within the community. By eliminating barriers and expanding the full continuum of prevention, treatment and mental health services, as well as prioritizing the integration of these services into settings where young people and their families can access them. The partnership with the PCN aims to achieve the following objectives:

• Increased access to appropriate mental health resources
• Higher level of mental health services that are currently not available in the
  community or school
• Therapeutic interventions within the school and community
• Navigation supports
• Individualized services
• Education and awareness
• Build Capacity of access and resources
• Mental health action
• Clearly accessible points of access (ease of entry into services)

Targets for Improvement

NLPS Student Mental Health and Wellness Survey Kindergarten to Grade 2

Survey Categories	2022 March Results	2023 March Results	2024 Targets
Student Potential: students feel encouraged to do their best	96.8% agreed	97.3% agreed	97.5%
Normal Stress of Everyday Life: students feel safe at school	89.9% agreed	90.6% agreed	92%
Ability to Contribute to Daily Activities: students feel safe talking to a grownup	88.1% agreed	94.4% agreed	95%
Ability to Learn/Work: students feel loved and enjoy their school  community	93.6% agreed	90.8% agreed	94.0%

NLPS Student Mental Health and Wellness Survey Grades 3-12

Survey Categories	2022 March Results	2023 March Results	2024 Targets
Student Potential: students have the ability to understand and manage their feelings and are hopeful about the future	77.7% agreed or strongly agreed	71.3% agreed or strongly agreed	81.5%
Normal Stress of Everyday Life: students need assistance to cope with and manage their fears and anxieties	68.03% rarely required assistance	64.2% rarely required assistance	73.5%
Ability to Contribute to Daily Activities: students can connect with a peer or adult to assist with managing problems	75.05% agreed or strongly agreed	76.6% agreed or strongly agreed	80.5%
Ability to Learn/Work: students feel they belong, are engaged, and can work to the best of their ability	70.33% agreed or strongly agreed	73.4% agreed or strongly agreed	75.5%

Safe and Caring Schools Assurance Survey - Student Responses

Grade Groups	May 2021 Results	May 2022 Results	May 2023 Results	May 2024 Targets
Students Grade 4-12	83.2% agree	79.8% agree	Not yet available	87.8%

 

Our Priority

Northern Lights Public Schools is committed to building a culture of numeracy, empowering learners, teachers and leaders to collectively shift their practice, giving meaning to mathematics as they improve numeracy skills and understanding of all students. This priority was established by the board after extensive consultations with students, parents and staff.

Our Definition

Alberta Education defines numeracy as the ability, confidence and willingness to engage with quantitative and spatial information to make informed decisions in all aspects of daily living.

Our Evidence of Improvement

Northern Lights students complete annual numeracy benchmark assessments using Canadian Achievement Test 4 (CAT4) and NLPS-developed Common Assessments, in addition to the regular classroom assessments that occur. Results are reviewed by schools each year. Additionally, Provincial, Numeracy Screening Assessments, Provincial Achievement Tests and Provincial Diploma Exams are used to monitor student progress

Our Actions

For All Universal Supports - Whole School	For Some Targeted Support - Classroom Math Instruction and Practice	For Few Individualized/Specialized Supports and Interventions
Building Knowledge and Capacity	Teaching, Learning and Assessment	Interventions
Improve and build a culture of numeracy in schools	Teachers engage in co-learning with our Learning Consultants (Numeracy series and Tools for Teachers series)	Support educators in the use of specialized population resources
Numeracy across content areas - empower all teachers to assume responsibility for enhancing numeracy understanding	Design and provide mathematics learning opportunities focusing on curriculum expectations	Support educators with identifying timely and appropriate interventions for students needing additional support and gifted and talented students
Increase student confidence related to numeracy	Use a variety of learning experiences to support problem solving	Create supports for educators in building safe, responsive and inclusive mathematics learning environments to reduce math anxiety
Support administrators as supervisors and leaders in numeracy	Develop increased understanding around the use of manipulatives and resources to enhance and support student learning	Using Nelson publication “Do the Math” for Learning Disruption intervention program
Identify, learn about and implement research-based instructional and assessment strategies	Improve understanding of staff in relation to differentiating and personalizing learning experiences based on student needs	Provision of the learning loss intervention grant led to the assessment of Grade 2/3 students and addition of supports to students identified below grade level
Explore and integrate the innovative use of emerging technologies and resources to enhance and transform teaching practice and student learning experiences	Support the analysis of student learning to develop lessons that address student interests as well as strengths and needs
Nurture a collaborative relationship with families to support effective learning environments	Parent/family/guardian resources - provide opportunities for families to engage in mathematics together to develop a growth mindset and positive disposition towards learning
Work with learners to be self-reflective and advocate for their learning	Include information and supports regarding mathematics in communications to parents/guardians
Guide division professional development planning	Provision of the learning loss intervention grant led to the assessment of Grade 2/3 students and addition of supports to students identified below grade level
“Building Thinking Classrooms” - Peter Liljedahl - Professional development and learning strategies that work to incorporate numeracy across multiple curriculum	K-6 new curriculum implementation of mathematics program of studies utilizing NewLearn Alberta for PD and resources
Additional directors of instruction in division splits, K-6 and 7-12, hired for 2023-24 school year and beyond

