Saskatchewan Ministry of Education

Transcription

1 Saskatchewan Ministry of Education Continuous Improvement and Accountability Framework Accountability Conference School Year The four Provincial Priorities are related and integral. The extent to which they converge indicates clear division focus on student achievement. Building a culture that provides success for all students is our shared mission. 1

2 Table of Contents A. Reading and Writing Page 3 B. Reading and Writing Page 5 C. Mathematics Page 8 D. Mathematics Page 8 E. Student Support Services Page 10 F. Student Support Services Page 11 G. First Nations and Metis Outcomes Page 14 H. First Nations and Metis Plan Page 16 I. Other Literacies... Page 18 J. Improved Transitions... Page 18 K. Digital Fluency... Page 19 L. Healthy Active Students... Page 21 M. Shared Understanding of Curriculum... Page 21 N. Improved Instruction... Page 23 O. Improved Student Assessment... Page 24 P. Use of Data... Page 25 Q. School Community Councils... Page 25 R. Early Childhood Education... Page 26 Appendix 1: Core Indicators Summary... Page 29 Appendix 2: Student Support Services Report... Page 35 Appendix 3: Prekindergarten Assessment and Evaluation Plan... Page 40 Appendix 4: First Nation & Metis Education Plan... Page 45 Transmittal... Page 58 2

3 Accountability Conference This document summarizes the results of last year s Continuous Improvement Plan, and briefly describes the SMART goals and strategies planned for the remainder of this year and next year in the topics listed. Results of CIAF Plan Reading and Writing A Goal 1 By June 2012, all K-3 students will move up at least three text levels or be reading grade level texts as measured by the Developmental Reading Assessment (DRA). Results June 2012 DRA ALL Kindergarten Grade 1 Grade 2 Grade 3 At or above grade level (All Students) 58% 55% 55% 54% At or above grade level (FNMI) 45% 31% 41% 42% At or above grade level (Non-FNMI Students) 67% 69% 67% 63% What did we learn? Teachers learning about early literacy takes time, longer than one year. Several teachers teaching kindergarten through grade 3 were new teachers. Six division workshop days and on-going classroom coaching are provided for these new teachers; however it was difficult to strategically focus on one area when trying to learn curricula in every subject area. Catch up growth, while easier to measure at the classroom level, is difficult to measure at a school and division level. A consistent percentage target for catch up growth and an effective and efficient way to measure that growth is needed. Grade 3 reading level data may be slightly impacted by our French immersion students, a small population, as this is their introduction to English reading. While the Early Literacy screen is performed three times per year, teachers need to incorporate the individual skills into reading. Running records (monitoring) need to be performed weekly or bi-weekly for struggling readers so instruction can be targeted and reading levels can improve. We have many unanswered questions after looking at the data What are the reasons for the gap between the percentages of students reading at or above grade level in K-3 compared to 4-8? Are assessment procedures consistent? Lack of levels in grades 4-8 (one level per grade)? K-3 teachers not moving students up and challenging students to improve? Fluency bringing students in K-3 down a level when accuracy is good? How are grade 4-8 students who are reading below grade 4 level interpreted in the data? All questions to be explored. 3

4 Goal 2 By June 2012, all K-8 students will move up at least one level on the DRA rubric in the strands of making connections and interpretation and be at the independent level for the strands of summarizing/retelling and reflecting according to the DRA rubric. (Collate data as K-3 and 4-8) Results June 2012 DRA ALL Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 At or above grade level 74% 82% 83% 83% 86% At or above grade level (FNM 59% 71% 77% 80% 82% Students) At or above grade level (Non- FNM Students) 82% 92% 87% 89% 90% What did we learn? While the goal and its intent are good, measuring the achievement of the goal is a difficult pursuit across a division. Breaking down the comprehension of the DRA into specific strands is a good goal for classroom teachers to measure. Increasing awareness among teachers of the importance of explicitly teaching and modeling strategies to make connections and interpret reading will have a positive impact on student learning in these areas. As a division, the goal needs to be broad comprehension. The achievement of this can then be measured using the DRA but also elementary achievement data. Goal 3 By June 2012, at least 80% of grade 5, 8, and 11 students will be performing at the adequate to proficient levels in the overall quality of the writing product, language choices, message, and organization as measured by the AFL writing assessment. Results Writing AFL ALL 2012 Adequate or above (all) 2012 Adequate or above (FNM) 2010 Adequate or above (all) 2010 Adequate or above (FNM) Grade 5 Grade 8 Grade 11 Overall Lang Mess Org Overall Lang Mess Org N/A 59% 63% 74% 86% 65% 71% 68% 77% 52% 54% 69% 83% 58% 65% 59% 74% N/A Overall Lang Mess Org Overall Lang Mess Org Overall Lang Mess Org 61% 67% 69% 77% 66% 66% 68% 78% 64% 67% 77% 85% 53% 64% 64% 77% 59% 60% 67% 70% 57% 65% 75% 84% 4

5 What did we learn? Due to renewed curricula, there was no ELA 20 AFL to report on. It is important to have a process to collect common assessment data in writing. SRPSD does not have common assessments for writing. SRPSD joined other school divisions across the province to develop writing rubrics aligned with the curriculum for teachers to use to ensure consistency and clearly define expectations. Writing was a focus of division initiatives for ELA 10 which would not be shown in this data. Explicit teaching and modeling of writing expectations and strategies should be occurring in all classrooms at all grade levels. We needed to have a division initiative for implementing writing (and reading) into the content areas so students have more opportunities to engage in strategy practice over a larger portion of the school day CIAF Plan Reading and Writing B Goal 1 Reading Literacy - By June 2013, 80% of K to Grade 8 SRPSD students will be achieving at (blue) or above (green) grade level standards in reading literacy as measured by the DRA. Each school year, students not achieving at or above grade level standards, will have 50% "catch up" growth. Strategies Division Level ELA 20 teachers create provincial rubrics for all strands as well as performance tasks. Strategies Across Curricula initiative offered to K-12 teachers discussing the importance of explicitly teaching reading and writing in the content areas. Early Literacy initiative to focus on components of reading inside a balanced ELA program Reformat database to lock down assessment periods so that administration procedures will be more consistent and data will be cleaner. UbD ELA unit writing workshops to support teachers in aligning outcomes, assessment, and instruction -sharing units on the SRPSD C.O.W. Identification of lead indicators that have leverage and are predictive of increased reading achievement. School Level DRA How-to sessions offered to schools as needed. PLC day support as requested by school administration. School-based coaching pilot in 3 schools with reading comprehension goals. Identify lead indicators that are specific to their school reading goals and monitor these during PLC time. Classroom Level Teachers use provincial ELA rubrics as basis for student learning. On-going classroom coaching, focused on early literacy, for all teachers new to kindergarten to grade 3. Measure lead indicators at the classroom level, monitor their effectiveness, and determine appropriate instructional strategies for students based on results. 5

6 Connection to Plan We are continuing to move all SRPSD students to achieving at or above grade level in reading and writing literacy. Our reading goal is broader but has specific, measureable criteria that can be assessed. Working to have better data analysis at division, school, and classroom level so that we get clear disaggregated data and so that monitoring of progress toward the goal can be ongoing. We are using a comprehensive approach which aligns outcomes to instructional practice. Goal 2 Writing Literacy - By June 2013, 80% of SRPSD students will be achieving at (blue) or above (green) grade level standards in writing literacy as measured by achievement of curricular outcomes. Each school year, students not achieving at or above grade level standards, will have 50% "catch up" growth. Strategies Division Level ELA 20 teachers create provincial rubrics for expressive strands as well as performance tasks. Strategies Across Curricula initiative offered to K-12 teachers discussing the importance of explicitly teaching reading and writing in the content areas. Early literacy initiative to focus on components of reading inside a balanced ELA program. First Steps in Writing offered as professional development for interested kindergarten to grade 12 teachers; purchased First Steps in Writing resources for these teachers. UbD ELA unit writing workshops to support teachers in aligning outcomes, assessment, and instruction -sharing units on the SRPSD C.O.W. School Level PLC day support as requested by school administration. School-based coaching pilot in 1 school with writing school goal. Division ELA coach available to work in classrooms with teachers on on-going basis. Classroom Level Teachers use provincial writing rubrics as basis for student writing. Early Literacy Initiative with division coaching for all teachers new to kindergarten to gr. 3. Connection to Plan We are continuing to move all SRPSD students to achieving at or above grade level in reading and writing literacy. Inclusion of ELA rubrics and performance tasks for teachers in initiatives which will give some baseline writing data. Skopus data warehouse will also allow us to use the writing outcomes to monitor division writing goals this year. Initiative designed to integrate reading and writing strategies across all curricular areas will support authentic work and provide more opportunities for kids to practice and learn. 6

7 What data will we use? Developmental Reading Assessment (DRA) text level. Elementary achievement results (from non-studentsachieve schools) for reading and writing outcomes. AFL reading results for grades 4, 7, and 10. Classroom assessments using provincial writing rubrics. Percentage of students struggling with reading from grades 1 3. June 2012 DRA ALL Kindergarten Grade 1 Grade 2 Grade 3 Slightly below and below (All Students) 42% 45% 45% 46% Slightly below and below (FNIM) 55% 69% 59% 58% Slightly below and below (Non-FNIM) 33% 31% 33% 37% Strategies to support these students: Division Level Early literacy SMART goal. Early literacy (EL) workshops for all new K-3 teachers in the division. Early literacy workshops for school appointed coaches or contacts. Purchase Boldprint teachers guides, little books and projectable books for classrooms (an equivalent resource purchased for French Immersion students). Pre-k and kindergarten focus on oral language including involvement in the provincial development of holistic oral language development surveys for teacher, parent, child, and elders. Development of academic protocol by SSS consultants, SLPs, ed. psych. and curriculum consultants. Identification of lead indicators that have leverage and are predictive of increased reading achievement. School Level Assigned school level early literacy contact or coach to share EL information from the division initiatives with other staff members. Ed Support teachers support. Grouping for reading instruction. Pilot school involvement in Aski oral language development surveys, including creation of teacher and parent learning ideas. Identify lead indicators that are specific to their school reading goals and monitor these during PLC time. Classroom Level Differentiated instruction guided by data from EL screening and DRA assessments. Guided reading guided by data from EL screening and DRA assessments. Small group strategy instruction. SSS referrals. Measure lead indicators at the classroom level, monitor their effectiveness, and determine appropriate instructional strategies for students based on results. 7

