€¦ · Web viewAll schools are expected to have a comprehensive visibility wall. Amongst other purposes, a comprehensive visibility wall is one which tells the story of the school

2017 – 2018Learning Improvement Plan(Level 3)

Pense School

Leadership inLearning and Life

The Learning Improvement Plan

I. School CelebrationsAs you reflect on your data, identify areas of recent success.

Our school made great strides last year in the area of school culture. We worked with PVSD Behaviour Coaches to establish a new Values Matrix and identified and taught school wide behaviours to all staff. We continue to keep PBIS a focus for this year and build upon that this year.

While we did not meet our F&P goal of last year, we did identify that 10% of our students are 1-2 levels below grade level. We feel that focussing our planning around those levels will help us achieve 85% at reading level.

Our RAD results in grade 6 (93/75) and 7 (84/72) were higher than the PVSD average. In Math we did not meet our goal of 100% achieving adequate results, however we are building this year on 88% achieving grade level last year. One of our Behaviour Goals last year was to teach students a self coping strategies for when other students were bothering them. 92% of our

students understand “WITS” and use it regularly. As well 88% of our students know and can explain our school values. Overall our Attendance was 95% which is higher than the pervious year 94%.

II. School Outcomes for the 2017 – 2018 school yeara. School-level actions must be written with targets determined for all division-level outcomes listed in the Learning Improvement Plan.

b. Additional school-level outcomes and actions separate from division outcomes may also be determined as a result of careful data analysis.

As you reflect on trends in your school data, what have you identified as your school’s areas of greatest need? How will your school address these areas? We have identified that our Grade 2’s and Grade 8’s 2017-2018 are our areas to target our Instructional Support because are significantly

below grade level in Fountas & Pinnell compared to grade equivalent and PVSD average. We have identified that at grade 5 and higher, no students are scoring above adequate in the Number Strand Assessment. Instructional

Support will be directed at Math in those grade levels to help differentiate and meet student needs. Grade 7 Writing results tell us that only 50% of our students are Meeting or Exceeding the expectations as measured by the Writing

Assessment Rubric. OurSCHOOL Data tells us that all of the Drivers of Student Success as well as our Social-Emotional data are below PVSD averages. We are

hoping to improve on these results in our school actions listed below.

III. Learning Improvement Plan Development and Monitoring

Briefly describe the processes used for:a. Developing the Learning Improvement Plan and determining local outcomes.

Last year’s results are shared and discussed as a staff. We identify celebrations and discuss the factors that contributed to the success. We also identify the areas of improvement and work together to discuss and identify what are the concerns and roadblocks.

Using the areas of concern, programs and support materials were gathered to support school wide initiatives based on research and resources that are considered effective and good practice.

PLC’s are created to work together to use resources and plan for improvement as a team. Goals are identified and timelines were set in the PLC to achieve and monitor the goal.

SBA used the goals and timelines to create the school wide LIP.

b. Monitoring progress on the school’s identified outcomes as well as other areas in the Learning Improvement Plan. PLC’s created plans and met with SBA to explain the goals and timelines for the group. PLC time has been identified in the calendar for staff to work together to plan, create, discuss needs of the group in accordance with the goals

and timelines established. SBA is a part of these meeting as well to collect information and provide support. PLC’s share weekly at staff meetings the progress they are making and updating the staff on what they are working on. When possible

information is added to the Visibility Wall. Formal meeting will be established at the end of each term to collect data and update the work plan of the PLC’s.

c. All schools are expected to have a comprehensive visibility wall. Amongst other purposes, a comprehensive visibility wall is one which tells the story of the school for the purpose of encouraging reflection, providing evidence of student progress and identifying learning gaps for continuous school improvement. School visibility walls should provide evidence from multiple sources (Division, teacher, student, school, parents) and are to be posted within public view. Regular visibility wall walks also are to occur with staff.

Explain the plans for your visibility wall for 2017-2018. PLC’s are responsible to update the Visibility Wall in the staffroom. The wall is updated weekly by staff at our staff meetings. SBA will create, maintain and update the Visibility Wall in the entrance of the school. This wall contains information about the areas of focus,

strategies and ways that the goals can be support by parents.

