IN THIS ISSUE

New Strategic Directions Shared with Staff Top

In April and May, schools learned more about the Board’s Strategic Directions for 2009-13, thanks to a video of Director of Education John Malloy, a PowerPoint presentation and a useful, three-page handout.

Launched on March 31, the rollout asks administrators, managers and supervisors to share details of the Strategic Directions at a staff meeting. It begins a new chapter at HWDSB, Malloy says, as all staff move in the direction where achievement, engagement and equity matter, giving every student the opportunity to achieve their full potential.

“Whenever we are talking about strategic directions in a school board, it may be easier for some of you to connect with the message you are hearing,” Malloy recently told system leaders. He notes, for example, that teachers can easily grasp strategies related to instruction; but the directions are for all staff.

“I want to be very clear this morning that what’s absolutely imperative is that, whether you are working in business, whether you are working in caretaking, whether you are an educational assistant or you work in Human Resources, we are all in the business of helping our kids make the best of their lives, making the best of their talents and expertise and allowing them to fulfill their full potential,” Malloy said.

Effective school districts “establish non-negotiable goals for achievement and instruction,” notes the Strategic Directions PowerPoint presentation, citing the work of Marzano and Waters (2009).

At HWDSB, the Strategic Directions are clear. They include a vision of all students achieving their full potential, and a mission that sees the Board “providing relevant, responsive education so that each student becomes a life-long learner and contributing citizen in a diverse world.”

To achieve this, the Board is embracing three overarching themes: Achievement Matters, Engagement Matters and Equity Matters. Within the Strategic Directions, each one includes specific actions to ensure that achievement, engagement and equity help students reach their full potential.

“Our goal is that HWDSB will be an effective learning organization that develops leadership in everyone, that enhances academic optimism and creates a culture of empowerment based upon the standards of practice,” Malloy said. “Our Strategic Directions ensure that we have clarity of purpose, a collaborative culture and a focus on efforts that yield results.”

Learn more about the 2009-13 Strategic Directions.

Speaking Festival Tackles Blood Diamonds, Taliban and More Top

Dollarama, the history of gum, black holes, blood diamonds: there was no shortage of fascinating topics at this year’s Oral Communications Festival.

Drawing the top English-language public speakers from HWDSB schools, the April 23 event at Ancaster High was the culmination of preliminary rounds held in classrooms, school gyms and clusters across the Board.

Junior and intermediate speakers had to speak, and then answer three questions from the judges, who included Board Chair Jessica Brennan, Superintendent of Education Krys Croxall and System Principal Laura Romano.

OCF chair James Greenway notes that all schools are able to participate, and this year saw about 70 per cent do so. Some schools have even made OCF speech-writing and speaking a component of their Teaching Learning Critical Pathway cycle, which sets high expectations for students and fosters deeper learning and inquiry.

“What struck me as unique about this year’s competition was the great variety of topics that were chosen from across our board.  It just goes to show you that this competition truly highlights the exceptional speaking and presentation skills of the students and not simply the intrigue created by their topic chosen,” Greenway said.

“The students courage and confidence speaking in front of others always strikes me as an amazing accomplishment on its own.  If these students represent our future leaders, our future certainly looks bright.”

Winners this year included junior speaker Emily Brockway from Billy Green elementary, who spoke about Interval House, and intermediate winner Michael Singh (pictured) from Memorial (Stoney Creek), who spoke on hazardous aged tires.

SEAC Open House Shares Insights, New Programs Top

HWDSB’s Special Education Advisory Committee welcomed the community to a packed Education Centre last month for the SEAC Open House, presented by Special Education and Student Services.

Superintendent of Education Vicki Corcoran said SEAC received a Parents Reaching Out grant to encourage parent involvement and to share information about the range of programs available at HWDSB and community support services.

“SEAC also wanted to connect with new Canadians by providing the parent handbook Working Together: A Guide to Special Education and Student Services, in five languages,” she explained, noting the challenges non-English speakers face while navigating all the available offerings.

