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AVOCA COLLEGIATE · Badger, NL A0H 1A0 ANNUAL SCHOOL DEVELOPMENT REPORT 2014 - 2015 MISSION STATEMENT Avoca Collegiate recognizes that learning is a life-long process and accepts

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  • Annual School Development Report Page 1

    Avoca Collegiate

    300-398

    AVOCA COLLEGIATE

    13 School Road

    P.O. Box 190

    Badger, NL

    A0H 1A0

    ANNUAL SCHOOL DEVELOPMENT REPORT

    2014 - 2015

    MISSION STATEMENT

    Avoca Collegiate recognizes that learning is a life-long process and accepts the

    responsibility to provide a challenging and caring environment where each student

    is enabled to experience success as a whole individual.

    VISION STATEMENT

    Avoca Collegiate is committed to providing a positive learning environment where

    students can achieve their maximum potential

  • Annual School Development Report Page 2

    This school development report for the 2014-15 school year outlines your school’s successes

    and highlights in matters such as student achievement and professional development.

    The planning and execution of a school development plan is an important process that must

    be undertaken by the entire school community. A thorough plan lays the foundation for a

    productive and successful school year and will be beneficial to every member of the school

    community, most importantly the students of your school.

    As we move ahead with the development of a new strategic plan for the Newfoundland and

    Labrador English School District I thank our administrators, teaching staff, school councils

    and school communities for their efforts in developing and implementing the previous plans

    to ensure student success and achievement. Such collaboration is important to grow together

    as a school community for the betterment of our education system.

    I look forward with great enthusiasm to the progress we are going to make as we build upon

    these school development plans and continue to provide a quality education for every student

    in our province.

    Sincerely,

    Darrin Pike

    CEO/Director of Education

  • Annual School Development Report Page 3

    PRINCIPAL AND SCHOOL COUNCIL MESSAGE

    We are pleased to present the 2014 - 2015 Annual School Development Report for Avoca Collegiate.

    The 2014 - 2015 school year was a very busy and involved one for all members of the Avoca school community, all

    stakeholders worked hard to make the year a successful one.

    This document provides details of our school development efforts in our fifth full year of working under our current school

    development plan and outlines the objectives of our brand new plan for the 2015 - 2016 school year. It also contains an

    analysis of our internal data for the 2014 - 2015 school year as well as an analysis of and trends reflected in our Provincial

    Assessment results from June of 2015.

    Asher Cutting

    Principal

    Alison (Gus) Loder

    School Council Chair

    OUR SCHOOL COMMUNITY

    Avoca Collegiate is a Kindergarten to Grade 9 School located in the Town of Badger which is situated at the meeting point of

    the Exploits River, Red Indian River and Badger Brook on the Trans-Canada Highway in Central Newfoundland. The name

    Avoca is an Irish term meaning "where the waters meet". Founded in the 1890's, Badger is rich in forest resources and has a

    long history of involvement in the forest industry in the form of sawmilling and supplying pulp wood to the nearby paper mill in

    Grand Falls-Windsor. Today with the reduction of jobs in the forest industry many people in Badger commute to a wide variety

    of jobs in the central Newfoundland area and indeed to the rest of Canada and the world. The town has a population of about

    900 people with approximately 340 families. The community has been and continues to be extremely supportive of the school.

  • Annual School Development Report Page 4

    OUR ONGOING PROGRAMS

    The 2014 - 2015 school year saw the continuation of some ongoing programs at Avoca and the introduction of some new

    ones.

    Continuing Programs:

    Regular after School Tutorials – Grades 4 - 9

    Music Program

    Student Council

    Recycling

    Girls Varsity Basketball

    PBIS Program

    Breakfast Program

    Healthy Commotions

    Terry Fox Walk

    Christmas Dinner - Students, staff and invited guests.

