|Operational Goal:||Overall Implementation Status|
|Within three years we will increase our five-year graduation
rates by 5 per cent through the implementation of an
evidence-based K-12 strategy
Implementing our Strategies
|Implement and monitor strategy to re-engage in-risk students
using re-engagement teachers and tracking the reported barriers
experienced by these students.
|Provide professional learning opportunities to administrators
on effective strategies for tracking students’ progress
towards graduation and developing appropriate interventions to
address student needs starting in Kindergarten.
|Revise and implement student success strategy in secondary schools|
|Business Services||Assess school configurations and revisit policy and procedure
regarding school organizations to minimize student transitions
|Review as part of the staffing process (September reorganization,
semester changeover) staff allocation required to best meet the needs
of our most at-risk school communities and students identified
as being at-risk of not graduating
|Corporate Services||Create channels of communication to share positive student
stories to serve as an inspiration to students, staff
Key Performance Indicators – Highlights
- Number of students that re-engagement teacher reach out to at the board level
- Number of students re-engaged in secondary schools at the board level
- Number of schools identifying administrator and educator actions related to monitoring at-risk students in the School Improvement Planning and Implementation Monitoring (SIPIM) tool.
- Content analysis of the SIPIMs regarding actions related to monitoring at-risk students, including the identification of improved kindergarten self-regulation as an early intervention to support in-risk students.
- Number of re-engaged students who receive their diploma/certificate by June 2019
- Number of credits earned by re-engaged students
- Number of re-engaged students who have not received a diploma but continue with re-engagement in Fall 2018
- Increased capacity of kindergarten educators to apply a Universal Design for Learning approach to developing self-regulation skills.