Saskatchewan Ministry of Education Light of Christ RCSSD #16 Accountability Conference

Transcription

1 Saskatchewan Ministry of Education Light of Christ RCSSD #16 Accountability Conference 2012 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 mandate. 1

2 Opening Prayer Heavenly Father, we gather in your name. We come with one voice to honor and praise you for choosing us as your people and for calling us to be signs of your love in our world. Help us to be men and women of vision. Give us the daring to dream your dream, especially for those that we serve in our work. Give us the faith and the fortitude to help build a world for your precious children and youth that is bursting with promise. As we begin this meeting, we ask for your blessings on our proceedings. Let your Holy Spirit give us light, and lead us closer to you. We ask these things through Christ our Lord Amen 2

3 Accountability Conference Reporting Template Report Results of CIF Plan Faith In point form report the results of last year's plan to improve the faith component of the school division. System Priority: Living Our Catholic Faith Our schools are communities where stewardship is lived, learned and witnessed Goal #1 Our Catholic stakeholders value Catholic education Our Board of Education met with the following stakeholder groups: Catholic Women s League Knights of Columbus Parish Councils 3 Bishops City of North Battleford Living Sky Board of Education Local MLA s School Community Councils Goal #2 Our students benefit from a Catholic learning environment based on research, innovative practices and productive partnerships Partnership with Catholic Family Services provides 1 counsellor for our Elementary Schools 2 days of faith in service for all staff focus on Stewardship sharing our time Faith mentorship program for new staff Faith permeation project provincial Faith development at the Board of Education opening prayer; sign of peace at the end of meeting annual retreat with faith component 3

4 Results of CIF Plan Literacy A In point form report the results of last year's plan to improve literacy, and what was learned. Reference specific SMART goals and outcomes. System Priority: Higher Literacy and Achievement Goal #1 To increase student reading comprehension in ALL content areas Assessment For Learning Reading Target students score at or above province in Adequate Grade 4 students scored at or above the province in all areas (Reading Comprehension, Explicit Comprehension, Implicit Comprehension, Reader Response) Grade 7 students scored at or above the province in all areas except Explicit Comprehension Grade 10 students scored at or above the province in Explicit Comprehension and Reader Response Note: we have extracted the data for English program students only. We have removed the French Immersion data Canadian Achievement (CAT/4) Reading Results Fall, Target students score at the 77 th percentile or above Grade 3 81 st percentile Grade 6 77 th percentile Grade 9 61 st percentile Grade th percentile Opportunity To Learn Data: We noticed a significant increase in our overall student achievement results as we focused on professional development for teachers to explicitly teach reading skills in all content areas. In the Assessment for Learning Opportunities to Learn data we saw an increase in our o Grade 4 teachers in of 9% to 32% in o Grade 7 teachers, the increase was from 12% to 31%. o these were teachers using a variety of reading strategies in their classrooms at the Excellent. o it should be noted that 86% of our teachers participated in the AFL Opportunity to Learn Survey compared to 65% across the province. We also reviewed our Student Reading Opportunity To Learn data: o Grade 4 Summary In, our students scored below the Province in both the Sufficient and Excellent standards o Grade 7 Summary In, our students scored below the Province in both the Sufficient and Excellent standards o Grade 10 Summary In, our students scored above the Province in the Sufficient, but below in the Excellent Strategies: 1. Hired an Early Learning and Literacy/English as Additional Language consultant to work with our teachers. We believe this has significantly improved our student achievement 2. Worked closely with our Kindergarten teachers on Phonological Awareness. 3. Focused on our Grade 1, 2 and 3 students to ensure that 80% were at or above grade level expectations at the end of the school year (based on Fountas & Pinnell results) 4. First Steps in Literacy training for targeted staff 4

5 5. Daily Café reading strategies in targeted classrooms 6. use of Leveled Intervention strategies 7. Administrator walkthroughs focus on literacy 8. Teacher supervision focus on literacy 9. Effective use of technology SmartBoards for teacher and student use 10. Accelerated Reader program in all schools 11. professional development workshops for teachers consultants and coordinators facilitate Goal #2 To increase Narrative Writing skills in ALL content areas Goal #3 To increase Expository Writing skills in content areas Assessment For Learning 2010 Writing Target Our students will score at or above the province in the Adequate 1. Grade 5 students scored above the province in all areas (Product, Messaging, Organization, Language Choices, Writing Process) except Language Choices 2. Grade 8 students scored above the province in all areas except Product and Language Choices 3. Grade 11 students scored above the province in all areas except Product Canadian Achievement (CAT/4) Writing Results Fall, Target students score at the 77 th percentile or above 4. Grade 3 62 nd percentile 5. Grade 6 88 th percentile 6. Grade 9 63 rd percentile 7. Grade th percentile Our teachers did improve in the Sufficient of the Opportunities to Learn before/during/after writing strategies. We were above the province at the Grade 5 level, and below the province at Grade 8 and 11. It should be noted that in spite of being lower than the province at Grade 8 and 11, our teachers did make significant gains from the 2008 assessment. This continues to be an area of focus. Strategies: (see above), and in addition: 1. Teachers use British Columbia writing rubrics as basis for student writing 2. Participated in Provincial common writing assessment rubric development 3. John Paul II Collegiate each teacher (all subject areas) requires students to submit 2 pieces of nonfiction writing use BC writing rubrics to score 4. Writing workshops with teachers (Penny Kittle, Café) 5. Individual school goals set around writing goals 6. Working with teachers to review AFL data and set goals for the year 5