    Grandparents Tea

    Municipalities Day Celebrations

    Marble Mountain Ski Trip - Grades 5 - 9

    Skating Trips K - 9

    Assemblies – Thanksgiving, and Remembrance Days and monthly PBIS assemblies.

    Christmas and Spring Concerts

    House System

    Boys Varsity Basketball

    Kindergarten Graduation Ceremony

  • Annual School Development Report Page 5

    OUR NEW INITIATIVES

    The implementation of a new School Growth and Development Plan

    Hosted a Jr. Boys Invitational Basketball Tournament

    Band club

    A trip to St. Pierre et Miquelon

    PARTNERSHIPS

    Avoca Collegiate is proud of the many partnerships that exist between the school and various organizations both within and

    outside the community of Badger. These partnerships allow us to deliver the curriculum effectively and provide a well-rounded

    extra-curricular program at the school. Our partnership groups for the 2013 - 2014 school year were as follows:

    Badger Town Council

    Badger Fire Department and Firettes

    Badger Catholic Church

    Badger Pentecostal Church

    Avoca Collegiate School Council

    Avoca Parents Association

    Exploits Valley High

    Exploits Valley Intermediate

    Kids Eat Smart Foundation

    Newfoundland and Labrador English School District

    Central Health

    Newfoundland and Labrador Basketball Association

    RCMP

    Walmart

    TECK Recourses

    MADD Canada

  • Annual School Development Report Page 6

    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 = 6

    2011/12 2012/13 2013/14 2014/15

    School Region Province School Region Province School Region Province School Region Province

    100.0 58.2 60.2 44.4 57.4 59.3 50.0 51.1 53.7 50.0 49.2 51.4

    What do these results tell us?

    Grade One

    Reading

    We are above the region for reading but below the province. The result is less than one percent in either direction however. External and internal results correlate. External data found 50% of our students are

    reading at or above grade level and the Internal data found the same results (17% were usually meeting

    outcomes and 33% were Meeting outcomes with a good understanding).

  • Annual School Development Report Page 7

    Grade 2: Percentage of Students (in June) at or above the Provincial benchmark

    Grade 2 Enrolment = 8

    2011/12 2012/13 2013/14 2014/15

    School Region Province School Region Province School Region Province School Region Province

    44.4 63.3 66.9 100.0 64.5 65.5 44.4 59.1 60.5 62.5 57.9 54.9

    What do these results tell us?

    According to these results, we are above both the region and the province in Grade 2 reading. External and internal results are correlated. External data shows that 62% of our students are reading at grade

    level. Internal assessment indicates that 63% of our students are reading at grade level.

  • Annual School Development Report Page 8

    Provincial Assessment data by strand for grade 3

    Grade 3 English Language Arts

    Grade 3 Enrolment = 9

    2011/12 2012/13 2013/14 2014/15

    School Region Province School Region Province School Region Province School Region Province

    Multiple Choice

    Reading 90.8 68.7 67.5 78.3 71.4 72.7 90.0 82.4 83.6

    Constructed Response: Percentage of students meeting/exceeding grade level expectations

    Demand

    Writing 100.0 81.5 81.7 86.6 63.8 64.4 73.9 70.4 73.4

    Poetic/Fiction 100.0 50.8 47.9 83.3 62.1 65.2 85.7 71.6 71.0

    Informational

    Non-Fiction 100.0 66.5 64.4 83.3 79.9 80.1 100.0 82.1 82.5

    Reading

    According to our Internal Data, 70% of students are meeting grade level outcomes in reading. According to the External Data, there are three students exempt from the External Assessment. These are the three

    students who are not meeting the outcomes in grade three reading. All others are meeting the outcomes.

    There is a total of 10 students in the class, three are not meeting and were exempt from the assessment,

    and the others that wrote the external assessment are meeting outcomes, 7 out of 10 students which

    would be 70% which would match the Internal Data.

    Writing

    The Internal and External results indicate the results correlate for writing as well as reading.

