Annual School Development Report 2012-13 · 2014. 4. 10. · In 2012-13 we had a very successful...

Bay d’Espoir Academy Annual School Development Report 2012-13

Annual School Development Report 2012-13

Bay d’Espoir Academy

P.O. Box 190 Milltown, NL

A0H 1W0

Bay d’Espoir Academy Mission Statement

Bay d’Espoir Academy will increase student achievement across the curriculum through enhanced learning within an inclusive environment,

while increasing opportunities for our learning community to collaborate and assume leadership responsibilities and cultivating a culture of respect

and wellness in a caring school environment.


Principal’s Message This Annual School Development Report outlines our students’ achievements, programs and services as well as provides an update on our School Development Plan. In 2012-13 we had a very successful year in terms of our ABC’s – Academics, Behaviour and Culture with many accomplishments. Our students, staff, parents/guardians are very proud of our school and we continue to grow in many areas. As we continue to build on our yearly School Growth and Development plan, I am confident that, together, we will continue to move close and closer to our vision statement of promoting an inclusive and respectful learning environment which maximizes the potential of all members of our learning community. Please continue to place a high emphasis on the value of our children’s education. If you have any questions about the details of this report, please do not hesitate to contact me. Connie Willcott, Principal. School Council Chairperson Message The Bay d’Espoir Academy School Council had a very successful year. The council met on a monthly basis and was involved in the following activities;

Reviewed June 2012 Public Exam and CRT Data Continued to monitor the needs and successes of the following priorities

including: Addressed concerns relating to bus safety and student transportation

Participated in consultation process with School Board Trustees Participated in consultation process with creating our one year plan Participated in providing parent information sessions at the Parent Teacher Conference

The council looks forward to working with all stakeholders to have a positive influence in teaching and learning at Bay d’Espoir Academy. We are particularly excited about playing an active role in the implementation of the school development plan this year. Leanne Stoodley Chairperson


Overview of School School’s Vision Statement Bay d’Espoir Academy promotes an inclusive and respectful learning environment which maximizes the potential of all members of our learning community Our School Community Bay d’Espoir Academy is a part of the Nova Central School District which has 12, 493 students attending 69 schools. As of September 2013 our school enrollment was 271 students in grades Kindergarten through Level 3. The average class size is 19.2 students and approximately 15 per cent of our student population is receiving special services support. Our school serves the communities of St. Alban’s, St. Joseph’s Cove, St. Veronica’s, Milltown-Head Bay d’Espoir and Morrisville. Ninety percent of our students are bussed to school. In addition to staff based at the school, we have itinerant services for speech-language pathology, hearing impairment, visual impairment, and education psychology. Secretarial, maintenance, and custodial support services are provided Programs Provided At Bay d’Espoir we offer a comprehensive program in accordance with the prescribed K-12 curriculum of the Department of Education. The core curriculum in K-9 is supplemented with courses in technology, music and physical education. At the Senior High level, courses are offered in academic, advanced and general streams. Advanced Mathematics is offered, as well as Biology, Chemistry and Physics (cdli). Students may choose French in Level 1 and Level 2. We offer Art Design 2200 as well as Power and Energy 3201.


Key Highlights/Special Projects Since our opening in September 2003, we have strived to develop the ABC’s of Bay d’Espoir Academy; Academics, Behaviour and Culture. Every aspect of our learning community from newsletters, to staff meetings to student assemblies are planned and organized around the ABC’s. Academics - We continue to place academics as our top priority. We have a strong tradition of expectations regarding a strong work ethic and academic performance. During the past year our students and teachers have participated in the following initiatives/events: Academics

Tutoring for Tuition Program Junior and Senior High Annual Speak Off Competitions in partnership with local

Lions Club and NCSD University of Waterloo Math Competitions Math Mystery Day Celebrated Mole Day Participated in Take Your Kids to Work Day Career Exploration with Grade 9 Canadian Association of Physicists Competition Y-Enterprise Market Your Thoughts Competition Staff members participated in numerous district/provincial in services and served

on various committees and marking boards Annual Kiwanis Festival - School Choir and Individual Performances as well as

choral speaking with Grades 4-6 Regional Drama Festival Annual Awards Ceremony - $3000 in scholarships from local businesses and

organizations Initiated Professional Learning Communities in the Primary and Elementary

Division Homework Haven in partnership with St. Alban’s Community Youth Center Book Buddy Reading Program

Behaviour

Fostering of Safe and Caring School Initiatives – Anti–Bullying Presentations Positive Behaviour Support (PBS) Program START program, a secondary PBS intervention Lunch Hour Physical Activity for High School Lunch Hour Intramurals- Elementary School


Culture Active School - Daily QDPA Student Council- High school and Elementary School Senior/junior high sports teams attended regional and provincial tournaments in