IV. Professional Development as a Support to the Learning Improvement Plan

School: Pense School TOTAL PD Decentralized PD budget: $Date Initiatives

(where)DeliveryModel

Area ofAlignment(LIP, LAP,Student Need,

System Need)

Approximate

DollarsAllocated

(how much)

Approximate% of DECE PD

NumberOf Staff

MembersAttending

Actual orProjected

Fall

V. Additional Supports to the Learning Improvement Plana. Describe your school improvement structure. For example, how you organize your professional learning community or create a learning

improvement team. Depending on the focus PLC’s were created to support the goals established by the classroom teachers

o K-4, 5-8 Reading/Writingo K-4, 5-8 Matho K-2, 3-8 Behaviouro PLC time is scheduled 1/month in replace of staff meeting time.

b. If your school receives Instructional Support as per staffing guidelines, please explain how they will be utilized. Instructional support meet regularly however a formal meeting takes place immediately following PVSS meetings scheduled monthly. Primary focus is

LLI delivery. If time, we will support Math instruction with needs identified by the Number Strand Assessment.

VI. SCC Involvement in the Learning Improvement PlanThe following is for the SCC President to complete. How will the school community council support the school in achieving the goals in the school improvement plan?

Name of School PENSE SCHOOL 2017 – 2018 Learning Improvement Plan

The following outcomes align with the Education Sector Strategic Plan:

Outcomes

Prairie Valley School DivisionLevel 2

Name of SchoolLevel 3

Actuals Actuals Targets Targets Actuals Actuals Targets2015-2016 2016-2017 2017-2018 2020-2021 2015-2016 2016-2017 2017-2018

By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math.

Reading (Grades 1 – 8) Reading (Grades 6 – 10) Writing Math (Grades 2 – 9)

73%76%NA

84%

75%76%NA

86%

77%78%75%87%

80%80%80%88%

72%78%NA

82%

78%80%69%88%

85%85%75%90%

1. Improvement TargetsBy June 2018, at least 75% of students will be at or above grade level in reading and writing. Reading – Fountas & Pinnell

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

65%68%74%78%76%75%70%82%

71%71%75%74%82%77%76%77%

75%75%75%77%76%83%78%77%

75%78%80%80%80%80%80%85%

67%75%83%83%73%50%64%80%

64%82%92%89%80%78%57%80%

75%75%95%95%85%85%85%75%

2. Reading – RAD Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

69%78%82%75%75%

75%72%81%79%75%

75%76%75%83%80%

75%80%82%80%85%

100%64%88%NANA

93%84%64%

95%95%85%

3. Writing Grade 4 Grade 7 Grade 9

NANANA

55%52%NA

75%75%75%

80%80%80%

NANANA

78%50%

80%75%

4. By June 2019, at least 75% of students will be at or above grade level in math.

Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

NA89%87%76%83%73%74%67%

95%95%89%81%86%81%84%70%

95%95%93%88%81%87%84%82%

95%95%93%89%85%85%85%80%

NA100%100%91%

100%90%

100%NA

100%100%89%67%78%

100%75%NA

100%100%100%95%75%85%

100%NA

78

School Actions1. By June 2018, at least 75% of students will be at or above grade level in reading (Fountas & Pinnell and GB+).All Teachers

Received PD for the use of “The Reading Strategies Book”, by Jennifer Serravallo in opening days LIP Planning. Identify through pre assessments to students “Goals” identified for whole group instruction. Receive support from ITC teacher to support identifying goals and strategies from “The Reading Strategies Book”. LLI groups were established and a timeline for working with those students was shared with staff. Identified 3 main goals from “Reading Strategies Book” to focus on this year. Create assessments to establish baseline data of student’s ability to meet the goal. This will be done each term, with monthly meetings to establish

progress. Visibility wall will be updated weekly. Assessments will be re-administered at the end of the term to establish progress. Will communicate home what the goal are and strategies to support the goals from home. ITC will model “Good Fit Books” in each classroom and provide support during library exchange. Signage will be established in the library to

reinforce “Good Fit”.