8 Results of CIAF Plan - Mathematics C Results of last year's plan to improve achievement in mathematics. Goal By June 2012, student achievement in mathematics will increase by 10% on the Common Math Assessment in the Saskatchewan Rivers School Division blue and green combined benchmarks across all strands in grades K 9. Results K-9 SRPSD Math Common Assessment Data Percentage of all students in blue and green. Number Strand Pattern Strand Shape & Space Statistics & Probability 9% 37% 20% 44% Percentage of FN & M students in blue and green. 5% 28% 13% 33% Percentage of Non FN & M students in blue and green. 13% 45% 27% 52% This data represents students who are 100% blue or green in every outcome. Students who were red or yellow in only one outcome are not included in this data. What did we learn? Data disaggregation by individual outcomes shows a much different picture than looking at strand results through averaging outcomes. When averaged, our primary students portray strong results but when data was examined by individual outcomes, foundational skills for future mathematical learning showed areas of concern. The mathematical processes are as important as the outcomes and that underpinning all mathematical learning is using appropriate communication and mathematical vocabulary. Instructional strategies need to engage and support students in their learning. Proactive planning makes lessons engaging and effective. Use of questioning as a strategy by teachers enables students to go to much deeper levels in their learning. Collaboration and cooperative learning engaged students, fostered commitment and persistence in solving problems, as well as expanding student understanding CIAF Plan - Mathematics D SMART goals and strategies planned to increase achievement in mathematics Goal By June 2013, 80% of SRPSD students will be achieving at (blue) or above (green) grade level standards in mathematics education as measured by our division common math assessment. Each school year, students not achieving at or above grade level standards, will have 50% "catch up" growth. 8

9 Strategies: Division Level Division Common Assessment Development - creation of grades 3-8 rubrics and common math assessments High School Math PLC Focus on developing rubrics and common assessments. Project Green Zone o Focus on instructional practices necessary to move red zone students. Strand Priorities: Number, Pattern & Relations, Shape & Space, Statistics & Probability. o Identification of lead indicators that have leverage and are predictive of increased reading achievement. Purchase resources for curriculum implementation: Teacher guide and textbooks for Workplace and Apprenticeship 30, Foundations 30, and Pre-calculus 30. School Level PLC day support as requested by school administration. School-based coaching pilot in 2 schools with math school goals. Identify lead indicators that are specific to their school reading goals and monitor these during PLC time. Classroom Level Project Green Zone With on-going support from a division coach, initiative teachers will focus on instructional practices necessary to move red zone students. Strand Priorities: Number, Pattern & Relations, Shape & Space, Statistics & Probability. o Teachers will use pre and post assessments to track where their students are. o Teachers and students will track students journey to the green zone. o Students will be given more opportunity to work on red outcomes and reassess. o Ed support teachers, classroom teachers and coach working as a team to determine what red zone students need. o Measure lead indicators at the classroom level, monitor their effectiveness, and determine appropriate instructional strategies for students based on results. Connections to Plan: Since last year s data indicates a high percentage of our students in the red zone for the number strand we will focus our attention on developing instructional strategies necessary for moving students out of the red zone in that strand. What data will we use? Our division common assessments as our main source of data. SRPSD will also be administering the AFL. Achievement of curricular outcomes. 9

10 Results of CIAF Plan Student Support Services E Goal 1 By June 2012, students with Intensive Needs (IN) will reach a level of independence (3 or 4) as measured by one or more of the rubric elements identified in their personal program plans (PPPs). Results Baseline data from a random sample shows that 34% of students with IN reached a level of independence on one or more of the rubric elements identified in their PPPs. What did we learn? Strategies are required that foster student independence including the following. Professional development (PD) for Education Support Teachers (EST) with Student Support Services (SSS) Inter-professional Collaborative teams (IPC) in smaller networking groups with a focus on learning assistive technology (AT). Professional and paraprofessional development that supports the role of the EA in fostering student independence in inclusive environments. Team meetings with SSS IPC teams and school-based teams to initiate PPPs for IN students with a focus on fostering independence. PPP reviews throughout the year with ESTs, classroom teachers, parents, and other collaborative team members as required. PD at EST meetings, teacher/ea workshops, and through in-classroom observations, consultation, and coaching. Data collection from ESTs in June, 2013 that measures student independence in meeting PPP goals. Goal 2 By June 2012, the SSS collaborative team will develop, trial, and implement a response to intervention (RTI) tiered AT protocol as an integral part of the planning and development of programming that supports the diverse needs of all students including students with intense needs. Results An RTI tiered AT protocol was developed in collaboration with Louise Burridge, Ministry of Education, Superintendent of Student Achievement & Supports Branch. The AT protocol was not trialed or implemented by June 2012 and hence the AT goal will continue in What did we learn? To align SSS protocols and processes with the new AT protocol, the following changes were/are required. AT protocol was incorporated into the existing behaviour protocol. The current SSS tech aid application was revised based on RTI. SSS tech aid application process became needs-based as opposed to diagnosis-driven. ipads were purchased for ESTs, social workers, special class teachers, EAL program. 10

11 Tech aid budget was increased for Wireless access is needed at all SRPSD schools to accommodate ipad use. Goal 3 By June 2012, a SSS website will be developed and accessible for Saskatchewan Rivers Public School Division (SRPSD) parents and staff. This online living document will provide information and outline SRPSD service delivery for students with diverse and intense needs. Results The SSS website goal was not met and hence will continue in SSS website went live on November 14, What did we learn? As a living resource, the SSS website will require ongoing inputs, updates, enhancements, and monitoring which include the following considerations. Research-based information on best practices for staff, students, and parents. Presentation of credible information and resource support in a streamlined manner for educators, students, and parents that is accessible regardless of geographical location within SRPSD. Strategies to enhance capacity at the school level and enable equitable access to timely support via technology. Copyright permission to use web-based information from professional organizations. A plan to continually update the living document CIAF Plan - Student Support Services F A more detailed report on Student Support Services is attached. See Appendix 2 on page 35. Goal 1 By June 2013, an Assistive Technology protocol will be implemented as an integral part of the planning and development of programming that supports the diverse and independent learning needs of all students including students with intense needs. Strategies Division Level Provide PD to support ESTs with AT protocol and forms. Enhance AT capacity by providing ongoing needs-based EST learning time during collaborative team meetings; focus on student independence. Develop tiered classification of AT resources and interventions to support academic content areas, communication, behaviour, and work habits/study skills. Embed AT into the development of an Academic Protocol. 11

12 School Level ESTs trial AT protocol with students. ESTs support teachers, students, and parents with AT learning needs. Professional Learning Community (PLC) day or inservice support as requested by administration. Classroom Level Teachers incorporate AT into the regular classroom so that students with learning needs are able to meet curricular outcomes more independently. IPC team support in classrooms to address AT needs through observation, consultation, collaboration, or coaching as requested. Connection to 2011/12 The AT protocol was not completely developed until June, Hence, trial and implementation of the AT protocol commenced in the fall of What data will we use? A survey will measure the number of IN students who are using AT to meet PPP goals with independence. A rubric will support ESTs in self-assessing their AT proficiency levels. Goal 2 By June 2013, all SRPSD educators and parents will have access to a shared SSS/Integrated Learning Department (ILD) website with information and professional resources that support the learning success of all students including students with intense and diverse needs. Strategies Division Level Continue development of the website by expanding on content areas including professional development, EAL, ipads, visual strategies, etc.; revise and improve website as per feedback received. Create awareness, build capacity, and promote use amongst groups including administrators, ESTs, first and second year teacher cohorts, school-based teams. Link the website to the Parent Information section on the SRPSD website. School Level ESTs promote and support website use by staff, students, and parents. PLC day support or inservice as requested by school administration. Include references to SSS website in professional reports and recommendations. Classroom Level Teacher use of website will result in enhanced teacher capacity in supporting student learning needs and communicating with parents. Connection to 2011/12 Because the website development goal was not completed by June 2012, the goal was continued in

13 What data will we use? Website use will be measured and monitored through surveys and a data tracker. Goal 3 By June 2014, seven division-wide SSS supports will be in place to enhance the capacity of schoolbased teams in responding to the diverse learning and behavioural needs of students within the regular classroom. Strategies Division Level Increase occupational therapy (OT) time within SSS IPC service delivery through partnership with Prince Albert Public Health Region (PAPHR), Autism Services. Organize ESTs and SSS IPC team members into smaller networking/problem solving teams and participate in school-based meetings according to geographical location. Provide Educational Associate (EA) PD that promotes the role of the EA in supporting student independence. Update and streamline behaviour protocol on SRPSD website; create instructional video clips for AT included in sensory kits and link to SSS website; provide PD. Develop Academic Protocol in collaboration with ILD based on tiered classification of intervention strategies; incorporate AT. School Level IPC team support for school-based teams in planning and problem solving to meet the needs of students with intense and diverse needs. PLC day inservice and support as requested by school administration. Classroom Level Behaviour intervention coach support for classroom teachers in creating inclusive and responsive environments. SSS IPC in-classroom observation, consultation, and coaching support as requested by school administration or as a follow-up to collaborative team meetings. Connection to 2011/12 Data collected in June 2012 demonstrated that students requiring intensive supports were not meeting adequate levels of independence. Additionally, survey comments indicated a need for supports to enhance educator capacity and thereby foster student success in the regular classroom. What data will we use? A rubric will measure EST use, proficiency levels, and perceived effectiveness of these supports. 13