6 SUPPORTING DATA Assessment For Learning Student Achievement Data (AFL) Grade 4 Assessment For Learning (AFL) READING (%) Adequate Proficient Category Engl ish n Prov Englis h n Prov Englis h n Pro v Englis h n Prov Englis h Reading Comprehension Skills Explicit Comprehension Implicit Comprehension Critical Comprehension n Reader Response Prov Grade 4 Assessment For Learning (AFL) Reading (%) Adequate Proficient Category Div Eng lish n Prov Englis h n Prov Englis h n n Englis h n Prov Englis h Reading Comprehension Skills Explicit Comprehension Implicit Comprehension Critical Comprehension n Reader Response Prov 6

7 Grade 7 Assessment For Learning (AFL) Reading (%) Adequate Proficient Category Engl ish n Prov Englis h n Prov Englis h n Pro v Englis h n Prov Englis h Reading Comprehension Skills Explicit Comprehension Implicit Comprehension Critical Comprehension n Reader Response Prov Grade 7 Assessment For Learning (AFL) Reading (%) Adequate Proficient Category Div Eng lish n Prov Englis h n Prov Englis h n n Englis h n Prov Englis h Reading Comprehension Skills Explicit Comprehension Implicit Comprehension Critical Comprehension n Reader Response Prov Grade 10 Assessment For Learning (AFL) Reading (%) Adequate Proficient Category Reading Comprehension Skills Explicit Comprehension Implicit Comprehension Critical Comprehension Reader Response Grade 10 Assessment For Learning (AFL) Reading (%) Adequate Proficient Category Prov Reading Comprehension Skills Explicit Comprehension Implicit Comprehension Critical Comprehension Reader Response Division Participation: 138/150 students= 92 % Province Participation

8 Canadian Achievement Test Data (CAT/4) Percentage of Students Scoring Stanine 4 and Above CAT 4- Stanine- Light of Christ Summary Data Grade Expected Percentage Score Reading Word Analysis Vocabulary Language Writing Conventions Spelling Mathematics Computation Percentage of Students Scoring Stanine 4 and Above CAT 4- Stanine- Light of Christ Summary Data Grade Expected Percentage Score Reading Word Analysis Vocabulary Language Writing Conventions Spelling Mathematics Computation 81 8

9 Percentage of Students Scoring Stanine 4 and Above CAT 4- Stanine- Light of Christ Summary Data Grade Reading Word Analysis Vocabulary Language Writing Conventions Spelling Mathematics Computation Expected Percentage Score Percentage of Students Scoring Stanine 4 and Above CAT 4- Stanine- Light of Christ Summary Data Grade Reading Word Analysis Vocabulary Language Writing Conventions Spelling Mathematics Computation (data not collected) Expected Percentage Score 63 9

10 Assessment For Learning Reading Opportunities to Learn (AFL) 11 Grade 4 Teacher Reading Opportunities to Learn (%) Division Province Division Province Sufficient Excellent standard Category Instruction and Learning Instruction and Learning Teacher Survey Participation Rate LOCCSD 86 % REG 68 % PROV 65 % 11 Grade 7 Teacher Reading Opportunities to Learn (%) Division Province Division Province Sufficient Excellent standard Category Instruction and Learning Instruction and Learning Teacher Survey Participation Rate LOCCSD 86 % REG 68 % PROV 65 % 11 Grade 10 Teacher Reading Opportunities to Learn (%) Division Province Division Province Sufficient NR Insufficient cohort Excellent 0 NR standard Insufficient cohort Category Instruction and Learning Instruction and Learning Teacher Survey Participation Rate LOCCSD 86 % REG 68 % PROV 65 % 10

11 11 Grade 4 Student Reading Opportunities to Learn (%) Division Province Division Province Sufficient Excellent standard Category Knowledge and Use of Reading Strategies Knowledge and Use of Reading Strategies Student Survey Participation Rate LOCCSD 95 % REG 91 % PROV 93 % 11 Grade 7 Student Reading Opportunities to Learn (%) Division Province Division Province Sufficient Excellent standard Category Knowledge and Use of Reading Strategies Knowledge and Use of Reading Strategies Student Survey Participation Rate LOCCSD 88 % REG 89 % PROV 88 % 11 Grade 10 Student Reading Opportunities to Learn (%) Division Province Division Province Sufficient Excellent standard Category Knowledge and Use of Reading Strategies Knowledge and Use of Reading Strategies Student Survey Participation Rate LOCCSD 91 % REG 77 % PROV 76 % 11

