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DISTRICT EDUCATION COUNCIL

Superintendent's Monitoring Report

POLICY NAME Academic Excellence

POLICY NUMBER ASD-W-ER2 Number of Reports Per Year: 2

Date of Report May 19, 2016

Date of Previous Report(s)

This School Year

November 26, 2015

Date of Future Report(s) This School Year

N/A

Report Filed by: David McTimoney, Superintendent

Report Supported by: Dianne Kay, Director of Curriculum and Instruction Gina Dunnett, Supervisor of Data and Accountability

Current Situation

Policy states that each student, in keeping with his or her individual abilities and gifts, will complete high school with a foundation of learning to function effectively in life, work and continued learning.

The priorities for Academic Excellence for the District Education Council (DEC) during the period of 2012-2016 are: NB3 Focus (Literacy, Numeracy and Science), Critical Thinking Skills, Promotion of Teaching Excellence, Extending Student Learning.

ASD-W has a District Improvement Plan (DIP, see www.asd-w.nbed.nb.ca) that was collaboratively created and actively monitored. The baseline data in the DIP supports overall priorities, yearly goals, and is used to inform district decisions and priorities.

The Director of Curriculum and Instruction provides leadership in the area of professional learning. She has prepared a document that outlines continued commitment to the priorities of this policy and a focus on providing, in consultation with district staff, educational leadership to staff of ASD-W (Appendix A).

Subject Coordinators and Educational Leads continue to be integral staff in our professional support framework.

The implementation of PowerSchool (student information system) – Year 2, and the new K-8 report card structure, continue to be a professional learning priority for ASD­W.

The District team released the ASD-W Balanced Assessment Framework document in September 2015 as a resource for schools to use to support DIP Priority #1.

School-based report card data has been provided to schools to use in improvement planning.

A variety of opportunities, events and partnerships continue to exist throughout ASD-W to extend the learning of students and promote critical thinking skills. Some of these include: The Learning Partnership – Turning Points Essays at Middle and High School (17 schools), The Learning Partnership – Entrepreneurial Adventures Program at

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POLICY NAME Academic Excellence

Elementary and Middle School (9 schools); Local Option Courses; Independent Studies; Advanced Placement Courses; Distance Learning (High Schools); Chess Tournaments; Drama Festivals; Heritage Fairs; Music Festivals; School Productions; Artists in the Schools programs; Science Fairs; STEM Expo; Math Competitions; Envirothon; SHAD Valley; Legislative Assembly; Forum for Young Canadians; Oratory (French and English); Spoken Word; Summer French Program.

ASD-W organizes and shares data on achievement through a variety of sources. This data helps inform district decisions and the development of the DIP annual goals.

All school provincial achievement results are available to the public through the EECD website (http://www2.gnb.ca/content/gnb/en/departments/education.html, click on Publications, then click on Report on Achievement). The Province of New Brunswick has set targets for a percentage of students who will experience success on each of the provincial assessments.

School Improvement Plans (SIPs) and Positive Learning Environment Plans (PLEPs) are revised at the school level and followed by individualized school conversations and/or communication.

Looking Ahead

ASD-W educational leaders will continue to tweak the DIP and support schools with their work on SIPs. The monitoring process at the district level will continue.

ASD-W educational leaders will continue to gather, organize and interpret meaningful data to help inform strategies to improve student learning and assessment results.

Appendices Appendix A – Director of Curriculum & Instruction's Summary for ASD-W-ER2

Appendix B – Monthly Math Tips: Teaching Mathematics, Where Do I Begin; Tools for Mathematics Assessment

Appendix C – Daily Gleaner Article, “Fredericton Twins Make it to Skills Canada Nationals”

Superintendent’s Signature:

DEC Chair Signature:

Date:

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ASD-W – DEC Governance Policies ACDAMIC EXCELLENCE – ASD-W-ER2

May 2016 Policy – Each student, in keeping with his or her individual abilities and gifts, will complete high school with a foundation of learning to function effectively in life, work and continued learning. The priorities for Academic Excellence for the District Education Council during the period of 2012-2016 are:

NB3Focus (Literacy, Numeracy and Science) Critical Thinking Skills Promote Teaching Excellence Extend Student Learning

UPDATE MAY 2016: NB3Focus (Literacy, Numeracy and Science) Promote Teaching Excellence / Literacy, Numeracy and Science PROFESSIONAL LEARNING

Director of Curriculum and Instruction, Curriculum Subject Coordinators and Leads have provided professional learning sessions to enhance the knowledge and practice of educators regarding teaching, learning and assessment practices. Staff have also worked collaboratively with school teams on how to use school data to inform teaching and learning. Subject Coordinators have facilitated a variety of Professional Learning Opportunities for educators from Book Studies, After School Sessions, Embedded Professional Learning, Co-Teaching, Coaching, and Mentoring. These sessions have been delivered in a variety of ways from full day, partial day, after school, evenings, and weekends.