Students from Sir John A. Macdonald secondary helped to hand out materials and food.

“It’s a way to show the community what is available in our Board,” explained Principal of Special Education Diana Furry, pointing out the involvement of core Special Education displays, as well as displays set up by staff in Social Work, Communication Services, Psychological Services and more.

Hallways and foyers were packed with the mingling staff and parents. “It’s very hard to even create a comprehensive list of all of the services and programs that we run,” explained David Hoy, manager of social work services at HWDSB. “The Board is so big that there is an incredible depth of programs here.”

New this year, for example, is the Character Networks Program, a 10-week option for students with behavioural problems. A mix of in- and out-of-school sessions, the program helps students gain self-awareness and coping skills.

“It’s a real partnership with the home school, as students transition from their home school into the program, then transition back to their home school. During the program, students visit their class twice,” said social worker Gail Glenny-Burke, noting students can present to their class about what they have learned from the program.

Just down the hall, Principal of Care, Treatment and Correctional Programs Steve Oulahen was thinking about school names for Section 23, the programs for about 750 students in hospitals, mental health treatment or in detention or open custody.

“We’ve been throwing around ideas but nothing is really resonating; we see kids in Section as transitioning to another part of their life, and all the main terms are taken like bridge, compass…” said Oulahen, who is open to suggestions.

HWOTL Quilt Stitches Mental Health into Dialogue Top

During Children’s Mental Health Week (May 2-9) and in the weeks after, you may have spotted the quilt in the glass display case on the ground floor of the Education Centre. There is a story to the needlework.

It represents a commitment by the Hamilton-Wentworth Occasional Teacher Local to highlight mental health disorders that affect one in five Ontario children. Left untreated, disorders can lead to early school-leaving, family conflicts, substance abuse and more.

“Every year we try to do something that highlights children’s mental health. This year we borrowed the idea of the Quilt of Honour,” explained Rian McLaughlin, an HWDSB teacher and HWOTL president.

A parent of a child with mental illness, Toronto advocate Susan Hess of the non-profit Parents for Children’s Mental Health tours with the Quilt of Honour, which uses a paper-doll design to depict the children who have help, and those still in need.

Disorders such as anxiety, depression, eating disorders and attention-deficit hyperactivity can impact a student’s learning. Data shows that 75 per cent of children with mental health disorders do not receive specialized treatment. McLaughlin says mental health is often left off the social justice agenda on a provincial and national level.

Adopting the issue has brought mini-workshops to OT presidents’ meetings; fundraising to support agencies; provision of resources from the Canadian Psychiatric Research Foundation; speakers on autism at curriculum conferences; and the support of ETFO to make a national statement.

A draw for the HWOTL quilt, created by local quilt-maker Pamela Clark, will take place at the local’s annual meeting May 26 at the Royal Hamilton Yacht Club. Proceeds go to Children’s Mental Health Ontario. Tickets are available at the Education Centre reception.

Amended Board Nutrition Policy Clears Hurdle Top

People care about food.

We know because HWDSB’s Nutrition Policy had the highest response rate and interest among all of the Board policies that underwent consultation in 2009-10, with more than 500 hard-copy responses. Trustees approved a Committee of the Whole motion to accept the policy, which requires final Board approval May 31.

Trustees request the policy in 2007, to show their support for healthy lifestyles, and it has been amended to reflect community input. The policy incorporates parts of the Ministry of Education’s School Food and Beverage Policy.

If accepted, the policy will develop nutrition programs in schools, prevent food from being used as a reward when working with students, encourage selection of non-food items for fundraising, limit the sale of unhealthy food items and mandate all schools and the Board to form Nutrition Action Steering Committees.

“Hamilton-Wentworth District School Board’s Nutrition Policy complements the Board’s overall healthy schools strategy,” Board Chair Jessica Brennan says. “Some of the initiatives supported in our schools include calorie and nutritional information posted on foods sold in secondary school cafeterias, a ban on trans-fat food and beverages, and daily physical activity for all elementary students.”