    The trend for both reading and writing are slightly downward, particularly in demand writing. Measures will be taken to attempt to correct this. It important to note though, that we are above the province and

    the region in all aspects.

  • Annual School Development Report Page 9

    Grade 3 Mathematics

    Grade 3 Enrolment = 9

    2011/12 2012/13 2013/14 2014/15

    School Region Province School Region Province School Region Province School Region Province

    Multiple Choice

    Number

    Concepts 97.1 79.9 78.3 85.7 75.4 72.9

    Number

    Operations 95.8 73.5 72.5 85.7 67.9 65.5

    Shape and

    Space 84.3 76.6 74.8

    Constructed Response: Percentage of students meeting/exceeding grade level expectations

    Number

    Concepts 100.0 81.3 75.9

    Number

    Operations 85.7 61.1 55.4

    Shape &

    Space 100.0 68.9 64.5

    Mental Math 100.0 87.6 83.8

    Problem

    Solving 100.0 85.5 82.6 85.7 63.4 56.4

    Reasoning 100.0 76.8 72.2 85.7 41.8 34.4

    Communication 100.0 77.3 73.4 85.7 41.8 34.4

    What do these results tell us?

    The last assessments show that our students were above the province as well as the region. Significantly in some areas.

  • Annual School Development Report Page 10

    Strengths and Challenges:

    All students are performing at grade level in all areas. A challenge is now to take those students and get them above grade level and to deliver a balanced math program with subject based teaching.

    Strategies, Actions and Future directions: To implement a balanced math program where math basic skills are explored as well as

    the process standards.

  • Annual School Development Report Page 11

    Grade 6 English Language Arts

    Grade 6 Enrolment = 9

    2011/12 2012/13 2013/14 2014/15

    School Region Province School Region Province School Region Province School Region Province

    Multiple Choice

    Reading 68.6 70.6 71.1 85.0 77.8 78.5 90.2 81.0 81.0

    Constructed Response: Percentage of students meeting/exceeding grade level expectations

    Demand

    Writing 75.0 78.8 74.9 90.0 70.7 76.5 93.8 84.2 85.1

    Poetic/Fiction 36.4 50.8 50.4 100.0 79.6 82.1 100.0 86.9 86.3

    Informational

    /Non-Fiction 54.6 65.5 58.6 83.3 82.7 83.6 100.0 89.0 89.2

    What do these results tell us?

    All students are performing at grade level in all areas. We are seeing an upward trend from year to year. In the Language Arts, there is correlation with the external and internal results; 100% are on grade level with both sets of results. In general,

    the trend in our external data is positive.

    All students are performing above both the province and the region in all sections.

    Strengths and Challenges Include:

    All students are performing at grade level in all areas. A challenge is now to take those kids and get them above grade level and to deliver a balanced literacy program with subject based teaching.

    Strategies, Actions and Future directions:

    To deliver a balanced literacy program. We need to look at language throughout the curriculum and to teach students learning strategies to approach different forms of evaluation and assessment.

  • Annual School Development Report Page 12

    Grade 6 Mathematics

    Grade 6 Enrolment = 9

    2011/12 2011/13 2013/14 2014/15

    School Region Province School Region Province School Region Province School Region Province

    Multiple Choice

    Number

    Concepts 66.7 69.0 67.2 85.6 61.8 58.0

    Number

    Operations 67.6 63.2 62.4 86.4 67.4 64.1

    Patterns &

    Relations 82.8 57.8 54.6

    Shape&

    Space 86.5 73.1 69.7

    Constructed Response: Percentage of students meeting/exceeding grade level expectations

    Number

    Concepts 100.0 68.2 61.6

    Number

    Operations 100.0 68.7 66.4

    Patterns &

    Relations 100.0 61.8 52.6

    Shape &

    Space 100.0 67.0 61.5

    Mental Math 88.9 80.5 76.7

    Problem

    Solving 91.7 67.1 65.6 100.0 65.9 62.1

    Reasoning 91.7 64.6 58.9 100.0 59.0 52.7

    Communication 91.7 59.7 56.6 100.0 59.0 52.7

  • Annual School Development Report Page 13

    What do these results tell us?

