DISTRICT IMPROVEMENT PLAN

2014-2017

August 2014

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 1

Message from the Superintendent:

“Educators must commit to data analysis as a continuous process, not an event” Reeves, D. (2009). The Learning Leader/Looking Deeper Into the Data. Educational Leadership, 66(4), page 89

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 2

Department of Education and Early Childhood Development

Provincial Education Plan

- Mission Statement -

“Working together, in inclusive learning environments, to support each child and student in reaching their fullest potential.”

- Vision -

Excellence and Equity

- Priorities – 2013-2016 - Improve achievement in language, mathematical and scientific literacies (1)

Improve inclusive learning environments and instructional practices to ensure equity (2)

Increase opportunities for learners to develop entrepreneurial competencies and to engage in active citizenship (3)

Integrate the early childhood and K-12 school sectors (4)

Provincial Education Plan

Anglophone West School District

District Improvement Plan The District Improvement Plan is a commitment to improve the academic and social

growth of our youth. The priorities of the plan span a three year period and align with the provincial priorities. The plan is developed based on the results of student success and needs in our system and identifies the SMART goals of focus for the year. The goals are established to guide the efforts of educators in achieving district priorities, set strategies and actions, and outline processes for monitoring, making adjustments and evaluation of

the goals.

Mission Statement “Each student of Anglophone West School District will achieve his/her fullest potential,

continuing to be a productive citizen in an ever-evolving world.”

Priorities for 2014-2017 Within an Inclusive Setting

Priority 1: Focus on Assessment for, as and of Learning to Improve Student Achievement

All Anglophone West schools will attain higher levels of academic success.

Priority 2: Enhance Positive Learning and Working Environment

All Anglophone West schools will demonstrate improvements in inclusive instruction and intervention practices within a positive learning and working environment.

Priority 3: Augment Shared Leadership Capacity All Anglophone West schools will build collaborative leadership capacity to enhance

student success.

*1, 2, 3, 4 – Priorities are linked to District Strategies / Actions

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 3

ASD-W PRIORITY 1 – 2014-2015 SMART Goal:

Every school in Anglophone West will improve assessment practices, for, as, and of learning, resulting in a 3% increase on district academic results as compared to the previous years’ results.

Baseline Indicators of

Success Targeted Research-Based

Strategies / Actions

District Monitoring and Accountability

District Responsibility / Timeline Progress Notes

Tell Them From Me (TTFM) - ASD-W

Student Participation Rate

Elementary

Secondary

2012-13 90.0% 74.0%

2013-14 93.0% 76.0%

ASD-W Results (TTFM)

Effective Learning Time – Important

concepts are taught well, class time is used efficiently, and homework and evaluations support course objectives.

Elem

Cdn Norm

Secondary

Cdn Norm

2012-13 8.4/10 8.2/10 6.7/10 6.6/10

2013-14 8.6/10 8.2/10 6.8/10 6.6/10

Relevance – Students find classroom instruction relevant to their everyday lives.

Elem

Cdn Norm

Secondary

Cdn Norm

2012-13 8/10 8/10 6.1/10 6.1/10

2013-14 8.1/10 8/10 6.3/10 6.1/10

Rigor – Students find the classroom instruction is well organized, with a clear purpose, and with immediate and appropriate feedback that helps them learn.

Elem

Cdn Norm

Secondary

Cdn Norm

2012-13 8.1/10 8/10 6.2/10 6.3/10

2013-14 8.2/10 8/10 6.4/10 N/A

PISA Results – ASD-W

Reading Literacy

Mathematical Literacy

Scientific Literacy

2009 512 (+/-10) 500 (+/-10) 501(+/-10)

2012 505(+/-10) 510(+/-10) 530(+/-10)

Scores in each area represent the performance of the sample of ASD-W students assessed plus or minus 10 points. See P.12 for more details on the PISA assessment.

School Review Data – ASD-W

There is a balanced use of formative and summative assessment (for learning/ of learning) to guide instructional practices. (ind# 67)

Schools Reviewed

Total

2010-11 11 36.0%

2011-12 11 64.0%

2012-13 13 77.0%

2013-14 N/A N/A

Teachers teach students to assess their own and others’ learning. (ind#59)

Total

2010-11 11 9%

2011-12 11 27%

2012-13 13 38%

2013-14 N/A N/A

Provincial Assessment Results – ASD-W

Reading Results (Appropriate & Above)

Gr.2 Gr.4 Gr.4FI

2011-12 78.0% 78.0% Pilot

2012-13 80.3% N/A 68.6%

Gr.7 Gr.9 Gr.10 FI

2011-12 68.8% 73.4% 81.4%

2012-13 74.5% 78.6% 85.3%

Writing Results (Appropriate & Above)

Gr.2 Gr.4 Gr.4FI

2011-12 71.6%* 61.9%* Pilot

2012-13 80.3%* N/A N/A

Gr.7 Gr.9 Gr.10 FI

2011-12 62.6% 82.0% 52.2%

2012-13 59.7% 83.2% 47.2%

*Indicates a 20% sample.

Numeracy Results (Appropriate & Above)

Gr.3 Gr. 5 Gr. 8

2011-12 68.8% 63.7% 52.5%

2012-13 NA 64.0% 53.6%

ELP/R Reassessment Results Following

Intervention in Grade 10

No. of Students

Reassessed

Complete

Incomplete

2011-12 603 70.0% 30.0%

2012-13 723 72.3% 27.7%

School leaders work with teachers in gathering and interpreting data on student performance to inform decision making, including setting targets to close achievement gaps.

School leaders work with teachers on short and long term planning based on data from ongoing assessments and common assessments.

[1,2,3,4 Linked to Provincial Priorities – Page 3]

District staff will work collaboratively with school staff to provide evidence of curriculum, instruction and assessment being planned together to enhance opportunities for all students to learn. (1)

District staff will work collaboratively with school staff to provide evidence of a variety of instructional practices such as the use of thinking prompts, effective questions, challenging assignments and experiential learning. (1, 2)

District staff will work collaboratively with teachers to ensure a variety of relevant and meaningful information is used to continuously monitor learning and inform instruction. (1, 2)

District staff will work collaboratively with school staff to ensure a school-wide systematic response with varied strategies for academic interventions is in place (pyramid of intervention). (1, 2)

District staff will work collaboratively with school staff to provide evidence of transition planning for children entering kindergarten, such as Welcome to Kindergarten. (4)

Professional learning opportunities will focus on Assessment for, as and of Learning. These will be specific job-embedded and designed to refine instruction to improve student learning and achievement. (1, 2)

Tell Them From Me Reports

Academic Pyramids of Intervention include best practices.

