Review of School Effectiveness (ROSE)Cudworth School · Web viewThis model for an effective, student-focused school system is based on the research of Dr. Lawrence W. (Larry) Lezotte

Review of School Effectiveness

(ROSE)

Cudworth School

October 4, 2016

Table of Contents

Section 1

Acknowledgements page 1Horizon Review of School Effectiveness (ROSE) Model page 2Horizon Review of School Effectiveness (ROSE) Purpose page 4Horizon Review of School Effectiveness (ROSE) Process page 5The School Effectiveness Correlates page 6Cudworth School Review of School Effectiveness Report page 7

Procedures and Data Collection page 9 Data Analysis and Presentation page 14

Section 2

Safe and Orderly Environment page 15Climate of High Expectations for Success page 18Instructional Leadership page 21Clear and Focused Mission page 23Opportunity to Learn and Student Time on Task page 26Opportunity to Learn and Student Time on Task (Literacy Practices) page 28Frequent Monitoring of Student Progress page 30Frequent Monitoring of Student Progress (Assessment Practices) page 32Home-School Relations page 35

Section 3

Major Themes and Priorities for Action page 38 Synergy page 41 Contemplations page 41 Concluding Comments page 42

Several Horizon School Division professional staff assisted in the Review of School Effectiveness (ROSE) process at Cudworth School, on October 4, 2016. This important process for continued school improvement was initiated and authorized by Kevin C. Garinger, Director of Education and CEO for Horizon School Division, and supported by the Board of Education. The ROSE team appreciated that the review operated in an independent manner, and was open and inclusive. This process illustrates the importance the Horizon Board and its Director place on continued growth and effectiveness of all schools across the Horizon School Division.

Horizon School Division believes that the effectiveness of a school, can be seen as a support to school planning. The Cudworth School staff appreciated the commitment that the process was nonjudgmental, open, and inclusive.

Lindsay Perry, principal, was a key player in authorizing the collection of data from parents/caregivers, students, and staff. Lindsay worked with the ROSE team leader, Crandall Hrynkiw, to provide the requested school documents. Lindsay is to be commended for his support during the ROSE process. He demonstrated professional regard, integrity, enthusiasm, and objectivity.

The staff of Cudworth School contributed time and insight about practices and pedagogy through individual Curriculum and Instruction/Assessment (CI/A) interviews and electronic survey completion. Their reflective thoughts and perceptions provided valuable information in understanding the school, its culture, and how it operates.

Parents/Caregivers, students, and staff took advantage of the opportunity to provide their perceptions of the school. Their approach was very open, honest, and direct.

Much appreciation is extended to Crandall Hrynkiw, Superintendent of Learning Services, Jason Neville, Supervisor of Student Services, and Jan B. Paproski, Coordinator of Learning Services, for their efforts in collating the data, and compiling this report and the information contained therein.

1Horizon Review of School Effectiveness (ROSE) Model

Acknowledgements

This model for an effective, student-focused school system is based on the research of Dr. Lawrence W. (Larry) Lezotte where he identifies the conditions that correlate to a school’s effectiveness (the 7 Correlates of Effective Schools).

The following stakeholders’ roles are implicit to the process:

Board of Education Elected every four years; Conducts annual self-evaluations to ensure that they are meeting the needs stakeholders; Supports a centralized system of resources for all schools; Approves budgetary resources based on needs.

Director of Education Honours the Board’s vision, mission, and values; Ensures a system-‐wide culture of high expectations and accountability; Ensures ongoing improvement through such areas as systematic and school improvement

planning, implementation of administrative procedures, and Review of School Effectiveness (ROSE);

Literacy, assessment for learning, and safe and caring school environments are long term priorities for student success;

Ensures personnel and services are in place to support principals and teachers.

Principals Must demonstrate professional practice competency in these areas: Fostering effective relationships; Embodying visionary leadership; Leading a learning committee; Providing instructional leadership; Developing and facilitating leadership; Managing school operation and resources; Understanding and responding to the larger social context.

Teachers Acknowledged, in the school, as having the single most impact on student learning;

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Supported through mentorship, coaching, professional development, and collaborative time; Fosters high expectations for individual student learning.

Students The system exists to support each student to achieve the highest level of success

possible.

Parents/Caregivers The first educator; Crucial partners with the school in the education of students; Supports the school through the SCC and volunteerism.

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A Review of School Effectiveness provides feedback and information to assist in future school planning. As the ROSE process is appreciative in approach, classroom observations, interviews, focus group discussions, and surveys gather data on a wide variety of programs and initiatives that enhance student learning. The ROSE process is designed to provide information regarding the quality of education and gives a picture of the school as perceived by students, parents/caregivers/SCC members, and staff.

The underlying assumptions of the ROSE process are:

1. Regardless of how effective or how good a school is, it can improve.2. Staff members are committed to continual professional growth.3. Stakeholders support improvement and growth.4. Staff should lead the school improvement process under the direction of the principal.

Specifically, the purpose of the ROSE process is to:

1. Celebrate the successes of the school.2. Provide a picture of the school, as perceived by the various stakeholder groups.3. Identify areas in which the school is performing well.4. Identify areas in which the school can improve.5. Enhance the collaborative efforts of school stakeholders.6. Provide information to be used in planning for the future.

At the outset, the ROSE Team, comprised of the principal, vice-principal, (where applicable), central office personnel, and visiting principals/vice-principals, are asked to provide rich data to extend collaborative planning for the future of the school. Perceptions of students, parents/caregivers/SCC members, and staff are included to inform the ROSE process. Other school data which is reviewed by the ROSE team includes, but, is not limited to: school community council meeting minutes, staff meeting minutes, names of external organizations which support the school, school newsletters, school website, school mission and vision, and current school Learning Improvement Plan (LIP).

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Horizon Review of School Effectiveness (ROSE) Purpose

Horizon Review of School Effectiveness (ROSE) Process

The Review of School Effectiveness (ROSE) process has been introduced to review the effectiveness of schools within Horizon. The Appreciative Inquiry approach is the foundation of the ROSE process. Appreciative Inquiry is the search for the best in people, their organizations, and the relevant world around them. In its broadest focus, it involves systematic discovery of what gives “life” to a system when it is most effective.

The ROSE process gathers school data related to the Seven Correlates of Effective Schools (Lezotte): Safe and Orderly Environment, Climate of High Expectations for Success, Instructional Leadership, Clear and Focused Mission, Opportunity to Learn and Student Time on Task, Frequent Monitoring of Student Progress, Home-School Relations. Embedded within these seven correlates are Assessment and Literacy.

Schools have the ability to improve and make informed decisions, using data to identify trends, direct learning improvement planning, inform professional practice, and allocate resources. School staff own the data and is charged with its interpretation. Further, all stakeholders need to be part of the ROSE process, as they also influence and support the direction of the school.

The purpose of the ROSE process is two-‐fold:

To gather data along school effectiveness correlates and organize it into a report that is ultimately presented to the Director and Board of Education and the school staff. It is shared with parents/caregivers/SCC members. The report is then used to guide the school’s Learning Improvement Plan (LIP).

The ROSE process is designed to provide professional development opportunities for visiting principals, vice-principals, and central office personnel.

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The premise for the ROSE process is based on The 7 Correlates of Effective Schools (Lawrence W. Lezotte, 1997)

1. Safe and Orderly EnvironmentThe effective school has a positive, purposeful, businesslike environment, which is free from the threat of physical and emotional harm. Desirable student behaviors are consistently articulated and expectations are clear. Students and teachers help each other and want what is best for all. This environment nurtures interaction between principals/vice-principals, teachers, and students that is collaborative, cooperative, and learner-centered.