14 Results of CIAF Plan First Nations & Métis Outcomes G Goal Discover the current state of First Nations and Métis education in the division. Outcomes include a set of disaggregated student assessment data identifying learning strengths and challenges of First Nations and Métis learners Results See Tables in Appendix 1: o Percentage of FN & M Students Graduating in 3 years From Grade 10. o Assessment For Learning - Writing (% Proficient in Writing Product) FN & M. o Average Credits Earned - All Students. o Average Final Marks in Selected Courses Academic data has been disaggregated and is included in this report in subject areas. Treaty Essential Learning data: Mean Percent Total Score and TEL Sub-scores by Province and Division 2012 Province Saskatchewan Rivers Number of Students N= N= 518 Equated Total Score TEL 1 Treaties TEL 2 Treaty Relationships TEL 3 History TEL 4 Worldview TEL 5 Symbolism TEL 6 Contemporary Issues Strategies to improve First Nations and Metis student outcomes: Planned and organized a city-wide Treaty Fair for grade 7 students so that students could gain a hands-on understanding of Treaties. Facilitated 250 grade 7 students attending the Truth and Reconciliation Meetings in Saskatoon. Planned, organized, and implemented three one day Treaty Awareness Workshops which were attended by 75 teachers. The workshops supported teachers in learning more about the Office of the Treaty Commissioner, Treaty kits and in using the information to plan authentic curricular units. Encouraged and supported teacher and consultant attendance at the Historical Treaty Workshop hosted by Prince Albert Historical Society and Office of the Treaty Commissioner. Continued to work to enhance relationships with First nation and Métis communities Participated Aboriginal Holistic Assessment (Early Learning Language Assessment) pilot. o The division leadership team met with community elders for feedback and direction in planning the oral language survey for parents, elders, children, and teachers. o Facilitated participation for 2 schools in the pilot of the AHA oral language project. o Supported implementation at the school level working in teams with school personnel to engage and survey parents. 14

15 o Provided resources and support for follow-up work with the parents so that they were able to understand the holistic nature of the data and the supports that were available for them as they worked with their children. o Planned learning ideas for parents for the Help Me Tell My Story parent portal to support continued learning in the home and community. o Met with Prince Albert Grand Council and Saskatoon Tribal council representatives to encourage participation of their schools in the project for the school year. Strengthened the Board s relationship with Prince Albert Grand Council by establishing a triparty committee (school division, Ministry, PAGC), whose mandate is to work together to improve the academic achievement of First nations and Métis students. Established a round table on First Nation and Métis education. Developed a protocol to acquire a school division elder by utilizing the Prince Albert Grand Council elder pool. Results of FNMEAF Projects Goal By June 2012 ensure 10 At Risk Grade 12 FNM students graduate at Wesmor Community Public High School. Results Grade 12 Graduation rate: Despite risk factors such as poor attendance, 100% of the Mentees graduated Grade 12 in June 2012: Student Program Unexcused Absenteeism Excused Mentee 1 Adult days 0 Mentee 2 Alternative days 0 Mentee 3 Adult days 7.25 days Mentee 4 Alternative days.25 days Mentee 5 Adult days 1.5 days Mentee 6 Alternative days 3.75 days Mentee 7 Adult days days Mentee 8 Regular days 0 Mentee 9 Adult days.25 days Mentee 10 Adult days 0 What was Learned? Mentors were instrumental in helping the Mentees graduate despite the poor attendance ranging from 13.5 to 101 absences. The poor attendance would likely have resulted in students dropping out of school or lack of credit attainment needed to graduate. Mentorship must include formal arrangement to achieve the results represented here. 15

16 Strategies for success in future program orientation need to include orientation around policy and procedures at the school and division level. Support and follow up to the Mentors in the program is key to success. Research strongly supports management supervision as a key strategy to success in Mentor programs CIAF Plan - First Nations & Métis Outcomes H SMART goals and strategies planned to increase achievement of FN&M students. A copy of our FN&M Education Plan, guided by "Inspiring Success" is attached as Appendix 4 on page 45. Treaty Education By June 2015, 100% (80% by June 2013) of SRPSD students will be achieving at (blue) or above (green) grade level standards in Treaty Education as measured by Saskatchewan curricular outcomes. Co-facilitate UbD unit planning workshops with other subject area consultants Provide 2 days of inservice on Teaching Treaties in the Classroom Work with classroom teachers in their classrooms to support implementation Purchased grades 4, 5, and 6 Turtle Island Voices library pack and CD set for each school Parent Engagement By June 2013, all parents, in pilot AHA schools, will have a password and will have used the oral language learning ideas provided for through the parent portal. Host parent information sessions to provide context and passwords and to keep momentum throughout the year Continue development of learning ideas for the portal, some with parent involvement Provide kiosks for parent use at each of the pilot schools Monitor parent involvement and student progress through the AHA website Partnership By June 2013 all SRPSD students involved in the AHA project, will be taught classroom lessons that were co-developed with STC and PAGC partners. Form partnerships with Muskoday School (Saskatoon Tribal Council STC) and Little Red School (Prince Albert Grand Council PAGC) to support them in the implementation of the AHA project in their schools Invite teachers from both schools to lesson plan ideas for the parent portal and for the teacher portal on the AHA site Co-facilitate sessions with leaders from these schools to ensure the ideas and lessons developed are written by embedding the Tipi Teaching concepts By June 2013 SRPSD will establish a formal and active educational partnership with Muskoday First Nation. Enhance the partnership activity between Muskoday school and SRPSD schools Develop governance and leadership structure for the partnership work Expand the transition work for students leaving Muskoday school and entering SRPSD schools 16

17 Summary of upcoming plans for FNMEAF projects: Goal By June 2015 increase the current graduation rate for FNM students by 10% (from 43.4% to 53.4%) and increase current credit attainment for FNM students by 30% (from 5.7 to 7.4) Strategies Division Level Expand upon the Mentorship program by targeting improved FNM graduation rates and credit attainment. School Level Promote Mentee participation in sports, culture, and social activities. Mentors will take mentees to events such as the Raiders, local powwows, and Mayor s State of the City Address. Help establish connections for students to culturally affirming activities, events, and people. Mentors have travel allowance and will support Mentees attendance at local events. Assist with data collection around attendance, credit attainment, and graduation that demonstrate deliverables to the School Division/Ministry. Classroom Level Establish and support positive relationships with individual students, and between his/her peers, teachers and families. This will include regular meetings with Mentee and home visiting. Provide supports that will break down barriers to learning and improve students attendance and achievement. Before school, noon and after school opportunities for Mentees will include coffee houses, drum groups, art gatherings, and any chance to bring and keep the Mentee in the school. Connection to The Plan is an extension of the initiatives started in What data will we use? Attendance rates of FNM students. Credit attainment of FNM students. Graduation rates of FNM students. Tell Them From Me Data indicating relationships, belonging, and school engagement Participation in school and community as sports, social and cultural events (pending development of reliable data collection instrument). 17

18 Other Literacies I Below are some actions we are implementing in order to provide for a rich and broad mastery of other literacies (for example: scientific, economic, physical, health, aesthetic, and cultural). Cultural Camps five days of cultural camps for three urban K-8 schools Treaty Partnership Grade 4 rural classroom partnered with First Nation grade 4 classroom to explore Treaty 6 relationship. Classes gathered on seven occasions to participate in cultural awareness activities and collaborative art project. Career Fair 1600 staff and students attended a community wide career fair. The day was organized to assist students with the creation of their career plans, and to focus on the importance of developing life and career skills. Junior Achievement Students in grades 7, 8 and 9 attended presentations from local Junior Achievement volunteers. The presentations focused on financial literacy and social and cross cultural skills. Career Cruising resource The resource, used in grades 9-12, helps students to see the their strengths in both the core subject areas and 21 st century themes while relating this information to post-secondary opportunities. School and Work Program This career and work exploration program helps students to connect their learning of core subjects to employment opportunities within the community. They focus on life and career skills while incorporating literacies related to specific occupations. Destination Imagination Pilot Project The project, piloted with a grade 6 class, focused on 21 st century themes and skills creativity, critical thinking, communication, collaboration, leadership, initiative and flexibility while incorporating the core subject areas of English language arts and arts education. Initiatives funded by the Literacy Office SRPSD have implemented a wide variety of literacy initiatives that are cited throughout this report but there are no programs in place currently that access funding from the Literacy Office. Improved Transitions Including Increased Graduation Rates J Strategies that support the progress of students into, through, and beyond the Division Initiatives: Mentor program 10 or 11 mentors in three city high schools (they have gone through a training program)-this part of the FN/M Achievement Fund. Data analysis we continue to track our high school graduation rates-look at the persistence rates. We review grad rates, credits and attendance through data analysis software-checking for trends/data to further build on grad rates. Encourage early intervention for students dropping behind or on the bubble. Implementation of the behaviour intervention protocol and development of the academic intervention protocol. Promote Ministerial changes to Adult 12 Program-changes need to be made so students can be identified and moved into this program at a younger age and/or less time out of school (perhaps the key is the time since the last credit was achieved). 18

19 School and Work Program This career and work exploration program helps students to connect their learning of core subjects to employment opportunities within the community. They focus on life and career skills while incorporating literacies related to specific occupations. Career Fair 1600 staff and students attended a community wide career fair. The day was organized to assist students with the creation of their career plans, and to focus on the importance of developing life and career skills. Recruitment/Retention/Smooth Transitions Middle level students are able to participate in cardboard boat races, Destination Imagination day, and Try a Trades Day all of which promote the offerings at our high schools while allowing students the opportunity to work with students from other schools. Apprenticeship - The apprenticeship program, working in an informal partnership with local businesses, provides students with an opportunity to experience a hands-on look at what the life of a tradesperson is all about. Students are able to log apprenticeship trade time as well earn credits towards graduation. Many students have continued with their placement as full time employees after graduation. Offer credit recovery options such as Summer School and Carlton Extension Campus (CEC) for home study. Expanded our Pre-K programming and provided support for Pre-K teacher training and development. Support Partnerships with external agencies to provide childcare spaces within our schools and with agencies such as Kids First that provide support to vulnerable sector families. Digital Fluency and Improving Student Outcomes K Actions designed to enhance student digital fluency and improve outcomes. Professional Development: CAT Team One teacher per school attends Curriculum and Technology or C.A.T. team workshops where the focus is on integrating technology into performance tasks that align with outcomes. Skill development for teachers during these three full day meetings is shared with others in each school building during school based meetings. o Success is where teachers place themselves at the proficient or mastery level on a teaching with technology rubric used to assess the teaching of their performance tasks. Drupal workshops: Teachers learn about making a classroom webpage to enhance communication with parents and students. o Success is when teachers maintain their web pages regularly. SMART Board workshops: Teachers learn through inquiry and exemplars classroom tips and tricks for using their SMART Board and Notebook software. 19