Softball, Volleyball, Basketball, Ball Hockey. Cross Country Elementary Team Participated in an ArtSmart project with artist, Michael Pittman Remembrance Day Assembly and poster/poetry/essay contests sponsored by local

branches of Royal Canadian Legion Drug and Alcohol Abuse poster contest sponsored by Knights of Columbus Janeway Day in Schools Elementary Student Council hosted spirit activities throughout the year Participated in Education Week activities Drug/Alcohol Awareness Presentations Grade 6 ICF French Camp School Breakfast Program with Kids Eat Smart Club Volunteer Program with over 75 parent/community volunteers Annual Volunteer Appreciation Event Terry Fox Run Encounters with Canada Recycling Program utilized to purchase Ipads for the Primary and Elementary

Grades Walk for Breakfast Fundraiser After-school bussing to accommodate sport activities as well as tutoring for at-

risk students 100th day of School


Report on School Development Plan During the 2009-10 school year a new cycle of School Development was initiated. An internal review was conducted incorporating input from parents/guardians, students and staff. Upon completion of this process critical areas were identified which were used to establish the following goal areas;

Collaboration /Collaboration and Inclusionary Practices/ Collaborate to impact student learning Student Achievement/ Increasing Opportunities for Student Learning Foster a culture of wellness, respect and safety/ Improving School Climate/ Culture Communication/ Communication Feedback Teacher Leadership/ Student Involvement Leadership

These goal areas provided the framework for our 2010-2013 School Development Plan which are now being implemented following an External Validation which occurred in November 2010. The external validators met with staff (teachers and support staff), students, administration, school council and other parents. In their analysis of the data and the plan, they highlighted several commendations as well as recommendations. Upon taking these into consideration, a school development plan for 2010-2013 was adopted. Subsequent to this, each year, our staff meets to participate in data anaylsis of both our internal and exteranal assessments and use the data collated at this time to generate a focused one year school growth and development plan.

Goal 1: To increase student achievement across the curriculum through enhanced learning within an inclusive environment. Year Objective 1.1 Objective 1.2 Objective

2010-2013

Increase the knowledge and utilization of diverse teaching and assessment practices

Foster a culture of inclusion that builds on collaborative teaching practices and relationships

Goal 2: To increase opportunities for our learning community to collaborate and assume leadership responsibilities

Year Objective 2.1 Objective 2.2 Objective 2.3 2010-2013

Create opportunities for teachers to become instructional leaders

Increase the level of student involvement in leadership roles within our learning community

Increase the level of community involvement in leadership roles within our learning community


Goal 3: To cultivate a culture of respect and wellness in a caring school environment.

Year Objective 3.1 Objective 3.2 Objective 3.3 2010-2013

Continue to integrate the PBS model into the culture of our learning community

Increase students’ feelings of being valued, cared for and respected in the school environment.

Increase awareness of, and opportunities for staff, student and community wellness.

Operational Issues for 2009-2010 Operational Issue Intended Action Status Establish an updated school Webpage

Establish a school webpage which is regularly updated to provide parents/guardians, students and staff with information about school policies, homework, events, etc

Completed

Re-organize school resource room to make it more student friendly

The library function of the resource room is non-existent. We would like to establish an updated, modern, student-friendly learning resource center.

Completed

Operational Issues for 2010-11 Operational Issue Intended Action Status Additional space required for learning activities

Review current room usage with the goal of creating additional learning environment

Completed

Re-organize school resource room to make it more student friendly

Continue with reorganization of resource centre. Incorporate resource centre into daily instruction in an effective manner

In progress

Upgrade PA System Establish an effective communication system within the school

Completed


Operational Issues for 2011-12 Operational Issue Intended Action Status Re-organize school resource room to make it more student friendly

Continue with reorganization of resource centre. Incorporate resource centre into daily instruction in an effective manner

In progress

Operational Issues for 2012-13 Operational Issue Intended Action Status Re-organize school resource room to make it more student friendly

Continue with reorganization of resource centre. Continue to build on resources in resource room. Incorporate resource centre into daily instruction in an effective manner

In progress

Re-organize equipment room in gymnasium

Continue with re-organization of gymnasium equipment and building on resources for Physical Education classes

In progress


Summary Report on the School’s Most Current Data Provincial Assessment Data Reading Records for Grades 1 and 2 Grade 1: Percentage of Students (in June) at or above the Provincial benchmark Grade 1 Enrolment = ___12___

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province

81.0 65.0 85.0 62.6 82.6 55.2 58.3 91.7 57.3 58.7 What do these results tell us? The trend data demonstrates a steady increase in the number of students at or above the Provincial benchmark. The school has out-performed the Province each year. This data is comparable to our school’s internal data, specifically, the report card reading indicators which show 91% of Grade 1 students reading texts with understanding. Grade 2: Percentage of Students (in June) at or above the Provincial benchmark Grade 2 Enrolment = ___22___

2009/10 2010/11 2011/12 2012/13



69.6 71.4 61.9 70.2 73.5 82.4 62 65.3 95.5 61.0 64.1 What do these results tell us? Trend data from the past four years shows that there has been an improvement in the past two years. This is a

testimony to the actions that have taken place to address these concerns; the efforts of the curriculum support teacher and the focus on implementing more effective instructional strategies.