Senior Admin. Staff, District Subject Coordinators / Leads / Supervisor of Data & Accountability - Ongoing

Personalized Learning Plan (PLP) formerly Special Education Plan (SEP) goals are updated regularly to reflect progress:

Audit with ASD-W

District ESS (Education Support Services) Staff – Director and Subject Coordinators Oct. ’14 and Feb. ‘15

Native Education Advisory Team (NEAT) Meetings and reports demonstrate timely responses and interventions to respond to student learning needs.

Superintendent / First Nation Subject Coordinators - Ongoing

School Annual Report – Report Cards demonstrate Assessment for Learning progress

Superintendent & SEO’s June ‘15

Student Report Cards (Generated by DataConnect GradeBook Student Information System) provide ongoing communication about learning to students, parents and educators.

Director of Curriculum & Instruction, Subject Coordinators, Supervisor of Data & Accountability – Nov. ’14, Jan. ’15, Apr. ’15, June ‘15

Professional Learning / Resources SIP Information – EECD Portal Reading and Writing Standards EECD Look For Documents ASD-W Balanced Assessment

Resource (in development)

Numeracy Nets, Prime, First Steps Key Skills Assessment to monitor progress and

growth of students Assessment and Evaluation Site – EECD Portal EECD Portal Module – Formative Assessment First Nation Data Collection Form/Tool

Subject Coordinators / Leads will work with schools on job-embedded professional learning that includes the collaborative analysis of student work to inform next steps to improve student achievement.

Senior Administration, Subject Coordinators and Leads will work in schools with administrators and teachers to provide professional learning opportunities in response to the goals/needs of individual schools identified through School Improvement Plans and School Review Process.

EST Leads and Mentors – collaborative learning, co-planning and/or co-teaching to inform instructional practices to meet the needs of students.

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 4

GOAL 1 DATA

ASD-W Tell Them From Me (TTFM) – Elementary Determined on a Score out of 10

ASD-W Tell Them From Me (TTFM) – Secondary Determined on a Score out of 10

ASD-W Provincial Assessment Data

Reading2011-12

Reading2012-13

Writing2011-12Sample

Writing2012-13Sample

ASD-W 78.0% 80.3% 71.6% 80.3%

Provincial 79.1% 79.5% 77.5% 82.3%

0%

20%

40%

60%

80%

100%Grade 2 Reading & Writing Comparison

Reading2011-12

Reading2012-13

Writing2011-12Sample

Writing2013-14

ASD-W 78.0% 0.0% 61.9% 0

Provincial 77.1% 0.0% 58.2% 0

0%20%40%60%80%

100%

Grade 4 Reading & Writing Comparison

Reading2011-12

Reading2012-13

Writing2011-12

Writing2012-13

ASD-W 69.2% 74.6% 63.2% 59.7%

Provincial 69.4% 76.2% 64.5% 62.6%

0%20%40%60%80%

100%

Grade 7 Reading & Writing Comparison

Reading2011-12

Reading2012-13

Writing2011-12

Writing2012-13

ASD-W 73.5% 78.6% 82.0% 83.2%

Provincial 73.5% 78.1% 82.2% 82.4%

0%20%40%60%80%

100%

Grade 9 Reading & Writing Comparison

2011-12 2012-13

ASD-W 63.7% 64.0%

Provincial 63.7% 62.9%

0%

50%

100%

Grade 5 Numeracy Comparison

2011-12 2012-13

ASD-W 52.6% 53.6%

Provincial 57.5% 58.5%

0%

50%

100%

Grade 8 Numeracy Comparison

Reading 2011-

12

Reading 2012-

13

Writing2011-

12

Writing2012-

13

ASD-W 81.4% 85.2% 52.2% 47.2%

Provincial 78.4% 78.3% 42.2% 36.2%

0%20%40%60%80%

100%

Grade 10 FSL Reading Comparison

480 500 520 540

ASD-W

Provincial

Canada

Internation…

Reading Literacy PISA 2012

2009 * Major Domain

460 480 500 520 540

ASD-W

Provincial

Canada

Internatio…

Mathmatical Literacy PISA 2012 * Major Domain

2009

480 500 520 540

ASD-W

Provincial

Canada

International

Scientific Literacy PISA

2012 2009

20

12

-20

13

2

013

-20

14

2

012

-20

13

2

013

-20

14

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 5

ASD-W PRIORITY 2 – 2014-2015 SMART Goal:

By June 2015, every school in Anglophone West will demonstrate an increase in student engagement, resulting in a 3% increase of TTFM results related to engagement across the district.

Baseline Indicators of

Success Targeted Research-Based

Strategies / Actions District Monitoring and

Accountability District Responsibility /

Timeline Progress Notes

Tell Them From Me (TTFM) – ASD-W Student

Participation Rate Elementary Secondary

2012-13 90.0% 74.0%

2013-14 93.0% 76.0%

ASD-W Results (TTFM)

Interested and Motivated - Students are interested and motivated in their learning

Elem

Cdn Norm

Secondary

Cdn Norm

2012-13 72.0% 74.0% 38.0% 33.0%

2013-14 77.0% 74.0% 41.0% 33.0%

Value School Outcomes - Students believe that education will benefit them personally and economically, and will have a strong bearing on their future.

Elem

Cdn Norm

Secondary

Cdn Norm

2012-13 96.0% 96.0% 73.0% 76.0%

2013-14 95.0% 96.0% 73.0% 76.0%

Sense of Belonging - Students feel accepted

and valued by their peers and by others at their school.

Elem

Cdn Norm

Secondary

Cdn Norm

2012-13 86.0% 86.0% 66.0% 72.0%

2013-14 86.0% 86.0% 63.0% 72.0%

School Review Data – ASD-W Students are engaged in their learning (Ind.#58)

Schools Reviewed

Total

2010-11 11 45%

2011-12 11 55%

2012-13 13 92%

2013-14 N/A N/A

Examination and tracking of data related to behaviour has led to the development of strategies and inter- ventions (e.g., pyramid of intervention) (Ind.# 74).

Total

2010-11 11 45%

2011-12 11 36%

2012-13 13 69%

2013-14 N/A N/A

The behavioural pyramid of interventions is developed and monitored based on data (Ind#95).

Total

2010-11 11 N/A

2011-12 11 9%

2012-13 13 77%

2013-14 N/A N/A

School Wellness Data – ASD-W School Wellness Data supports a focus to be

placed on improvement in the following areas as it relates to School Connectedness in the mental fitness component.