2. Climate of High Expectations for SuccessThe effective school holds high expectations for all---students, parents/caregivers/SCC members, teachers, staff, and principals/vice-principals. In order to meet these high expectations, a school is restructured to be an institution designed for "learning", not "instruction". Learning for all, opens the door to the continued learning of the educators, as well as the students.

3. Instructional leadershipThe effective school practices that the principal is the "leader of leaders", not the "leaders of followers". A principal cannot be the only leader in a complex organization, like a school. The leadership function becomes one of creating a "community of shared values". The principal and all staff members must take an active role in instructional leadership.

4. Clear and Focused MissionThe effective school has a clearly articulated mission. The staff shares an understanding and commitment to the mission and instructional goals, priorities, and assessment procedures it projects. The staff accepts responsibility and accountability for promoting and achieving the mission of learning for all.

5. Opportunity to Learn and Student Time on TaskThe effective school allocates and protects a significant amount of time for instruction of the essential curricular areas. The instruction must take place in an integrated, interdisciplinary curriculum. Effective instruction time must focus on skills and curriculum content that are considered essential.

6. Frequent Monitoring of Student ProgressThe effective school frequently measures academic student progress through a variety of assessment procedures. The monitoring of student learning will emphasize more authentic assessments of curriculum mastery. Assessment results are used to improve individual student performance and also improve instructional delivery. Assessment results will show that alignment must exist between the intended, taught, and tested curricula.

7. Home-‐School RelationsThe relationship between parents/caregivers and the school must be an authentic partnership between the school and the home. The effective school must build enough trust and communication to realize that teachers and parents/caregivers have the same goal and effective school and home for all children.

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The School Effectiveness Correlates

The ROSE process is designed to look at the total operation of the school with the purpose of highlighting areas of strength and those areas requiring further attention by the school and its community. There is no intention to evaluate any individuals through this process.

Cudworth School StaffLindsay Perry – Principal - 1 period of Kindergarten, Grade 1 and Grade 3 Physical Education Raelene Dyke – (employed 0.50 FTE) KindergartenKatelyn Templeton - Grade 1Paige Bautz - Grade 2 (mat leave for Shelene Hoffman) Trina Pasloski - Grade 3Lisa Bauml - Grade 4Carla Medernach – (employed 0.75 FTE) - Grade 5/6 homeroom – Grade 5/6 ELA, Health, and Science, Grade 9 ELA, Grade 11 HistoryLisa Schwark - Grade 7 homeroom - Grade 7 ELA and Health, Grade 9 Math, Grade 10 and 11 ELA, and Grade 11 Visual ArtMaureen Vossen - Grade 12 homeroom – Grade 7 Social Studies and Art, Grade 8 ELA, Grade 10 Accounting, Grade 12 ELA and HistoryLorena Sosnowski - Grade 11 homeroom – Gr. 5/6 Math and Art, Grade 7 Computers,

Grade 7/8/9 PAA, Grade 8/9 Art, Grade 10 Math, Grade 11/12 Pre-CalculusBrent Stewart – Grade 10 homeroom - Gr. 2, 4, 5/6, 7, 8/9, and 11/12 Physical Education,

Grade 7 Science, Grade 8/9 Health, Grade 7/8/9 Practical and Applied Arts, Grade 10 Industrial Arts and Wellness

Melanie Macpherson - Grade 8/9 homeroom - Grade 8 Math, Grade 8/9 Science, Grade 10 Science, Grade 11 Physical Science 20, Gr.11/12 Health Science 20, Grade 12 Work Experience

Rod Dignean - 60% LRT, Grade 5/6 Social Studies, Grade 7 Math, and Grade 8/9 Social Studies Glenda Ireland - SecretaryAudrey van der Gracht - LibrarianLucy Miskolczi - Educational AssistantSharon Jungwirth - Educational AssistantSonia Miskolczi - CustodianSheldon Doetzel - Custodian

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Cudworth School Review of School Effectiveness Report

School Community Council MembersChairperson/Teacher - Brent StewartSecretary/Treasurer - Melanie GollerStudent Representatives - Raelyn Guenther, Madison PalchinskiCommunity Member - Ida-Rose WildeOther Members - Leah Palchinksi, Reigan Gampe, Carol Ireland, and Sheldon DoetzelPrincipal - Lindsay PerryDivision Board Trustee - Dave Holinaty

Visiting Principals:Carol Baade, Imperial SchoolJeff Stroeder, Lanigan Central High School Janice Fansher, Lanigan Elementary School Dennis Gerwing, Muenster School

Central Office Personnel:Kevin Garinger, Director of Education/CEOCrandall Hrynkiw, Superintendent of Learning Services Jason Neville, Supervisor of Student ServicesKatherine Oviatt, Supervisor of Literacy and Early Learning Services Darrell Paproski, Superintendent of Student ServicesJan B. Paproski, Coordinator of Learning Services

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The following procedures were used to gather information for the ROSE process (listed and described below).

Preliminary Site VisitOn Monday, September 19, 2016, an initial meeting was held with the Cudworth School staff, (following a Collaboration Day), to explain and discuss the ROSE process---the focus, philosophy, Dr. Lezotte’s Effective School Correlates, Appreciative Inquiry, Teacher Expectations and Student Achievement (TESA) model, expectations, and timelines of the ROSE process. Methods for collecting data from students, parents/caregivers/SCC members, and staff were also discussed at this time.

ROSE Site Visit In order to obtain an understanding of the operation of Cudworth School, the ROSE team members, met at Cudworth School, prior to 8:00 am, on October 4, 2016. Lindsay shared his perspective about the school, and what made it unique. Following that, the ROSE team had the opportunity to familiarize themselves with the facility.

Throughout the day, ROSE Team members completed classroom observations, interviewed teaching staff in regard to Curriculum and Instruction/Assessment, and conducted Focus Group interviews with the students and support staff.

During the evening of October 4, members of the ROSE Team met with thirty-one parents/caregivers/SCC members to explain the rationale for the ROSE process and to conduct a Focus Group session.

Classroom ObservationsClassroom observations are a major part of the ROSE process. Visiting principals and Horizon central office personnel collected data using the TESA model, a non-evaluative tool that gathers information on three types of positive interactions between classroom teachers and their students. These three areas are defined as: Response Opportunities, Feedback, and Personal Regard.

Classroom visits were approximately thirty minutes in length, which was enough time for the observer to get an impression of the classroom climate and instruction. Horizon School Division’s “ROSE Classroom Observation Tool”, was the form used by observers in the classroom. This form provided detailed information gathered during classroom visits.

Each classroom was visited a minimum of two times by different ROSE Team members. After each classroom visit was completed, the ROSE Classroom Observation Tool, was put into a file folder, in the meeting room. At the end of the school day, a photocopy was made for the ROSE leader, and the original documentation was given to the classroom teacher. The photocopy was used in the writing of this ROSE report.

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Procedures and Data Collection

Curriculum and Instruction InterviewsIn addition to classroom observations, the ROSE Team leader conducted Curriculum and Instruction/Assessment (CI/A) Interviews with teachers. During the interview, the responses of the teacher were recorded verbatim, by a member of the ROSE Team. Questions for the CI/A Interviews were sent to Lindsay, to be distributed to the teachers, the week prior to the ROSE process. Teachers were invited to bring their copy of the questions/answers to the interview. Upon exiting, they left their responses with the ROSE Team leader.