20 Technology Coach: One teacher acting as a coach worked individually with teachers to create Understanding by Design units that specifically integrated technology into lessons and assessments. These lessons were posted to share with other teachers. The high demand to work with this coach is a great success and the student success can be measured through the use of the various rubrics in each unit developed. All Understanding by Design and Assessment and Evaluation workshops have technology integrated into the division initiative giving the teachers attending the opportunity to enhance their instruction and evaluation techniques to include technology. Hardware and Software Acquisition: SRPSD provides student computers in a 1:10 ratio in a replacement cycle every 4 years so that students have access to up to date laptop computers in the classroom. Students also have access to a SMARTboard in every full time teaching classroom and a teacher with his or her own SRPSD laptop. Teachers and students access SRPSD purchased web-based software via our network from home and school. Titles such as CultureGrams, WorldBook Online, Tumblebooks, Brainpop, MediaSmarts, and DestinationSuccess have been standard for some time. Eduglogster, Google Apps for Education, and SuccessMaker are new. SRPSD provides web based broad range software with which students can create and investigate. o Success is where students use these programs often to meet their learning and research needs, and where teachers use the material available, for example the MediaSmarts Passport to the Internet lessons, to ensure they have the knowledge to teach the Internet Safety skills the software will be presenting to the students. Global wireless infrastructure is available in all K-12 and 9-12 schools, BYOD (bring your own device) wireless access allows personalization of education by allowing student to use his/her own device. Laptops for every teacher in the division part of necessary tools for effective teaching. English as Additional Language supports lab usage and mobile devices. 20

21 Healthy, Active Students L Specific actions designed to improve the health and physical well-being of our students. Develop locally determined credit courses - Hockey 10 and Foundations of Sport 30. Employ a full time coordinator to support and promote extra-curricular athletics though the Prince Albert and Area Athletics Association. Extra-Curricular Participation Grades 5-10 Activity Number of Participants Cross Country 500 Volleyball 1100 Basketball 1100 Badminton 600 Curling 30 Track and Field 1250 Promote Quality Daily Physical Education in the Division. Seventeen schools qualify for recognition in the QDPE. Support Brian Breaks and Body Breaks as part of the school day. Develop skill improvement camps for Grades 6, 7, and 8 students in Volleyball, Basketball, Badminton, and Wrestling. Promote Improved Nutrition in Schools through the following strategies: o Establish a partnership with PARCSSD and PAPHR to support improved nutrition and hire a Food For Thought Program School Nutritionist. o implement Ministry of Education School Policy (Nourishing Minds) in all schools via school visits, workshops, distribution of information, SCC information nights, promotion of school based programs (Cooks n Books, Alphabet Soup, and so on). o Support SRPSD schools in implementing Nutrition programs, such as criteria for canteen/vending machines. o Healthy food choices available for SRPSD students in school. o Provide monthly nutrition newsletter and poster to all schools. o Present an in-service for teachers at conference. Shared Understanding of the Curriculum M Strategies, resources and PD planned to advance a common and accurate understanding of the curriculum. Strategies: Job embedded coaching pilot in 7 schools, 6 division-based, subject-specific coaches. SMART goal planning templates that align division goals with classroom instruction. C.O.W Curriculum On the Wall, posting UbD units that are available to all teachers. 21

22 Shared teacher units/lessons/smartboard lessons on a shared network. Report card implementation with grade book that aligns only to curricular outcomes. Aligning curriculum outcomes to assessment and reporting practices. Resources: Subject specific resources purchased by the division to compliment curriculum implementation; i.e. Wellness 10 and Kindergarten purchased ipods to instructional use and for documentation of assessment. Professional Development: Understanding by Design workshops. In-services curriculum (ELA 20, kindergarten, Project Greenzone (math), strategies (Strategies Across Curricula, embedded strategies in all workshops), assessment (division assessment days), subject specific, EL. Beginning teacher in-services (first and second year). Common assessment development. Expected attendance at division assessment and evaluation workshops. Rubric development. Vocabulary list development of essential academic vocabulary in Social, ELA, Science. Strategic alliance project math communication rubrics and vocabulary lists. Curriculum and Technology Team digital fluencies. Students Achieve (focus on outcome-based assessment and reporting). Provincial ELA rubrics. Aski in year 2 of Pilot. Division s progress in achieving shared understanding of the curriculum: 17 schools are using new Students Achieve grade book and report card, remaining 10 schools are shifting reporting practices to align with new outcome-based philosophy. We are seeing some discrepancies between report card results and common assessments. Monitor use to evaluate programs. 114 units posted on the C.O.W. Math common assessments have all been re-done with pre- and post-test data entry expected for each unit. Every school has a CAT team member and every school has representation at assessment and evaluation workshops. 22

23 Improved Instruction N Specific actions designed to improve instruction across our division with all students. UbD workshops that focus instructional strategies on expected outcomes encourage proactive differentiation. Assessment workshops include information on formative and summative assessment so that all teachers have an understanding of what their students know before and during units and so that appropriate changes may be made to instructional practices along the way. First & Second year teacher workshops to support those early in their career at being effective practitioners. Division level coaches work with classroom teachers in schools (modeling, co-teaching, planning) to improve instruction and encourage re-teaching and re-assessing. Consultant support plan division initiatives based on division data, work with schools to support work toward their school goals (assist with data analysis, offer PD), purchase appropriate resources for curriculum implementation, etc. Provide a data warehouse which allows for systematic data analysis and Learning Improvement Plan monitoring. Common planning times for teachers timetabled in at many schools and division level PLC for high school subject specialists. Aski project (learning idea portals). Early literacy initiative. Vice principal in-services support instructional leadership and early and on-going intervention at the school level. Use of division assessments as formative assessment (to inform instruction). Job-embedded coaching project at the school level. Professional PD for coaches and consultants to keep current. Development and monitoring of smart goals. Progress toward use of effective instructional strategies: Monitoring of data shows that students are making progress toward goals in all schools. Division level workshops with follow-up by division coaches show a change in instructional practices of those participants. Find it difficult to single out effectiveness of instructional practices as there are many factors and influences beyond the control of the classroom teacher i.e. attendance, transiency. Anecdotal feedback from division workshops and surveys indicates changing pedagogy. 23

24 Improved Student Assessment O Specific actions designed to provide fair, valid and reliable assessment across our division with all students. Renewed Board Policy: Student Assessment Evaluation and Promotion, March 12, Professional Development: Ken O Connor, Damian Cooper. StudentsAchieve software deployment (development and pilot): o Grade K-8. o 17 pilot schools all year, all teachers. o Every outcome inside the software for teachers to assess directly to. o Characteristics of Successful Learners assessed separately. o Most consistent mark and most recent mark per outcome displayed to teacher. o Most recent mark per outcome chosen for teacher, with professional judgement chance. o All recent outcome marks rolled up via average to a strand to report to parents Assessment and Evaluation philosophy workshops. o 4 half day workshops with mandatory attendance for a representative from each school. o Discussion of best practice with classroom examples of ways to use grade books and communicate with parents. Development of division common math assessments. Administrators PLC group that meets monthly. Early Literacy initiative which is constructed around formative assessment, data analysis, and classroom planning. System assessment instruments that will be used to monitor student learning. Early Literacy Screen. DRA. Math Common Assessment (Pre & Post Tests). ASKI Screens. ELA rubrics (Provincially created). AFLs (opting in). SRPSD report card previous division-wide electronic, objective-based report card. SRPSD report card Students Achieve report card outcomes based report card. Early Development Instrument Division's progress in using assessments to improve student outcomes. On-going use of division and provincial data to inform instruction and improve learning. Develop a common understanding of best assessment practices. Utilizing pre- and post-tests (math). 24

25 Improving Instruction and Increasing Learning Through the Use of Data P Actions that assist teachers in the appropriate use of data. Use data analysis program to create Learning Improvement Plans and to monitor data. Progress monitoring through dashboards in Learning Improvement Plans. Consultant support to create ad hoc analysis to monitor progress toward school goals. Use a division-wide colour benchmarking system. Data driven SMART goals. Data driven instruction modeled at workshops and in classrooms by consultants and coaches. Common assessments (DRA, Common Math Assessment, Early Literacy Screen). Use of the collaborative learning cycle in workshops to analyze data and determine student needs. Triangulation of early achievement (report card) results with assessment data. Use the Collaborative Learning Cycle to model and explicitly teach how to use data effectively. PLC / Data Dialogue administrators PLC group meet monthly. Engaging School Community Councils in Constructing Learning Improvement Plans Q School Community Councils (SCCs) activities and engagement Goal All School Community Councils will indicate their support for their School s Learning Improvement Plan (LIP) by signing the LIP and implementing one literacy strategy linked to the schools LIP. Strategies Division Level Saskatchewan Rivers Board of Education Trustees, Senior Administration, and all SCC Chairs and Principals participate in full day workshop on parental engagement strategies. Board policy directs SCC funding upon evidence of SCC formation each year. SRPSD refresh and maintain website for SCC support purposes: Superintendent assigned to oversee SCCs. School level SCCs share locally generated engagement opportunities with all other SCCs and participate in those opportunities, such as family literacy events, anti-bullying awareness evening workshops, cyber bullying and social media educational evenings so that all SCCs have the opportunity to learn from each other. SCC meeting minutes sent to the Board monthly. 25

26 Classroom level Staff, student representatives on SCC as per guidelines. Connections to The SCC Data Collection Survey from from the Ministry of Education shows that all SCCs across the province face a similar challenge of how to implement successful Engagement Strategies. SRPSD Board of Education sponsored a full day workshop for all Trustees, Senior and School Administrators, and SCC Chairs. The response from the SCCs was very positive and another is planned for the upcoming year. The forum provides networking opportunities, and a chance to learn from each other. The challenges that SCCs faces in reaching their goal are often similar in nature to each other. This, in turn, supports SCCs in accomplishing their goal which is linked to the schools LIP. What data will we use? Electronic copies of the individual school learning improvement plans can be accessed through the following link: SCC Survey Results: In June 2012, the Ministry distributed a web-based survey to key school division officials with responsibility for school community councils (SCCs). The annual data collection survey provides a provincial picture of the ongoing implementation of SCCs at the end of the school year. Early Childhood Education R Goal Create high quality learning environments and foster developmentally appropriate practice in Prekindergarten. Strategy 1 Professional Development for Prekindergarten Teachers and Educational Associates (EAs). Actions Attend Ministry Early Years Workshops. Participate in 3 SRPSD workshops (Sept, Jan, April) with a focus on: o incorporating Essential Learning Experiences (ELEs) o documenting children s development o engaging families o designing projects that respond to children s interests What data will be used? Participation rates as reported in Annual Reports. Participation rates as collected through registration process. Evidence of ELEs and child growth in portfolio documentation. 26