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201

0-1

1

Ele

m A

SD

W 78.0

% 84.0%

82.0%

85.0%

88.0%

N/A

Pro

v

77.0%

83.0%

79.0%

85.0%

87.0%

N/A

201

2-1

3

Secon

da

ry

AS

D-W

76.0%

74.0%

68.0%

75.0%

79.0%

76.0%

Pro

v

78.0%

76.0%

73.0%

77.0%

81.0%

79.0%

High levels of mental fitness are linked to the following: more pro-social behaviors, fewer oppositional behaviours, lower susceptibility to smoking, engagement in competitive physical activities and higher levels of school connectedness. Mental fitness is fostered in environments and relationships that address three interrelated psychological needs; relatedness, autonomy and competency. (Morrison & Peterson, 2010)

Mental Fitness

2010-11 - Gr. K-5 2012-13 - Gr. 6-12

ASD-W Prov. ASD-W Prov.

Low 17% 19% 25% 22%

Medium 63% 61% 52% 53%

High 17% 19% 23% 25%

2010-11 – Gr. K-5 2012-13 - Gr. 6-12

ASD-W Prov. ASD-W Prov.

Competency 79% 79% 74% 76%

Autonomy 83% 82% 67% 70%

Relatedness 77% 77% 73% 75%

School Leaders work with staff to develop:

Positive Learning Environment Plans - designed to promote, create and maintain a positive, safe and inclusive environment that reflects diversity.

Connectedness – to foster attachments for students to their school and a greater sense of belonging.

Wellness – designed to develop opportunities for students to be engaged in learning lifestyles based on the four pillars of wellness: Healthy Eating, Physical Activity, Tobacco-Free Living and Mental Fitness.

[1,2,3,4 Linked to Provincial Priorities – Page 3]

District staff will work collaboratively with school staff to ensure the teaching and learning environment promotes the engagement of all students and reflects individual student interests, strengths, needs, learning preferences and cultural diversity. (1,2,3)

District staff will work collaboratively with school staff and students to engage the community and ensure students and families feel welcome and included. (2,3)

District staff will work collaboratively with school staff to monitor and measure data to inform the selection of programs and initiatives to meet the needs of students (such as WITS, PBIS, Beyond the Hurt, Roots of Empathy…). (2)

District staff will work collaboratively with school staff to ensure a school-wide systematic response with varied strategies for behaviour intervention is in place (pyramid of intervention). (1,2,3)

District staff will work collaboratively with school staff to develop and implement a Comprehensive School Safety Plan (CSSP). (2)

District staff will work collaboratively with school staff to develop transition initiatives for students entering school and moving from school to school. (4)

District staff will work collaboratively with school staff to develop and implement a Comprehensive School Health Team (2)

Planning and instruction reflect Differentiated Instruction and Universal Design for Learning practices and monitor engagement in academic success.

ASD-W Subject Coordinator Team; Director of ESS (Education Support Services); Director of C&I (Curriculum & Instruction) - Ongoing scheduled visits

School Pyramid of Interventions (Academic and Behaviour) demonstrate sound pedagogical interventions and responses.

District Staff, ESS (Education Support Services) and Curriculum Subject Coordinators – Ongoing

Positive Learning Environment Plans align with District PLE Plan:

School Code of Conduct and Positive Learning Environment Plans completed as per Policy 703.

District ESS (Education Support Services) Staff / Senior Education Officers

Draft plan due Oct 2014

Final plan due Jan 31/15

Behaviour Interventions reflective of various information sources, such as:

Behaviour Tracking Data

Tell Them From Me Data

Perception Data

PowerSchool Data (Attendance, Suspensions, Dropouts)

District Health Advisory Committee (DHAC) and Sub-Committees will develop actions reflective of provincial / school data reflective of the Joint Consortium for School Health Healthy School Planner.

District ESS (Education Support Services) Staff

District Staff / ESS Staff / Senior Education Officers – Upload to Portal Oct. 30

District Staff / ESS Staff

Senior Administration Team and Health & Phys Ed Subject Coordinator – Ongoing

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 6

Behaviour Tracking Data – ASD-W

Total Suspension

Rates

In School Suspension

Suspension

2012-13 1411 2511

2013-14 1160 1946

Updated June 18

Conduct Summary Total Incidences Reported

2012-13

2013-14

Seri

ou

s

Mis

con

du

ct

Physical Violence 698 723

Disrupting School Operations 671 229

Physical Bullying 494 451

Beh

avio

ur

s N

ot

Tole

rate

d

Disorderly Conduct 2225 1828

Defiance 1471 1282

Disrespect 1161 1277

Updated June 18

Dropout Data – ASD-W

Drop Out

Rates ASD-W F M Prov F M

2011-12

1.9%

1.9%

1.9%

1.7 %

1.5%

1.8%

2012-13

1.6%

1.6%

1.5%

1.5%

1.2%

1.7%

Exit Survey – ASD-W

Student Sample Rate: 2012-40%; 2013-45% 2012 2013

Total Students 620 747

My school is a place where I never felt like an outsider.

ASD-W 52.3% 49.0%

Prov 56.5% 54.0%

My school experience was academically challenging.

ASD-W 58.2% 58.9%

Prov 62.5% 63.9%

My learning is interrupted by the behaviour problems of other students.

ASD-W 29.5% 42.0%

Prov 34.1% 40.8%

The variety of courses available met my need.

ASD-W 73.1% 71.1%

Prov 78.0% 76.2%

My school experience encouraged me to want to learn.

ASD-W 63.4% 64.5%

Prov 69.9% 68.5%

I am satisfied with the quality of education received in school.

ASD-W 71.1% 67.6%

Prov 78.3% 75.1%

Professional Learning / Resources

EECD Portal Site (such as Universal Design for Learning, Positive Learning Environment)

Provincial Exit Survey Stepping Out Cross-Curricular Look Fors – Portal Site Healthy School Planner – Youth Engagement Section

ASD-W Positive Learning Environment Framework (Appendix II) Inclusion Facilitator Modules District Health Advisory Committee NBTA School Wellness Facilitators New Brunswick Student Wellness Surveys New Brunswick Student Drug Use Surveys

Mental Health Association Comprehensive School Safety resources PrevNet (Promoting Relationships & Eliminating Violence Network) PBIS (Positive Behavioral Interventions & Supports) CASEL (Collaborative for Academic, Social & Emotional Learning) NASPONLINE (National Association of School Psychologists)

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 7

GOAL 2 DATA

ASD-W Tell Them From Me (TTFM) - Elementary

ASD-W Tell Them From Me (TTFM) - Secondary

ASD-W CSDR Data / Drop-Out Data / Exit Survey Data

0 1000 2000 3000

2012-13

2013-14

ASD-W Suspension Rates

Suspension In School Suspension

0 200 400 600 800

Physical Violence

Disrupting School…

Physical Bullying

ASD-W Serious Misconduct Reported

2013-14 2012-13

0 1000 2000 3000

Disorderly Conduct

Disrespect

ASD-W Behaviours Not Tolerated Reported

2013-14 2012-13

20

12

-20

13

2

013

-20

14

2

012

-20

13

2

013

-20

14

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 8

ASD-W PRIORITY 3 – 2014-2015 SMART Goal:

By June 2015, 100 % of Anglophone West school administrators will enhance the capacity of school based leadership.