See a copy of the pending Nutrition Policy here.

Ticats Promote Active, Healthy Living in Schools Top

Students at the east Mountain’s Richard Beasley elementary had a chance to teach players from the Hamilton Tiger-Cats a thing or two about fitness recently.

About 130 students were thrilled at the opportunity to demonstrate their school’s fun and engaging Daily Physical Education programme (DPA) – called Fit with Fred – to members of Hamilton’s CFL team including Peter Dyakowski and Chris Bauman.

Using technology to assist with exercise, large groups of students drawn from across various grade levels vigorously improved their cardiovascular health by mimicking the exercise patterns of a computer-generated character on a projection screen.

It gave them a fun way to work up a sweat, to the tune of a high-energy soundtrack. Ticat players joined in, after talking with students about healthy lifestyle choices. The pro athletes discussed the importance of good eating, daily exercise and the social benefits of getting exercise with peers. Ticats also helped hand out healthy snacks the school gives students at nutrition breaks to promote good health.

“It’s great to see our students so happy and enthusiastic about being active, eating healthy and just having fun exercising”, says physical education teacher Trevor Price. “And it’s great to see local community involvement that encourages children to get out there and stay active.”

The visit was linked to Richard Beasley’s partnership with Hamilton Partners in Nutrition, a partnership of community agencies and community members that supports and facilitates local student nutrition programs.

It comes as the Ticats also visit many HWDSB schools as part of the BeFit program that inspires students to eat nutritious breakfasts and be active. Ticat players are serving breakfast to students all spring, and plan to visit 10 schools a month in 2010-11. They expect to reach 12,000 kids a year.

Virtual Views featuring Superintendent of Education Krys Croxall Top

It’s an exciting and busy time at HWDSB as the system prepares to implement a major change in the educational system. We are opening 34 new Early Learning Program classes at 11 of our schools: Bennetto, Queen Mary, Prince of Wales, King George, Pauline Johnson, Sir Isaac Brock, Parkdale, Cathy Wever, Roxborough Park, Richard Beasley and Dr. Davey.

These programs will provide for a full day of learning at school for 2010’s crop of four- and five-year olds, while also offering parents the option of extended-day programs that start as early as 7:30 a.m and extend to 6 p.m.

As teacher staffing for the new program continues through the normal staffing processes, the Board has advertised for a new role – Early Childhood Educators (ECEs) – who will partner with Kindergarten teachers in offering the new curriculum to an average of 26 students per classroom. With more than 400 applications submitted, the hiring of approximately 50 ECEs will occur over the next month.

This will create a strong team, as it combines the curriculum delivery expertise of teachers with the developmental knowledge and program planning abilities of ECEs. They will facilitate the excellent learning environment that young children need to develop skills and attitudes at this critical age.

To begin building this collaboration, the Early Child Development and Parenting Department, along with the Early Years Consultant, offered two community information sessions for teachers and ECEs in January and February. Drawing 252 people, attendees included teachers, ECEs, principals and other community professionals.

In April, two more information sessions focused on how the role of the ECE and the teacher were complementary. Affiliated Services for Children and Youth and Charles Sturt University supported the sessions. Again, more than 250 people attended. Two more community sessions were offered on the new play-based Full-Day Early Learning Kindergarten Program on May 13-14.

While there is a lot of work to do in preparation, we are excited to be able to offer this opportunity to our students. The program will highlight the importance of play in children’s learning and development. Purposeful play, backed by intentional instruction from the skilled and caring team of professionals in the classroom, will develop each child’s capacity in literacy and numeracy.

It will build a strong foundation for future learning through engagement in physical activities and the arts, as well as fostering social and emotional strengths through interaction with peers and adults.

Krys Croxall
Superintendent of Education, Elementary Program and Assessment