27 Survey of family engagement activities. Project documentation. Strategy 2 Aboriginal Holistic Assessment (AHA). Action Implement AHA in 4 SRPSD Prekindergarten programs. What data will be used? AHA data Strategy 3 Early Childhood Environment Rating Scale-Revised (ECERS-R). Actions Implement ECERS-R in 6 Prekindergarten programs. Create action plans in November and incorporate according to set timelines. What data will be used? ECERS-R data and reports. Teacher created action plans. Follow-up classroom observations in spring. Teacher year-end SRPSD survey and Ministry Annual Report. Strategy 4 Early Years Evaluation (EYE) Pilot. Action Pilot EYE in 2 schools in April Train cohort of teachers and Student Support Services consultants. What data will be used? EYE data. Strategy 5 Early Development Instrument (EDI) in Kindergarten. Action Complete questionnaires in all schools in March 2013 (except in 2 EYE pilot schools). 27

28 What data will we use? EDI data for o comparison with 2011 baseline data o reflecting on current practices o future planning in Prekindergarten and Kindergarten Strategy 6 Speech Language Pathologists in Prekindergarten. Action Screen Prekindergarten children twice a year. Share data and consult with teachers; provide individual student, group, and classroom support. AHA support in 4 schools. Provide language and literacy PD at workshops and follow-up classroom support. What data will be used? Pre and post data from Language/Articulation Screen. Data from AHA, EDI, EYE. 28

29 Appendix 1: Core Indicator Summaries Higher Literacy and Achievement, Smooth Transitions, and Equitable Opportunities Percentage of All Students Graduating in 3 years From Grade 10 School Division Three Year Graduation Starting Grade 10 Still In School # % Graduated + In School % 27.5% 96.8% % 30.6% 96.6% % 21.5% 90.3% Percentage of FN & M Students Graduating in 3 years From Grade 10 School Division Three Year Graduation Starting Grade 10 Still In School # % Graduated + In School % 51.9% 95.4% % 51.9% 95.5% % 38.3% 84.6% Persistence Rates FN & M Graduating in more than 3 years from Grade 10 Starting in Grade 10 3 years or less 4 years 5 years # % # % # % % % % % % % % 29

30 Assessment For Learning - Writing (% Proficient in Writing Product) School Year School Division Students Gr 5 Gr 8 Gr % 25% 21% 13% 18% Assessment For Learning - Writing (% Proficient in Writing Product) FN & M School Year School Division FN & M Students Gr 5 Gr 8 Gr. 11 8% 22% 12% 7% 10% * results are less meaningful when low numbers of students are involved Participation Rate (Students) Participation Rate (Teachers) AFL - Participation Rates Writing 90.8% 92.2% Student Participation Rate Total Score Treaty Essential Learnings % 88.0% 90.0% 53.5% 55.0% 57.6% 30

31 Average Credits Earned - by Level of Support Occasional Supports Frequent Supports For Average Credits Earned For Average Credits Earned Average Credits Earned - All Students For Grade 10 Grade 11 Grade 12 Average Credits Average Credits FN & M* For Average Credits Average Credits FN & M* For Average Credits Average Credits FN & M* * results are less meaningful when low numbers of students are involved 31

32 English Language Arts A 10 English Language Arts B 10 Science 10 Average Final Marks In Selected Courses Course Math: Workplace and Apprenticeship 10 Math: Foundations and Pre-Calculus 10 English Language Arts 20 Biology 20 Chemistry 20 Physics 20 Math: Workplace and Apprenticeship 20 Math: Foundations and Pre-Calculus 20 English Language Arts A 30 English Language Arts B 30 Biology 30 Chemistry 30 Physics 30 Mathematics A 30 Mathematics B 30 Mathematics C 30 Average All Students* # of Students FN & M Students* Average # of Students * results are less meaningful when low numbers of students are involved 32

33 System Accountability and Governance y y y y y y y Leadership and Direction Current and Previous CIF Plans and Reports are on web site Budget and Audited Financial Statement are on web site Division priorities are those of the Ministry Division has a plan to remove gaps In FN & M outcomes School Community Councils are active and structured appropriately Division has a clear and consistent assessment strategy Division uses data extensively to inform practice % Indicator School Community Councils 100 % of SCCs with elected and required appointed members 100 % of SCCs that were provided with orientation, training and development, and networking opportunities 100 % of SCCs who fully participated in developing the Learning Improvement Plan Actual Expenditures by Category Instruction Plant and Maintenance Student Transportation School Generated Funds Administration Complementary Services External Services Governance Other Operating Ex. 71.4% 9.8% 6.7% 2.4% 2.0% 1.5% 2.4% 0.6% 3.1% Total Expenditures 2007/ /11 Saskatchewan Rivers SD School Year $72,870,105 $79,382,376 $85,081,840 $86,993,355 33

34 SD Enrolment by Grade 2009/ /12 School Year Grade/Year Pre-K SD FN & M Enrolment School Year Grade/Year Pre-K3 Pre-K Pre-K Kindergarten Kindergarten Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade Grade 12 1,273 1,479 1,358 Grade Total 9,288 9,499 9,447 Total 4,455 4,785 4,748 34

35 Appendix 2: Student Support Services (SSS) CIAF Report with Connections to Ministry Rubrics SSS continues to support inclusive environments (Rubric A) that foster independent learning success of students with intense and diverse needs (Rubric B) through a culture of collaboration (Rubric C). Goal 1: By June 2013, an assistive technology (AT) protocol will be implemented as an integral part of the planning and development of programming that supports the diverse and independent learning needs of all students including students with intense needs. A survey will measure the number of IN students who are using AT to meet PPP goals with independence. A rubric will support ESTs in selfassessing their AT proficiency levels. Indicators and Evidence The SSS AT goal was not achieved and hence continues for the school year. SSS PLC work as supported by the Ministry of Education around establishing an AT protocol requires additional time to complete. A June 2012 EST survey indicated a need for opportunity to meet in small working groups to develop AT proficiency in order to further support student independence. A 2012 SSS Review by Saskatchewan Education Leadership Unit (SELU) recommended the following. o Build local capacity so that schools are better equipped to deliver equitable and effective inclusive education for a growing diverse student population. Create opportunities for collaborative professional development and shared problem solving. o o Use technology to facilitate learning and collaboration. Continue to implement an inclusive, needs-based model in all schools as supported by interprofessional collaborative (IPC) teams. Strategy Action Rubric Connections Provide Professional Development for ESTs: AT Introduce online AT protocol and forms at EST whole group meeting; review at collaborative school-based meetings; trial AT protocol with students A. Inclusionary Philosophy & Beliefs Organizational Structures that Support Inclusive Education Develop and explore tiered AT interventions on SSS website that support academic content areas, communication, behavior, sensory, and work habits/study skills Provide small group B. Instructional Practices & Programming Assistive Technology Fostering Independence C. Collaborative Culture 35

36 networking time and coaching support for ESTs in learning how to use AT including ipads and application of new apps, strategies, and tiered AT interventions; post AT information and useful tips on SSS website Support of School Personnel Effective Professional Development Building an Inter-professional Collaborative (IPC) Team Goal 2: By June 2013, all SRPSD educators and parents will have access to a shared SSS/Integrated Learning Department (ILD) website with information and professional resources that support the learning success of all students including students with intense and diverse needs. Website use will be measured and monitored through surveys and a data tracker. Indicators and Evidence SSS goal was not achieved and hence continues for the school year. The 2001 SSS Master Plan required updating along with the need to provide the following. - Research based information on best practice - Access to streamlined, credible information and available resources for educators, students, and parents regardless of geographical location within SRPSD - Means to enhance capacity at the school level through equitable access via technology A 2012 SSS Review by Saskatchewan Education Leadership Unit (SELU) recommended the following. - Develop SSS website to inform, communicate, facilitate learning, provide resources, and enhance local capacity. - Develop updated parent information. Strategy Action Rubric Connections Develop SSS Website Identify and develop content areas, processes, resources, and best practices to inform and support staff, students, and parents Address copyright considerations Create Awareness, Build Capacity, and Promote Website Use Present SSS website to educator groups including ESTs, administrators, first and second year teacher cohorts, school-based teams A. Inclusionary Philosophy & Beliefs Organizational Structures that Support Inclusive Education B. Instructional Practices & Programming Fostering Independence C. Collaborative Culture Support of School Personnel 36

37 Goal 3: By June 2014, seven division-wide SSS supports will be in place to enhance the capacity of school-based teams in responding to the diverse learning and behavioural needs of students within the regular classroom. A rubric will measure EST use and perceived effectiveness of these supports. Indicators and Evidence Anecdotal comments from administrators expressed ongoing concerns re student behavior and emotional challenges. The availability of current occupation therapist s (OT) time decreased and hence a need for additional OT services. An opportunity was presented in June, 2011 to partner with Prince Albert Public Health Region (PAPHR) in hiring and structuring OT service delivery especially for children and families affected by Autism Spectrum Disorder. A June 2012 survey of ESTs requested smaller needs-based working groups with support from IPC teams. Educational Psychologist referrals for academic support increased. A 2012 SSS Review by SELU recommended the following. o Continue to implement needs-based model in all schools. o o Build capacity in schools and communities for a more inclusive service delivery model. Review STAR Program s configuration and student placement process. Partner with PAPHR to provide support for students with severe emotional and behavior disorders. Strategy Action Rubric Connections Partner with PAPHR for OT Services Facilitate EST Team Meetings Hire an OT with PAPHR Autism Services Determine shared OT service delivery model that will effectively serve all students including children and families with Autism Share information and best practices Scheduled networking and collaboration time AT PD A. Inclusionary Philosophy & Beliefs C. Collaborative Culture Building an IPC Team Engagement of Support Agencies A. Inclusionary Philosophy Organizational Structures that Support Inclusive Education 37