Focus GroupsFocus Groups are open discussions that members of the ROSE Team have with numerous groups in the school. These discussions take place with students, support staff, and parents/caregivers/SCC members. The Director of Education led the discussion regarding the established questions. Responses were recorded verbatim, and used in the writing of this report.

Electronic SurveysElectronic surveys are an integral part of the ROSE process. Principal, Lindsay Perry sent the link for the electronic surveys to parents/caregivers and interested members of the community. Jan Paproski, Coordinator of Learning Services, sent the electronic survey link to each member of the Cudworth staff, as well as each classroom homeroom teacher, to ensure that their students had access to the survey. The results of the surveys were collected and used in the writing of this report. All surveys addressed school effectiveness correlates, but the number of items and wording varied according to student maturity level. The electronic surveys opened for students, parents/caregivers, staff, and members of the community on October 5, 2016. Student and staff surveys were closed on Tuesday, October 25, 2016. The parent/caregiver surveys were closed on Thursday, October 27, 2016. Community surveys were closed on Monday, November 14, 2016.

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Student/Family Demographics at Cudworth SchoolNumber of Family Units = 91Number of Students by Grade = 149 studentsKindergarten – 11Grade 1 – 14Grade 2 – 12Grade 3 – 12Grade 4 – 14Grade 5 – 8Grade 6 – 10Grade 7 – 15Grade 8 – 13Grade 9 – 8Grade 10 – 9Grade 11 – 10Grade 12 – 13

Table 1: Survey Returns for Each Responding Group

Electronic Survey Number of Eligible

Participants

Number of Responses

Percentage of Surveys

CompletedGrades 4-6 students 32 30 94%Grades 7-9 students 36 29 81%Grades 10-12 students 32 31 97%Total students 100 90 90%Parents/Caregiver (Family Units) 91 30 33%Staff 18 18 100%Grand Total 30

9__228 74%

From the information in Table 1, it is evident that students and staff were adequately represented. Electronic surveys were used for all Grades 4-12 students, parents/caregivers, and staff at Cudworth School, as well as interested members of the community. The parents/caregivers response was further supported by the Parents/Caregivers Focus Group that was conducted on the evening of October 4, 2016.

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InterviewsIndividual Curriculum and Instruction/Assessment (CI/A) Interviews were held with the 12 teachers that are presently on staff, at Cudworth School. Throughout the school day, Focus Group interviews were held with students and support staff. During the evening, parents/caregivers/SCC/community members had the opportunity to attend a Focus Group interview. In total, 82 individuals participated in the CI/A (12) and Focus Group (70) interviews. The interviews were structured in such a way that the interview questions were common to all members of each group. Individual participants were able to explain and/or elaborate on the questions, concerning their own experiences and views about the school.

Table 2: Number of Participants in Each Focus Group Interview

Focus Group Total number of Participants

Grade 1-3 Grade 1 = 3 Grade 2 = 3 Grade 3 = 3 9 students




Support Staff 4 Support Staff

Parents/Caregivers/SCC/Community Members

31Parents/

Caregivers/SCC/Community

Grand Total of Focus Group Participants 70

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Document ReviewInformation pertaining to classroom and school populations, staff and parents/caregivers/SCC members, school programs, procedures and policies were derived from documents supplied by the principal. These documents were valuable in supplementing and clarifying the picture of “life at” Cudworth School, which was captured in the CI/A Interviews, Focus Group interviews, and electronic surveys.

Documents obtained for the ROSE process included: Mission and vision Cudworth School Learning Improvement Plan (LIP) Staff meeting agendas School Community Council (SCC) minutes

All of the above documents were examined prior to writing this document.

The September and October 2016 Cudworth School newsletters were read, by the writers of this report. Cudworth staff communicates with their parents/caregivers through email, telephone calls, notes, and student agendas.

The Cudworth School website has been updated by Melanie Macpherson. Melanie posts all of the Cudworth school events, including reports and pictures of special events, such as the Terry Fox Run. Most teachers have their own website.

Cudworth School has both a Facebook and a Twitter account. Lindsay would personally like to start using these accounts more often. As well, he would like to have the students, staff, and parents/caregivers use these accounts as communication tools.

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Administered survey data was collected and analyzed manually. The results were presented in the form of frequencies and percentages for each statement and category. Although Grade 1-3 students participated in the Focus Group interviews, they did not participate in the electronic survey. Students in Grades 4-6, 7-9, and 10-12 were asked for responses to the survey questions, using a four point Likert scale, ranging from “Strongly Agree” to “Strongly Disagree” and included an additional category for “Don’t Know”. Each group was asked questions at an appropriate level for their age and grade. This scale was also used for staff and parents/caregivers. The “Strongly Agree” and “Agree” rankings were aggregated for each statement, as were the “Strongly Disagree” and “Disagree” categories.

As a general guide to interpreting responses to each of the statements in the survey, when more than 70% of respondents indicated “Strongly Agree” and “Agree”, it was assumed that there was strong agreement with that statement. A percentage of less than 50% indicated a lack of agreement with that statement. “Don’t know” percentages were also recorded.

Information from the CI/A Interviews, electronic survey responses, Focus Groups, (which included written comments), were collated thematically, analyzed, and combined to provide a review of the school, according to each school effectiveness correlate. Other documents were subjected to content analysis. A number of verbatim comments from the respondents are included in this report. These comments, selected from the verbatim responses, CI/A Interviews, ROSE Observers, and Focus Group data, were used to illustrate the perceptions of respondents and to provide additional perspectives on the survey data.

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Data Analysis and Presentation

A safe and orderly environment is paramount in the creation and maintenance of an effective school. “If teachers and students do not feel safe, they will not have the necessary psychological energy for teaching and learning.” (Marzano, R., 2003) This speaks to the importance of school rules and consistent school discipline along with solid relationships between parents/caregivers, staff, and students.

Table 3 contains a summary of the survey responses of parents/caregivers, staff, and students at Cudworth School regarding various aspects of the school environment.

Table 3: Indicators of Safe and Orderly Environment

ItemSA/A D/SD DK SA/A D/SD DK SA/A D/SD DK SA/A D/SD DK SA/A D/SD DK

Positive relationships between staff and students enhance learning in this school.

37 60 3 89 11 0 97 0 3 76 3 21 87 13 0

All staff demonstrate that they care about students.

20 80 0 66 28 6 87 10 3 66 27 7 62 32 6

Staff members treat students with respect.

23 77 0 78 22 0 84 13 3 69 17 14 68 26 6

Students treat staff members with respect.

53 37 10 89 11 0 80 10 10 79 7 14 55 42 3

This school is warm and inviting. 30 70 0 83 17 0 93 0 7 72 21 7 71 29 0

This school has clearly stated behavioral expectations for students.

40 53 7 94 6 0 94 3 3 80 10 10 75 19 6

School discipline is carried out in a fair and consistent manner.

83 17 0 87 10 3 66 24 10 55 42 3

It appears that students feel safe going to and from school, whether they are walking or riding the bus.

80 10 10 83 6 11 86 7 7 73 10 17 94 3 3

It appears that students feel safe attending this school.

50 40 10 89 11 0

I feel safe at school each day. 89 11 0 93 7 0 87 10 3 90 10 0

Students take pride in the appearance of the school.