12 Assessment For Learning Student Achievement Writing Data 2008 Grade 5 AFL Writing (%) Prov Adequate Proficient Category Product Messaging Organization Language Choices Writing Process 2010 Grade 5 AFL Writing (%) 2008 Grade 8 AFL Writing (%) 2010 Grade 8 AFL Writing (%) Adequate Proficient Category Product Messaging Organization Language Choices Writing Process Prov Adequate Proficient Category Product Messaging Organization Language Choices Writing Process Adequate Proficient Category Product Messaging Organization Language Choices Writing Process 12

13 2008 Grade 11 AFL Writing (%) Total Number of Students Assessed = 37 students 2010 Grade 11 AFL Writing (%) Prov Adequate Proficient Category Product Messaging Organization Language Choices Writing Process Adequate Proficient Category Product Messaging Organization Language Choices Writing Process Total Number of Students Assessed = 51 students 13

14 Results of CIF Plan Numeracy B In point form report the results of last year's plan to improve numeracy, and what was learned. Reference specific SMART goals and outcomes. System Priority: Higher Literacy and Achievement Goal #1 Students will increase their knowledge and understand in mathematics Assessment For Learning Math Target Our students score at or above the province in Adequate and Proficient s Grade 5 students scored at or above the province in all categories in both Adequate and Proficient s (Math Content Skills CPR and APS, and Computation) Grade 8 students scored at or above the province in all categories in both Adequate and Proficient s except Computation Grade 5 and 8 students scored below the province in the Sufficient and Excellent s in Use of Problem Solving and Inquiry Processes (Opportunity to Learn). Although we were close to provincial scores, we did not meet our targets. This will continue to be an area for focus for the coming years. Our teachers scored at or above the province in both Sufficient and Excellent s in Instruction and Learning (Opportunity to Learn). We will continue to work with our staff to provide quality math instruction that is consistent with the curriculum outcomes. Canadian Achievement Tests (CAT/4) Mathematics Target our students score at or above the 77 th percentile. Results Grade 3 84 th percentile Grade 6 84 th percentile Grade 9 81 st percentile Grade st percentile Canadian Achievement Tests (CAT/4) Computation Target our students score at or above the 77 th percentile Grade 3 74 th percentile Grade 6 81 st percentile Grade 9 74 th percentile Grade rd percentile Computation continues to be an area for focus Division Assessment Number Sense Grade 3 Target: 80% of our students will get the question correct May, 79% 14

15 Strategies: 1. First Steps in Math training Numeracy for all staff; Measurement for targeted group 2. Continued use of the Math Makes Sense resource 3. Math consultant to facilitate supports for all administrators and teachers in effective math instruction 4. Pre/Post Assessment development with other school divisions and implementation in all grades K 9 15

16 SUPPORTING DATA Assessment For Learning Student Achievement Math Data (AFL) Grade 5 Assessment For Learning (AFL) Math n n n Prov n n Adequate Proficient Category Math Content Skills Math Content Skills APS Integrated Applications Estimation Skills Computation Skills Grade 5 Assessment For Learning (AFL) Math LOCCCSD REGION PROVINCE LOCCSD REGION PROVINCE LOCCSD REGION PROVINCE Adequate Proficient Category Math Content Skills (CPR) Math Content Skills (APS) Computation Questions 16

17 Grade 8 Assessment For Learning (AFL) Math n n n Prov n n Adequate Proficient Category Math Content Skills Math Content Skills APS Integrated Applications Estimation Skills Computation Skills Grade 8 Assessment For Learning (AFL) Math LOCCCSD REGION PROVINCE LOCCSD REGION PROVINCE LOCCSD REGION PROVINCE Adequate Proficient Category Math Content Skills Math Content Skills (APS) Computation Questions See Canadian Achievement Test (CAT/4) in previous section. 17

18 Results of CIF Plan Student Support Services C In point form report the results of last year's plan, and what was learned. Reference specific SMART goals and outcomes. System Priority: students benefit from inclusion and acceptance of diversity Goal #1: To stress to all teachers that they need to utilize Differentiated Instruction strategies in their classrooms in order to improve student learning Refer to data from Assessment For Learning (Opportunity to Learn). We believe that our teachers are using better reading, writing and math strategies, and a wider variety of strategies in their classrooms in all content areas. We believe that the OTL data related to teaching strategies does apply to all subject areas, not just math and language arts. Strategies: 1. Use of 2 new assessment tools: Fountas and Pinnell; RAD assessments to inform instruction, to inform appropriate level of challenge in reading, and to design intervention strategies in a timely manner 2. Administrator focus during walk throughs 3. Consultant hired to assist teachers with Differentiated Instruction First Steps in Math and Literacy (note: this is not an additional consultant use of existing staff) Goal #2: To provide the opportunity for agency and school based personnel to work together providing a gap analysis to align resources effectively and efficiently. To include outside agency personnel consistently in an on going implementation of program planning for special learners. We continue to work with outside agencies to attempt to meet the diverse needs of our students. These agencies include: Health, Social Services Corrections and Public Safety Living Sky School Division Northwest Nations Education Authority Battlefords Agency Tribal Chiefs Sakewew High School Kids First Bridges for Children Catholic Family Services Drumming Hill Youth Center North Battleford Youth Center Eagle s Nest Battlefords Early Childhood Intervention Program 18