Our School Plans

As part of their improvement plans, each school in Northern Lights is implementing universal, targeted and individualized strategies to enhance support for students. These strategies align with divisional actions and are designed to meet the unique demographics and needs of each school.

Our Resources

Director of Instruction - K-6, Director of Instruction - 7-12, Learning Consultants, Student Support Team Coordinators, Administrators, Teaching Staff, and Educational Assistants.

Targets for Improvement

Since Covid, we have gone through a rigorous process of assessment to establish benchmarks in numeracy and capture data in a meaningful way. We are no longer collecting partial data and are moving towards establishing a more complete picture of students' skills and abilities in numeracy.

Provincial Achievement Tests (Total Enrolled)

Grade/Standard	2018-2019 Results	2021-2022 Results	2022-2023 Targets	2023-24 Targets
Grade 6 Acceptable Standard	72.1%	46.8%	not yet available	TBD
Grade 6 FNMI Acceptable	59.8%	36.7%	not yet available	TBD
Grade 6 Excellence Standard	9.7%	4.5%	not yet available	TBD
Grade 6 FNMI Excellence	2.9%	0.9%	not yet available	TBD
Grade 9 Acceptable Standard	55.5%	37.1%	not yet available	TBD
Grade 9 FNMI Acceptable	39.5%	30.2%	not yet available	TBD
Grade 9 Excellence Standard	13.7%	8%	not yet available	TBD
Grade 9 FNMI Excellence	5.8%	5.2%	not yet available	TBD

Acceptable is defined as 50% or better. Excellence is defined as 80% or better.

Provincial Diploma Exams

Grade/Standard	2018-2019 Results	2021-22 Results	2022-23 Results	2023-24 Targets
Math 30-1 Acceptable Standard	66.3%	89.5%	not yet available	TBD
Math 30-2 FNMI Acceptable	55.6%	N/A	not yet available	TBD
Math 30-1 Excellence Standard	20%	21.1%	not yet available	TBD
Math 30-1 FNMI Excellence	22.2%	N/A	not yet available	TBD
Math 30-2 Acceptable Standard	76.7%	95.6%	not yet available	TBD
Math 30-2 FNMI Acceptable	75%	43.8%	not yet available	TBD
Math 30-2 Excellence Standard	14%	31/1%	not yet available	TBD
Math 30-2 FNMI Excellence	12.5%	6.3%	not yet available	TBD

Acceptable is defined as 50% or better. Excellence is defined as 80% or better.

Targets will need to be reevaluated now that we are running classes and exams at normal
capacity. The value of diploma exams was reduced to 20% of a student’s blended mark in
2022-2023; however, in the 2023-24 school year, exam values will increase back up to 30%.

Norm-Referenced Math Assessments

Grade Group	January 2023	Spring 2023	Spring 2024 Targets
Provincial Numeracy Screening Assessment (Grade 1 participation rate)	92%	not yet available	100%
Grade 1 (achievement)	64%	not yet available	To be determined once Spring 2023 results are available
Grades 2 to 4 CAT4 Assessment (participation rate)	90.9%	not yet available	100%
Grade 2 (achievement)	39.5%	not yet available	60% (75% national average)
Grade 3 (achievement)	44%	not yet available	60% (75% national avg)
Grade 4 (achievement)	50.5%	not yet available	60% (75% national avg)

We engaged in a process to collect numeracy data from the CAT4 assessments for students in Grades 2-4, then unexpectedly the Province mandated their own numeracy screening
assessments for Grade 1. Now we will continue to follow the provincial plan, should they
continue to mandate assessments in other grades.

Grades 2 to 4 CAT4 Average achievement is based on a stanine score of four and above from the Canadian Test Centre norm-referenced data.