    The last assessments show that they were above the province as well as the region, significantly in some areas.

    Strengths and Challenges Include:

    All students are performing at grade level in all areas. A challenge is now to take those kids and get them above grade level, and to deliver a balanced math program with subject based teaching.

    Strategies, Actions and Future directions:

    To implement a balanced math program where math basic skills are explored as well as the process standards.

  • Annual School Development Report Page 14

    Grade 9 English Language Arts

    Grade 9 Enrolment = 12

    2011/12 2012/13 2013/14 2014/15

    School Region Province School Region Province School Region Province School Region Province

    Multiple Choice

    Poetic/Fiction 58.8 64.3 66.6

    Informational

    /Non-Fiction 75.0 76.3 76.8 56.7 54.7 55.9 55.5 68.5 68.4

    Constructed Response: Percentage of students meeting/exceeding grade level expectations

    Demand

    Writing 87.5 87.5 90.6 100.0 91.7 92.7 41.7 86.8 85.3

    Poetic/Fiction 75.0 90.5 91.9

    Informational

    /Non-Fiction 100.0 84.6 88.8 100.0 85.8 86.2 63.6 82.1 80.6

    What do these results tell us?

    In 2012-13 we are above both the Province and the District. In 2014/15 we fell below both the province and the district. The marking in Demand Writing seems haphazard though. We are aware of the areas

    that improvements need to be made in, particularly demand writing.

    Grade 9 Language Arts – We should look at saving our internal data by strand. o This could be useful for all grades, not just Grade 9.

    Internal and external data does not correlate. Students who are at or beyond grade level internally did not perform that way in external assessments,

    o This is because internal data includes all strands as well as reading and writing. o Many forms of evaluation are included in the internal data.

  • Annual School Development Report Page 15

    Strengths and Challenges Include:

    Challenges include demand and constructed responses and improving those grades. Referencing the text in responses is a key component that must be directly taught.

    There is a disconnection between the assessment philosophy of the district and the province.

    There is a need for us to concentrate on the informational strand in Language Arts. The data correlates in that section.

    Strategies, Actions and Future directions:

    Work on text references in constructed responses needs to be a focus.

    We need to continue to monitor poetry and focus on internal data.

    In process writing and demand writing, we must teach organization, sentence and paragraph structure, conventions and grammar.

    Making connections is another key component that must be focused on.

  • Annual School Development Report Page 16

    Grade 9 Mathematics

    Grade 9 Enrolment = 12

    2011/12 2012/13 2013/14 2014/15

    School Region Province School Region Province School Region Province School Region Province

    Multiple Choice

    Number

    Concepts 71.4 64.6 68.0 77.9 67.7 66.6

    Number

    Operations 71.4 64.6 68.0 77.9 67.7 66.6

    Patterns

    and

    Relations

    84.7 68.8 70.7 85.9 72.0 71.3

    Shape

    &Space 75.3 72.7 73.3

    Statistics

    and

    Probability

    93.8 83.1 85.5 63.6 66.5 65.4

    Constructed Response: Percentage of students meeting/exceeding grade level expectations

    Patterns

    and

    Relations

    69.4 53.0 55.2

    Number 92.9 65.3 68.1

    Criteria 100.0 68.8 65.5

    What do these results tell us?

    We have no CRT data from last year. We did have a common assessment from the district. The average on the exam was highly correlated to the internal data, perhaps slightly lower.

    Generally students are above region/province

  • Annual School Development Report Page 17

    All students are at or above grade level

    Strengths and Challenges Include:

    There must be a greater focus on the last unit – statistics

    Other strands appear to be strengths

    Strategies, Actions and Future directions:

    Maintain the course with more emphasis on pacing.

