All actions in the Louis Riel School Division (LRSD) are guided by our Multi-Year Strategic Plan (MYSP). That plan is a 'north star' that guides our way. Despite the pandemic, we are measuring the impact of those actions on student outcomes. Monitoring our progress along the way allows us to maintain the course in areas of improvement and consider adjustments to our plan in areas of little or no improvement.
An essential question to revisit regularly in any monitoring process is to identify and refine the measures we use to monitor progress toward shared goals. The Senior Leadership Team identifies possible data to be used in monitoring the student learning and well-becoming goals in the MYSP. School administrators and staff are also engaged in the opportunity to view the proposed measures and provide feedback that help refine and finalize the measures and data points that are used in MYSP analysis and in school improvement planning.
Primary data sources are academic proficiency and learning behaviours data assessed by teachers and captured in report cards, as well as data from the OurSchool student survey.
To measure our student goals in the Mastery and Independence Quadrants, we consider specific data points in three categories: achievement, engagement, and well-becoming.
To measure the Belonging and Generosity quadrants, we analyze data regarding student generosity, belonging and inclusion.
All data is analyzed with an eye toward growth for all students, equitable access to supports and reducing any significant differences or gaps in outcomes.
This MYSP was first adopted by the board in 2019. After starting to implement the plan in the first six months of the 2019-2020 school year, the pandemic hit. Despite the public health crisis and to help navigate the crisis, we remained committed to our MYSP and measuring its strategic priorities. A summary of that measurement can be viewed through the Data Discovery Dashboard.
Moving into the 2021-2022 school year, LRSD will continue its focus on data literacy to effectively identify improvement, successes, and needs. Further developing and implementing research-informed teaching practice and learning theory will also be important to remaining responsive to students' specific needs. This journey to improvement must be co-created alongside students to ensure they are empowered to self-monitor and adjust their pace and path. The hope is that if this work is connected to the development of greater intercultural understanding, compassion, and mutual respect, then our most vulnerable students will experience positive changes in achievement, engagement, and well-becoming.