63 30 7 72 17 11 74 13 13 55 31 14 58 36 6

Grades 10-12Grades 4-6 Grades 7-9Parents/Caregivers Staff

SA/A – Strongly Agree/Agree D/SD – Disagree/Strongly Disagree DK – Don’t Know

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Safe and Orderly Environment


Grades 10-12Grades 4-6 Grades 7-9Parents/Caregivers Staff

The school building is clean. 39 61 0 94 3 3 69 24 7 81 19 0

The staff room is a comfortable place in this school.

72 28 0

This school creates an environment where all students are celebrated and feel welcome.

20 70 10 72 28 0 94 3 3 73 10 17 68 26 6


Students feeling safe going to and from school is definitely an area of celebration highlighted in the survey data. Table 3 also indicates that Cudworth School has developed a climate where staff and students feel safe in the building, which should be celebrated with the entire school community. A closer examination of the level of respect shown between students and staff may be necessary, as the data shows all stakeholders have concerns in these areas. The survey item “All staff demonstrate they care about students” is also an area that should be investigated.

Additional comments about Cudworth School’s safe and orderly environment are outlined below. These comments provide interesting confirmation and elaboration on the data described above.

o I like this school because the teachers are good. (Student)

o Over all Cudworth students treat fellow students very well. Every day and during buddy or family group activities the senior and elementary students work well together. (Staff Member)

o I like this school a lot because there are no bullies. (Student)

o The teacher is very genuine with their comments to students as they move around the classroom. (ROSE Observer)

o I feel safe here. The Principal helps me to feel safe. (Student)

o There needs to be effective and consistent discipline for students who require it. (Parent/Caregiver)

o As teachers, if we are going to demand the respect, we also need to show the respect. (Staff Member)

o If I were Principal, I would put rubber under all the playground. (Student)

o All students should be treated equally not made to feel different. (Community Member)

o There should be clear expectations of what unacceptable behavior is and what the consequences will be. (Multiple Parents/Caregivers)

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o In general we have a very respectful and engaged staff. (Staff Member)

o We passed the $100 000 total for the Terry Fox Walk. (Multiple Students)

o I like the way the K-6 Play Day used to work. (Student)

o Everyone should be greeted and treated like a guest when they come into the school. (Staff Member)

o I guess the cell phone policy is an effective policy as long as it’s enforced and that the rules are the same for everyone, all the time. No cell phones means no cell phones for anyone. (Multiple Parents/Caregivers & Multiple Students)

o Starting this year there is no touching at all, not even high 5’s. If you get caught you go to the Principal’s office. (Multiple Students)

o There needs to be clear expectations for behaviour and actual consequences when the behaviour is not met. (Parent/Caregiver)

o I really like the “family groups” that started this year. (Multiple Students)

o When you walk into the school and see a teacher in the hallway, it is nice when they say hello. (Multiple Parents/Caregivers)

o I would like it more if better security was installed (cameras). (Student)

o This is an organized and inviting classroom environment. (ROSE Observer)

o Bullying appears to be an issue at this school. (Multiple Parents/Caregivers)

o It is important to show the students they are loved and cared for. (Staff Member)

o I disagree with the new "no touching rule". How sad that students are unable to give a congratulatory hug etc. in our own small school. We need to teach and role model appropriate touching. (Parent/Caregiver)

o I like how teachers know their students and understand how they respond and learn. (Student)

o Having the teacher there in the morning to greet the children when they arrive is great. (Parent/Caregiver)

o I would like to be able to use my cell phone in breaks and not only at lunch. (Multiple Students)

o Compassionate, kind, caring, and giving teachers who genuinely care for and want the best for each student. Each student is given the opportunity to do their best every day. (Staff Member)

o Teachers seem to demand respect because they are teachers and the children become defiant and give them none. (Parent/Caregiver)

o It would be nice if we could use our phones for music. (Multiple Students)

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Creating a climate of high expectations is necessary if a school is looking for students to experience significant academic gains. Effective schools stand out because they create environments where students see and feel anything is possible. “Students have been shown to achieve more when they believe their teachers and society expect that they will achieve at high levels.” (Steven Farr, 2010)

Table 4 provides data pertaining to the climate of high expectations at Cudworth School and the priority placed on student achievement by school staff.

Table 4: Indicators of Climate of High Expectations


This school expects students to do their best.

46 51 3 100 0 0 100 0 0 94 3 3 97 3 0

This school promotes an academic learning environment by establishing high expectations for all students.

20 73 7 83 17 0 84 3 13 80 10 10 87 10 3

All staff communicates the belief that every student can learn.

27 60 13 83 17 0 93 0 7 76 10 14 84 13 3

This school encourages students to take responsibility for their learning.

73 20 7 100 0 0 97 0 3 90 3 7 94 0 6

This school provides effective programming to ensure learning success for all students.

17 63 20 72 22 6 94 3 3 76 14 10 81 13 6

Staff use a variety of strategies to promote student learning.

23 50 27 88 6 6 90 0 10 69 17 14 71 19 10

Students are encouraged to learn new things.

54 33 13 94 0 6 94 3 3 94 3 3 80 10 10

Students are given the opportunity to work on collaborative learning projects.

47 23 30 78 0 22 87 10 3 76 17 7 71 23 6

Teachers are available to help students outside of class time.

23 40 37 94 0 6 77 16 7 76 7 17 97 3 0

It appears that homework expectations are reasonable.

80 17 3 94 0 6 77 3 20 83 10 7 87 3 10

Parents/Caregivers Staff Grades 4-6 Grades 7-9 Grades 10-12


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Climate of High Expectations for Success

Students clearly feel their teachers expect them to perform at their best, as illustrated in the Table 4. All stakeholders agree that Cudworth School “encourages students to take responsibility for their learning”. The survey data highlights some parent/caregiver concerns regarding “high expectations for all students” and “effective programming to ensure learning success for all students” and these items should be examined further.

Many comments were made in surveys and interviews concerning the high expectations at Cudworth School. These provided valuable insight on the data described above:

o There are some really great teachers in our school and they make our children want to learn, achieve, and participate. (Parent/Caregiver)

o Too many kids are being left behind because the majority of the class is doing fine, therefore teachers move on. (Parent/Caregiver)

o I like the “Husky of the Month”. We have a goal at the beginning of the month and then work towards it. (Multiple Students)

o Our teachers do a good job helping us learn and find new ways to solve problems. (Student)

o Well-established classroom routines and expectations. (ROSE Observer)

o There needs to be more encouragement for differentiated instruction, self-regulation and behavior management. (Staff Member)

o They need to start learning about each student’s needs and using that knowledge to strengthen their learning. (Parent/Caregiver)

o They not only teach us how to read and write but they help us be a better person. (Student)

o Some staff members go above and beyond expectations and are wonderful role models for the students. (Parent/Caregiver)

o I would like if the library and computer lab were open for students to do homework until 5 pm. (Student)

o Teacher brought up the idea of using “key words”, when taking notes. (ROSE Observer)

o “Husky of the Month” is a fabulous way to recognize students in our school. (Parent/Caregiver)

o I believe this school is effective because there are many students who have gone on to university, trade school, etc. (Staff Member)

o There seems to be a consensus of "it's good enough", rather than pushing yourself to do better. (Parent/Caregiver)

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o Teacher was exciting to listen to. She used great facial and voice expression to keep the students engaged. (ROSE Observer)

o I would like if teachers could provide different ways to learn. (Student)

o Students felt comfortable offering their responses. (ROSE Observer)

o We have a “Husky of the Month” award that rewards three students every month for excellence in a variety of virtues from kindness to achievement. (Staff Member)

o I support having smaller classrooms so that teachers can concentrate on the students that are struggling. (Parent/Caregiver)

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Effective schools incorporate a shared mission, vision, and values as part of the culture of the school. A school's mission and primary goals are well articulated, understood, and widely shared by all stakeholders---principal, staff, students, and parents/caregivers/SCC members.