2. Reading – RAD Introduce/reinforce Reading Strategies through instructional practice, signage throughout the school, and shared with home. Work collaboratively in 5-8 POD to plan RAD style questioning practice throughout the year Work with ITC to establish common lessons to reinforce what is expected at each grade level. Teachers will score collaboratively to identify areas of weakness and strengths. Using that data create guided groups to focus on specific questions.

3. Writing Grades 4, 7 and 9 Share writing rubrics with each of the grade levels surrounding the assessment. (Grade 3, 5, 6, 8) Use the rubrics in all writing assessments (when

applicable). Share with parents the rubric and editing revision checklist, so parents are aware of the expectations. Collect many samples of writing throughout the year, examine the samples to determine areas of weakness. Create mini-lessons surrounding those

skills and provide direct instruction.

4. By June 2019, at least 75% of students will be at or above grade level in math. Use resources and PD provided by SPDU Math Cohort member Kate-Lynn Weisbrod Focus on problem solving in all grade and problem solving strategies Create a pre-assessment that allows teacher to monitor the use of the taught strategies in their instruction. Implement in all classrooms signage the reinforces “Math Talk” ie/ word walls, strategies posters Implement in all classrooms that focus on Math Problems Solving and Language ie/Math Mysteries, Math Journals, Problems of the Week Implement and plan engaging math tasks ie/ math games, story problems, mental math, math tasks or hands on problem solving Grades 5-8 ongoing communication with parents of marks and assessments.

Year-end Progress (Explain Results) Success/Specific Roadblocks

1. By June 2018, at least 75% of students will be at or above grade level in reading (Fountas & Pinnell and GB+).

2. Reading – RAD

3. Writing Grades 4, 7 and 9.

4. By June 2019, at least 75% of students will be at or above grade level in math.


Outcomes




By June 30, 2020, collaboration between First Nations, Métis and Inuit and non-First Nations, Métis and Inuit partners will result in significant improvement in First Nations, Metis and Inuit student engagement and will increase the three-year graduation rate from 35% in June 2012 to at least 65% and the five year rate to at least 75%.

Improvement Targets1. Achieve an annual increase of 4 percentage points in the

FNMI three-year graduation rate. 56% 53% 65% 65% NA

2. Increase the FNMI five-year graduation rate. 65% 65% 70% 75% NA3. By 2018, school divisions will achieve parity between

FNMI and non-FNMI students on the OurSCHOOL engagement measures.

FNMI Students Non-FNMI Students All Students

60%64%63%

63%68%66%

70%70%70%

NANANA

NA

4. PVSD Improvement TargetsBy June 2018, the percentage of FNMI students who successfully attain at least:

8 credits in Grade 10 8 credits in Grade 11

TBDTBD

TBDTBD

TBDTBD

TBDTBD

NA

5. By June 2018, the percentage of self-declared FNMI Grade 12 students who are eligible to graduate as of September will graduate.

68% 74% 75% 80% NA

School Actions1. Achieve an annual increase of 4 percentage points in the FNM three-year graduation rate.

Students will engage in FNM activities throughout the year that will build engagement and awareness (Orange Shirt Day, Truth and Reconciliation Activities, Cultural Performances, Link Up Art Activities)

All public assemblies will begin with acknowledging that PVSD and Pense School are located on Treaty 4 Land.

2. Increase the FNMI five-year graduation rate.NA

3. By 2018, school divisions will achieve parity between FNMI and non-FNMI students on the OurSCHOOL engagement measures.NA

4. By June 2018, the percentage of FNMI students who successfully attain at least 8 credits in Grades 10 and 11.NA

5. By June 2018, the percentage of self-declared FNMI Grade 12 students who are eligible to graduate as of September will graduate.NA

Year-end Progress (Explain Results) Success/Specific Roadblocks1. Achieve an annual increase of 4 percentage points in the FNM three-year graduation rate.

2. Increase the FNMI five-year graduation rate.

3. By 2018, school divisions will achieve parity between FNMI and non-FNMI students on the OurSCHOOL engagement measures.