19 Goal #3: To use inclusionary practices with all students and whenever possible within special programming We attempt to have special learners instructed in heterogeneous groupings as much as possible, and specialized programming outside a regular classroom only occurs when the learner outcomes are not able to be achieved within the regular classroom setting. Strategies: 1. Work with teachers to use Differentiated Instruction 2. Beginning work on using a Response To Intervention (RtI) model working at the universal, classroom level with teachers 3. Development of a new Assessment Policy for the School Division assessment guidelines for EAL, Modified, Gifted 4. Use of Levelled Literacy Intervention programming (Grade K 2) Goal #4: Student Support Services teachers training is consistent with Ministry guidelines Approximately 80% of our Student Support Service teachers meet Ministry requirements for education and training. Total Student Support Service Teachers: 12 Total Fully Qualified: 58% Total Partially Qualified: 25% Total Not Qualified: 17% Goal #5: Maintain a Personal Program Plan review score that puts us in the top 10% in the province. We developed a checklist for principals (reviewed by the Supervisor of Student Services), and so our PPP review met 100% of the Ministry guidelines. It should be noted that 2 areas continue to be a challenge: Parent signatures Outside agency involvement 19

20 Results of CIF Plan First Nations & Métis Outcomes D In point form report on progress and results of any FNMEAF projects in addition to specific actions undertaken to remove performance gaps. Report on the results of last year s plan. System Priority: students benefit from inclusion and acceptance of diversity Goal #1: Improved learning outcomes for Aboriginal students We wanted to see a 10% improvement in Treaty Essential Learning Survey results at the Grade 7 level. We did not reach our goal in this area Province Light of Christ We trained our Grade 6 and 7 teachers during the school year. We will continue to train staff over the next number of years (we have 2 trainers within our school division) This is an area that we have done a lot of work in over the last number of years. We have had a very active Aboriginal Education Equity Committee. Unfortunately, the learning outcomes for our Aboriginal students have not improved significantly. For the coming years, our focus will change. We will not put as much focus on activities to bring culture into the classroom, but we will focus on Aboriginal student outcomes (example: percentage of Aboriginal graduates the same as the overall percentage of Aboriginal students at our high school; reduction in the drop out rates of Aboriginal students at the high school; better achievement of learning outcomes for Aboriginal students at St. Mary Community School) 20

21 School Division 12 Plans 12 CIF Plan Living Our Catholic Faith E List the SMART goals and specific actions planned to increase achievement in reading. Indicate the connection to last year's report. What data will you use? System Priority: Living Our Catholic Faith Goal #1: Our schools are Catholic communities where stewardship is lived, learned and witnessed Rationale: It is one thing to know about our Catholic faith. It is something different to live out that faith in tangible ways. Our school division has spent many years helping students and staff learn about our faith. Learning does not stop, and that will continue to be a priority. However, we feel that it is important to be intentional about making our faith a reality in our schools, and in our communities and beyond. Objective Performance Indicator Target Schools will be places where prayer is evident on a daily basis Anecdotal Every school has at least 2 examples of prayer on a daily basis Staff and students are aware of, and actively live out, the 3 pillars of Stewardship: (1) Gratitude (2) Generosity (3) Living in the Moment Staff and students use their time, talents and treasures to live out their Catholic faith The Board will investigate the level of service that students are involved in at each school. Anecdotal Anecdotal Written report from Director of Education Every school engages in activities in each of the 3 areas The school division office engages in activities in each of the 3 areas The Board of Education engages in activities in each of the 3 areas Every school engages in activities that highlight their time, talents and treasures The school division office engages in activities that highlight their time, talents and treasures The Board of Education engages in activities that highlight their time, talents and treasures We will set a baseline once the initial report is submitted 21

22 Strategies: 1. The Religious Education Coordinator and Faith Development Committee will ensure that staff and students are aware of the 3 pillars, and the 3 tools of stewardship 2. Schools and the Central Office will create strategic plans that include activities in each of the 3 pillars, and in each of the tools 3. The Religious Education Coordinator will ensure that new teachers to our school division participate in our Faith Mentorship Program 4. The Board of Education will continue to provide professional development days for all staff that are focused on Catholic faith development 5. The Religious Education Coordinator will survey administrators to determine what students in each school do for service work. This will be reported to the Director of Education 22

23 ` 12 CIF Plan Reading F List the SMART goals and specific actions planned to increase achievement in reading. Indicate the connection to last year's report. What data will you use? System Priority: Higher Literacy and Achievement Goal #2: Students will increase literacy knowledge and skills in ALL content areas Rationale: Research tells us that literacy skills are critical for success in the 21 st Century. Being able to read and understand a variety of texts, write effectively, speak, listen and view effectively are crucial skills for 21 st Century citizens. Our data from our Assessment for Learning and CAT/4 assessments indicates that this is an area for growth in our school division. Objective Reading Performance Indicator Target students will increase reading comprehension in all content areas The percentage of students identified as at risk for success in Grade 1 will decrease The percentage of students in Grade 1, 2, 3 reading below grade level will decrease Increased teacher knowledge and use of before/during/after reading comprehension strategies Assessment for Learning Grade 4, 7, 10 CAT/4 Phonological Awareness Fountas & Pinnell AFL OTL data At or above provincial average in: (1) reading comprehension; (2) explicit comprehension; (3) implicit comprehension; (4) critical comprehension; (5) reader response 77% of our students at Stanine 4 and above in Reading 80% of Kindergarten students will meet or exceed expectations by year end Maintain at least 75% of students reading at or above grade level by year end Our teachers are at or above the province in both the Sufficient and Adequate s 23