Those engaged in the day-to-day life of the school seek to build communities of student and parent/caregiver support, while keeping their common purpose paramount at all times. In essence, an effective school always keeps student learning as the focus of its work. In Harvey Alvy and Pam Robbins’s research, entitled Learning from Lincoln: Leadership Practices for School Success, (2010) “the leader’s task is to organize the school…to support collaborative work, create those conditions that will allow it to occur, and ensure that the collaboration is purposeful for those involved.” Effective instructional leadership not only organizes collaborative efforts, but continually monitors those teacher efforts that result in improved student learning.

Parents/Caregivers, staff and student perceptions of the extent to which these characteristics are represented at Cudworth School are summarized in Table 5.

Table 5: Indicators of Instructional Leadership


Students have adequate input into school decisions that affect them.

13 57 30 77 17 6

I have opportunities to provide my input and give ideas into some school decisions.

17 73 10 72 28 0 70 23 7 62 21 17 64 13 23

All staff are encouraged to become involved in school life.

13 44 43 77 17 6

All staff are encouraged to take on a leadership role.

10 47 43 77 17 6

All staff are encouraged to attend personal professional development (PD) opportunities.

94 0 6

This school has an environment of success and high expectations for all staff.

13 74 13 78 22 0

Teachers are adequately supported to meet the diverse needs of students.

10 50 40 50 50 0



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Instructional Leadership

Responses from school staff show that Professional Development opportunities are encouraged and supported by the principal. Staff and parents/caregivers expressed concern regarding how teachers are supported to meet the diverse needs of students. The survey data also shows all stakeholders do not feel they are given the opportunity to provide input into school decisions.

Table 5 Comments:

o It should be our choice if we would like to use a lock or not. If we don’t and something is stolen that is our problem. (Multiple Students)

o I feel valued in my job. I love my job. (Staff Member)

o Teachers should have to display enthusiasm in the learning environment. Challenge the students, their co-workers and themselves to better every day. (Parent/Caregiver)

o Our principal truly likes children and it shows every day in his interactions with students. (Staff Member)

o The principal is always available to see parents; they just have to talk to him. (Parent/Caregiver)

o I wish lunch hours were longer. It is tough for those going home for lunch. (Multiple Students)

o I don't understand why it is mandatory for the students to lock belongings in their lockers. (Multiple Parents/Caregivers)

o I don’t like the phone rule because teachers get to have their phones out. We could put our phone in a basket at the beginning of class and get it back at the end. (Student)

o A school should be a community in itself and we should be proud of everything we accomplish and hope to accomplish in the future. (Staff Member)

o It's always nice to see a teacher come to a sporting event that they themselves are not coaching, but just to cheer the students on. (Parent/Caregiver)

o I coach a school sport which allows me to develop a relationship with students I don’t teach. (Staff Member)

o I really enjoyed learning about “7 Habits”. (Staff Member)

o The principal walks into the classroom all the time. It is awesome. (Staff Member)

o I would like to feel more heard, because usually the staff makes every single decision and won't exactly hear the students. (Student)

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Clear and Focused Mission

Mission statements are tools used to create a shared understanding and a sense of purpose for the members of the school community. In working towards school goals, it is important that all staff members identify with the school’s mission and feel empowered to move the school in that direction. The ROSE process gathered data relating to a clear and focused mission at Cudworth School which is displayed in Table 6 below.

Table 6: Indicators of Clear and Focused Mission


This school is committed to developing student leadership.

24 43 33 94 6 0 83 7 10 76 10 14 91 6 3

The vision and mission of our school is clearly communicated to students, staff, and community.

13 77 10 72 28 0 93 0 7 65 14 21 68 22 10

There is collaboration amongst staff and the school community council (SCC), before setting the goals for the Learning Improvement Plan (LIP).

3 24 73 56 22 22

All staff are committed to this school's goals.

78 11 11

A safe and caring environment is promoted throughout this school's classes and school activities.

20 77 3 89 11 0 90 7 3 69 10 21 77 13 10

I am aware of the school’s goals. 17 70 13 77 17 6 80 13 7 48 35 17 68 26 6



Cudworth School Mission Statement:

Cudworth School prepares students to meet life’s challenges and realize their potential by providing a positive and safe learning environment.

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Cudworth School Vision:

Cudworth School is a community based on trust, cooperation, and mutual respect. We are caring, cooperative, responsible, and respectful. Our staff and students take pride in the school, the community, and our education. We promote lifelong learning for all members of the school community.

The above mission and vision were illustrated in the observation notes made by the ROSE Team on its visit to the school. Survey data shows that a high number of teachers and students are in agreement that the school is committed to developing student leadership. The communication of the school’s mission and vision as well as collaboration with the school community when setting school goals could be two areas worth exploring.

The following comments reflect the sense of mission at Cudworth School:

o All the doors are locked except for the front entrance, which is good for safety reasons. (Student)

o I am on the SCC and I have no idea why I am on this committee. They are the most pointless meetings that I have ever attended. (Parent/Caregiver)

o I would like to learn more about 7 Keys to Comprehension. (Staff Member)

o I think this school is slowly getting some kids involved in some leadership programs or opportunities. (Parent/Caregiver)

o Students were learning responsibility through assigned jobs. (ROSE Observer)

o The bullying needs to stop and the staff needs to stop turning a blind eye toward the bully's actions in order to keep the peace with their parents. (Parent/Caregiver)

o There are some fantastic leaders in the high school who are strong role models for the younger students. (Staff Member)

o Bullying goes beyond just wearing a pink shirt one day a year. (Parent/Caregiver)

o Classroom routines are evident – students know what is expected of them. (ROSE Observer)

o We have a principal who has taken the time to get to know all the students by name and take an interest in getting to know them. (Parent/Caregiver)

o I believe a "team" atmosphere should exist between students and all staff. Examples to incorporate this could be, morning pep talks, including a chant, and assemblies that encourage open dialogue. Huge corporations use these effective ways to get morale up every day. (Parent/Caregiver)

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o I would like to put sheets up that state what we are supposed to do or where we are supposed to go for a lockdown. (Student)

Effective schools work to create an environment where teachers focus their instructional time on key curricular areas and look to maximize the time they have with their students. “While we

25

Opportunity to Learn and Student Time on Task

must realize that children’s homes and backgrounds influence failure and success, we must also realize that what happens in classrooms minute by minute, day after day, determines what and how much will be learned by how many children.” (Richard Allington, 2009) Details regarding opportunity to learn and student time on task at Cudworth School is contained in Table 7.

Table 7: Indicators of Opportunity to Learn and Student Time on Task


The school library effectively supports student learning needs.

80 10 10 89 11 0 93 0 7 90 0 10 91 3 6

This school has sufficient instructional materials to meet the needs of all students (books, science equipment, phys ed equipment, manipulatives).

50 26 24 61 33 6 90 7 3 79 14 7 94 3 3

Class time is not interrupted very often (ie: with announcements, school personnel).

88 6 6 70 23 7 52 41 7 81 13 6

Students are encouraged to use technology to enhance their learning.