38 Provide Professional Development for EAs, ESTs, and SSS Consultants Behaviour Protocol: Enhance Capacity Develop Academic Protocol Support School-Based IPC Team Meetings Incorporate Behaviour Intervention Coach Organize SELU Educational Assistant PD Series: Modules 1, 2, 3 Multi-Disciplinary Teams (2012) Learning Supports (2013) Academic Supports (2014) Update online version Present to various educator groups at division and school levels Expand sensory kits; create instructional video clips for AT and add to SSS website Develop RTI tiered strategies and interventions Incorporate AT protocol into academic protocol Facilitate IPC team meetings at all schools to support programming for students with intense and diverse needs in areas of strength and growth Establish role of behavior intervention coach Provide mentoring, coaching and coteaching support for school teams C. Collaborative Culture Effective Professional Development B. Instructional Practices & Programming Interventions Fostering Independence A. Inclusionary Philosophy Organizational Structures that Support Inclusive Education B. Instructional Practices & Programming Interventions Behavioural Supports Assistive Technology Fostering Independence A. Inclusionary Philosophy & Beliefs Organizational Structures that Support Inclusive Education B. Instructional Practices & Programming Interventions Assistive Technology C. Collaborative Culture Support of School Personnel B. Instructional Practices & Programming Interventions Planning Processes C. Collaborative Culture Support of School Personnel Building an IPC Team A. Inclusionary Philosophy & Beliefs Organizational Structures that Support Inclusive Education B. Instructional Practices & Programming Interventions Behavioural Supports Fostering Independence 38

39 Enhance capacity of classroom teachers in implementing behaviour interventions for students with intense/diverse needs Support teachers with STAR student transitions C. Collaborative Culture Support of School Personnel Effective Professional Development 39

40 Appendix 3: School Division Prekindergarten Assessment and Evaluation Plan Transition Plan Contact: Donna Baergen Phone: Domain Planned Strategies and Actions Results of Actions Plans for How will You Evaluate Progress? Prekindergarten Environment Such as: Implementation of Play and Exploration ECERS-R Outdoor learning environments Resources allocated to address quality environments - relocate 3 programs within schools - promote site visits and Phase I - encourage ECERS, prek documents - install washrooms - purchase furniture and supplies for three new programs - provide SRPSD Teachers and EAs w PD - visit programs and follow-up on PD - 3 programs moved - site visit attended by all rural - Phase I attended by new teachers - ECERS-R completed in 5 rural schools - Washrooms installed in 8 programs! - 3 new programs furnished and equipped - 3 common PD days for all teachers and EAs (Language/Literacy, Family Engagement ELEs) - purchased many professional resources - PD sessions held in prek schools/rooms - meet with 6 new prek teachers on June 19/12 re Play and Exploration - support 2 additional programs - complete ECERS-R in 5 programs - connect teachers to BB and Outdoor Learning - continue promoting/exemplifyin g quality indoor and outdoor learning environments through sharing resources, Ministry workshops, networking, site visits, etc. - install washrooms in 3 programs -relocate one program to a classroom with a washroom - ECERS-R - create environment reflection tools/rubrics for educators to selfassess progress and do forward planning - use resource and supply list from ECERS-R and Better Beginnings to assess program needs educators complete and make plans - Prekindergarten environments are improving! 40

41 Domain Planned Strategies and Actions Results of Actions Plans for How will You Evaluate Progress? Adult-Child Interactions Such as: Language development Warm and responsive interactions Nurturing Intellectually stimulating - continue to support responsive environments/reflective conversations during visits, PD, professional reading and viewing materials - include SLP in SRPSD PD Participate in Alternate Prekindergarten Model - foster prek PLCs - SLPs attended, presented, and participated in 2 PD days Language/Literacy, ELEs; some SLP support in classroom especially in relation to language and reading vocab and sequencing strategies - 5 rural programs worked as a PLC this year throughout the Alternate Model Pilot - 1 PLC worked on portfolio revision - connect SLPs more closely to educators in classrooms to build capacity 2 SLPS will attend Hanen, train other SLPs, prek educators, and model/support practices in prek classrooms - purchase storybook bags for all classrooms recommended by SLPs - explore responding to children s interests - focus on ELEs and documentation processes - EDI - Language screens - learning language and loving it - strategies in the classroom - Aboriginal Holistic Assessment - Portfolios - evidence of projects that demonstrate a response to child interests Child Development Such as: Implementation of Essential Learning Experiences Assessment tools and supports provided Professional support services (e.g., SLP, OT) - share ELEs - make connections between ELE and assessment process - promote Phase II - SRPSD PD/PLCs - Review holistic template in Play & Exploration - explore documentation software - PD Day to learn about ELEs and create activities that support Lang ELE - continued focus on developmentally appropriate practice and play - posted activities on the T Drive - new teachers attended Phase II - holistic template used for assessment - learn about digital documentation on Sept 28/12 PD day - explore documentation of ELEs - SLPs supporting teachers in using storybook bags in relation to ELEs - increased OT time (PAPHR and SRPSD) to support children with Autism and classroom educators - evidence of ELEs and progress as documented in portfolios - portfolio documentation in all programs Family Engagement - explore what is working - Ministry PD on family engagement: educators shared - gather and share feedback from educators about most - educators complete selfreflections on 41

42 Domain Planned Strategies and Actions Results of Actions Plans for How will You Evaluate Progress? E.g., Actions to engage families Home visits Family events Family education programming - professional learning with Kathryn Cooper - address home visits with rural prek pilot group - inform administrators re the importance of home visits - engage parents through the Aboriginal Holistic Assessment project ideas and documentation of successful strategies - All programs conducted home visits at least once - some evening activities which were very successful - PA Literacy connections - parents in 2 schools attended AHA events successful family engagement events - SLPs attend a family event to share strategies with families - review articles on family engagement - teachers reflect on engagement vs. involvement - use Ministry s Family Engagement book for PD in fall family engagement events, education, and responsive family environments - build awareness around cultural responsive environments - AHA extend to additional schools; family language and literacy activities on parent portal Partnerships E.g., Child care Health regions KidsFirst Libraries Preschools Social Services Maintain partnerships: - Ministry of Ed (EYE) - ECIP - Kids First - Family Futures - PA Health - PA Literacy - RIC - Business Community - Nutritionist - ongoing partnerships - rural programs are well connected to the businesses and services in the community - health nurse on a selection committee - PA Literacy packages sent to all schools - outdoor learning environment enhanced at Riv and Kin due to Child Care - attend Early Childhood Council meetings PA EL Partners - encourage programs to incorporate family education events with nutritionist, health nurse, librarian, PA Literacy - arrange/encourage site visits to child care centres - refer children with Autism to PAPHR/SRPSD Autism - educators complete questionnaire of community partnerships 42

43 Domain Planned Strategies and Actions Results of Actions Plans for How will You Evaluate Progress? connections Consultants and OT - Kids First referrals for prek - RIC- CNDP funding - explore SRPSD Ed Psych involvement as part of IPC - rural project site visit to Children s Choice Childcare - agreement to enrol children in prek who are not attending child care Qualifications Teachers and Associates E.g., Knowledge and ability in working with young children Recruitment Professional learning Support for formal education - encourage Ministry site visits, workshops, as well as CEC and Early Years conferences - SRPSD PD - Classroom visits and PD support - many educators have attended the Ministry workshops - all teacher and EA teams attend SRPSD PD three times a year - recruitment is difficult because qualified candidates are few - no specific support for prek formal education but funds available for general leaves, bursaries, and PD funds available through SRPSD - continue promoting/expecting participation at workshops - continue advocating for early learning qualified educators who are competent/capable in working with young children and families - use ECERS-R to increase the understanding and confidence levels of our educators and administrators - ECERS-R observations, rating scales, action plans - continued discussion/pd on developmentally appropriate practice Selection Process E.g., Selection team Attracting vulnerable children and families Referrals - implement division wide use of application form, process, and selection criteria - work with Transportation Supervisor to arrange bussing for rural 4 year olds - created prek information document for prek admin, teachers, and EAs - SRPSD application process is being used at schools along with selection criteria - selection committee is expanding to include - more consistency between program operations, expectations, processes in relation to application and selection processes - work with schools to attract vulnerable families and vulnerable 3 and 4 - ongoing discussion of prekindergarten and purpose of selection process and vulnerability - inclusion of community members on referral or selection team 43

44 Domain Planned Strategies and Actions Results of Actions Plans for How will You Evaluate Progress? administrators, SLPs, and health nurse - more 3 year olds in programs - community school coordinators are working to find creative ways to engage vulnerable families - transportation of 4 year olds to and from school in rural areas year olds - create and distribute prek Selection Process: Parent Information - update SRPSDs prekindergarten brochure and distribute in PA schools and community (health nurse, SS) - encourage public health and SS to make referrals to prekindergarten - continue to advocate for transportation of vulnerable students who are not attending due to transportation issues How are the Prekindergarten teachers, associates and other personnel involved in the development of the Prekindergarten Assessment and Evaluation Transition Plan? Teacher Annual Reports are used to guide PD decision making for the next year. Visits to programs, phone and conversations, and SRPSD PD provide opportunities for teachers and EAs, administrators, and SLPs to provide input into the process and plan. Future planning incorporates feedback to support the strengths and needs of the learning communities. General Comments: The educators, administrators, children, families, and prekindergarten programs benefited greatly this year through working with Kathryn on the Alternate Prekindergarten Model. The quality of our prekindergarten environments, the adult-child interactions, responsiveness to the needs of children, and family engagement has increased significantly. ECERS-R really contributed to our understanding of quality and our educators are confident and proud of their environments and relationships. The full day prekindergarten has enabled us to slow down time and let children play, create, socialize, wonder, talk, enjoy the outdoors, fight, laugh, problem solve, run, stretch, and acquire language and emergent literacy skills in safe quality spaces. And, the washrooms are definitely value added! The continuous support that we receive from the Early Years Branch is so much appreciated and keeps us focused on our little ones and these critical learning years. Thanks to all of you early years champions and a special thanks to Kathryn! Donna Baergen June 15, 2012 School Division Signature Date 44