    There needs to be an emphasis on statistics (last unit)

  • Annual School Development Report Page 18

    Avoca Collegiate School Development Plan

    5 Year Plan (2015-2020)

    Goal 1: To improve student learning in an inclusive environment. Objective 1.1: Maintain and increase collaboration. PLC Perspective Increase learning and understanding about PLC and establish PLC Structures

    Objective 1.2: Identify essential outcomes and implement effective instructional strategies. PLC Perspective What do we want students to learn and how do we get them to learn it?

    Objective 1.3: Identify & implement effective assessment strategies PLC Perspective How will we know when students have acquired the essential knowledge/skills?

    1.4 Enhance school-wide structures designed to respond to individual student needs. PLC Perspective How will we respond when some students do not acquire the essential knowledge/skills and how will we challenge those who have already learned it??

    Goal 2: Foster a safe and caring school community through our Fantastic Four. Objective 2.1: Promote respect for Self.

    Objective 2.2: Promote respect for Others.

    Objective 2.3: Promote respect for Environment

    Objective 2.3: Promote respect for Learning.

  • Annual School Development Report Page 19

    Avoca Collegiate School Development Plan

    2015 – 2016

    Goal 1: To improve student learning in an inclusive environment. Objective 1.1: Maintain and increase collaboration. PLC Perspective Increase learning and understanding about PLC and establish PLC Structures

    Objective 1.2: Identify essential outcomes and implement effective instructional strategies. PLC Perspective What do we want students to learn and how do we get them to learn it?

    Objective 1.3: Identify & implement effective assessment strategies PLC Perspective How will we know when students have acquired the essential knowledge/skills?

    1.4 Enhance school-wide structures designed to respond to individual student needs. PLC Perspective How will we respond when some students do not acquire the essential knowledge/skills and how will we challenge those who have already learned it??

    Strategies 1.1.1 Identify & use

    group norms with collaborative teams

    1.1.2 Continue to schedule interschool collaboration (Staff, Divisional, SSS meetings)

    1.1.3 Continue support

    for interschool collaboration. (CW PLCs, Go & Grow)

    Strategies 1.2.1 Identify & record a scope & sequence of essential Math & Language outcomes during a school PD day. 1.2.2 Identify & share effective instructional strategies in Staff meetings and divisional meetings. 1.2.3 Implement engaging/relevant instructional strategies. (GAFE, DOJO, Socrative, Prezi, BYOD, guest speakers, field trips, VAP, Math Day, independent inquiry)

    Strategies 1.3.1 Review District Assessment Policy 1.3.2 Enhance formative assessment practices.(PL, Sharing, BAS, Exit cards, Performance checks, Peer quizzes, DA, white boards, Socrative, quick key) 1.3.3 Continue to follow district assessment and evaluation policy regarding summative assessment.

    Strategies 1.4.1 Complete Birds Eye View Reports to identify struggling students each term 1.4.2 Develop & implement a response protocol for individual student needs. (High and low achievers)

    Indicators of Success: 1.1.1 1.1.2 1.1.3

    Indicators of Success: 1.2.1 1.2.2 1.2.3

    Indicators of Success: 1.3.1 1.3.2 1.3.3

    Indicators of Success: 1.4.1 1.4.2

  • Annual School Development Report Page 20

  • Annual School Development Report Page 21

    Goal 1. Support Plan

    Objective 1.1 - Enhance collaborative structures within school and across grade levels

    Strategy Financial Professional Development/Time Required

    1.1.1 N/A 1-1.5 hour meeting every month

    1.1.2 N/A 1.-1.5 hour meeting month

    1.1.3 N/A ½ Day Session During PD Day Objective 1.2: Identify the essential core numeracy outcomes at each grade level

    Strategy Financial Professional Development/Time Required

    1.2.1 Possible costs (to be determined) associated with PD Day learning resources

    Sessions during 2 PD Days (dates to be scheduled)