24 Increased student knowledge and use of before/during/after reading comprehension strategies AFL OTL data Our students are at or above the province in both the Sufficient and Adequate s Strategies To Improve Reading Outcomes for Students: 1. Teachers will explicitly teach before, during and after reading and writing strategies 2. Teachers will make use of the Instructional/Learning Coach, and Early Learning and Literacy Facilitator 3. Accelerated Reader Program will be implemented fully at all grade levels (Pre K to Grade 12) in a manner that supports achieving student learning outcomes 4. Teachers will use First Steps in Literacy knowledge to assess students and design effective learning environments 5. Teachers will become familiar with, and use a variety of reading strategies including Daily Five 6. Schools will make use of Leveled Literacy Intervention strategies 7. Professional learning groups will target literacy 8. Administrator walkthroughs will focus on literacy 9. Response to Intervention model will be used to provide timely and effective interventions for students 10. Grade 1 9 teachers will use the British Columbia Writing Rubrics as the basis for student writing 11. Effective use of technology as a learning tool by teachers and students 12. High school focus on non fiction writing in all subject areas (each teacher submits 2 pieces of nonfiction writing; scoring of writing samples for consistency) 13. Professional development sessions provided for K 5 teachers increase knowledge of variety of reading strategies for classroom use 14. Involvement in the development of provincial writing rubrics (K 10) 15. Implementation of new outcomes based report card Supporting Data The percentage of students identified as at risk for success in Grade 1 will decrease Division Phonological Awareness Assessment Target: 80% June, 67% of students achieved at or above expected levels June, 2012 The percentage of students in Grade 1, 2, 3 reading below grade level will decrease Fountas and Pinnell Results Target: 75% at or above grade level 24

25 This data will be available in June, CIF Plan Planning for Other Literacies G Literacy involves far more than reading. Outline some actions are you implementing in order to provide for a rich and broad mastery of other literacies (for example: scientific, economic, physical, health, aesthetic, and cultural). Objective Writing Performance Indicator Target students will increase narrative writing proficiency in all content areas Increased teacher knowledge and use of before/during/after writing strategies Increased student knowledge and use of before/during/after writing strategies students will increase expository writing proficiency in all content areas students will increase their attitudes towards narrative and expository writing Assessment For Learning Grade 5, 8, 11 CAT/4 AFL OTL data AFL OTL data AFL AFL OTL data Question 7 At or above provincial average in Adequate and Proficient s 77% of our students will score at Stanine 4 or above Our teachers are at or above the province in both the Sufficient and Adequate s Our students are at or above the province in both the Sufficient and Adequate s 10% increase from previous assessment 10% increase from previous assessment Note: the strategies are the same for both reading and writing with a focus on using the British Columbia reading and writing rubrics for Grade 1 9 teachers to seek consistency in assessing student writing and expectations from teachers (which also allows them to support each other better in a collaborative environment). 25

26 Note: Light of Christ engaged in a number of other initiatives during 12 to create a broader and richer level of literacy in a variety of areas. These include: Technological Literacy: SmartBoard technology in every classroom. Every teacher provided with basic professional development for their use of the SmartBoard, as well as for students. Second and third level professional development provided by Digital Learning Consultant for teachers who are ready for more advanced training Target: every classroom will have SmartBoard technology by June 2013 Fine Arts Literacy: Band we hired a ½ time itinerant band instructor to work in our elementary schools in North Battleford, as well as at the high school. We have 150 students enrolled Target: maintain at least current level of students enrolled in Band programs Physical/Health Literacy: Football our high school now has a 9 man football team. This was the first year of operation. The team involved over 60 players, as well as over 25 Cheer Team participants. Target: maintain football program, and cheer program Parent Literacy: St. Mary program, Sandra Herbst, Barry MacDonald Target: parents attending each of the programs offered Stewardship: each of our schools has been focusing on developing spiritual literacy in the area of stewardship (living out our Catholic faith). In addition to the activities in each of the schools, our high school is participating in a Mission Trip to Peru in February, 2012 Target: every school, central office and Board of Education will engage in stewardship activities 26