CRT data by strand for grades 3 and 6

Grade 3 English Language Arts Grade 3 Enrolment = ___20___

2009/10 2010/11 2011/12 2012/13


Multiple Choice

Reading 85.0 91.0 92.2 83.3 81.6 79.7 73.5 68.7 67.5 74.3 71.4 72.7

Listening 89.2 81.1 80.9 91.0 88.2 87.9

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand

Writing 63.6 67.1 73.9 63.6 67.5 72.0 84.2 81.5 81.7 68.8 63.8 64.4

Poetic 54.6 71.7 71.5 81.0 79.3 77.8 83.3 50.8 47.9 73.3 62.1 65.2

Informational 40.0 63.6 63.6 57.9 57.3 52.8 64.7 66.5 64.4 81.3 79.9 80.1

Listening 33.3 53.5 59.9 79.0 70.4 68.9


Primary English Language Arts‐ What Do These Results Tell Us? Strengths Increase from 65% in 2012 to 81% in 2013 on the Nonfiction Reading Written Response compared to province at 80% Fictional Reading Written Response, school scored 73% which is above the province at 65% In the creative writing subtest, school was 87.5% which is above the province at 68% and an increase from last year at 76% Slight improvement in questions requiring students to make inferences

Challenges Persuasive Writing (demand) saw a decrease from 84% in 2012 to 50 % in 2013 with the province at 60.8% On multiple choice items, school score is above the province but scoring at 74% In both selected response and constructed response, students scored low on comprehension questions which required them

to use a variety of strategies to create meaning In constructed response, students scored low in making personal connections to text

Connections between Data Sources When we compared the Provincial Assessment to the Report Card Indicator (Writes using a variety of writing strategies in the

writing process), in term 3, the percentage of students with M and U was 82%. The percentage of students who scored at Level 3 and above was 87.5% ((creative) and 50% (Persuasive) for the Demand pieces.

As a school, we are comparable in the demand (creative) to our internal indicators, however there is a discrepancy between

the persuasive piece and the internal indicators. It is often difficult to draw close comparisons as the sources of assessment are quite different in nature.


Strategies for Growth We went through each student and highlighted anyone who scored Developing or lower. It analyzing individual data, the areas of ideas

and organization were noted as areas requiring growth. As classroom teachers we will focus our teaching on organizing and developing ideas and organization for writing and use our internal assessment throughout this year to focus our teaching on the traits of writing.

To focus on inferential questioning in all subject areas.

To use more multiple choice questions in all subject areas, with a focus on inferential questions. To teach and model how to make personal connections to text and express and explain their opinions

To focus on the use of a variety of strategies to create meaning

Grade 3 Mathematics Grade 3 Enrolment = __20____

2009/10 2010/11 2011/12 2012/13


Multiple Choice Number

Operations 70.8 77.5 76.0 74.4 77.4 74.6 63.6 73.5 72.5

Number Concepts 58.3 78.8 77.3 75.3 82.2 78.2 74.6 79.9 78.3

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Reasoning 58.3 65.4 62.2 77.3 71.3 61.1 89.5 76.8 72.2

Communication 66.7 65.8 61.5 72.7 70.6 60.5 84.2 77.3 73.4


Connections & Representations 66.7 69.9 68.1 72.7 71.5 65.2 89.5 81.7 78.7

Problem Solving 75.0 70.4 68.3 77.3 81.0 77.1 100.0 85.5 82.6

What do these results tell us?

A review of the Primary Mathematics assessment, indicates several areas where the school is performing above the provincial average

upward trend in the area of Rubrics assessing Reasoning, Communication, Connections and Representations and Problem as can be viewed in the four year trend data

Student performance on the Multiple Choice items(Number Concepts, Number Operations, Shape and Space) were slightly below the provincial average

There will be an emphasis placed on preparing students for test taking strategies, as well as ensuring students are introduced to a variety of questioning including that of multiple choice items.

Grade 6 English Language Arts Grade 6 Enrolment = __13___

2009/10 2010/11 2011/12 2012/13


Multiple Choice

Reading 80.1 80.1 81.0 82.2 78.6 79.5 74.4 70.6 71.1 69.5 77.8 78.5

Listening 88.5 86.3 86.7 69.2 66.9 67.0


Demand Writing 92.6 78.7 81.3 84.6 72.1 74.7 81.5 78.8 74.9 36.2 70.7 76.5

Poetic 55.6 69.2 69.9 75.0 61.8 66.2 34.6 50.8 50.4 81.8 79.6 82.1


Informational 55.6 64.0 68.4 84.6 58.6 58.7 40.0 65.5 58.6 58.3 82.7 83.6

Listening 40.7 61.1 66.6 76.9 46.9 51.8

Elementary English Language Arts‐ What Do These Results Tell Us? Strengths Fictional Reading Written Response, school scored 81.8 which is above the district at 79.6% and just slightly below the

province at 82.1%% Challenges Demand Writing in both Persuasive and Creative decreased significantly in 2013, from 81% in June 2012 to 31% and 42%

respectively On multiple choice items, school score is below the province at 69% Non‐fiction Reading also significantly below district and province, with school scoring 58.3% In selected response and constructed response items, students scored low in responding to inferential questions which

required them to use organizational features of text to verify understanding In constructed and selected response items, students scored low in items which required them to respond critically by

applying strategies to analyse and evaluate text.