4. By June 2018, the percentage of FNMI students who successfully attain at least 8 credits in Grades 10 and 11.

5. By June 2018, the percentage of self-declared FNMI Grade 12 students who are eligible to graduate as of September will graduate.


Outcomes




By June 30, 2020 Saskatchewan will achieve an 85% three-year graduation rate and a 90% five-year graduation rate.

Improvement Targets

NA

1. Achieve an annual increase of 3 percentage points in the provincial three-year graduation rate.

85% 85% 88% 91% NA

2. Increase the five-year graduation rate. TBD TBD TBD TBD NA3. By June 2018, students will report a 5% increase in

intellectual engagement measured by OurSCHOOL. 63% 66% 71% 76% NA

4. PVSD Improvement TargetsBy June 2018, the percentage of students who successfully attain at least:

8 credits in Grade 10 8 credits in Grade 11

TBDTBD

TBDTBD

TBDTBD

TBDTBD

NA

5. By June 2018, the percentage of Grade 12 students who are eligible to graduate as of September will graduate. 91% 92% 93% 95% NA

School Actions1. Achieve an annual increase of 3 percentage points in the provincial three-year graduation rate.

Participate in LHS Transition activities hosted by LHS (2/year) Host/Promote LHS Parent Meeting for Grade 6-8 parents Host LHS Admin, to speak at SCC meeting Host Transition meetings for Grade 8 students attending LHS Ensuring Adaptations are communicated with LHS to increase smooth transitions Provide tours of LHS for anxious students attending in the fall. Emphasize on a daily basis the school value “Striving for Excellence.” In the older grades, ongoing discussions about being successful today leading to a successful future. Reinforcing that all students can find success in highschool and graduate Emphasize the importance of being involved in extra-curricular activities.

2. Increase the five-year graduation rate.NA

3. By June 2018, students will report a 5% increase in intellectual engagement measure by OurSCHOOL.NA

4. By June 2018, the percentage of students who successfully attain at least 8 credits in Grades 10 and 11.NA

5. By June 2018, the percentage of Grade 12 students who are eligible to graduate as of September will graduate.NA

Year-end Progress (Explain Results) Success/Specific Roadblocks1. Achieve an annual increase of 3 percentage points in the provincial three-year graduation rate.

2. Increase the five-year graduation rate.

3. By June 2018, students will report a 5% increase in intellectual engagement measure by OurSCHOOL.

4. By June 2018, the percentage of students who successfully attain at least 8 credits in Grades 10 and 11.

5. By June 2018, the percentage of Grade 12 students who are eligible to graduate as of September will graduate.


Outcomes




1. By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.Early Years Evaluation domains: Overall students ready to learn

Awareness of Self Social Skills Cognitive Skills Language Physical Development

88%98%93%91%95%95%

83%97%92%90%94%94%

TBD98%95%95%95%98%

TBD98%98%98%98%98%

90%87%93%87%87%87%

100%94%88%

100%94%94%

90%90%90%80%80%90%

2. By June 2018: 75% of Pre-K educators will have completed

Responding to Children’s Interests (SPDU) workshop

75% of Kindergarten educators will have completed Literacy Practices in Kindergarten

NA

NA

NA

NA

75%

75%

NA

NA

School Actions1. By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.

S-LP complete screens for each K student, with referrals completed for each flagged student Awareness of Self/ Social Skills: Friends Program, Zones of Regulation Cognitive Skills: Hands on Math practice, Singing, Language: Jolly Phonics Physical Development: Gross and Fine motor practice. K teacher will send home practice for students who will need a boost.

2. By June 2018: 75% of Pre-K educators will have completed Responding to Children’s Interests (SPDU) workshop 75% of Kindergarten educators will have completed Literacy Practices in Kindergarten

Year-end Progress (Explain Results) Success/Specific Roadblocks1. By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.