27 12 CIF Plan Mathematics (Numeracy) H List the SMART goals and specific actions planned to increase achievement in mathematics. Indicate the connection to last year's report. What data will you use? System Priority: Higher Literacy and Achievement Goal #1: Students will increase their mathematical knowledge and understanding in ALL content areas Rationale: Research tells us that in order for students to succeed in the 21 st Century, numeracy skills are critical. More importantly, critical and creative problem solving skills will be needed. These skills can, and should be developed through ALL curriculum areas. Our data from the Assessment For Learning, and from the CAT/4 assessments indicates that this needs to be a target area for our school division. Objective Performance Indicator Target students will improve: 1. Math Content Skills (CPR Concepts, Procedures, Relationships) 2. Math Content Skills (APS Applications and Problem Solving) 3. Computation Assessment for Learning CAT/4 Grade 3, 6, 9, 12 Our students score at or above the province in the Adequate and Proficient 77% of our students achieve at Stanine 4 or above Students will improve number sense Students will improve their Knowledge/Use of Problem Solving and Inquiry Processes Teachers will improve Instruction and Learning Strategies Division created assessment at Grade 3 Assessment For Learning Assessment For Learning 80% of Grade 3 students will complete the assessment successfully by the end of the school year At or above Province in Sufficient and Excellent s At or above Province in Sufficient and Excellent s 27

28 Supporting Data Students will improve number sense Target: 80% Division Assessment Grade 3 May 79.26% May 2012 Assessment For Learning Opportunities To Learn Data Students will improve their Knowledge/Use of Problem Solving and Inquiry Processes 11 Grade 5 STUDENT Math Opportunities to Learn (%) From Assessment For Learning (AFL) Sufficient Excellent standard Category Division Province Ministry did not collect data in this category in Student Knowledge/Use of Problemsolving and Inquiry Processes Division Province Student Knowledge/Use of Problemsolving and Inquiry Processes Student Survey Participation Rate: LOCCSD 95 % REG 89 % PROV 86 % 11 Grade 8 STUDENT Math Opportunities to Learn (%) Sufficient Excellent standard Category Division Province Ministry did not collect data in this category in Student Knowledge/Use of Problemsolving and Inquiry Processes Division Province Student Knowledge/Use of Problemsolving and Inquiry Processes Student Survey Participation Rate: LOCCSD 84 % REG 86 % PROV 82 % 28

29 Summary Our students are not at or above the Province in either Sufficient or Excellent. We are close, but our target was not met in these areas. This will continue to be a priority in the coming years. It should be noted that approximately 30% of our Grade 8 students who wrote this assessment came from outside our school division. Teachers will improve Instruction and Learning Strategies 11 Grade 5 TEACHER Math Opportunities to Learn (%) from Assessment For Learning (AFL) Division Province Division Province Sufficient Excellent standard Category Instruction and Learning Instruction and Learning Teacher Survey Participation Rate: LOCCSD 93 % REG 61 % PROV 56 % 11 Grade 8 TEACHER Math Opportunities to Learn (%) Division Province Division Province Sufficient Excellent standard Category Instruction and Learning Instruction and Learning Teacher Survey Participation Rate: LOCCSD 93 % REG 61 % PROV 56 % Summary Our teachers scored at or above the Province in both Sufficient and Excellent s 29

30 Strategies: 1. working with Grade 1 3 teachers Number Sense 2. Math support for administrators best practice in math instruction 3. EAL support for math instruction 4. First Steps in Math number sense and operations, and measurement 5. unwrapping math curriculum (put in last year as well) 6. UbD planning 7. parent support (evening sessions) 8. pre/post assessments(k 9) 9. math meetings with individual teachers 30

31 12 CIF Plan Student Support Services I List the SMART goals and specific actions planned in Student Supports, with particular reference to outcomes for students with intensive needs. Attach a full report that uses the Student Support rubrics to the end of this summary. System Priority: Equitable Opportunities Goal #1: Students will experience meaningful and relevant instruction so that they achieve at or above grade level expectations Rationale: Research indicates that effective classroom instruction has a significant impact on student learning. Meaningful and relevant instruction for all students that is designed with specific knowledge of the student as a learner will result in students achieving at or above grade level expectations. Our research tells us that there are some identifiable groups of students within our schools who are not achieving at the levels that we expect them to. Objective Performance Indicator Target Inclusionary Philosophy and Beliefs Improved Parental/Caregiver Engagement Student Support Services Service Delivery Model Rubrics, January 2012 School Division/school personnel show interest and willingness in developing relationships with parents/caregivers; parents/caregivers are involved in planning and monitoring learner outcomes; communication and interaction is parallel to school reporting periods; Strategies: 1. Focus on Personal Program Plans working with families as well as professionals 2. Intensity team meetings 3. Spring Personal Program Plan Review collaborative team meetings 31

32 Objective Performance Indicator Target Instructional Practices and Programming Interventions Assistive Technology Student Support Services Service Delivery Model Rubrics, January 2012 Assessments conducted by qualified personnel to determine appropriate assistive technology to support student s needs; requests for technology supports are individually submitted and congruent with school division plan; training relative to assistive technology provided to school personnel Student Support Services Teachers meet Ministry guidelines for training Personal Program Plans meet Ministry guidelines Ministry guidelines Ministry guidelines 80% of our Student Support Service teachers meet the Ministry Guidelines 100% of our Personal Program Plans (PPP) meet Ministry Guidelines Strategies: 1. Review Assistive Technology goal with Student Support Services teachers on regular basis. Training is provided on a case by case basis depending on the need. 2. requests for Assistive Technology are reviewed by the Supervisor of Student Services 3. Revamped Tech Aid Request Form 3. Student Support Service teachers are made aware of the Ministry Guidelines for training. Supports are in place through the LINC Agreement for financial support 4. Principal Checklist developed that is reviewed by the school principal and Supervisor of Student Services to ensure that all requirements are met for the PPPs 32