Connections between Data Sources When we compared the Provincial Assessment to the Report Card Indicator (Writes using a variety of writing strategies in the writing process), in term 3, the percentage of students with M and U was 61%. The percentage of students who scored at Level 3 and above was 41.7% ((creative) and 30.8% (Persuasive) for the Demand pieces. As a school, there is a discrepancy between the demand pieces and the internal indicators. It is often difficult to draw close comparisons as the sources of assessment are quite different in nature.


When we compared the Provincial Assessment to the Report Card Indicator (Responds personally and critically to a range of texts) in term 3, the percentage of students with M and U was 61%. The percentage of students who scored at Level 3 and above was 58% in non‐fiction reading and 82% in Poetic Reading. There is a correlation with the scores in non‐fiction reading and the report card indicator. Strategies for Growth Focus instruction on text features and how to use text features to construct meaning Providing students with opportunity to write on a daily basis Teacher modeling of of new forms of writing to illustrate targeted performance level Focus teaching on all Write traits throughout the year To include figurative language devices throughout the year

Focus instruction on applying strategies to analyze a text

Model and practice responding to inferential and comprehension questions.

Focus on inferential questioning in all subject areas.

Use more multiple choice questions in all subject areas, with a focus on inferential questions.

Use assessment tools throughout the school year to analyze student progress in both reading and writing

Focus on the use of a variety of strategies to create meaning


Grade 6 Mathematics Grade 6 Enrolment = ____27__

2009/10 2010/11 2011/12 2012/13


Multiple Choice

Number Operations 80.1 72.3 72.3 73.1 67.8 67.4 58.0 63.2 62.4

Number Concepts 81.8 76.7 76.9 77.7 75.9 74.9 77.9 69.0 67.2


Reasoning 69.6 52.7 54.5 69.2 53.8 52.3 60.9 64.6 58.9

Communication 65.2 44.4 46.4 61.5 46.7 44.3 69.6 59.7 56.6

Connections & Representations 43.5 38.8 43.8 69.2 38.4 35.2 78.3 60.2 58.6

Problem Solving 69.6 53.8 57.7 69.2 67.7 68.1 69.6 67.1 65.6

What do these results tell us? Elementary Mathematics assessment students have out-performed the provincial averages on all areas of the assessment In June 2012 this trend continues with the exception of Number Operations which was just below the Provincial score Trend data indicates a slight decrease in the Multiple Choice, Number Concepts, Number Operations and Shape and Space


Grade 9 English Language Arts Grade 9 Enrolment = ___27___

2009/10 2010/11 2011/12 2012/13


Multiple Choice

Poetic 87.7 83.6 85.2 68.3 61.5 64.7 63.5 64.3 66.6

Informational 79.4 76.1 79.3 66.1 68.9 71.2 82.2 76.3 76.8 51.1 54.7 55.9


Demand Writing 83.3 80.2 85.5 83.3 83.6 83.3 89.5 87.5 90.6 96.4 91.7 92.7

Poetic 70.6 63.6 73.2 69.6 58.4 61.4 94.1 90.5 91.9

Informational 88.2 63.8 70.2 73.9 64.4 69.2 77.8 84.6 88.8 89.3 85.8 86.2

Intermediate English Language Arts‐ What Do These Results Tell Us? Strengths Demand writing school score at 96.4%, slightly above province at 92.7% Nonfiction poetic reading, slightly down from 2012, however still scoring above province with school score of 89%

Challenges On multiple choice items, school score is below the province at 51.1%, this has been a downward trend since 2011 Students scored low on constructed items requiring inferential reasoning


Connections between Data Sources When we compared the Provincial Assessment to the English Language Arts scores on school report cards As a school, there is a discrepancy between the demand pieces and the internal indicators. It is often difficult to draw close comparisons as the sources of assessment are quite different in nature. Strategies for Growth Focus instruction on applying strategies to analyze a text

Model and practice responding to inferential and comprehension questions.

Focus on inferential questioning in all subject areas.

Use more multiple choice questions in all subject areas, with a focus on inferential questions.

Use assessment tools throughout the school year to analyze student progress in responding to multiple choice items and

inferential questions Grade 9 Mathematics Grade 9 Enrolment = ___28__

2009/10 2010/11 2011/12 2012/13


Multiple Choice


Number Operations 84.0 63.9 69.4 64.0 60.6 64.4 64.7 64.6 68.0

Number Concepts 77.8 53.1 59.0 64.0 60.6 64.4 64.7 64.6 68.0 Patterns and

Relations 81.0 70.2 75.2 69.1 63.6 66.0 67.3 68.8 70.7

Measurement 69.4 61.9 67.5 63.5 59.8 63.7

Geometry 73.2 65.4 69.4 73.9 74.4 76.0 Data Management

and Probability 61.1 60.7 65.9 80.4 86.1 87.9 81.6 83.1 85.5


Number Operations 59.7 42.0 48.9 45.7 49.1 53.6 68.8 65.3 68.1 Patterns and

Relations 51.9 51.4 60.4 51.7 55.7 59.5 55.3 53.0 55.2

What do these results tell us? intermediate Math scores are comparable to the province strength include Shape and Space and Number Concepts needs in the Statistics and Probability subtest, as well as with the Multiple Choice items