Baseline Indicators of Success Targeted Research-Based

Strategies / Actions District Monitoring and

Accountability

District Responsibility /

Timeline

Progress Notes

School Review Data – ASD-W

Thirty-five schools have been reviewed in ASD-W between the years of 2010 -11 and 2012-13. Total is reflective of Very and Mostly Evident results.

The school has a core leadership team in place to facilitate continuous improvement (Ind.#9) 40.1%

Schools Reviewed

Total

2010-11 11 36%

2011-12 11 27%

2012-13 13 38%

2013-14 N/A N/A

There is a formal process at the school that provides all teachers with regular feed-back on a predetermined cycle. This includes obser-vations and conferencing using a structured format (Ind.#26) 45.6%

Total

2010-11 11 45%

2011-12 11 36%

2012-13 13 54%

2013-14 N/A N/A

School leaders are know-ledgeable about, and work with individual teachers and teams on curriculum plan-ning, instruction, and assess-ment (Ind. #22). 51.3%

Total

2010-11 11 36%

2011-12 11 36%

2012-13 13 77%

2013-14 N/A N/A

School personnel participate in observation, coaching, and structured feedback opportunities with peers(Ind. #110) 5.7%

Total

2010-11 11 0%

2011-12 11 9%

2012-13 13 8%

2013-14 N/A N/A

Staff members take a leadership role in professional learning. (Ind.#111) 60.0%

Total

2010-11 11 36%

2011-12 11 64%

2012-13 13 77%

2013-14 N/A NA

Leadership Program – ASD-W

ASD-W Leadership Program Number of Participants

WEC FEC OEC

2012-13 13 12 8

2013-14 14 12 7

Teacher Perception Data – ASD-W

K-5 6-8 9-12 6-12 K-12 K-8

I have been involved in the development of the School Improvement Plan (SIP).

2012-13 90.7% 86.5% 85.1% 93.7% 100% 93.8%

2013-14 92.2% 77.9% 75.9% 95.1% 97.1% 86.4%

School leaders are knowledgeable about, and work with individual teams on curriculum and instruction.

2012-13 85.4% 81.5% 61.0% 68.4% 83.5% 80.0%

2013-14 88.9% 70.5% 65.4% 72.0% 79.6% 86.6%

I have been involved in decisions about school-wide processes (e.g. developing our pyramid of interventions, assessment planning, setting SIP goals).

2012-13 80.0% 72.5% 61.4% 58.2% 64.3% 68.4%

2013-14 87.7% 74.1% 70.5% 80.5% 80.4% 83.6%

I work within a team in my school.

2012-13 92.7% 95.0% 87.2% 81.0% 77.4% 87.5%

2013-14 93.1% 95.8% 83.8% 81.5% 85.4% 98.5%

I work collaboratively with others to discuss student progress and achievement results.

2012-13 91.9% 90.0% 79.2% 79.7% 83.5% 85.0%

2013-14 96.4% 88.5% 77.7% 81.7% 91.3% 89.6%

I am encouraged and supported to pursue professional learning.

2012-13 88.7% 82.3% 76.7% 86.1% 88.6% 86.2%

2013-14 92.0% 78.9% 73.5% 90.2% 89.3% 90.9%

I have the opportunity to develop new skills in this school.

2012-13 90.1% 81.9% 75.4% 77.2% 81.6% 80.0%

2013-14 87.4% 79.4% 71.1% 79.3% 83.5% 92.4%

The school has an effective core leadership team in place to facilitate continuous improvement.

School Leaders and school teams plan and implement effective instructional practices to meet the needs of students.

School Leaders will adhere to Provincial instructional time guidelines and ensure sufficient opportunities are provided for students to learn in each of the curricular areas K-8.

School Leaders and staff follow a formal process that provides all teachers with regular feedback on a predetermined cycle. This includes observations and conferencing using ASD-W Staff Growth Process.

[1,2,3,4 Linked to Provincial Priorities – Page 3]

At the District, Education Centre and School levels, teams meet regularly to share practices, review and analyze data, and plan for curriculum implementation and inform decision makers. (1,2)

At the District, Education Centre and School levels, Education Support Teacher Teams meet minimally once every ten days to review and plan for system needs and plan and monitor progress of students. (3)

At the District, Education Centre and School levels, staff are engaged in developing leadership competencies.

At the School level, teachers will work collaboratively within professional teacher learning communities to plan using student’s strengths, needs and interests. (1,2)

At the District, Education Centre and School levels, professional learning builds capacity, informs instructional practice, and deepens understanding of the curriculum to improve student learning and achievement. (1,2)

School Improvement Plans align with the District Improvement Plan and reflect informed based decisions. Information sources used for development of the SIP may include:

Provincial Assessments

Ontario Comprehension Assessment (OCA) data

Writing Reporting Criteria

Running Records,

ASD-W Reading Levels

Numeracy TTFM

Science Wellness

Supervisor of Data and Accountability, SEO’s or Admin. Team – Oct. ’14, Jan. ‘15

School Improvement Plans / Positive Learning Environment Plans / submitted and demonstrate clear emphasis on improving student learning and achieving growth smart goals.

Senior Admin Staff / Subject Coordinators

Draft due Oct. 2014

Final due Jan. 30 ’15

Uploaded to Portal site

School timetables reflect Provincial Instructional Time Guidelines K-8

Subject Coordinators

School Education Review – reports are appraised and feedback provided to schools.

SAT Team – 6 week following Review

Core Leadership Teams and Education Support Services (ESS) Teams.

Senior Admin. Staff & Subject Coordinators

EECD Policy 322: Inclusive Education ESS Staff

EECD Time Usage Surveys – EST-Resource, EST-Literacy, EST-Numeracy, EST-Guidance.

ESS Staff – Nov. ‘14

ASD-W Staff Growth Process followed for Principal, Vice-Principal, Teacher, EST-Guidance, EST-Resource, and Non-Teaching Staff. Walk-Throughs are completed as outlined in the ASD-W Growth Process

School Administration / Senior Admin. Team (SEO’s and Directors) - Ongoing

Professional Learning / Resources ASD-W Staff Growth Process Documents Provincial Coaching Model – EECD School Review – EECD Portal

EECD Leadership Program ASD-W SIP Review planning and monitoring guidelines (Appendix III) EECD Policy 322: Inclusive Education EECD Portal Modules

Job-embedded professional learning by EST-Literacy, EST-Numeracy, EST-Guidance and EST-Resource to build shared understanding of effective instruction. May include co-planning and collaboration.