33 Supporting Data Total of 12 Student Support Services Teachers Objective Performance Indicator Target A Collaborative Culture Student Support Services Service Delivery Model Rubrics, January 2012 Engagement of Support Agencies Strategies: Supporting agency personnel met with school division/school personnel on regular basis and attend PPP meetings on request; agency personnel provide programming suggestions; schoolbased teams retain ownership of program planning process, but incorporate suggestions and recommendations of agency personnel 1. Continue our work with Outside Agencies. Involvement with various community based agencies and well as other human service organizations. Continue to invite outside agencies to attend meetings. Incorporate suggestions made by outside agencies 2. Supervisor of Student Support Services tracks outside agency involvement in each PPP. This data is used to set targets for future improvement 33

34 Note: this continues to be a challenge for us Supporting Data 34

35 12 CIF Plan First Nations & Métis Outcomes J List the SMART goals and specific actions planned to increase achievement and remove gaps for FN & M students. Include plans for any FNMEAF projects your division may have. Append a copy of your FN & M Education Plan, guided by "Inspiring Success" to the end of this report. See Appendix A System Priority: Equitable Opportunities Goal #1: Students will experience meaningful and relevant instruction so that they achieve at or above grade level expectations Rationale: Research indicates that effective classroom instruction has a significant impact on student learning. Meaningful and relevant instruction for all students that is designed with specific knowledge of the student as a learner will result in students achieving at or above grade level expectations. Our research tells us that there are some identifiable groups of students within our schools who are not achieving at the levels that we expect them to. Objective Performance Indicator Target The number of Aboriginal Graduates from John Paul II Collegiate will increase Graduation rates Same % of Aboriginal graduates as the overall percentage of Aboriginal students in the school The percentage of Aboriginal students who withdraw from John Paul II will decrease Aboriginal students will perform as good or better than non Aboriginal students in reading Proper programming and effective teaching strategies that support language learning are implemented for every student for whom English is an additional language, or students for whom English is not their first language Students in Grade 7 will develop a better understanding of Treaty Essential Learnings Dropout rates CAT/4 EAL statistics from each school (number of students; list of specialized programs and supports that are in place) Ministry Annual Grade 7 Survey 10% reduction in the number of Aboriginal students withdraw from school 10% improvement in Aboriginal student performance in reading from previous year Proper programs are in place for every EAL student At or above the provincial average in the overall survey score 35

36 Strategies: 1. Response to Intervention model development in each school 2. Professional development for John Paul II specifically related to high schools and Response to Intervention. Trip to Abbotsford, BC to investigate RTI programming (school principal and Superintendent of Learning) 3. Effective use of technology as a learning tool by teachers and students 4. Hire a Response to Intervention facilitator to coordinate the identification of students at risk of withdrawing from John Paul II Collegiate, and of the interventions that are required to keep the student in school note: focus on working with individual classroom teachers to increase capacity to work with diverse groups of students 5. Hire a Literacy Coach to work primarily with parents at St. Mary Community School 6. Effective communication between First Nations Schools who have students transitioning into our school division 7. Hire elders to work in our schools, especially at JPII. Work with Community School Program Manager to oversee this 8. Professional development provided for Grade 4 and 5 teachers in the use of Treaty Resources from the Office of the Treaty Commissioner Supporting Data Percentage of Students Scoring Stanine 4 and Above CAT 4- Stanine- Grade 3- / First Nations Students- LOCCSD Reading Word Analysis Vocabulary Language Writing Conventions Spelling Mathematics Computation Expected Percentage Score

37 CAT 4- Stanine- Grade 6- / Percentage of Students Scoring at Stanine 4 and Above First Nations Students- LOCCSD Reading Word Analysis Vocabulary Language Writing Conventions Spelling Mathematics Computation Expected Percentage Score

38 Percentage of Students Scoring Stanine 4 and Above CAT 4- Grade 9- Stanine- / First Nations Students- LOCCSD Reading Word Analysis Vocabulary Language Writing Conventions Spelling Mathematics Computation Expected Percentage Score