Public Exam data (4-year trend data (average final mark))

Course 2009/10 2010/11 2011/12 2012/13


French 3200 78.2 70.4 72.7 65.4 70.0 72.7 74.4 70.6 72.7

Français 3202 77.3 74.7 72.5 73.7 78.9 75.6 75.1 75.7

Mathematics 3204 72.0 60.0 61.7 43.2 62.9 62.0 61.2 65.5 62.8 59.9 63.7 61.3

Mathematics 3205 80.3 72.8 77.9 74.8 75.3 79.3 89.7 76.1 79.1 83.6 80.4 79.8

World Geography 3202 77.9 65.3 64.6 80.5 69.1 68.0 74.5 69.1 68.8 76.7 73.6 70.0

World History 3201 68.4 67.1 71.8 69.3 76.0 70.5 70.8 68.6

Histoire mondiale 3231 69.7 69.9 61.2 69.1 76.4 74.7 65.3 72.7

Biology 3201 77.4 65.2 64.4 63.7 64.0 59.8 66.1 65.9 72.9 65.4 66.5

Chemistry 3202 78.4 70.2 70.8 72.3 70.0 71.1 66.7 68.5 71.3 77.9 71.8 71.9

Physics 3204 71.9 71.0 75.8 74.2 74.0 80.7 75.7 74.5 75.2 75.0

Earth Systems 3209 55.1 61.4 63.2 61.7 57.7 62.6 59.6 60.3

English 3201 71.9 65.5 66.5 70.3 66.6 66.2 62.5 65.1 65.0 71.3 68.7 69.3 Public Exam Data - What do these results tell us? Trend data for our school indicates significant strength in the area of World Geography. English Language Arts score on par with the province The decline in the area of Chemistry and Biology has changed with scores increasing by 6% in Biology and 11% in

Chemistry.


Academic Math continues at 60%, 1% below province. The scores in Advanced Math have remained consistently on par or above the province. Identified as a need in the school results is emphasis that needs to be placed on ensuring students are exposed to more

Multiple Choice items and focus on reading and understanding multiple choice items. Advanced/Academic/General Enrolment Percentage of Students enrolled in Academic/Advanced/General Level III courses High School Enrolment = __27____

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province AdvancedMathematics (Math 3205) 27.3 20.0 61.3 36.7 23.2 20.3 8.8 22.4 21.2 25.9 17.4 19.6

Academic Mathematics (Math 3204) 45.5 60.7 18.6 55.1 54.6 58.0 50.0 57.2 58.4 66.7 59.2 62.5

General Mathematics (Math 3206) 27.3 19.3 20.1 8.2 22.2 21.7 41.2 20.3 20.5 7.4 23.4 17.9

Academic English (English 3201) 60.0 74.3 75.0 79.3 68.0 74.2 58.6 70.8 76.6 88.9 68.8 76.5

General English English 3202 40.0 25.7 25.0 20.7 32.0 25.8 41.4 29.2 23.4 11.1 31.3 23.5

What do these results tell us? Trend data indicates an increase in the enrolment in Advanced Mathematics from 2008-2011 June 2013 data indicates an increase in the number of students enrolled in Advanced Math and decrease in Math 3206 June 2013 data indicates a high (88.9) for number of students enrolled in English 3201


Graduation Rate and Status Percentage of Eligible Graduates that Graduate and Percentage of Graduates with Honours, Academic, or General High School Enrolment = ___67__

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province Graduation

Rate 100.0 92.7 92.6 100.0 91.1 91.7 100.0 95.5 92.7 94.4 95.1 94.2

Graduation Status

Honours 42.9 23.0 24.6 42.9 24.3 26.3 11.1 23.6 27.7 41.2 25.9 29.6

Academic 28.6 37.9 39.0 28.6 39.0 40.8 40.7 43.0 40.1 41.2 36.9 38.6

General 28.6 39.1 36.4 28.6 36.7 32.9 48.2 33.4 32.2 17.7 37.2 31.8 What do these results tell us? Graduation rates have been higher than the province for four years The percent of students enrolled in Honours courses have been higher than the Province with the exception of June 2012. While June 2012 data indicates an increase in the number of students enrolled in General courses, the data of June 2013 shows

a decrease


Scholarships Number of Level III students = ____27____ Provincial Government Scholarships

2008/09 2009/10 2010/11 2011/12

Junior Jubilee

Electoral 3000 (3 students 1000 (1 student)

n/a n/a

Centenary 1 student

Moss

Total Scholarship/Bursary Offers

2008/09 2009/10 2010/11 2011/12 Number of Students Awarded a Scholarship or Bursary

8 10 3

Total (estimated) Dollar Figure Offered (all students)

11000 17000 5000

What do these results tell us? There have been several students over the past several years to receive provincial scholarships as well as entrance scholarships to Memorial University.