Subject Coordinators provided continued support for K-8 Report Cards by providing professional learning to assist teachers in understanding the rubrics, formative assessment and building tools and exemplars to support teachers and learning.

District Sessions January 6, 2016 – School-based PL session on School Improvement Planning April 18, 2016 – School-based PL session on Promoting Positive Learning and

Working Environments – Enhancing Positive Mental Health April 19, 2016 – School-based PL session – in alignment with School Improvement /

Positive Learning Environment Plans May 3, 4 and 5, 2016 – Half-day PL sessions for Administrators on Digging Deeper

into Assessment Data – large scale Throughout the year, K-8 sessions with a focus on Formative Assessment practices

and enhancing the knowledge and understanding of K-8 rubrics and support tools District provided release time to support K-8 schools to work with the K-8 report card

triangulation of evidence, subject and grade specific rubrics, and/or time for teachers to collaborate, co-teach and work with each other on job-embedded learning

Appendix A

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Literacy ASD-W has 15 EST-Literacy Leads Supporting Schools and Teachers K-3

o Professional collaboration while consistently advocating for literacy; receiving and

giving ongoing professional learning to support best practices while enhancing

teacher capacity to empower life-long, engaged readers

Projects:

o Action Research Projects – K-2 Formative Assessment Tools (Speaking and

Listening, Reading and Viewing, Writing and Representing); Grade 6 Formative

Assessment Tools (Reading and Viewing)

o K-2 Speaking and Listening Standards Project – Partnerships with SLPs

o Cross-Curricular Projects – Literacy in Science Grade 6; Promoting Literacy

Strategies in Content Areas Grades 6-8

Professional Learning Sessions, such as: Growing Passionate Readers Grades 1 and

3; Book Tasting K-12; Introduction to Formative Assessment Tools; 50 Books in 50

Minutes; Writing Continuum Development; Writer’s Makerspace; The Importance of

Independent Reading 6-12; Using Picture Books to Develop Oral Language;

Deconstructing Literacy Outcomes

Promoting Reading and Writing Engagement Initiatives, such as: Book Talks; Read-

Alouds; Community Reading; Writer’s Makerspace; Writer’s Notebook Model Lessons;

What’s Up Doc Film Festival

Establishing Working Groups on topics such as: Text Complexity; Literacy Support (in

partnership with ESS Team)

@ShelfieTalk Twitter Virtual Book Clubs

@ShelfieTalk Twitter Chats (2nd and 4th Wednesdays – 9-10 pm)

Enrichment Opportunities, such as: Speak Out; Sir Charles GD Roberts Literary

Excellence Medal

Developing Literacy Leadership with Principals, SPRs, EST-Literacy

The ASD-W Literacy Team developed a Literacy Mission and Vision

French Second Language French Language Teacher Proficiency Training sessions:

o Retention of skills – on-line partnership with Université de Moncton – October-December 2015

o FSL Proficiency – face-to-face – 4-week sessions – October 2015 o Writing Proficiency – face-to-face – November 2015 o Summer – Université de Moncton (Campus de Shippagan), St. Thomas University

– July 2016 Professional Learning sessions have been provided to the EST-French Immersion

Leads to enhance their skill set. Topics include: modeling best practices in Fl classrooms, co-teaching, developing common assessments and model writing

Grade 9 French Immersion and Post-Intensive French teachers attended a session on the Common European Framework of Reference for Languages

Partnership with The Second Language Research Institute of Canada (Faculty of Education, UNB): o Research-Focused Initiatives:

Twenty French Immersion teachers (Grades 3-12) participated in researching best pedagogical approaches to meet particular learning needs of FI students and developing a pedagogical resource aimed at further supporting FI teachers