2. By June 2018: 75% of Pre-K educators will have completed Responding to Children’s Interests (SPDU) workshop 75% of Kindergarten educators will have completed Literacy Practices in Kindergarten


Following outcomes are Prairie Valley School Division local priorities:

Outcomes




1. Students will demonstrate respect, responsibility and a commitment to learning Students report in OurSCHOOL:

Positive relationships at school Value school outcomes Make effort at school

79%85%83%

78%86%84%

85%90%90%

90%92%92%

79%95%85%

70%93%81%

85%95%85%

2. Student Attendance 90% 92% 93% 94% 94% 95% 96%3. Students and staff will learn, teach and work in safe and

inclusive environments. Students report in OurSCHOOL:

Sense of belonging Feel safe at school

75%72%

74%70%

80%80%

90%90%

79%61%

68%65%

80%80%

4. Students will have equitable and engaging opportunities to learn and grow. Extra-curricular activities by activity type:

Arts, Culture and Academic Competitive Athletic Leadership Recreation and Leisure

NANANANA

TBDTBDTBDTBD

NANANANA

NANANANA

34%39%9%

17% Extra-curricular activities by grade range:

Grades 1 – 4 Grades 5 – 8 Grades 9 – 12

NANANA

TBDTBDTBD

NANANA

NANANA

School Actions1. Students will demonstrate respect, responsibility and a commitment to learning.

Zones of Regulation will be implemented this year focusses our attention on a common language among students and staff regarding “Getting in the Zone” to work. Establishing personal checklists and strategies to identify how students are feeling and what their needs are to move into a zone where they are ready to engage in learning.

Students will be exposed to a variety of learning opportunities outside of the classroom that will reinforce lifelong learning and the importance of education to their future. This will be kicked-off during Education Week.

Green Team will create a work plan to establish how to reinforce and reteach the school values Assemblies are held weekly to reinforce and recognize excellence in our school so students feel celebrated and know that their commitment is

recognized.

2. Student Attendance Communication home through newsletter etc. the importance of being at school. Attendance will continued to be monitored, however we will also

send letters home when late arrivals are becoming more prevalent as well.

3. Students and staff will learn, teach and work in safe and inclusive environments. Due to the “safe at school” and “anxiety” data Mindfulness Workshops will be held for all students and staff at the beginning of the year. Strategies

for Mindfulness will be reinforced in the classroom and in the office. Cortney will continue to offer opportunities for staff PD and share resources from the Gender Sexual Diversity Leadership Team Diversity and Inclusion will be a focus of the SLC this year to ensure that all students see role models and leaders that the students can identify with. First Nations content and presentations will be a focus this year and prioritized in terms of booking school events All staff will be required to communicate regularly with parents

4. Students will have equitable and engaging opportunities to learn and grow. Encourage all students to become involved in activities, in some cases with teacher mentors specifically make suggestions to students of activities to

try. Offer a variety of extra-curricular opportunities that appeal to diverse interests. Share and communicate regularly with parents the opportunities that exist for their students.

Year-end Progress (Explain Results) Success/Specific Roadblocks1. Students will demonstrate respect, responsibility and a commitment to learning.

2. Student Attendance

3. Students and staff will learn, teach and work in safe and inclusive environments.

4. Students will have equitable and engaging opportunities to learn and grow.

Name of School 2017 – 2018 Learning Improvement Plan

The following table can be used for school generated outcomes unrelated to the School Division’s Strategic Plan.

Actuals Actuals Targets2015-2016 2016-2017 2017-2018

Fill in school-specific outcomes 1. Measure2. Measure3. Measure4. Measure




School Actions

Year-end Progress (Explain Results) Success/Specific Roadblocks

Year-end Summary of Progress (be as clear and comprehensive as possible)

1. Through the evaluation of your year-end school data, compare your baseline with your targets. How successful were you in achieving your targets.

2. What were the roadblocks that impacted the school’s efforts?

3. When you reflect back on the organization of your school improvement structure, what worked well and what will you improve for next year?

Name of School 2017 – 2018 Learning Improvement Plan

Fall Signatures:

___________________________________ ___________________________________Principal Date

___________________________________ ___________________________________SCC Chair Date

Spring Signatures:

___________________________________ ___________________________________Principal Date

___________________________________ ___________________________________SCC Chair Date

Documents

€¦ · Web viewAll schools are expected to have a comprehensive visibility wall. Amongst other purposes, a comprehensive visibility wall is one which tells the story of the school