Reflections from 2012‐2013 Provincial Assessments On October 7, 2013 our staff reviewed the provincial assessment results and trends in Math and Language Arts as well as the Public Exam data in English 3201, Math 3204, Math 3205, Chemistry 3202, Biology 3202, and World Geography 3200. We reviewed the Outcome Reports, Individual student data, data from tests and subtests and spent a great deal of energy comparing these results to our own internal data. In small groups we identified specific areas of strength and challenge as related to the provincial assessment and provincial results in public exams giving consideration to current data as well as trend data. The groups also considered the connection between the findings of our analysis of the external assessment data and our own internal school assessment data, and suggested strategies for improvement in each area. As a large group we shared the results and reflected on the challenges ahead and how this might now impact our school development plan for the school year 2013‐2014.


Internal Assessment Data (synthesis of report card data to report trends) The internal assessment results at our school indicate a high percentage of students meeting the outcomes at each grade level for English Language Arts and Mathematics. The Primary English Language Arts Language Arts data indicate students are achieving outcomes. Data ranging from 85%-95% of our students meet or usually meet outcomes and have a strong or good understanding of concepts/skills taught. These students have demonstrated adequate work at this grade level. In Primary Mathematics, data ranging from 81-96% of our students meet or usually meet outcomes and have a strong or good understanding of concepts/skills taught. These students have demonstrated adequate work at this grade level. In June 2012, internal results in the Elementary English Language Arts data indicate a high percentage of students meeting outcomes. Students usually meet outcomes and have a good understanding of concepts/skills taught. 96-100% of our students are demonstrating adequate work at this level. In the area of Mathematics, again most students are meeting the curriculum outcomes with 85%-100% of students demonstrating adequate work at this level in the various strands communicated in the student progress report. In the Intermediate English Language Arts, the class average attained is 73% with 95% of students passing the course. Throughout the year, 26% of those students were identified as at-risk and interventions provided to improve the achievement for these students. The failure rate for this course is 0.05%. Intermediate Mathematics, students attained a 73% class average with a 100% pass rate. Again, in this course, 26% of students were identified as “at-risk” and supports and interventions were provided. Internal data in the Senior High English 3201 course indicates a class average, school mark of 66% in June 2012. In Mathematics 3204 a class average of 64% and Mathematics 3205 a class average of 92%.


School Development Plan 2012 – 2013 Goal 1: To increase student achievement across the curriculum through enhanced learning within an inclusive environment.Objective 1.1 Increase student achievement on Multiple Choice items in external and internal assessment

Objective 1.2 Increase student achievement on constructed response items in external and internal assessment

Objective 1.3 Implement instructional strategies to increase students using higher order level thinking, answering questions using Bloom’s Taxonomy

Strategies: 1.1.1 Divisions will provide students with Multiple Choice items in all subject areas and use a variety of instructional strategies to help students succeed 1.1.2 Divisions will develop, implement and collaboratively score grade level multiple choice items 1.1.3 Initiate individual and small group sessions to provide additional intervention and enrichment

Strategies: 1.2.1 Focus on modeling and teaching reading comprehension strategies at all grade levels 1.2.2 Develop common assessments/independent work tasks which include appropriate constructed response items and score collaboratively 1.2.3 Develop a cross-curricula visual to encourage exemplar use of constructed response and support comprehension of non-fictional texts 1.2.3 Identify students at risk using internal assessment results 1.2.4 Provide interventions to support student needs

Strategies 1.3.1 Focus on modelling and teaching quality responses to higher order questions 1.3.2 Develop common assessments/independent work tasks which incorporate higher order questioning and score collaboratively 1.3.3 Identify students at risk using internal assessments 1.3.4 Provide interventions to support student needs

Indicators of Success: 1.1.1 Record of assessments from divisional meetings 1.1.2 Data from common assessments/independent work tasks 1.1.3 Increase in intervention classes 1.1.3 Increase results in internal and external data Evaluation These strategies were met using the PLC model in Primary and Elementary divisions. This allowed teachers to focus on learning and provide support to students who needed it.

Indicators of Success: 1.2.1 Records of meetings and agendas from divisional meetings 1.2.2 Data from common assessments/independent work tasks 1.2.3 Improvements on Public Exam and Provincial Assessments and Birds Eye view 1.2.4 Intervention plans Evaluation Modelling and teaching reading comprehension will be focus of next year Common assesments/Independent work tasks were completed across all grade levels Students at risk were identified in

1.3.1 Meetings/minutes of divisional meetings 1.3.2 Assessment tools and classroom visits 1.3.4 Increase in intervention classes Evaluation Modelling and teaching quality responses to higher order questions will continue to be focus of next year Tools were created and can be used again next year.


November in K-6 and Jan in 7-12. Intervention plans were created for each identified child.

Students at risk were identified in November in K-6 and Jan in 7-12. Intervention plans were created for each identified child.

School Development Plan 2012-13

Goal 2: To increase opportunities for our learning community to collaborate and assume leadership responsibilities Objective 2.1 Increase the level of student involvement and leadership.