Demonstration sessions on Electronic Staff Growth Process Forms by Technology Mentors ASD-W Leadership Program Modules

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 9

Anglophone West School District Data Summary / Background

Assessments Provincial Assessments serve as an important piece of evidence in our quest for improved student performance. At varying times in the year, a series of assessments are administered to assess Literacy, Numeracy and French Oral Proficiency Performance. Results of these assessments help to determine if students are able to demonstrate the skills and concepts outlined in New Brunswick curriculum documents, provide a report on how well our students are performing during different points in their schooling, and assist schools, districts, and the province in monitoring student learning.

The key to a balanced assessment program lies in the effective use of both formative (assessment for learning) and summative (assessment of learning) practices. Results must inform both actions and practices at the school, district and provincial level, with the intent of improved student learning.

Provincial Assessment Activity Timetable (2013-2014) – To Be Updated Once 2014-15 Timetable is Received

Grade 2 (English Prime) Literacy: Reading – May/June

Grade 4 (English, French Immersion) Literacy: Reading and Writing – May/June

Grade 5 (English, French Immersion) Mathematics – 20% Sample of intact classes May/June

Grade 5 (Intensive French) Literacy: Oral Proficiency and Writing – January ( 22% Sample of intact classes)

Grade 7 (English) Literacy: Reading (Full Cenus) and Writing (20% Sample of intact classes)

Grade 8 (English, French Immersion) Mathematics – June

Grade 9 (English) English Language Proficiency Assessment (ELPA) – January

Grade 11 and 12 (English) English Language Proficiency Reassessment (ELPR) – January

Grade 10 (FSL) Oral Proficiency Assessment (biennial 10% random sample) – April/May

Grade 10 (French Immersion) Literacy: Reading and Writing – April

Grade 12 (FSL) Oral Proficiency Assessments (Optional) – November / December – First Semester; April / May – Second Semester

Behaviour Tracking Data Electronic Behaviour Tracking is a means to use office referral data for decision making about discipline and for implementation of interventions at a school, district and provincial level.

According to Section 6, Policy 703 (Positive Learning and Working Environment), Serious Misconduct Behaviours represent a significant disruption to the learning and working environment, endanger others or significantly impair the operation of the school and the maintenance of a positive learning and working environment.

Behaviours Not Tolerated are those behaviours which may not significantly interfere with the operation of a school but do represent a challenge to the positive learning and working environment.

Comprehensive School Health (CSH) This multi-faceted approach to student health and achievement is set out in 5 pillars:

Reorienting health services

Building healthy public policy

Developing personal skills

Strengthening community action

Creating supportive environments

Comprehensive School Safety Plan (CSSP) Overarching term used to describe a plan which prepares for and responds to emergency and crisis situations in schools.

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 10

Early Years Evaluation: Direct Assessment (EYE-DA) The EYE-DA is designed to provide a snapshot of the developmental skills of children 3 to 5 years of age. The assessment is completed prior to kindergarten in order to provide the family and child with support and interventions that will promote development in the 4 domains assessed and prepare them for transition to school.

1. Awareness of Self and Environment - a child's understanding of the world and his or her ability to make connections with home and community experiences. 2. Cognitive Skills - a child's basic math and pre-reading skills and his or her ability to solve problems. 3. Language and Communication - a child's understanding of spoken language and his or her ability to express thoughts and feelings. 4. Physical Development - The ability to perform a variety of fine and gross motor skills.

The assessment and reporting to parents occurs once the child is registered for school. Results will indicate if the child is demonstrating developmentally appropriate skills or exhibiting lagging skills at the time of assessment in each of the four areas. As students transition to school through a variety of Pre-K activities, information and suggestions are provided to families to support continued development.

Exit Survey A survey administered by the Department of Education and Early Childhood Development to high school students concerning their experience at school, as well as their plans for the future. The survey is composed of nine sections (demographic information, academic background, school environment, E-learning and new technologies, enrichment opportunities, language skills, physical activity and healthy living, learning environment and future), and sent to a sample of graduates.

Ontario Comprehensive Assessment (OCA) The Ontario Comprehension Assessment (OCA) is a quick, whole-class reading comprehension assessment which provides teachers with a descriptive snapshot of students' comprehension of informational text. The purpose of this assessment is to inform students about themselves as readers and to help teachers adapt and plan for reading instruction that will meet the needs of all learners.

Positive Behaviour Interventions and Support (PBIS) PBIS is a framework to enhance implementation of academic and behavioural interventions for all students. With the use of data, it enhances the capacity of schools, families, and communities to design effective environments that improve the link between practices and the environments in which teaching and learning occurs.

Programme for International Student Assessment (PISA) PISA is a collaborative effort among member countries of the Organization for Economic Co-operation and Development (OECD) designed to measure skills that are generally recognized as key outcomes of the educational system. PISA focuses on young people’s ability to use their knowledge and skills to meet real life challenges. These skills are believed to be prerequisites to efficient learning in adulthood and for full participation in society. PISA is administered on a three year cycle to a sample of fifteen year olds across the world. PISA measures three components, one of which is defined as a major subject area of the assessment. The components include:

Reading Literacy – “the ability to understand, use and reflect on written texts, in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society.”

Mathematical Literacy – “the capacity to identify, to understand, and to engage in mathematics and make well- founded judgments about the role that mathematics plays, as needed for individuals’ current and

future life, occupational life, social life with peers and relatives and as a constructive, concerned and reflective citizen.

Scientific Literacy – the capacity to use scientific knowledge, to identify questions and to draw evidence based on conclusions in order to understand and help make decisions about the natural world and the

changes made to it through

Pan-Canadian Assessment Program (PCAP) The Pan-Canadian Assessment Program informs Canadians about how well their education systems are meeting the needs of students and society. The information gathered provides provinces and territories with a basis for examining their curriculum and improving their assessment tools. The assessment measures reading, mathematical and scientific literacies one of which is designated a major subject area. PCAP is written by Grade 8 students from across the country every three years.

Personalized Learning Plan (PLP) formerly Special Education Plan (SEP) The definition of special education program as stated in the Education Act is “an education program for an exceptional pupil that is based on the results of continuous assessment and evaluation and wh ich includes a

plan containing specific objectives and recommendations for education services that meet the needs of the pupil.”

This is a plan that contains recommended adjustments for educational goals and programs and which identifies supports and services to effectively enable an exceptional student to learn and achieve. Planning can involve accommodation, modification and/or individualization.

