Annual Learning and Operating Plan (ALOP) Open 2026-27

Strategies

1. Deepen evidence-informed mathematics and literacy instruction through curriculum implementation with fidelity, deepening content knowledge, job-embedded professional learning, coaching, responsive learning cycles, and knowing the learner.
2. Embed Culturally Relevant, Responsive, and Sustaining Pedagogy across instructional and assessment practices to ensure inclusive and identity-affirming learning environments.
3. Enhance early identification and coordinated intervention practices to support differentiated instruction and timely support.
4. Use assessment data and digital tools, including emerging intelligent systems, to refine instruction and monitor student progress.
5. Provide opportunities for learners to demonstrate problem-solving, critical thinking, and real-world application of literacy and numeracy skills.

Evidence of Impact

• Increase the percentage of learners achieving provincial standards in mathematics, literacy, and financial literacy.
• Increase the percentage of SK to Grade 2 learners achieving early literacy screening benchmarks.
• Increase learners’ confidence, interest, and engagement in mathematics and literacy.
• Increase participation and learner capacity in Additional Qualification (AQ) courses aligned to system priorities (Math, Literacy, Special Education, Addressing Anti-Black Racism, and Artificial Intelligence (AI) and Educational Assistant Micro credentials).

Strategies

1. Improve proactive credit accumulation monitoring and timely intervention including the use of data and evidence-informed decision making to support on-time graduation.
2. Enhance pathway planning processes to support informed student choice and goal-setting.
3. Provide support at key transition points (e.g., Grade 8 to 9, 12 to post-secondary) through cross-school and cross-department collaboration.
4. Build and expand community and post-secondary partnerships to provide diverse experiential learning and pathway opportunities.
5. Promote pathway awareness and post-secondary readiness.

Evidence of Impact (where data is available)

• Increase graduation rates.
• Increase the percentage of learners accumulating required credits to graduate.
• Increase the percentage of learners successfully completing alternative learning pathways.
• Increase the percentage of learners who feel prepared to transition to secondary school.
• Increase participation in pathway programs and experiential learning opportunities (i.e., Specialist High Skills Major, Dual Credits, Ontario Youth Apprenticeship Program).
• Increase the percentage of learners accessing an educational experience after secondary school (i.e., apprenticeship, college, university).

Strategies

1. Expand partnerships and ongoing engagement and collaboration with Indigenous communities, Nations, organizations, and knowledge keepers.
2. Promote access to culturally affirming programming and identity-centered learning opportunities, including Native Studies, Language courses, and Land-based learning.
3. Improve proactive monitoring and timely intervention to support mathematics and literacy achievement, and graduation rates.
   
4. Expand learner capacity on First Nations, Métis, and Inuit histories, perspectives, contributions, and ways of knowing to embed across curriculum, instruction, and school practices.
5. Provide support at key transition points for Six Nations of the Grand River, Mississaugas of the Credit First Nation, First Nations, Métis, and Inuit learners who are transitioning (e.g., Grade 8 to 9, 12 to post-secondary) through cross-school and cross-department collaboration.

Evidence of Impact (where data is available)

• Increase participation and engagement by Indigenous families and community partners in system and community events.
• Increase enrollment and successful completion of Native Studies, Language courses, and the Land-based learning bundle.
• Increase credit accumulation targets for graduation for Six Nations of the Grand River, Mississaugas of the Credit First Nation, First Nations, Métis, and Inuit learners.
• Increase participation and learner capacity through professional learning aligned to Indigenous Truth and Ways of Knowing, including the First Nations, Métis, and Inuit AQ course.
• Increase the number of Six Nations of the Grand River, Mississaugas of the Credit First Nation, First Nations, Métis, and Inuit learners who feel prepared and supported at key transition points.

Strategies

• Coordinate multidisciplinary support to strengthen early identification and intervention support in inclusive learning environments.
• Implement a regular review of program offerings to ensure programs and services for students with special education needs are data-driven and evidence-informed.
• Provide ongoing professional learning for administrators, learning resource educators, classroom educators, educational assistants, and specialized services staff in the areas of legislation, programs, and supports.
• Deliver responsive programming for students with special education needs.

Evidence of Impact (where data is available)

• Learners with complex learning will have improved access to and participation in inclusive learning environments. 
• Programs and services for students with special education needs will be consistent and aligned with evidence-based practices.
• Employees demonstrate increased knowledge and capacity to implement inclusive, accessible, and evidence-informed practices to promote improved academic and school-to-work transitions.
• Learners with special education needs will demonstrate improved skills that allow them to participate in their academic and work-place programming.

Strategies

1. Continue to refine and strengthen a comprehensive, tiered model of mental health supports, with clear protocols, defined roles, and program pathways. 
2. Expand professional learning opportunities and resources to strengthen staff capacity in supporting student mental health and embedding wellbeing practices into teaching and learning.
3. Strengthen collaboration with families, community partners, and departments to support coordinated, accessible, and responsive mental health promotion, prevention, and intervention.
4. Implement proactive intervention practices and monitoring to support consistent student attendance.
5. Develop and provide current tools, resources, and communications that support learners and families in navigating school‑based and community supports.

Evidence of Impact (where data is available)

• Increase the percentage of learners accessing tiered programs and demonstrating improved skill development in targeted areas of mental health.
• Increased use of supports for mental health promotion, prevention, and intervention.
• Increase the percentage of students achieving attendance rates of 90% or higher.
• Increase the participation and engagement of parents/caregivers participating in learning opportunities for mental health and well-being.

Strategies

1. Advance inclusive, culturally responsive, and evidence-informed identity-affirming practices and experiences
2. Enhance structures that amplify learner voice, lived experience, and representation in school communities.
3. Implement restorative and preventative approaches that promote dignity, accountability, and positive relationships.
4. Cultivate shared responsibility for caring and sustaining communities and the environment.
5. Identify and address systemic barriers to support learner achievement with input from equity-deserving groups.

Evidence of Impact (where data is available)

• Learners report improved sense of belonging through identity-affirming and culturally responsive practices and experiences.
• Increased participation of equity-deserving learners and communities in school and system opportunities.        
• Increase the number of schools that report positive outcomes following restorative and preventative approaches.