    1.2.2 N/A ½ day sessions during 2 PD Days

    1.2.3 N/A Time during ½ day sessions, and meeting time during grade level meetings, collaboration outside of scheduled meeting times

    Objective 1.3: Enhance instructional and assessment strategies across grade levels

    Strategy Financial Professional Development/Time Required

    1.3.1 N/A Collaboration time during grade level meetings, collaboration outside of scheduled meeting times

    1.3.2 N/A Collaboration time during grade level meetings, collaboration outside of scheduled meeting times

    1.3.3 N/A Collaboration time during grade level meetings, collaboration outside of scheduled meeting times

    Objective 1.4 Enhance school-wide structures to respond to at-risk students

    Strategy Financial Professional Development/Time Required

    1.4.1 N/A 1 day data analysis for external and internal data Collaboration time during grade level meetings, collaboration outside of scheduled meeting times

    1.4.2 N/A Collaboration time during grade level meetings, collaboration outside of scheduled meeting times

  • Annual School Development Report Page 22

    Goal 2: Foster a safe and caring school community through our Fantastic Four. Objective 2.1: Promote respect for Self.

    Objective 2.2: Promote respect for Others.

    Objective 2.3: Promote respect for Learning

    Objective 2.3: Promote respect for Environment.

    Strategies 2.1.1 Conduct highlight days to promote respect for self. (Healthy commotions day, fruit day, Concerts/assemblies, Mental Health days) 2.1.2 Make students aware of their own potential (Student of the month, weekly draws, frequent student conferencing, positive communications home, encouraging academic risk taking)

    Strategies 2.2.1 Carry out required structures to support S&C schools (PBIS, S&C schools policy, Review 360, digital literacy lessons, fire drills, Lock down drills, Crisis management plan) 2.2.2 Teach and model the matrix (weekly look fors, student skits, announcements) 2.2.3 Conduct and analyze inclusion index and respond to issues (LGBTQ, Family types)

    Strategies 2.3.1 Provide opportunities for student Leadership (Student council, older students modeling for younger) 2.3.2 Promote student engagement in the classroom (risk taking in the classroom, guest speaker, field trips, activity days, high interest readings and activities, interest inventories)

    Strategies 2.4.1 Promote Global awareness through social action (food drive, shoe box, winter clothing drive, Ronald McDonald, gifts of hope, fund raisers, student council) 2.4.2 Increase respect for the school environment through specific actions( Murals, display of student work, teaching and modeling matrix) 2.4.3

    Indicators of Success: 2.1.1 2.1.2

    Indicators of Success: 2.2.1 2.2.2 2.2.3

    Indicators of Success: 2.3.1 2.3.2

    Indicators of Success: 2.4.1 2.4.2

  • Annual School Development Report Page 23

    Goal 2. Support Plan

    Objective 2.1: Effectively implement a comprehensive Safe and Caring Schools Policy

    Strategy Financial Professional Development/Time Required

    2.1.1 Substitute time needed Sub time for team to meet

    2.1.2 Discussion and review at staff meetings

    Objective 2.2: Enhance the school climate that recognizes and respects the diversity of all

    Strategy Financial Professional Development/Time Required

    2.2.1 Discussion and review at staff meetings

    2.2.2 $100 Year End Celebration and Photos Teacher Preparation/Planning/Coordination Time

    2.2.3

    Objective 2.3: Expand teachers knowledge of the delivery of student support services

    Strategy Financial Professional Development/Time Required

    2.3.1 N/A Discussion and review at staff meetings

    2.3.2 N/A Discussion and review at staff meetings

    Objective 2.4: Increase involvement in activities that enhance social, physical and mental wellness for all

    Strategy Financial Professional Development/Time Required

    2.4.1 $100.00 in startup costs for fundraisers. Teacher sponsor /volunteer time

    2.4.2 N/A Teacher sponsor/volunteer time

  • Annual School Development Report Page 24

    Operational Issues School Year 2015-2016

    Operational Issue Intended Action

    Parking lot repair Needs to be repaved

    Paint Paint is required in several classrooms and hallways

    Technology Assistive tech equipment and licenses

    Blinds May need to be checked in classrooms to replace old curtains

  • Annual School Development Report Page 25

    Report on School Development Plan for Previous Year

    Goal 1. To improve student achievement in an inclusive learning environment.