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 11

Individualization – In a minority of cases, the pervasive and significant nature of the disabling condition that a student displays will require planning that deviates from the regular curriculum. The student will not

be expected to achieve many, if any, of the outcomes of the grade level curriculum, although he or she will be expected to be included in classroom themes and activities as much as possible. The student’s program will be individualized.

Modification – With this type of planning, the grade level curriculum outcomes of a subject area and have been changed to address the specific needs of the student. With modification, the majority of the

outcomes of the grade level curriculum have been altered.

Justifiable Accommodations – Documented strategies, technologies or adjustments without which the student would not be able to demonstrate knowledge.

Response to Intervention (RTI) Response to Intervention is a process for improving the educational outcomes of all students through monitoring student progress and using the data to make decisions about instructional needs and modifications. This process utilizes quick and efficient assessment procedures and is useful in managing early intervening services.

Student Wellness Survey The New Brunswick Student Wellness Survey is a key project of the NB Wellness Strategy and is conducted with students in Grades 4 - 12 and parents of students in Kindergarten to Grade 5. It addresses four pillars of wellness: Healthy Eating, Physical Activity, Tobacco-Free Living and Mental Fitness. Student wellness is important to both wellness and education, as research has demonstrated the relationship between academic achievement and student wellness — healthy students are better learners. http://www2.gnb.ca/content/gnb/en/departments/dhic/wellness/content/research.html

Tell Them From Me (TTFM) The Tell Them From Me (TTFM) Effective Schools Student Survey measures factors that are known to affect academic achievement and other outcomes. It is a web based evaluation system that provides data on student engagement to meet the ongoing planning needs of teachers, school administrators and the district. http://www.thelearningbar.com/surveys/effective-schools-student-survey/

Perception Surveys – Overview (Source: http://www.gnb.ca/0000/results/ASD-W/asdw_perception_details.html) Provincial perception surveys are developed based on school effectiveness research. Survey responses provide school staff, Parent School Support Committees (PSSCs), school districts and the Department of Education and Early Childhood Development with data for making informed decisions as they plan school and system improvements. Survey results provide a starting point for discussions on many aspects of school operations, relationships with and among students, and parent observations and concerns.

The Tell Them From Me (TTFM) Effective Schools Student Survey measures factors that are known to affect academic achievement and other outcomes. It is a web based survey that provides data on student engagement to meet the ongoing planning needs of teachers, school administrators and the district. The data collected from this survey provides several reports for each school related to overall results, and specific reports dedicated to engagement and school safety.

Student responses are presented separately for elementary vs. middle and high school grades.

Student Perception Survey Results

The surveys were conducted in November and December 2013.

Reports are based on province-wide responses from 3146 elementary students (Grades 4 and 5) in ASD-W and 10,084 middle and high school students in ASD-W. This represents 93% of our student population at elementary and 76.4% and middle/high.

Data Not Currently Available

2012-13 Data

Elementary (Grades 4-5)

One-Click Report Bullying Report

2013-14 Data

Elementary (Grades 4-5)

2012-13 Data

Middle & High School

One-Click Report Bullying Report Middle & High School

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 12

Provincial Assessment Results (Source http://www.gnb.ca/0000/results/ASD-W/asdw_assessment.html) This report provides school-level data on provincial assessments. The Provincial Assessment Results table outlines the subjects and the grade levels assessed. It also outlines each assessment target that we have committed to achieve by 2013 as part of the provincial education plan. The table provides three years of data for your school, enabling you to see how your school is performing over time.

Provincial Targets

Literacy – Reading and Writing:

At Grades 2 and 4, 90% of students will reach or exceed the standard in their program of study.

At Grades 7 and 9 (English), 85% of students will reach or exceed the standard.

Passing the English language proficiency assessment is a graduation requirement. Students who do not reach the Grade 9 standard have opportunities for reassessment.

Mathematics and Science:

At Grades 3 and 5, 90% of students will reach or exceed the standard in mathematics.

At Grade 6, 85% of students will reach or exceed the standard in science.

At Grade 8, 85% of students will reach or exceed the provincial assessment standard in mathematics.

Grades 3, 5 and 8 French Immersion students have the choice to take the assessment in French or English.

*77.5 percent, plus or minus 1.89 percent of the Grade 2 student population would be in the Appropriate Achievement (AA) or Strong Achievement (SA) performance levels. 20 percent sample for 2011-2012.

**58.2 percent, plus or minus 1.89 percent of the Grade 4 student population would be in the AA or SA performance levels. 20 percent sample for 2011-2012.

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 13

References

Danielson, Charlotte (2007). Enhancing Professional Practice: A Framework for Teaching (2nd Edition). Alexandria, VA: Association for Supervision and Curriculum Development.

Fullan, Michael (2010) - All Systems Go – The Change Imperative for Whole System Reform – Corwin Publishing

Guidelines and Standards – Educational Planning for Students with Exceptionalities, Education and Early Childhood Development. Retrieved from www.gnb.ca

Marzano, R. J. (2003). What Works In Schools: Translating Research Into Action. Alexandria, VA: Association for Supervision and Curriculum Development.

New Brunswick Department of Education and Early Childhood Development – www.gnb.ca

PISA FAQ, Organization for Economic Cooperation and Development (OECD) Program for International Student Assessment (PISA), retrieved from www.oecd.org

Positive Learning and Working Environment – Policy 703, Education and Early Childhood Development. Retrieved from www.gnb.ca

Putting Children First: Positioning Early Childhood for the Future, June 2012, Education and Early Childhood Development

Strengthening Inclusion, Strengthening Schools: An Action Plan for 2012-13, by Dr. Gordon Porter and Dr. Angela Aucoin

School Review Improvement Data, EECD Portal

School Improvement Planning Module, EECD Portal

Appendices

Appendix I - ASD-W Balanced Assessment Framework

Appendix II - ASD-W Positive Learning Environment Plan Framework

Appendix III - ASD-W School Improvement Planning and Monitoring Guidelines

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 14

APPENDIX I: Balanced Assessment Framework

Under Development

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 15

APPENDIX II: Positive Learning Environment Plan Framework

ASD-W Positive Learning Environment Plan

2014-2015

ASD–W Priority 2: All Anglophone West schools will demonstrate improvements in inclusive instruction and intervention practices within a positive learning and working environment

SMART Goal 1: By January 2015, all schools will use data effectively to develop and implement a Positive Learning Environment Plan

Baseline Indicators of Success Targeted Research-Based

Strategies / Actions Monitoring and Accountability

District Responsibility /

Timeline Progress Notes

Tell Them From Me (TTFM) – Positive

Learning Climate

Student Participation Rate

Elementary Secondary

2012-13 90.0% 75.0%

2013-14 93.0% 76.0%

ASD-W Results

Positive Learning Climate- There are clear rules and expectations for classroom behaviour. Students understand these and teachers maintain high expectations that they be followed.