67 16 17 89 0 11 63 27 10 52 41 7 32 62 6

Students are encouraged to become involved in school life.

37 37 26 89 11 0 87 0 13 83 10 7 74 13 13

There are sufficient opportunities for students to be involved in athletic (intramural) activities.

60 37 3 100 0 0 90 0 10 100 0 0 94 3 3

There are sufficient opportunities for students to be involved in non-athletic activities.

24 63 13 83 17 0 57 20 23 62 28 10 71 26 3



All stakeholders agreed that the school library effectively supports student learning needs. As well, support was shown by teachers and students for the opportunities that students have to be involved in athletic activities at school. These items should be celebrated by school staff. The availability of sufficient instructional materials to meet all students’ needs is definitely an item worth exploring. Parents/Caregivers, as well as a significant number of students, expressed

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concern regarding sufficient opportunities for students to be involved in non-athletic activities. These items could be investigated further.

The following comments were made regarding opportunity to learn and student time on task:

o I like that we have football, soccer, and other activities. (Student)

o The drama club seems to have drawn a large involvement of students over the years which is great to see! (Parent/Caregiver)

o It would be fun to have more clubs (like music and drama) at school. (Student)

o Small class sizes give more 1 on 1 opportunities between students and teachers. (Parent/Caregiver)

o I wish there were more programs, like cooking, for the elementary students. (Student)

o Our school and librarian are very good at getting resources. (Staff Member)

o This school needs more equipment ie: desk sizes, wiggle seats, fidget toys, different learning stations, less visual and audible stimulation to distract children in the classroom. Less institutionalized and more welcoming to everyone’s diverse needs. (Parent/Caregiver)

o Students were aware of the proper use of technology. (ROSE Observer)

o I took my students to the Mount Royal Powwow last year. Everyone danced and they loved it. (Staff Member)

o Are teachers expected to participate in extra-curricular activities, or only coach when their kids are in that activity? (Parent/Caregiver)

o I like that we have new computers and we get to use iPads for research. (Student)

o In regards to extra-curricular activities, we definitely have one of the best coaches around. He is very selfless with his time and commitment he shows with our students. (Parent/Caregiver)

o We need to upgrade the lab equipment. We are moving into a new lab and a lot of equipment is older. (Staff Member)

o Extra-curricular is offered in a broad variety. (Parent/Caregiver)

o The canteen program has been a positive contribution to our school. It would be nice if we could get a breakfast program going too. (Parent/Caregiver)

o We have a very large proportion of our students involved in extra-curricular activities including SRC, sports, drama, and yearbook. That means that even as a small school we can maintain a variety of programs. (Staff Member)

In the area of literacy, effective schools create a school wide emphasis on reading and literacy 27

Opportunities to Learn and Student Time on Task (Literacy Practices)

where students are reading for enjoyment and for practical purposes. There must be a strong support for reading from the school principal and a balanced approach to literacy instruction. Students should have a good choice of quality books available to them in the classroom and library. In early grades, success in school is virtually synonymous with success in reading. Research has shown that a child’s reading level at the end of third grade is a more accurate predictor of school success than any other variable – including family income, educational attainment of parents, ethnic or cultural identity or home language (Carter, L.F., 1984). Data related to the literacy practices at Cudworth School is contained in Table 8.

Table 8: Indicators of Effective Literacy Practices


During class time, students have the opportunity to read books that they have chosen.

73 6 21 94 0 6 90 10 0 76 21 3 81 16 3

During class time, students have opportunities to discuss what they are reading with their teacher, as well as other class mates.

26 20 54 78 0 22 60 27 13 38 55 7 55 39 6

Students are taught different strategies to help them become better readers.

36 24 40 83 0 17 96 7 7 62 24 14 39 45 16

At this school students are encouraged to read.

83 10 7 100 0 0 97 0 3 90 10 0 97 3 0

Students are given time every day to read in school.

83 7 10 100 0 0 100 0 0 94 3 3 97 3 0

Parents/ Caregivers Staff Grades 4-6 Grades 7-9 Grades 10-12


All stakeholders agreed that students are encouraged to read at Cudworth School and students are given time every day to read in school. These literacy items should be celebrated by all staff. In saying this, it should be noted that there is a discrepancy between the teachers’ perspective and the students’ perspective, regarding time to discuss reading with peers and teachers at school. Grades 7-9 and Grades 10-12 students also registered lower support for students being taught different strategies to help them become better readers. These items could be a point for further discussion.

The following comments about the literacy practices at Cudworth School further illustrate the survey findings:

o I was proud when our grade 3 class read 6 000 minutes in 1 month. (Student)

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o I am really looking forward to the Literacy Summit. (Multiple Staff Members)

o Students wanted the teacher to read orally; she did and students were engaged. (ROSE Observer)

o If I am interested in a book I will read it. I definitely would not choose school stuff to read! (Student)

o The importance of reading is stressed and encouraged by the staff. (Parent/Caregiver)

o There is one series that I like, but I can’t read it because I can’t go to the grades 3-5 section. (Student)

o The alphabet was at a height that the students could see. (ROSE Observer)

o If I were principal, we would read lots more in school, even more than we already do. (Student)

o We have a library in the back of our classroom. We can choose any book as long as it is near our level. (Student)

o Teacher related and connected the issues from the novel to the students’ personal lives. (ROSE Observer)

o When I want a new book I ask my friends or the librarian for recommendations. (Student)

o I give my students choices at their reading level. (Staff Member)

o

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Effective schools keep parents/caregivers informed of student progress and work with them to ensure learning success. Continual monitoring of student progress will inform the effective teacher’s practice, and result in more individualized and authentic learning opportunities for all students. Furthermore, students become actively involved in their own learning. Data on student progress monitoring at Cudworth School is presented in Table 9.

Table 9: Indicators of Frequent Monitoring of Student Progress


Teachers know the learning needs of each of their students.

34 53 13 83 11 6 83 14 3 83 3 14 88 6 6

Interesting learning environments are created for students.

27 53 40 83 6 11 80 10 10 59 31 10 68 26 6

Teachers encourage students to take responsibility for completing assignments and homework.

100 0 0 97 0 3 97 3 0 94 6 0

There is communication regarding student achievement, with parent/caregivers, between reporting terms.

20 80 0 83 11 6 90 3 7 73 17 10 94 0 6

Homework, when assigned, supports student learning.

80 13 7 94 0 6 86 7 7 80 13 7 68 26 6

Parents/Caregivers Grades 4-6 Grades 7-9 Grades 10-12Staff


All student groups supported the idea that their teachers encourage them to take responsibility for completing assignments and homework. Parents/Caregivers, staff and most students were supportive regarding homework supports student learning. Parents/Caregivers expressed concern with “communication regarding student achievement between reporting periods”. Also worth investigating is the parents/caregivers and grades 7-12 students’ data, in relation to “interesting learning environments are created for students.”