45 Saskatchewan Rivers Public School Division First Nations and Mé tis Education Plan DRAFT 45

46 First Nations and Métis Education Plan School Division: Saskatchewan Rivers Public Date: April 25, 2013 Year of FNMEP Cycle: 4 Contact: John Schultz Contact Information: (306) Ext 2037 jschultz@srsd119.ca Section 1: Context The most recent population statistics are contained in the 2006 Canadian Census Data and the 2007 Aboriginal Peoples Survey from Statistics Canada. Since these statistics are five to six years old, they are useful for recognizing trends but are not a completely accurate representation of the division s demographics. The data excludes aboriginal people living on reserve. An estimated 34% of the population of Prince Albert is of First Nations or Metis ancestry roughly 14, 500 people. Of the persons identified as aboriginal in Prince Albert, 49% identified themselves as Metis while 50% identified themselves as First Nations. The aboriginal population in Prince Albert is significantly younger than the non-aboriginal population. The median age of aboriginal people is 22 years of age. The median age for non-aboriginal people is double that of aboriginal people at 44 years of age. Four in ten First Nations persons living in Prince Albert were under the age of First Nations Inuit Non Aboriginal Students Metis 50.1% of Saskatchewan Rivers Public School Division students are of Frist Nations, Metis, or Inuit ancestry. Transiency In 2006, four in ten aboriginal people in Prince Albert had lived at the same address five years ago, compared to 65% of the non-aboriginal population. From 2001 to 2006, almost four in ten (37%) aboriginal people had moved at least once within Prince Albert, and the remaining 24% had moved to Prince Albert from another community. 46

47 Percentage of First Nations and Metis Students in SRSD Schools 19.2% 35.7% 19.9% 23.2% 42.3% 32.9% 17.1% 34.8% 22.8% 10.1% 46.9% 22.5% 41.5% 30.0% 69.5% 78.1% 85.3% 80.0% 63.5% 61.5% % 75.6% 81.6% 30.6% % Schools in the City of Prince Albert 47

48 Education Saskatchewan Rivers Public SD Aboriginal children are 8% less likely to attend school compared to their non-aboriginal counterparts. But, aboriginal people have a greater tendency to return to school later in life than non-aboriginal people by a margin of 6%. Just under half of aboriginal men (45%) and women (47%) have completed some form of post-secondary education. Non-aboriginal people complete post-secondary education as a rate of 57% and 60% respectively. Just over one quarter of aboriginal men (27%) and women (26%) had less than a high school education. First Nations and Metis students are less likely to graduate in three years from the beginning of Grade 10 than non- First Nations and Metis students. However, when the graduation rates over four and five years are taken into account, the gap between First Nations and Metis graduates and non-first Nations and Metis graduates narrows significantly. The graduation rate of FN&M students in Saskatchewan Rivers Public School Division is significantly higher than the provincial average 46.83% vs %. Persistence Rates presented as percentage of students graduating over three years from starting in Grade 10 and All Division Graduates 3 Years 4 Years 5 Years # % # % # % Division FN&M 3 Years 4 Years 5 Years # % # % # % Provincial FN&M 3 Years 4 Years 5 Years # % # % # % 48

49 Partnerships 1. Muskoday First Nation Goal: Establish a formal and active educational partnership with Muskoday First Nation. Strategies: Measure: Develop initial relationship between SRPSD Board of Education and the Chief and Council of Muskoday through strategic planning Partnership meetings. Involve all levels of relevant local and provincial governance in shared decision making in signing of MOU; OTC, SICC, RCMP, AANDC, Chief and Council, STC, SRPSD, FSIN, Ministry of Education. Develop initial Memorandum of Understanding between the provincial education system (SRPSD) and First Nations and Metis at the provincial and local level (Muskoday/STC). Present as a team at the Education Partnership Symposium sponsored by Saskatoon Tribal Council, Aboriginal Affairs and Northern Development Canada, and the Government of Saskatchewan. Presence of signed agreement between SRPSD and Muskoday First Nation: Kisēwātotātowin Partnership This Memorandum of Understanding acknowledges the partnership between Muskoday First Nation and the Saskatchewan Rivers Public School Division signed on this 22 nd day of October, 2012 at Muskoday Community School. The partners acknowledge and uphold the Rights of the Child and the Inherent and Treaty Right to Education. Together, the partners will enhance Education by providing opportunities to promote and engage First Nations Education Principles and will improve learning outcomes for all students in the region. Muskoday First Nation and Saskatchewan Rivers Public School Division agree to work together with support from the Saskatoon Tribal Council to: Acknowledge and honour the significance of Indigenous Knowledge as a vital component of the partnership, whereby Indigenous Knowledge will be valued and equated with mainstream teachings. Recognize, and ensure Treaty knowledge is honoured within the educational system to support healthy relations among all students. Create an equitable and collaborative leadership model to ensure that decision making is a shared process and representative of the partners. Share services, professional development, information and resources between partners. Create supports to aid student transition between respective schools, as well as into postsecondary education. Strengthen respectful and ethical co-curricular and extra-curricular relationships. Expand First Nation cultural understanding and responsiveness. Improve student academic and social outcomes. 49

50 Maintain a responsible fiscal relationship that is transparent and accountable. Ensure the highest standards of instruction and learning environments. Maintain the Spirit and Intent with future agreements and/or contracts. Barry Hollick, Board Chair Saskatchewan Rivers Public School Division Chief Austin Bear Muskoday First Nation 2. Aboriginal Holistic Assessment Goal: By June 2013 all SRPSD students involved in the Aboriginal Holistic Assessment project will be taught classroom lessons that were co-developed with Saskatoon Tribal Council (STC) and Prince Albert Grand Council (PAGC) partners. Strategies: Form partnerships with Muskoday First Nation School (Saskatoon Tribal Council STC) and Little Red School (Prince Albert Grand Council PAGC) to support them in the implementation of the AHA project in their schools. Invite teachers from both schools to lesson plan ideas for the parent portal and for the teacher portal on the AHA site. Co-facilitate sessions with leaders from these schools to ensure the ideas and lessons developed are written by embedding the Tipi Teaching concepts. Measures: Improved DRA scores in First Nations and Metis students. 3. Other partnerships: Eagles Nest Prince Albert Classroom; our involvement with the Eagles Nest program has been very successful and rewarding not only to us but also to the students who attend. The Staff of Eagles Nest are now very comfortable calling or inviting the Consultants to events and or PD opportunities. Eagles Nest has been awarded the Arts Smart Treaty Smart Grant; we have provided training in Teaching Treaties in the Classroom as well as providing Elders Resources. We will continue to nurture the partnership and with the guidance of the Elders provide a holistic education for the students of Eagles Nest. University Of Saskatchewan Aboriginal Initiative working with the Aboriginal Advisor to the President of U of S we have had First Nation and or Metis presenters from various colleges, speak with our High school students,, to encourage and give real university life experiences. The speakers give advice on how to overcome barriers that are unique to First Nation and Metis Student, such as funding issues and dealing with relocation. We will continue the presentations in the future and encourage our Mentors to keep connected to the students who move on to Post Secondary. 50

51 Section 2: The FNMEP Goal A: Equitable Outcomes for First Nations and Metis Learners Saskatchewan Rivers Public School Division (SRPSD) has had numerous First Nations and Metis Education (FNM) initiatives. We designate a substantial portion of our overall funding to support FNM Education; it is not just from grants. Through the First Nations and Metis Education Achievement Fund (FNMEAF), grants have been available to support other initiatives through the Ministry of Education. In particular, the year demonstrated success with a FNM initiative around a Mentor program at Wesmor Community Public High School. Research shows that a Mentor program can offer academic and emotional support, and help students (Mentees) engage more effectively in learning and achievement. The data from the Wesmor pilot support Mentorship: Division Goal #1: Graduate a cohort of 10 At Risk Grade 12 First Nation and Metis (FNM) students at Wesmor Community Public High School. Strategies: Implement a visible FNM cultural component including student, staff and community involvement in Cultural Day, Treaty Day, National Aboriginal Day, and classroom support. Create a Mentee Cohort group of 10 at risk students with specific efforts made by the Mentor to target indicators that demonstrated the students were at risk, such as: Poor attendance, Low self-confidence, Social and Emotional Issues and Families in crisis Measure: Grade 12 Graduation rate: 100% of the Mentees graduated Grade 12 in June WESMOR COMMUNITY PUBLIC HIGH SCHOOL Attendance August 29, 2011-June 21, 2012 Student s Name Grade Gender Unexplained Explained Absence Absence Mentee 1 Adult 12 F days 0 Mentee 2 Alt. 12 M 51 days 0 Mentee 3 Adult 12 F 13.5 days 7.25 days Mentee 4 Alt. 12 F 41 days.25 days Mentee 5 Adult 12 F 96 days 1.5 days Mentee 6 Alt. 12 M days 3.75 days Mentee 7 Adult 12 F days days Mentee 8 Regular 12 F days 0 Mentee 9 Adult 12 F days.25 days Mentee 10 Adult 12 F 101 days 0 51

52 Division Goal #2: By June 2015 increase the current 43.4% (Ministry SDS Persistence rates for SRPSD rate is 46.83% error in data application) graduation rate for FNM students by 10%- from 43.4% to 53.4%. Division Goal #3: By June 2015 increase current credit attainment of 5.7 for FNM students by 30% over 3 years to 7.4 credits per year Strategies: To expand upon the Wesmor Mentorship program, by targeting improved FNM graduation rates and credit attainment. To do this we will follow the set of strategies and indicators based on the lessons learned from the Wesmor Mentorship program: Establish and support positive relationships with individual students, and between his/her peers, teachers and families. This will include regular meetings with Mentees and home visiting. Provide supports that will break down barriers to learning and improve students attendance and achievement. Before school, noon and after school opportunities for Mentees will include coffee houses, drum groups, art gatherings, and any chance to bring and keep the Mentee in the school. Promote Mentor participation in sports, culture, and social activities. Mentors will take mentees to events like the Raiders, local powwows, and Mayor s State of the City Address. Help establish connections for students to culturally affirming activities, events, and people. Mentors have travel allowance and will support Mentees attendance at local events. Assist with data collection around attendance, credit attainment, and graduation that demonstrate deliverables to the School Division. Measures: Attendance rates of FNM students. Credit attainment of FNM students. Graduation rates of FNM students. Tell Them From Me Data indicating relationships, belonging, and school engagement Participation in school and community as sports, social and cultural events (pending development of reliable data collection instrument. Saskatchewan Rivers Public School Division s three urban high schools have been assigned Mentors. Carlton Comprehensive Public High School has six Mentors, Wesmor has three, and P.A.C.I. has two. All have received 2 full days of in-service and orientation at the Education Centre looking at Elements of Effective Mentoring. Mentors also received orientation training at their respective schools. Four site visits have been conducted by the FNM team. Also, FNM Ministry of Education Superintendents Lori- Ann Daniels and Anna Grumbly have been on site to the Mentor programs at the school level. 52