*Results are based on a 10 point scale.

Elem

Cdn Norm Secondary

Cdn Norm

2012-13 7.7/10 7.6/10 5.9/10 6/10

2013-14 8/10 7.6/10 6.1/10 6/10

Students who are victims of bullying- Students are subjected to physical, social, or verbal bullying, or are bullied over the internet.

Elem

Cdn Norm Secondary

Cdn Norm

2012-13 23.0% 28.0% 23.0% 23.0%

2013-14 24.0% 28.0% 23.0% 23.0%

Feeling Safe Attending School- Students feel safe at school as well as going to and from school.

Elem

Cdn Norm Secondary

Cdn Norm

2012-13 86.0% 86.0% 80.0% 85.0%

2013-14 89.0% 86.0% 79.0% 85.0%

TTFM – Thematic, Bullying Report Types of Bullying - Elementary

Physical Verbal Social Cyber

2012-13 15.0% 26.0% 28.0% 6.0%

2013-14 17.0% 30.0% 27.0% 5.0%

Types of Bullying - Secondary Physical Verbal Social Cyber

2012-13 13.0% 33.0% 28.0% 13.0%

2013-14 14.0% 31.0% 27.0% 15.0%

CSDR Data – Suspension Rates – Number of

Behavior Incidents Recorded

Behaviour Tracking Data

Suspension Rates

In School Suspension

Suspension

2012-13 1411 2511

2013-14 950 * 1658 *

To be updated in June

Conduct Summary 2012-

13 2013-

14

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Physical Violence 698 596*

Disrupting School Operations 671 197*

Physical Bullying 494 350*

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Disorderly Conduct 2225 1465*

Defiance 1471 1007*

Disrespect 1161 979*

To be updated in June

School Review Data – Behaviour Pyramid Data

Students are engaged in their learning (Ind.#58) – 64%

Schools Reviewed

Total

2010-11 11 45%

2011-12 11 55%

2012-13 13 92%

2013-14 N/A N/A

Examination and tracking of data related to behaviour has led to the development of strategies and inter- ventions (e.g., pyramid of intervention) (Ind.# 74). 50%

Total

2010-11 11 45%

2011-12 11 36%

2012-13 13 69%

2013-14 N/A N/A

The behavioural pyramid of interventions is developed and monitored based on data (Ind#95). 43%

Total

2010-11 11 N/A

2011-12 11 9%

2012-13 13 77%

2013-14 N/A N/A

Positive Learning Environment Plan will be developed collaboratively by a school based team

Data is used to make informed decisions and is evident in the PLE plan

Schools input behavior data into Power School to track trends

Schools use data to determine efficacy of strategies to improve the learning environment

Targeted behaviour expectations for students are agreed upon by staff and consistently reinforced

Expectations are taught and modeled to students through classroom lessons and whole school actions

Behaviour expectations are shared with parents through a variety of means such as websites, newsletters and agendas

PLE Plans align with district PLE Plan

School Code of Conduct and PLE Plans completed as per Policy of 703

Behaviour data is tracked in Power School

District ESS (Education Support Services) / Senior Education Officer

Final Plan due January 31, 2015

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 16

SMART Goal 2: ASD-W reports will indicate a 5% increase in school connectedness results as reported by students. School connectedness is defined by Association for Supervision and Curriculum Development as, “an academic environment in which students believe that adults in the school care about their learning and about them as individuals.”

Baseline Indicators of Success Targeted Research-Based

Strategies / Actions Monitoring and Accountability

District Responsibility /

Timeline Progress Notes

TTFM – teacher-student relations – elementary and secondary / Advocacy

ASD-W Results

Positive Teacher Student Relations- Students feel teachers are responsive to their needs, and encourage independence with a

democratic approach.

*Results are based on a 10 point scale.

Elem

Cdn Norm Secondary

Cdn Norm

2012-13 8.4/10 8.1/10 6/10 6.2/10

2013-14 8.6/10 8.1/10 6.1/10 6.2/10

Advocacy at School – Students feel they have someone at school who consistently provides encouragement and can be turned to for advice.

*Results are based on a 10 point scale.

Elem

Cdn Norm Secondary

Cdn Norm

2012-13 NA NA 2.6/10 2.8/10

2013-14 6.1/10 5.1/10 2.8/10 2.8/10

CSDR – Attendance data

Dropout Rates

ASD-W F M Prov F M

2011-12 1.9% 1.9% 1.9% 1.9 % 1.7% 2.0%

2012-13 1.6% 1.6% 1.5% 1.5% 1.4% 1.6%

Wellness Survey – Mental Fitness School Wellness Data supports a focus to be placed on improvement in the following areas as it relates to School Connectedness in the mental fitness component.

Strong Level of School Connectedness

*Responses based on a 20 point scale with students scoring 10 or above

ASD-W Provincial Results

2010-11 Elementary 85.0% 83.0%

2013-14 Secondary 87.0% 89.0%

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High levels of mental fitness are linked to the following: more pro-social behaviors, fewer oppositional behaviours, lower susceptibility to smoking, engagement in competitive physical activities and higher levels of school connectedness. Mental fitness is fostered in environments and relationships that address three interrelated psychological needs; relatedness, autonomy and competency. (Morrison & Peterson, 2010)

Mental Fitness

2010-11 - Gr. K-5 2012-13 - Gr. 6-12

ASD-W Prov. ASD-W Prov.

Low 20.0% 20.0% 25.0% 22.0%

Medium 63.0% 61.0% 52.0% 53.0%

High 17.0% 19.0% 23.0% 25.0%

2010-11 – Gr. K-5 2012-13 - Gr. 6-12

ASD-W Prov. ASD-W Prov.