NLPS Math Assessments

Grade Group	June 2022	June 2023	June 2024 Targets
Grade 7-9 Common Assessments (participation rate)	60.5%	not yet available	100%
Grade 7 (achievement)	61.1%	not yet available	67%
Grade 8 (achievement)	64.2%	not yet available	65%
Grade 9 (achievement)	43.5%	not yet available	60%

Grade 7 to 9 Common assessment participation continues to increase post-COVID and higher validity of the data will come from higher participation. With the addition of a Director of Learning from 7-12, along with the Learning Consultants, there will be more intentional work with schools to achieve targets.

Student success and achievement are our primary focus and are dependent on positive
working environments, access to needed supports, and trust in those who work with students on a regular basis. To ensure the success of our students, we need to plan and assess how our students are doing compared to the province, and also from year to year. As we move forward, we will work to ensure these needs are met through a variety of strategies and assess our progress from year to year using various tools that reflect not only academic achievement but also social, mental health and wellness, and general life skills.

Avenues for Development

Academic Achievement Grades K-9

• Use literacy, numeracy, technology, Positive Behaviour Intervention and Supports (PBIS), and early learning coaching series to provide a focus to the instructional coaching process.
• Improve and enhance the quality of literacy and numeracy instruction, and enhance
  the use of digital learning tools and skills to improve learning opportunities for students by having Learning Consultants use selected coaching series and/or responsive coaching to work with individual teachers or groups of teachers.
• Use the Collaborative Response Model, a school-wide structure that focuses on identifying and meeting the individual needs of students.
• Support the use of literacy programs and tools such as Fountas & Pinnell benchmark assessment kits which were provided to every elementary and middle school in order to support students.
• Continue to use additional assessment information through CC3, LeNS and CAT4 (literacy) to inform teaching practice and guide professional development.
• Continue to offer full-day programming for Kindergarten students in all elementary schools in order to ensure a solid foundation for learners. Certificated teachers provide the required program of studies, and educational assistants with specific extension training provide the FLIGHT curriculum framework. A variety of tools and assessments such as the Early Years Evaluation (EYE) help to ensure quality and individualized programming.
• Use a Generative Dialogue process for the Central Office Leadership Team (COLT) to connect monthly with school administration and discuss planning, pedagogy and assessments in a focused and intentional manner. In the same way, embed collaborative time at the school level for discussion on topics related to student learning and achievement. This process increases focus on instructional leadership for administrators and teaching and learning for teachers.
• Increase the use of digital assistive technologies to support struggling learners.
• Use Student Support Team (SST) coordinators to facilitate collaborative meetings focused on student well-being and learning. Team members include personnel such as administrators, teachers, occupational therapists, speech-language pathologists, student advocacy counsellors, and other outside agencies as required.
• Continue the division’s vigorous Beginning Teacher Induction program for all teachers
  new to the division, and expand the support provided to new educational assistants.
• Continue the use of NLPS-developed common curricular assessments to ensure reliable summative processes and to increase focus on curricular outcomes and expectations. These assessments were developed by cohorts of subject-alike teachers for core courses in Grades 7, 8 and 9.
• Use of CAT4 at the division level for students in grades 2 to 4.

Academic Achievement in Grades 10-12

• Continue to provide Knowledge & Employability programming for high school students where appropriate.
• Continue to develop and encourage students to participate in dual credit programming, providing advanced standing with post-secondary institutions or industry-standard certification (Cree 101, Cree 102, Comp 105, CSCR 101, BIO 102, COMA 200, EDCD 100, ENTR 105, HEED 105, Math 100, NRES 208, ORGB 193, Psyc 104, SOCI 101, STAT 141) in collaboration with Portage College.
• Summer School 2023 will introduce a dual-credit opportunity with Portage College for
  COMP 105.
• Continue the partnership with Lakeland College and Athabasca University for dual-credit opportunities.
• Enhance and improve non-traditional programming options for high school students.
  Examples of options being offered include a partnership with Canadian Rockies Public
  Schools to offer outdoor education programming for high school students and other
  distance learning courses.