Objective 2.2 Increase the level of community involvement in leadership roles within our learning community

Strategies: 2.1.1 Student councils at Elementary and High School divisions will share in creating the School Dress code. 2.1.2 Review START Program 2.1.3 Develop one year plan for SC

Strategies: 2.2.1 Organize existing and potential opportunities for community involvement to meet curriculum outcomes 2.2.2 Implement use of community -based sources in each division, with each teacher systematically inviting a minimum of one resource person/year

Indicators of Success: 2.1.1 Implementation of Dress Code 2.1.2 Data from review of START 2.1.3 One year plan for student councils Evaluation Dress code was created and approved by Administration START program has not been used this year and thus will need to be reviewed again.

Indicators of Success: 2.2.1 List of possible community resources 2.2.2 Increase in community resources used at the school Evaluation More teachers invited a minimum of one resource person/year



Goal 3: To foster a culture of respect and wellness in a caring school environment. Objective 3.1 Continue to integrate the PBS model into the culture of our learning community

Objective 3.2 Increase staff and students feelings of being valued, cared for and respected in the school environment.

Objective 3.3 Increase awareness of, and opportunities for staff, student and community wellness

Strategies: 3.1.1 Using PBS Support system, teachers will distribute an additional 5 cards per week 3.1.2 A behaviour from the matrix will be targeted and identified in the MMN

Strategies: 3.2.1 Improve strategies to facilitate the transition of learners between grades and at the end of key stages 3.2.2 Celebrate the leadership and accomplishments of staff through public venues 3.2.3 Teachers will communicate staff and student achievements to representative for student council 3.2.4 Student council rep will publicize using YES Productions

Strategies: 3.3.1 Using the 2011-12 Quality of Life survey, identify social issues of concern for students 3.3.2 Provide educational opportunities to address identified issues ie, public speakers to address bullying, sexual orientation 3.3.3 Provide students a games room to use during lunch hour break

Indicators of Success: 3.1.1 Increase in number of cards 3.1.2 PBS assemblies/Increased SMART Cards issued/R&R Cards 3.1.2 Decrease in incident reports Evaluation Increase in number of cards distributed Targeting specific behaviors, while

Indicators of Success: 3.2.1 Meetings between teachers of grade levels in May 3.2.2 Increased use of YES Productions 3.2.3 Increased awareness of achievements Evaluation Transitioning learners between grades continues to be focused on Grade 6 and Grade 9

Indicators of Success: 3.3.1 Summary of issues identified from the Quality of Life Survey 3.3.2 Increase in discussions surrounding social issues 3.3.3 Use of game room during lunch break Evaluation The first two strategies were not met, however a Games room in one of the classrooms was made


helpful, has been difficult to maintain.

These strategies have been used throughout the year.

available during lunch break.

Actions for Change Goal 1: To increase student achievement across the curriculum through enhanced learning within an inclusive environment.

Objective 1.1 Increase student achievement on Multiple Choice items in external and internal assessment



Actions for Change 1.1 After analyzing the external assessment data, we know that a continued effort needs to be focused on the teaching of multiple choice items, including modeling and using various strategies. This effort will be monitored throughout the year through the use of internal assessments. Teachers will collaboratively prepare multiple choice items of different levels and data will be collated and responded to as necessary. This will be done in the same manner as last year, through PLC’s.

Actions for Change 1.2 After an in‐depth review of our internal assessment data and provincial assessment data, we know that non‐fiction reading strategies need to be addressed in all subject areas and at all grade levels. Again, this will be addressed at each division through PLC model

Actions for Change 1.3 After an in‐depth review of our internal assessment data and provincial assessment data, we know that non‐fiction reading strategies need to be addressed in all subject areas and at all grade levels. Again, this will be addressed at each division through PLC model


Objective 2.1 Increase the level of student involvement and leadership. Objective 2.2 Increase the level of community involvement in leadership roles within our learning community



Objective 2.1 Increase the level of student involvement and leadership. Objective 2.2 Increase the level of community involvement in leadership roles within our learning community

Actions for Change 1.1 While we have seen an increase in the level of involvement through the Student Council, we still need to continue to grow in this area and build on the culture of leadership.

Actions for Change 1.2 While there is a fairly strong volunteer base, there is a need to investigate the strengths/talents/interests of community members to identify possible involvements with the school




Actions for Change 3.1 Teachers need to continue to commit to distributing the cards on a regular basis and target specific behaviours which they have identified as needed in their own classrooms

Actions for Change 3.2 Target Primary and Elementary divisions to introduce a Character Development program

Actions for Change 3.3 Survey students to identify areas of interest and use this to offer more extra-curricular opportunities for students



Goal 1: To increase student achievement across the curriculum through enhanced learning within an inclusive environment.Objective 1.1 Increase student achievement on Multiple Choice items in external and internal assessment



Strategies: 1.1.1 Divisions will provide students with Multiple Choice items in all subject areas and use a variety of instructional strategies to help students succeed 1.1.2 Divisions will develop, implement and collaboratively score grade level multiple choice items 1.1.3 Initiate individual and small group sessions to provide additional intervention and enrichment