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Frequent Monitoring of Student Progress

Comments related to the data in Table 9 are below:

o If we are having trouble with our work our teachers help us. (Student)

o Often staff takes time before and after school to discuss strategies to best meet the needs of kids. (Staff Member)

o Establish some resources that parents can use at home with their children. App suggestions/recommendations/subscriptions etc. this would help us find acceptable resources for our kids. (Parent/Caregiver)

o We can talk to teachers at noon or after class. (Student)

o Fantastic to see how teacher had set up her classroom for a learning environment: building a word wall from the letters. (ROSE Observer)

o I believe the small size of our school should definitely be used to our advantage. It should allow for more individual student-teacher relationships. (Parent/Caregiver)

o After F&P testing was complete, I integrated LLI into the classroom. This made a huge difference. (Staff Member)

o There needs to be more communication, staff need to figure out a way how to communicate appropriately. (Parent/Caregiver)

o Teacher praised students often regarding their effort and performance. (ROSE Observer)

o This staff does not wait for parent teacher interviews to talk to parents about their children. Contact is immediate and plans are set in place. (Staff Member)

o We need to be informed prior to report cards if there is a problem. (Parent/Caregiver)

o The classroom was well constructed for learning with designated spaces for individual, small group, and large group instruction. (ROSE Observer)

o Teach, practice, reteach, assess. (Staff Member)

o Memorization is not a teaching technique, it's a cop out to doing what you need to do, which is learn students’ learning styles, and adjust accordingly. (Parent/Caregiver)

o One of our best qualities is the elementary side of the school. The staff and students have very good relationships and I feel the elementary students love to come to school every day to learn and experience new things. (Staff Member)

o Report cards should be given out prior to PTSI. It would give parents and students time to reflect on the marks. (Parent/Caregiver)

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Teachers in effective schools are aware that their assessment practices have the potential not only to measure and report learning, but also to promote it. Assessment data gathered should be specific, personalized, and timely, which will then be able to guide both instruction and learning. Table 10 provides data regarding the effective assessment practices currently taking place at Cudworth School.

Table 10: Indicators of Effective Assessment Practices


Teachers show students different ways to accomplish a learning outcome.

23 44 33 88 6 6 90 10 0 69 17 14 71 13 16

Students are given multiple opportunities to demonstrate their learning.

30 20 50 83 6 11 80 10 10 83 13 3 78 16 6

Prior to instruction, learner outcomes are communicated to students.

23 30 47 78 0 22 94 3 3 66 10 24 71 13 16

When assignments are given, students know how their learning will be assessed.

33 30 37 89 0 11 80 10 10 72 21 7 81 13 6

Teachers clearly communicate their expectations for achievement to students.

34 33 33 94 0 6 80 13 7 76 17 7 91 6 3

Teachers give frequent feedback that helps students to improve their learning.

33 50 17 94 0 6 90 7 3 69 24 7 67 23 10

Teachers use common assessment language (formative/summative), when discussing assignments or tests, with students.

17 27 56 67 6 27 87 3 10 79 7 14 87 10 3

Parent/Teacher interviews or 3-way Conferences focus on student attainment of learning outcomes.

43 47 10 83 11 6 86 7 7 87 3 10 80 10 10

This school is effective in the early identification of student needs that affect learning.

17 73 10 77 23 0

Parents/Caregivers Grades 4-6 Grades 7-9 Grades 10-12Staff


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Frequent Monitoring of Student Progress (Assessment Practices)

Support was shown from students and staff for the item “parent/teacher interviews or 3-way conferences focus on student attainment of learning outcomes.” The survey item relating to teachers giving frequent feedback to improve learning received lower support from grades 7-10 students and parents/caregivers. Another area of concern for parents/caregivers is the early identification of student needs that affect their learning. These two areas could be discussed further.

Additional comments regarding the Cudworth School assessment practices are listed below:

o A person takes kids out and helps them with their speaking. (Student)

o I was not contacted at all prior to interviews that my child's grades were dropping. I only found out at interviews after that section of the subject was completed----so it was too late to help. (Parent/Caregiver)

o I use checklists and rubrics. It helps show parents where their child is at. (Staff Member)

o It would be very nice to have a timetable of what classes my kids take during which period etc. I have never received one and have no idea what their days are like. (Parent/Caregiver)

o Lack of feedback from some of the high school teachers is extremely frustrating. (Parent/Caregiver)

o When students hand in a rough draft, I sit down with them and go over what they could do better. (Staff Member)

o Teacher related her discussion to what students will experience when they write their Departmental Exam. (ROSE Observer)

o The communication between students and teachers NEEDS to improve. These are the people that are helping shape our children in who they will become. (Parent/Caregiver)

o I like how the teachers help you understand something you don't know and explain it in a different way. (Student)

o Kids are assessed and then what?? (Parent/Caregiver)

o I use a balance of formative and summative assessments. This has really changed the way I teach. (Staff Member)

o I would like to see teachers communicate with me as a parent when my child gets into trouble or is having trouble learning. I get zero feedback other than at interviews. (Parent/Caregiver)

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o This school cares for its students and wants what is best for them. Often staff takes time before and after school to discuss strategies to best meet the needs of kids. (Staff Member)

o On report cards, it would be nice if there could be specific comments related to each subject on the report card. A positive comment and a constructive comment for improvement. That would be much more effective in assisting the student and parent to strive for improvement than a number. (Parent/Caregiver)

o I put “I can” statements up in the classroom for all to see. (Staff Member)

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Learning rates of children are higher when their parents/caregivers, teachers, and community members work together to support their educational needs. This not only benefits children academically but also helps them to develop socially. Parents/Caregivers are able to provide outside points of view on educational issues that can help to improve them. Data reflecting home-school relations at Cudworth School is presented in Table 11.

Table 11: Indicators of Home-School Relations


Teachers celebrate student accomplishments, with parents/caregivers.

30 63 7 89 11 0 70 17 13 35 48 17 41 36 23

Home/school partnerships are actively used to support individual student learning needs.

20 60 20 77 6 17 84 3 13 41 31 28 65 19 16

Parents/Caregivers are kept informed about school activities and programs.

57 43 0 94 6 0 94 3 3 76 17 7 84 13 3

Parents/Caregivers actively volunteer in this school.

47 46 7 61 39 0 83 7 10 76 17 7 71 23 6

This school ensures that parents/caregivers/SCC members feel welcome in this school.

34 63 3 67 33 0 87 3 10 55 24 21 80 10 10

The opinions of parents/caregivers are valued in this school.

13 77 10 67 33 0 77 13 10 35 48 17 62 19 19

This school encourages and helps students to interact, in various ways, with the community (ie: senior citizen homes, town library, volunteer activities, skating/hockey rink, curling rink).

43 47 10 89 11 0 77 13 10 52 27 21 71 23 6

Parents/Caregivers have the opportunity to provide input into some school decisions.

17 76 7 55 28 17 74 13 13 48 28 24 58 29 13

The School Community Council (SCC) has meaningful involvement, in this school.

33 30 37 83 6 11 80 7 13 52 10 38 77 0 23



35

Home-School Relations

36

Positive feedback was received from teachers and students regarding parent/caregivers being informed about school activities and programs. Two items that could be researched further are the opportunities parents/caregivers have to provide input into some school decisions and the value placed on parents/caregivers’ opinions.