39 Plans for Improved Transitions K List specific actions that support the progress of students into, through and beyond your division. How will you evaluate your progress? Response to Intervention (RtI) Target at the high school hire facilitator identify target group of students follow their progress (Fountas & Pinnel, attendance data,) Support for First Nations students transitioning to the High School Abbotsford RTI investigation Tuition Agreement Northwest Nations Education Authority, Battlefords Agency Tribal Chiefs, Living Sky School Division, Sakewew High School (annual symposium to address better outcomes for Aboriginal students) Northwest Career Development Partnership Connecting Curriculum to Careers Transition day with students Career Education Continuum (Grade 6 10) Portfolio development and enhancement Early Entrance Collaborative team meetings with all stakeholders Regularly attend Early Entrance meetings Early Entrance Committee (Intensity Level Students) Intensity Students PPP review and transition plan Transition beyond high school Alternate Education and Functionally Integrated English as Additional Language (EAL) transition document Credit courses and tutorials to support learning Host SkTeal conference Woodcock Munoz assessment for all EAL students Revision to registration forms to identify EAL at registration time Grade Level Transition Development of transition document for teachers to use and provide for next year teacher 39

40 Technology and Improving Student Outcomes L List specific actions designed to engage students in using technology as a part of appropriate learning activities. What will success look like? Lap tops for every teacher in the school division part of necessary tools for effective teaching tablets and mobile devices being moved into Student Support Services English as Additional Language supports lab usage, and mobile devices (Rosetta Stone) SmartBoards in every classroom for teacher AND student use Digital Learning Consultant (.5FTE) media literacy permeated through the curriculums New curriculums are embedded with technology supports our classrooms are equipped to provide the technology supports required PowerSchool new teacher grade books, new assessment policy, outcomes based reporting, new report cards, parent portal for ALL parents Division technology steering committee consisting of teachers and consultants. Focus: enhancing student learning wireless access in all schools, available to everyone in the building. Personalize education by allowing student to use his/her own device view technology as a tool that supports student learning. Technology becomes an integral part of learning design on line course offerings flipped classrooms at John Paul II Collegiate anywhere, anytime classrooms; promoting 21 st Century learning skills and knowledge use of Web 2.0 tools such as: Google Apps, Prezi, etc Plans for Healthy, Active Students M List actions and specific indicators designed to improve the health and physical well being of your students. Nutrition policy completed New servery at high school all food meets new Nutrition Policy guidelines note: major focus is changing eating habits of the high school students Core health/pe curriculum 5 of our Elementary Schools met QDPE standards through SPEA Spiritual wellness student retreats, Sacramental preparation provided within the school Life long learning o Grade 5 ski program o Grade 2 4 swimming program (North Battleford) o Extra curricular sports programming at all schools o John Paul II Collegiate (Outdoor Pursuits) o Grade 7 Outdoor Education programs 40

41 12 CIF Plan Shared Understanding of the Curriculum N In point form, list plans, resources and PD planned to advance a common and accurate understanding of the curriculum. Evaluate your division's progress in achieving this goal. unwrapping/unpacking curriculum Larry Ainsworth UbD Understanding by Design backwards design of curriculum planning major focus. Grade alike groupings and opportunities for planning setting clear assessment criteria for each outcome Sandra Herbst establishment of system wide gradebooks and new report card establishment of Light of Christ faith, life and learning goals (21 st Century learning skills) all professional development has practical applications to be embedded in the classroom horizontal and vertical PLC opportunities SPDU and SELU supports local STF convention planning with school divisions all professional development based on current research in adult learning engaging, scaffolded, ongoing follow up and support. Target based on need (one size does not fit all) 12 CIF Plan Improved Instruction and Assessment O List specific actions designed to improve instruction and provide fair, valid and reliable assessment across your division with all students. List system assessment instruments that will be used to monitor student learning. Evaluate your division's progress in using common assessments and reporting. Assessment For Learning pay attention to Opportunity to Learn data this is critical to changing teaching and learning practice, and ultimately improved student outcomes Focus on instructional leadership at the school level particularly with our in school administrators (classroom walkthroughs, new Administrator Appraisal document developed) Shared leadership in the schools building leadership capacity throughout the system not just at the administrator level Development of a new report card this is a MAJOR undertaking Pre/Post assessments in Math Grade K 9 all high school teachers (Grade 10, 11, 12) completed assessment modules presented by SPDU and Ministry Use of BC writing rubrics Use of Fountas & Pinnell Use of RAD assessments 41

42 Plans for Improving Instruction and Increasing Learning Through the Use of Data P Use of reliable and valid data can improve student outcomes. List actions you are taking to assist your teachers use data appropriately. Please see Appendix C Assessment Schedule 12 Note: with our CAT/4 assessments, we disaggregate: EAL, Aboriginal, French Immersion/2 nd language Administrator Appraisal instructional portfolio Involvement in provincial assessment (involvement in developing assessment items for Math and Reading AFL, Math pre/post assessments for every math outcome K 9, development of common provincial writing assessment, created our own RAD assessment for mid year) stakeholder surveys on effective practices Plans for Involving School Community Councils in Learning Improvement Plans Q Evaluate the current level of participation by SCC members in the development of school Learning Improvement Plans. Outline actions you will be taking to increase the level of participation. System Level: Hosted information evening for School Community Councils November 30 to review Division data and strategic plans, and to facilitate each school looking at their data and developing plans Hosted parent evening with Sandra Herbst (assessment) School Level: Adult literacy program at St. Mary partner with Northwest al College Math and assessment meetings with SCC s (evening sessions) coordinators/consultants available for SCC presentations 42