53 Goal B: All learners to have knowledge and appreciation of the unique contributions of First Nations and Métis peoples to Saskatchewan. Division Goal #1: By June % (80% by June 2013) of SRPSD students will be achieving at (blue) or above (green) grade level standards in Treaty Education as measured by Saskatchewan curricular outcomes. Strategies: Co-facilitate UbD unit planning workshops with other subject area consultants Provide 2 days of inservice on Teaching Treaties in the Classroom Work with classroom teachers in their classrooms to support implementation Purchased grades 4, 5, and 6 Turtle Island Voices library pack and CD set for each school Treaty Fair May 2012 attended by grade 7 classes from across the division Truth and Reconciliation Meetings Saskatoon attended by 250 grade 7 students Treaty Awareness Workshops three Day 1 workshops were offered and attended by 75 teachers in total Historical Treaty Workshop hosted by Prince Albert Historical Society and Office of the Treaty Commissioner attended by consultants, four teachers and TRC teacher librarian Aboriginal Holistic Assessment (Early Learning Language Assessment) pilot Many cultural learning activities including drumming, tipi teachings, Elder gatherings, Powwows, culture camps, and so on. Measures: Treaty Essential Learning results Qualitative accounts from School Division Mentors. An example is below: Round Dance: this activity was a lot smaller than traditional Round Dances that are held in communities surrounding Prince Albert, but it was intended to teach Round Dance; where students can come learn about the meanings and the reason why communities host Round Dances. The Round Dance songs were provided by a well-known group within Round Dance and Powwow circles: Ironswing. They are from one of our Mentor s home community, Sturgeon Lake. Along with the dancing and singing, traditional teachings including tipi teachings were done by the MC, Elder Howard Walker. Elder Walker is also well known within Round Dance and Powwow circles. We were very fortunate to have these people come to teach our students about the ways of Round Dances and traditional teachings. For lunch, a traditional meal was provided for the students. We had tasty buffalo stew and bannock made by members of the parents group. Also one of our Mentors had provided her own traditional tea- Mint and Labrador. Before the Round dance, we had horse driven sleigh rides for part of the morning and during lunch. Many of the students enjoyed this activity and it gave them a chance to enjoy the outdoor weather, and talk with the Elder. For the students who opted out of participating in the Round Dance, the Art Room was open for students to draw and paint traditional Native art. Along with the Tipi Teachings, SRPSD partner Won-Ska Cultural school had loaned us their mini Tipi to set up in the gym. Division Goal #2: By June 2013 all caregivers in pilot AHA schools will have a password and will have used the oral language learning ideas provided for through the parent portal. Host parent information sessions to provide context and passwords and to keep momentum 53

54 throughout the year Continue development of learning ideas for the portal, some with parent involvement Provide kiosks for parent use at each of the pilot schools Monitor parent involvement and student progress through the AHA website Goal C: Data collection and reporting on measures outlined in the Ministry s First Nations and Métis Education Policy Framework that demonstrate accountability towards improved educational outcomes. Measures: See tables on page 3 of this plan detailing graduation rates of FNM students. Attendance rates of FNM students. Credit attainment of FNM students. Graduation rates of FNM students. Tell Them From Me Data indicating relationships, belonging, and school engagement Participation in school and community as sports, social and cultural events (pending development of reliable data collection instrument). Treaty Essential Learning data: Mean Percent Total Score and TEL Sub-scores by Province and Division 2012 Province Saskatchewan Rivers Number of Students N= N= 518 Equated Total Score TEL 1 Treaties TEL 2 Treaty Relationships TEL 3 History TEL 4 Worldview TEL 5 Symbolism TEL 6 Contemporary Issues Strategies to improve First Nations and Metis student outcomes: o Planned and organized a city-wide Treaty Fair for grade 7 students so that students could gain a hands-on understanding of Treaties. o Facilitated 250 grade 7 students attending the Truth and Reconciliation Meetings in Saskatoon. o Planned, organized, and implemented three one day Treaty Awareness Workshops which were attended by 75 teachers. The workshops supported teachers in learning more about the Office of the Treaty Commissioner, Treaty kits and in using the information to plan authentic curricular units. o Encouraged and supported teacher and consultant attendance at the Historical Treaty Workshop hosted by Prince Albert Historical Society and Office of the Treaty Commissioner. 54

55 Goal D: Shared management of the provincial education system by partnering with First Nations and Métis peoples at the provincial and local level. Division Goal: By June 2013 implement educational partnership protocol between Muskoday School and Saskatchewan Rivers Public School Division. Strategies: Develop initial relationship between SRPSD Board of Education and the Chief and Council of Muskoday through strategic planning Partnership meetings. Involve all levels of relevant local and provincial governance in shared decision making in signing of MOU; OTC, AANDC, Chief and Council, STC, SRPSD, FSIN, Ministry of Education. Develop initial Memorandum of Understanding between the provincial education system (SRPSD) and First Nations and Metis at the provincial and local level (Muskoday/STC). Present as a team at the Education Partnership Symposium sponsored by Saskatoon Tribal Council, Aboriginal Affairs and Northern Development Canada, and the Government of Saskatchewan. Develop a governance and leadership structure to implement and sustain the partnership Measure: Kisewatotatowin Memorandum of Understanding implemented between SRPSD and Muskoday First Nation (see previous section) Division Goal: By June 2013 all SRPSD students involved in the AHA project will be taught classroom lessons that were co-developed with Saskatoon Tribal Council (STC) and Prince Albert Grand Council (PAGC) partners. Strategies: Form partnerships with Muskoday First Nation School (STC) and Little Red School (PAGC) to support them in the implementation of the AHA project in their schools. Invite teachers from both schools to lesson plan ideas for the parent portal and for the teacher portal on the AHA site Co-facilitate sessions with leaders from these schools to ensure the ideas and lessons developed are written by embedding the Tipi Teaching concepts. Continued to work to enhance relationships with First nation and Métis communities Aboriginal Holistic Assessment pilot. o The division leadership team met with community elders for feedback and direction in planning the oral language survey for parents, elders, children, and teachers. o Facilitated participation for 2 schools in the pilot of the AHA oral language project. o Supported implementation at the school level working in teams with school personnel to engage and survey parents. o Provided resources and support for follow-up work with the parents so that they were able to understand the holistic nature of the data and the supports that were available for 55

56 o o them as they worked with their children. Planned learning ideas for parents for the Help Me Tell My Story parent portal to support continued learning in the home and community. Met with Prince Albert Grand Council and Saskatoon Tribal council representatives to encourage participation of their schools in the project for the school year. Section 3: Resource Allocation Allocation for various initiatives aimed towards FNM student achievement have not been disaggregated in the budget, but below is a reconciliation of the FNMEAF grant allocation. Revenue: Expenditure: Saskatchewan Rivers Public School Division No. 119 First Nation & Metis Achievement Fund Reconciliation as at March 21, 2013 Ministry of Education 313, Total Revenue 313, Academic Supplies 1, Contracted Services 94, Equipment 7, Phone Professional Development 1, Total Expenditures 105, Surplus 208, Section 4: Communication Plan FNMEP published on school division website. Events referred to in the FNMEP are shared in a number of ways including o School Board Reporting o School Division website splash page o School Newsletters and broadcast invitations o Media releases see example on following page. 56

57 Mentors expose students to the world outside school Clarke, T. (2013, April 18) Mentors expose students to the world outside school. Prince Albert Daily Herald, pp. A1-A2. Retrieved from on April 18, 2013 Herald photo by Tyler Clarke Of the many tables set up during Prince Albert and District Chamber of Commerce luncheons, one in particularly always sticks out. Consisting of mentors with their students, Ring Appraisals sponsors the table as a means of helping teach a new generation about things they don t learn in school. On Thursday, students and their mentors took in Saskatchewan Economy Minister Bill Boyd s presentation about the province s economic future. It let me know more about what s going on, student Desiree Primeau, 20, said, adding that although she hasn t voted in the past, she might in the future. Part of our focus is to help students bridge that gap between high school and post-secondary, mentor Cheryl Ring said. There s much more to the program than informative luncheons, with the Saskatchewan Rivers School Division effort including six mentors at Carlton Comprehensive High School, three at Wesmor Community High School and two at Prince Albert Collegiate Institute. The program, which is funded for at least three years, takes a holistic approach at guiding students in the direction of their choosing. Ring mentors Primeau, who found some difficulty receiving funding for schooling, which she needs in order to fulfil her goal of entering the construction sector. She needed her treaty card to get funding, and needed a birth certificate, which she also didn t have, in order to get a treaty card. They re all steps to a larger goal, Ring said. We bridge that gap and we help students with anything that is preventing them from either attending school or making plans for after school. We bridge that gap and we help students with anything that is preventing them from either attending school or making plans for after school. - Mentor Cheryl Ring It s not just with school-specific things that the mentors assist students with, Primeau clarified. She s helping me with a bunch of stuff even outside of class -- into a bunch of art classes, and I m going to enter a bunch of contests, she said, adding that she s thankful for the doors the program has helped open up, including her impending high school graduation -- finally, she said. Ring wasn t the only mentor at Thursday s luncheon with a student in tow, with Conrad Burns and Corey Opoonechaw also at the table with students. Each mentor brings their own unique skills to the group, Burns said, noting that his is sports. If you can find a kid success in one thing it ll spill over to other things, he said of the importance sports can have. We encourage them to be positive, and once they feel good about themselves physically they re more confident in dealing with their teachers or peers. The mentors have an office at Carlton Comprehensive High School that is always open to students, Opoonechaw said, noting that They need guidance, they need support, because a lot of them don t have a good base at home. The range of things the mentors help students is wide, from issues such as getting Primeau s treaty card in order to a student being driven from the school to a hospital after having contractions on Tuesday, Opoonechaw noted. There s a big range of things -- anything they need, basically. 57