The following comments illustrate more fully how respondents felt about home-school relations at Cudworth School:

o I am happy the school got a sign so the community will know when there are events taking place. That is a big part of joining back into the community as a whole, which will help with student pride. (Parent/Caregiver)

o I would like if our parents were more involved in things going on in the school because that doesn't happen that much. (Student)

o Communication with parents the last few years has been good. (Staff Member)

o There is some communication (in the agenda, newsletter, etc.) between the teacher and students, but that varies with each grade. (Parent/Caregiver)

o I tell my parents what level I am reading at. (Student)

o Cudworth is an exceptionally strong community with involvement in clubs such as Minor Hockey, Ukrainian Dance and parents supporting school events and there is no excuse for us to be losing our students. (Parent/Caregiver)

o I was very disappointed with the graduation ceremonies. The graduates work so hard to graduate high school and the day was very short and the graduates felt that they had very little input into the day. (Parent/Caregiver)

o I like when the community comes to our school (Royal Readers). (Staff Member)

o It was very positive when OT/SLP/Ed Psych were at interviews so parents could speak with them. It is unfortunate that this no longer occurs. (Parent/Caregiver)

o There needs to be more information sent home (by email or paper form) regarding school activities, sporting events, etc. (Parent/Caregiver)

o I really appreciate all school volunteers. (Staff Member)

o It would be nice to have a Facebook page set up for Cudworth School which would be updated daily with current events. (Parent/Caregiver)

o The use of email and texts for emergency or important things is great. (Parent/Caregiver)

o I would prefer email communication as paper notes get lost in students' backpacks. (Parent/Caregiver)

o I see the newsletter, which is nice, but I don't feel we receive communication in other areas, such as schedules and parent drivers, etc. (Parent/Caregiver)

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o I feel that the school should be tied more to the community. Perhaps by being involved in the various senior complexes, the school would be able to bring itself back to being part of the community, instead of a mere building within the town limits. (Parent/Caregiver)

o We need more community involvement with our youth. (Parent/Caregiver)

o There needs to be communication for activities, academics, sports etc. (Parent/Caregiver)

o We are a community that comes together and we are extremely concerned and don't want to lose our school. (Parent/Caregiver)

o I believe that there could be more parent involvement with the school. At times I feel that parents aren't welcomed into the school the way that they should be. Parents spend time at the school and volunteer mainly with sports and I feel that they should be involved in other areas as well. (Staff member)

o The volunteerism by parents in this community is exceptional; Cudworth is a very caring community. (Parent/Caregiver)

o Our bus system is unreliable as there are many days when our bus is not running and this is not due to weather. We are not made aware of the reasons for not having a bus on those days. (Parent/Caregiver)

o I have been a volunteer in this school. I was so impressed at how the kids were so respectful and well mannered. My kids are my world. They are at school for over six hours. In those hours I hope they are being taught all they need, and that they are treated well by staff and students. (Parent/Caregiver)

o The school is especially effective in communicating its community role and goals for the students. (Staff Member)

o I wish I had more positive things to say but I just don't. I only ever hear the negative. I hope that this process helps instill some positive solutions into our school and build it up to be a success for all. I also hope that we are informed of any recommendations and implementations that come from this ROSE process. (Parent/Caregiver)

o

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This area includes a summary of major themes derived from the data presented in terms of an overall rating of the school and a summary of the major strengths. It also includes areas for enhancement identified in the comments and the survey data, as well as considerations for action resulting from the data, interviews, and survey comments.

Overall Rating of Cudworth School

Parents/Caregivers, staff, and students were asked to rate Cudworth School by giving it an overall rating of Very Effective, Effective, Somewhat Effective or Not Effective. The ratings are summarized on Table 12.

Table 12: Overall Ratings of Cudworth School

Student learning in this school is:

Very Effective 7 11 44 25 16

Effective 13 72 30 41 55

Somewhat Effective 43 11 13 34 23

Not Effective 37 6 13 0 6

Total 100 100 100 100 100

Rating Staff Grades 4-6 Grades 7-9 Grades 10-12Parents/Caregivers

As illustrated in Table 12, 63% of the parents/caregivers, 94% of staff, 87% of Grades 4-6 students, 100% of Grades 7-9 students and 94% of Grades 10-12 students found the learning at Cudworth School to be “Very Effective”, “Effective”, or “Somewhat Effective”.

The graph below illustrates the combined survey data from all stakeholders, regarding the

Major Themes and Priorities for Action

39

overall rating of Cudworth School:

21%

39%

26%

14%

Combined Stakeholder Rating

Very Effective Effective Somewhat Effective Not Effective

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Major Themes

The purpose of this ROSE process is to provide those interested, with a picture of Cudworth School, in regard to the perceived quality of schooling, by its various stakeholders. This picture has been designed by students, parents/caregivers, community members, and staff, as well as the observing ROSE Team. An integral part of the ROSE process is the provision of clear information that can be used in planning for the future.

A summary of major themes have resulted from the data analysis of the classroom observations, CI/A Interviews, Focus Group responses, and electronic survey data, which includes comments. These themes are presented in terms of an overall appreciative summary of the major strengths and areas for enhancement/considerations for action.

Table 13 represents the themes that emerged from all stakeholder comments and survey data that was collected with respect to Cudworth School:

Table 13: Major Themes Found in ROSE Data

Areas of Strength - Cudworth School

Theme #1 Students Feel Safe Going to and from School Identified by All Groups

Theme #2 Cudworth School Expects Students to do Their Best Identified by Teachers and Students

Theme #3 Students are Encouraged to Read/Given Time to Read at School Identified by All Groups

Theme #4 Professional Development Opportunities are Encouraged for All Staff Identified by Teachers

Areas for Enhancement - Cudworth School

Theme #1 Opinions of Parents/Caregivers are Valued at This School Identified by All Groups

Theme #2 Opportunity to Discuss ReadingIdentified by

Parents/Caregivers and Teachers

Theme #3 All Staff Demonstrate they Care about Students Identified by All Groups

Theme #4 Teachers are Adequately Supported to Meet the Diverse Needs of All Students

Identified by Parents/Caregivers and

Teachers

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The data highlights certain areas of synergy where all stakeholders agreed. These themes illustrate stakeholders’ appreciation in the great things happening daily at Cudworth School.

ENCOURAGED TO CONTINUE

1. Support all staff in attending professional development opportunities.

2. Promote an environment where students feel safe coming to and from school.

3. Look for ways to inform parents/caregivers about school activities.

4. Provide an environment where students are encouraged to read at school.

5. Maintain an environment where the school library effectively supports student learning needs.

6. Provide students with opportunities to read books that they choose.

ENCOURAGED TO CONSIDER

1. Working collaboratively with all stakeholders to analyze the data contained in this report.

2. Using the information contained within this report, when developing strategies for the school’s learning improvement plan.

3. Sharing this document with the larger community in order to invite outside responses.

Synergy

Contemplations

Concluding Comments

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The ROSE process provides an opportunity for students, parents/caregivers/SCC members/community members, and staff to become involved in thinking about the school and its future state. The information is appreciative and left with the school to address what is there, and what may be missing, in relation to their context.

The focus on literacy for all, was reflected in the survey data where 96% of stakeholders surveyed, recognized that students are given time every day to read at Cudworth School. A student commented that illustrates the school’s literacy focus:

“I was proud when our grade 3 class read 6 000 minutes in 1 month.”

Cudworth School continues to focus on its mission of preparing students to meet life’s challenges and realize their potential by providing a positive and safe learning environment. One student provided evidence of this mission with the statement:

“We can talk to teachers at noon or after class.”

The ROSE Team members were impressed by the warm reception provided by the students and staff at Cudworth School. It was apparent that the staff were very proud of their work and were willing to openly share thoughts, ideas, and issues with ROSE Team members.

The ROSE Team would like to express their gratitude to Cudworth School, its administration, staff, students, parents/caregivers, and community members for their willingness to be part of this important process and for continuing with the meaningful work begun in this process.

A parent summed up Cudworth School by stating:

“I believe the small size of our school should definitely be used to our advantage. It should allow for more individual student-teacher relationships.”