Competency 74% 76%

Autonomy 67% 70%

Relatedness 73% 75%

All educators understand the principles of RTI/PBIS

School develops a Pyramid of Intervention

A system is established to recognize student achievements on regular bases

All educators to respond to student needs and interests using the RTI/PBIS model

Positive student-adult interactions

School based team meets regularly to review data, plan and review PLE plan

Targeted teaching and reinforcement around social emotional learning needs and expected behaviour

Emphasize positive and natural consequences, using negative consequences judiciously

Instructional practices reflect student’s needs and abilities at their highest potential

School Pyramid of Interventions

Planning and instruction reflect a focus on teaching behaviour

District ESS (Education Support Services) / Senior Education Officer

Final Plan due January 31, 2015

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 17

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

ElememtaryASD-W

ElementaryCanadian

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SecondaryASD-W

SecondaryCanadian

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Feeling Safe Attending School

2012-13

2013-14

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Physical Verbal Social Cyber

Types of Bullying - Secondary

2012-13

2013-14

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Physical Verbal Social Cyber

Types of Bullying - Elementary

2012-13

2013-14

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20.00%

40.00%

60.00%

80.00%

100.00%

Victims of Bullying 2012-13

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ASD-W Conduct Summary

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ASD-W POSITIVE LEARNING ENVIRONMENT PLAN DATA

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 18

APPENDIX II: Positive Learning Environment Plan Framework – Tool for Schools

Purpose To support the learning of all students by developing a school wide plan to create a positive learning environment. The commitment of school personnel is critical to the success of the Positive Learning Environment Plan, the School Improvement Plan and the Comprehensive School Safety Plan. Research Schools strive for academic success of all their students; strategies and lesson plans are put in place to support students in reaching their potential. In order for all students to be successful, the district and schools need to focus on the social emotional needs of students as well as academic needs. Research demonstrates that students learn very little academically when their social-emotional needs are not met first. “Student’s social and emotional learning improves their attitude, their behavior, and their performance in school, including their performance on standardized tests.” (Katz, 2012) Process For the plan to be effective, the school personnel need to come to a consensus on the school‘s plan. This will require a collaborative approach. In order to spend the necessary time implementing and tracking progress, the schools should limit the number of goals to no more than two or three. These goals need to be linked to the School Improvement Plan and can follow the same timeline.

1. PLEP team reviews data to determine area(s) of concern. There are a number of school based and provincial data available to review, such as Tell Them From Me, Power School / Data Connect, office referrals. This will provide baseline data to be used later to determine if the strategy put in place is having a positive impact.

2. Establish the area of focus for the upcoming year(s). Define the desired results for student behaviour. What are the behaviours the school wants their students to exhibit? 3. Determine how the school’s current practices or organizational structure hinders achievement of the behaviour. 4. Highlight strategies to overcome these as a school community. 5. Develop an action plan using research-based strategies. 6. Establish a time line and identify responsibilities. 7. Implement the plan and monitor.

Plans will be shared with the Office of the Superintendent and PSSC as outlined in Policy 703

Data can…

Tell Them From Me Provide an opportunity to look for patterns such as, does a behavior occur with a certain age group or in a certain area of the school.

Determine if evidence supports concern

Identify a need for change

Determine the effects of the intervention

Validate the efficacy of actions taken

Reveal strengths and weaknesses

Ensure resources are used strategically and intentionally

Perception Surveys

Power School / Data Connect

Attendance

Suspension

Dropout Rates

Exit Survey

New Brunswick Wellness Reports

School Base

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 19

Example of Positive Learning Environment Plan

At School Level Template

SIP Priority: Link Your School Positive Learning Environment Plan to your School Improvement Plan.

SMART Goal: Clearly state the purpose using SMART language. The objective should be specific, measurable, attainable, realistic and timely.

Baseline Data Indicators of Success Targeted Research-Based

Strategies / Actions Monitoring and Accountability Responsibility / Timeline Progress Notes

How do you know action is needed? What does the data tell you? Why is this goal necessary?

What will you see at the school /classroom level from students and staff?

What specific strategies will be implemented?

What will the ongoing review look like? Who is working on it and when? How will it be shared?

Who is working on the strategy and when will it be implemented?

Example

SIP Priority: Enhance Positive Learning and Working Environment

SMART Goal: By December 2014, school personnel will develop and consistently implement school wide student behaviour expectations.

Baseline Data Indicators of Success Targeted Research-Based

Strategies / Actions Monitoring and Accountability Responsibility / Timeline Progress Notes

1. Seventy-three percent of students reported in a school survey that the behavior expectations were unclear.

2. Students referred to the office are unsure why they have been sent to the office.

1. Staff spends class time teaching student behaviour expectations

2. All staff responds consistently to inappropriate behaviour

3. Students can explain behaviour expectations.

1. Lesson plans are developed school wide and share in every class.

2. Visuals are developed and displayed in classrooms and common spaces

3. Behaviour expectations are shared with parents during parent teacher interviews, in the school newsletter and on the website

1. Administrators will ask students for their understanding around their referral to the office. Student’s explanation will be compared to the teacher’s referral.

2. Teachers will report when lessons are completed.

3. PLEP team will meet monthly to review implementation process

4. PLEP team will send out school survey in March

1. Administrators / Daily tracking

2. Teachers / lessons to be completed before October 31

st.

3. Team 4. Team

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 20

Resources

www.tellthemfromme.com

https://portal.nbed.nb.ca/sitesperception/default.aspx

http://PBIS.org

http://Casel.org

www.nasponline.org

Pyramid of Behavior Interventions Seven Keys to a Positive Learning Environment by Tom Hierck

Teaching to Diversity The Three-Block Model of Universal Design for Learning by Jennifer Katz

Positive Behavior Support in Secondary Schools A Practical Guide by Ellie L. Young References

EECD Policy 703: Positive Learning and Working Environment

EECD Policy 322: Inclusive Education

Hierck, T., Coleman, C., & Weber, Chris. (2011). Pyramid of Behavior Interventions Seven Keys to a Positive Learning Environment. Bloomington, IN: Solution Tree Press.

Katz, J. (2012). Teaching to Diversity The Three-Block Model of Universal Design for Learning. Winnipeg, MB: Portage & Main Press.

Young, E., Caldarella, P., Richardson, J., and Young, K. (2012). Positive Behavior Support in Secondary Schools A Practical Guide. New York, NY: The Guilford Press.

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 21

APPENDIX III: School Improvement Planning and Monitoring Guidelines

Continuous Improvement means adjustments are made when data becomes available. The following table provides a guideline for schools to monitor their School Improvement Plans.

Due Date

Activity

Explanation

August

Administrators will introduce new DIP to staff

Administrators should introduce the new 3 year DIP to Staff and review their 2013-2014 SIP. Schools should analyze data sources and begin updates for the 2014-2015 school year.

October

Schools will submit to Office of the Superintendent a development plan / outline of actions of the School Improvement Plan (SIP).

Schools will begin to align school goals with DIP and PEP. Feedback will be provided to schools by the Office of the Superintendent.

January 5th

January 31st

One Day Professional Learning Session focused on SIP. Upload to Portal the revised / completed SIP for 2014-2015.

Schools will monitor progress and make adjustments to the SIP.

February

Progress Notes uploaded to Portal site.

June

ANGLOPHONE WEST SCHOOL DISTRICT August 2014 Page 22

Sample Tool /Activity for Continuous Improvement of School Improvement Plan.

Goals identified in SIP Where are we now? Where do we want to

be? What evidence will inform

us that we are there? What do we have to do

differently? Who can help us?

Monitoring- When? What ? by Whom?

1.

2.

3.