    Objective 1.1 Use

    assessment data

    (formative and summative)

    to inform instructional

    practice.

    Objective 1.2 Continue and

    improve the use of

    differentiated instructional

    practices.

    Objective 1.3 Continue and

    improve the use of

    differentiated assessment

    practices

    Evaluation 1.1 Our two main

    strategies for this objective

    were to collect and analyze

    all student data to guide

    teaching and to use

    Professional Learning

    Community meetings to

    identify individual student

    strengths and needs and plan

    programming for these

    students. Overall these

    strategies were successful.

    Evaluation 1.2 More

    differentiated instructional

    practices were used in the

    school. Teachers also began

    to share DI strategies that

    worked for them with

    colleagues. We need to

    formalize this process more in

    terms of identifying lead DI

    teachers and setting up a way

    of sharing strategies more

    formally and reporting on

    their success.

    Evaluation 1.3 Main

    strategies were seeking out

    PD and literature on DA and

    using a wide variety of

    assessment tools for both

    formative and summative

    evaluation. We were fairly

    successful in this,

    particularly in increasing the

    variety of assessment and

    evaluation methods used.

  • Annual School Development Report Page 26

    Goal 2. Create a safe caring and

    collaborative school community.

    Objective 2.1

    Maintain and increase collaboration among staff members.

    Objective 2.2

    Provide opportunities for leadership.

    Objective 2.3

    Foster and consistently maintain effective communication between the school, home

    and community.

    Evaluation 2.1

    This is a vital item that needs attention.

    Communication with parents and

    community members has always been

    effective, it has been lacking among staff

    members however. More opportunities and

    an increase in focus will be afforded to this

    matter.

    Evaluation 2.2

    Many opportunities were provided to

    staff and community members. Our girls’

    basketball team saw coaches from the

    community and staff. Again, more of

    these opportunities will be created as is

    the intention of our new SGDP.

    Evaluation 2.3

    Communication has always been a strong

    item at Avoca. With e-mail, synervoice,

    phone calls, and Facebook,

    communication between home,

    community, and school has always been

    effective.

    Goal 3. Improve student achievement

    through enhanced program delivery.

    Objective 3.1 Maximize the use of resources and physical space.

    Objective 3.2 Develop and implement a technology plan.

    Objective 3.3 Increase the use of assistive technology.

    Evaluation 3.1

    This was effectively implemented.

    Evaluation 3.2

    A great deal of technological resources

    have been implemented over the last few

    years. A new computer lab was installed

    as well as many Teamboards.

    Evaluation 3.3

    We were able to purchase a new iPad for

    our SSS department and students. With

    the many apps available for educational

    purposes, we are able to make much

    progress in this objective. GAFE and

    Google Classrooms is the next step we

    will be taking in this direction.

  • Annual School Development Report Page 27

    Operational Issues Report 2014-15

    Year Issue Action Evaluation

    2014-15

    Report Funding to purchase technological resources required by the school.

    Some money was raised through various

    school fundraisers.

    We were able to purchase one iPad for the

    school.

    Parking lot needs to be paved. Numerous requests were made to the district for the lot to be paved.

    Parking lot has not yet been paved.

    Fundraising for field trips Some money was raised through various school fundraisers.

    Marble mountain and St. Pierre trips took

    place thanks to effective fundraising.