Strategies: 1.2.1 Focus on modeling and teaching reading comprehension strategies at all grade levels 1.2.2 Develop common assessments/independent work tasks which include appropriate constructed response items and score collaboratively 1.2.3 Develop a cross-curricula visual to encourage exemplar use of constructed response and support comprehension of non-fictional texts 1.2.3 Identify students at risk using internal assessment results 1.2.4 Provide interventions to support student needs

Strategies 1.3.1 Focus on modelling and teaching quality responses to higher order questions 1.3.2 Develop common assessments/independent work tasks which incorporate higher order questioning and score collaboratively 1.3.3 Enhance the collation and analysis of data to inform instruction and improve achievement at all levels 1.3.34Identify students at risk using internal assessments 1.3.5 Provide interventions to support student needs

Indicators of Success: 1.1.1 Record of assessments from divisional meetings 1.1.2 Data from common assessments/independent work tasks 1.1.3 Increase in intervention classes 1.1.3 Increase results in internal and external data

Indicators of Success: 1.2.1 Records of meetings and agendas from divisional meetings 1.2.2 Data from common assessments/independent work tasks 1.2.3 Improvements on Public Exam and Provincial Assessments and Birds Eye view

1.3.1 Meetings/minutes of divisional meetings focused on the three big ideas of PLC 1.3.2 Classroom visits 1.3.3 Development of excel tool to allow for analysis to occur and minutes of analysis 1.3.5 Increase in intervention classes

Goal 1. Support Plan

Financial Professional Development/Time Required 1.1.3/1.2.3 Time during school based PD Days

1.2.3 Discretionary Substitute time (6 days) 1.2.3 Flexible scheduling and coverage

Subtotal of days: 6 days


Goal 2: To increase opportunities for our learning community to collaborate and assume leadership responsibilities Objective 2.1 Increase the level of student involvement and leadership.

Objective 2.2 Increase the level of community involvement in leadership roles within our learning community

Strategies: 2.1.1 Student councils at Elementary and High School divisions will continue to implement monthly activities 2.1.2 Student councils will continue to develop yearly plan 2.1.3 Survey students to identify areas of interest to enhance the extra-curricular activities 2.14 Explore options for identifying outside expertise in various areas.

Strategies: 2.2.1 Organize existing and potential opportunities for community involvement to meet curriculum outcomes 2.2.2 Implement use of community -based sources in each division, with each teacher systematically inviting a minimum of one resource person/year

Indicators of Success: 2.1.3 Monthly activities 2.1.2 Minutes from meeting identifying one year plan and accomplishments 2.1.3 Results from survey 2.1.4 List of community members/increase in community involvement

Indicators of Success: 2.2.1 Increase in the number of Public speakers, classroom presentations, information booths 2.2.2 Increase in number of class presentations

Goal 2. Support Plan Financial Professional Development/Time Required

2.1.5 $500 for student councils 2.2.4 $2000 for extracurricular activities 2.3.2 $1500 volunteer appreciation

2.1.2/2.1.3/2.2.1 Time during staff meetings 2.1.5 Flexible scheduling and coverage 2.2.4 Substitute time for extracurricular activities (8 days)

Subtotal: $4000 Subtotal of days: 0 days






Strategies: 3.1.1 Using PBS Support system, teachers will distribute an additional 5 cards per week 3.1.2 A behaviour from the matrix will be targeted and identified in the MMN

Strategies: 3.2.1 Improve strategies to facilitate the transition of learners between grades and at the end of key stages 3.2.2 Provide staff with non-monetary gifts, such as free supervision tickets, communication after classroom walkthroughs 3.2.3 Celebrate student achievements through student displays 3.2.4 Explore areas where the high school can facilitate activities with the primary/elementary students

Strategies: 3.3.1 Teachers will use the student surveys in the Performance Appraisal Resource to identify students’ concerns 3.3.2 Provide educational opportunities to address identified issues ie, public speakers to address bullying, sexual orientation 3.3.3 Provide students a quiet reading area to use during lunch hour break 3.3.4 Introduce a character devel

Indicators of Success: 3.1.1 Increase in number of cards 3.1.2 PBS assemblies/Increased SMART Cards issued/R&R Cards 3.1.2 Decrease in incident reports

Indicators of Success: 3.2.1 Meetings between teachers of grade levels in May 3.2.2/3.2.3 Increased staff and student morale 3.2.4 Increased awareness of acknowledgement of classroom environment

Indicators of Success: 3.3.1 Summary of issues identified from the Quality of Life Survey 3.3.2 Increase in discussions surrounding social issues 3.3.3 Use of reading room during lunch break


Goal 3. Support Plan Financial Professional Development/Time Required

3.1.2 $2000 for PBS Supplies/Prizes 3.2.2 $ 1000 for QDPA related activities and resources Subtotal: $3000 Subtotal of days: 0 days

Annual School Development Report 2012-13 · 2014. 4. 10. · In 2012-13 we had a very successful...

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