Student Involvement, Personal Development, and Life Skills

• Enhance the Student Advisory Council to the Board and student leadership programs in junior and senior high schools.
• Use character/moral education programs at school sites to ensure appropriate supports and educational opportunities are in place for students.
• Ensure students are well positioned to either enter post-secondary education programs or enter the workforce, by offering academic and career counselling programs including the addition of career counsellors at the middle school level.
• Employ Student Advocacy Counsellors (SACs) at all schools to provide supports for
  students.
• Continue to support lunch/snack/breakfast programs at the division’s schools. Northern Lights Public Schools is supporting a number of full-school nutrition programs to ensure students are prepared to learn at school.
• Continue to pursue partnerships with the Breakfast Club of Canada, the provincial
  nutrition program, Apple Schools, PC Children’s Charity and industry partners to reach a target of over 200,000 meals served to our student population.
• Encourage participation in robust ‘beyond the classroom’ learning opportunities for
  students to teach them attitudes and behaviours that lead to future success in the
  workforce. These include work experience, Registered Apprenticeship Program (RAP),
  culinary opportunities, Mobile Trades Lab, etc.
• Continue to provide addiction and mental health promotion and prevention to students and families through Success/Wellness Coaches hired using grant funding from the Mental Health Capacity Building project.
• Successful Families, Successful Kids staff work throughout the calendar year to engage students and their families, developing programming that meets the changing mental health needs of NLPS students. All NLPS students have an opportunity to interact with the menu of supports offered by this team.
• NLPS schools are implementing and improving Positive Behavior Support Programs within their school-wide student management framework.
• NLPS Community Helpers Program has been expanded to all junior and senior high schools in NLPS. The program provides students with the skills and knowledge to support their peers’ mental health and well-being.
• Encourage students and families to take advantage of opportunities provided in individual communities such as the “HIVE”, which is a hub for students to access a variety of mental health services and supports outside of school hours located in Bonnyville.

Measures

In addition to CAT4, NLPS developed common assessments, and the NLPS Mental Health Survey for students, NLPS will focus on:

• Percentage of:
  • students who achieve acceptable and excellence standards on Grade 6 and 9
    Provincial Achievement Tests;
  • students who achieve acceptable and excellence standards on Provincial
    Diploma Examinations;
  • students writing four or more Provincial Diploma Examinations within three years of entering Grade 10; and
  • students who complete high school within five years of entering Grade 10.

Northern Lights Public Schools is continually working to increase the success of our Indigenous students through multiple partnerships, a number of available supports and resources, and building capacity in our staff and students. We believe it is crucial to work to build understanding in our students, staff and community throughout the division to empower our students and set them up for success.

Avenues for Development

• As an act of reconciliation, and as a commitment to developing healing relationships,
  continue to develop key community partnerships and develop Education Service
  Agreements (ESA’s) with First Nations and partnerships with Métis Settlements.
• Ensure all First Nations, Metis and Inuit students have equitable access to services as part of the Inclusive Education Model. This is an essential component of reconciliation,
  creating an inclusive society and closing any identifiable gaps.
• Continue to provide full-time Kindergarten programming for First Nations, Metis and Inuit students to enhance early learning opportunities.
• Engage Learning Consultants to work with individual teachers or groups of teachers to improve and enhance the quality of literacy and numeracy instruction.
• Support the use of literacy programs and tools such as the Daily 5 and Fountas & Pinnell benchmark assessments and incorporate them into professional development and collaborative opportunities for teachers.
• Provide resources such as Literacy Seed Kits for all schools to increase the visibility of First Nations, Metis and Inuit culture to students.
• Committed academic counselling time in all high schools to support First Nations, Metis and Inuit students from grades 9 to 12. In 2022-2023 an Indigenous Student Success team consisting of an Associate Superintendent, school-based administration, and academic and career counselors worked together to examine leading and lagging indicators to support enhanced high school completion for Indigenous students.
• Review the information gathered from the Indigenous Student Voice sessions conducted in each middle and high school at the end of the 2022-2023 school year to determine appropriate next steps to support student success.
• Use a Generative Dialogue process for the Central Office Leadership Team (COLT) to
  connect monthly with school administration and discuss planning, pedagogy and
  assessments in a focused and intentional manner. In the same way, embed collaborative time at the school level for discussion on topics related to student learning and achievement. This process includes an increased focus on teaching and learning. These conversations include First Nations, Metis and Inuit related topics.
• Student Support Teams (SST) include educators as learning coaches to assist staff in
  implementing a variety of strategies to ensure success for all First Nations, Metis and Inuit students.
• Ensure all students who require support through Jordan’s Principle funding have access to the appropriate supports and services. Liaise with Tribals Chiefs Ventures, First Nation Health Consortium and Indigenous Services Canada to provide these supports to students and their families.
• Support administrators and teachers in developing and applying foundational
  knowledge and understanding about First Nations, Metis and Inuit for the benefit of all students. This includes working to ensure all staff meet the related Teaching and
  Leadership Quality Standards, while also recognizing that these understandings are
  essential to long-term reconciliation. Create an action plan with school-based
  administration regarding the 92 Calls to Action.
• Continue to provide counselling support to Indigenous students.

