Page 28 - AMDSB DAR 2018-2019

Accelerated Growth in Literacy & Numeracy
Credit Accumulation
We continue to monitor credit accumulation and graduation rates with the hope of closing the gap between AMDSB and the Provincial graduation rates.
Research shows that each missed credit decreases the probability of graduating within five years.
Students who have 16 or more credits at the end of Grade 10 are on track to graduate with their peers. At the end of the 2016-17 school year, 76% of Avon Maitland DSB students at the end of Grade 10 were on track to graduate with their peers, with 16 or more credits accumulated, compared to 80% of Ontario Grade 10 students.
We will continue to focus on credit accumulation, particularly in grade 11. AMDSB data for the 2018-2019 school year:
Reculture the role of the SERT to include a focus on math and language subjects in the elementary panel
In the 2018/2019 school year, the work around ‘Reculturing the Role of the Resource Teacher” that began formally three years ago, continued to be supported through the work of the Learning Services Department. The work involves re-envisioning the role as one that embodies a collaborative, in-class model of support. Resource teachers partnered with classroom teachers, to engage in a model of collaborative support. Bolstering achievement of students with learning disabilities within math classrooms was a particular area of focus. The long-term goal of this work is to create a shift in the resource delivery model by increasing the professional capital (i.e., skills and abilities) necessary to support student learning in inclusive environments.
The group engaged in a multitude of approaches to stimulate resource teacher and classroom teacher growth and overall understanding of the model, including whole group half-day working and learning sessions that occurred on a monthly basis; the sharing and exchange of resources and ideas to support learning; small group collaborations within the larger group of resource teachers and mentorship meetings from a Learning Services Coordinator. In addition, the professional learning of the group was focused through leading mentorship texts from researchers from within the field of inclusive education. Through pre/post survey collection and various individual and group activities captured in a group portfolio, evidence of the group’s change in thinking about
AVON MAITLAND DISTRICT SCHOOL BOARD | 2018-2019 Director’s Annual Report | 28