Measures

• Percentage of:
  • self-identified First Nations, Métis, and Inuit students who achieve acceptable and excellence standards on Grade 6 and 9 Provincial Achievement Tests;
  • self-identified First Nations, Métis, and Inuit students who achieve acceptable and excellence standards on diploma examinations;
  • self-identified First Nations, Métis, and Inuit students writing four or more diploma examinations within five years of entering Grade 10; and
  • self-identified First Nations, Métis, and Inuit students who complete high school
    within five years of entering Grade 10.

Through the ongoing development of our teachers, support staff, and division leaders we reflect our belief in life-long learning for students and ensure we have well-developed staff to lead our students in the classroom, and as they move forward through to graduation.

Avenues for Development

• Continue to share the Mobile Trades Lab with different schools to provide additional
  learning opportunities.
• Continue to pursue partnerships with industry and agencies to provide additional
  programming for students.
• Continue to support opportunities for administrators and teachers to pursue their Master in Education degrees.
• Create opportunities for division-wide and cross-division collaboration for Career and
  Technology (CTS) teachers. Partnerships with post-secondary institutions help to increase the skill sets of CTS teachers to enhance and broaden programming opportunities for students.
• Continue to support and promote French Immersion Programming in one of our
  communities.
• Northern Lights Public Schools administrators have begun to integrate Mental Health
  Literacy in our schools and classrooms, building on the training staff received on Mental Health Literacy utilizing Go To Educator.
• Implementation of the new curriculum will require time and effort from our Kindergarten to Grade 6 staff. NLPS will offer a variety of training and networking opportunities facilitated through agencies such as the Alberta Regional Professional Development Consortia (ARPDC) and the Alberta Assessment Consortia (AAC) as well as NLPS Learning Consultants. These sessions will be a key topic for professional development days in the 2023-2024 school year.
• Continue to offer Division Wide PD Days in the NLPS annual calendar.

Measures

• Percentage of:
  • teachers who agree that teachers are prepared for teaching on Assurance
    Survey;
  • students and parents who agree that students are engaged in their learning at
    school on Assurance Survey;
  • students, parents, and teachers who agree that students feel like they belong
    and are supported to be successful in their learning on Assurance Survey;
  • students, parents, and teachers, who are satisfied with the opportunity of students to receive a solid grounding in core subjects; and
  • students, parents, and teachers who are satisfied with the opportunity of students to receive a quality education on Assurance Survey.

Both the Board of Trustees and the division office administration strive to be responsive to
stakeholders. Multiple opportunities are provided to consult, collaborate and, where possible, allow for decision-making opportunities to be available to stakeholders.

Avenues for Development

• Actively support School Councils in all schools.
• Continue to support community engagement to reaffirm improvement priorities for the division to pursue. The Board will re-engage stakeholders to establish priorities for the 2024-2025 school year.
• Re-engage the opportunity for school principals to meet and explain their school plans with each other and with members of the Board of Trustees in a large group setting.
• Use a Generative Dialogue process for the Central Office Leadership Team (COLT) to
  connect monthly with school administration and discuss planning, pedagogy and
  assessments in a focused and intentional manner. In the same way, embed collaborative time at the school level for discussion on topics related to student learning and achievement. This process increases focus on instructional leadership for administrators and teaching and learning for teachers.
• In an effort to ensure effective succession planning, the division will transition to an
  Organizational Chart that includes three new educational director positions: Director of Curriculum; Kindergarten to Grade 6, Director of Curriculum; Grades 7-12, and Director of Inclusive Education. These positions will be in effect for the 2023-2024 school year as two of the current Educational Executives retire over the course of a two year window. The executive positions will not be replaced.

Measures

• Percentage of:
  • students, parents, and teachers who are satisfied that the school provides a safe, caring, and healthy learning environment on Assurance Survey;
  • students, parents, and teachers who are satisfied with the quality of K-12
    education on Assurance Survey; and
  • parents and teachers who are satisfied that students demonstrate attitudes, skills, knowledge, and behaviours to be successful when they finish school on
    Assurance Survey.