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in incorporating additional second language inclusionary practices in their teaching

Seven teachers will participate in research to examine ways to further support FI students in developing early French skills

o Resource Development Initiative:

Grade 6 Late FI teachers will assist in developing a pedagogical resource aimed at teaching French high frequency words and French sounds in Late French Immersion

Partnership with the Second Language Institute of Canada (L2RIC) – Over 300 teachers participated in professional learning opportunities geared toward the unique needs of FI teaching: o Topics included: Running Records and Guided Reading, Reading Interventions in

FI, Integrating Literacy in Content Areas, Supporting Immersion Reading in Middle School FI, Teaching the Traits of Writing in FI, Formative Assessment of Writing in FI, Guided Reading Sound Work and High Frequency Words in Middle School; Universal Pedagogical Actions in FI

Grades 6-8 Post-Intensive French teachers and French Immersion teachers participated in training of the CEFR (Common European Framework of Reference for Languages) as a tool to support formative assessment in language development

Grades 6-8 PIF teachers participated in professional learning to support assessment and rubrics for reporting purposes

Grades 1 and 3 teachers participated in Professional Learning opportunities to enhance learning experiences in language and culture that are extended to other curricular areas

Cultural Activities: Students from Grades 6-12 French Immersion from eight of our schools received a

concert or attended a slam-poetry workshop by MC June, a French Canadian Slammer, Rapper, and Poet

Four elementary schools participated in a workshop on the writing and illustrating process by Ann Marie Sirois, a French Acadian Author and Illustrator

Five schools were visited by musician, Roland Bibeau, who conducted French concerts

Approximately 100 students from Grades 9-12 participated in French for the Future/Français pour l’avenir. This day is designed to discover and experience the cultural and professional value of a bilingual education

Other: Twenty-three students from Grades 6-12 French Immersion and Post-Intensive French

participated in the Provincial French Oratorical Competition held May 7, 2016 at Université de Moncton. Sixteen students finished in first, second and/or third place.

Numeracy Education Support Teachers-Numeracy (EST-N), work collaboratively with the

Numeracy Subject Coordinators to provide coaching, co-teaching and mentorship support to teachers. As part of the co-teaching component, the teacher and lead reflect on what has been accomplished during their block together – what gains were made? What could be changed? What was most helpful during the block?

Professional learning sessions; such as Mental Math for grades 3-8 teachers to enhance skill set of mental math strategies in their math classrooms, Book Studies and Numeracy Conversation sessions

Review of the School Improvement Plans and Numeracy Goals of schools, along with Teacher Professional Growth Plans

Leads and Subject Coordinators working to engage parents, with events such as Numeracy Nights

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Materials developed to support classroom teaching and learning. Such as work on the grade 4 "N" targets – Target questions have been revised and reflect all achievement indicators in the curriculum document. This work complements the targets previously developed for grades K-10

Math exemplars were posted to the EECD portal Grades K-8 (https://portal.nbed.nb.ca/tr/lr/K-8Mathematics/Media/Forms/All%20new%20default.aspx). Teachers, Leads and Subject Coordinators of ASD-W collaborated and assisted with this initiative. The exemplars are also linked to the curriculum document on the provincial portal.

In support of the Grade 6 Provincial Assessment, which will assess Mathematics, Scientific literacy and Reading, two mock assessments for mathematics and one for science were shared with teachers. These are posted to the ASD-W portal site. The samples are to be used as a preparation tool for the grade 6 end of year provincial assessment to be written May 30–June 2. They assist teachers in determining which outcomes of the curriculum students need continued support with. The assessments are available in both English and French and answer keys are provided for consistency and ease of marking. These documents have also been posted to the ASD-W math portal.

Fredericton High School is piloting a Grade 9 Screening tool for mathematics ASD-W Math Coordinators facilitated book studies with regard to Mathematics and

formative assessment. Monthly Mathematics Tips (Appendix B), on various topics, were sent out to educators K-8 teachers and school administrators

FHS and LHHS continue to participate in a pilot examining the grade 9 Mathematics curriculum and a re-alignment of course outcomes. In addition, OHS and WHS will also participate in the same pilot grade 9 program for 2016-2017

Subject Coordinators, Leads and Educators have participated in the development of exemplars to support the new Report Card Rubrics K-8

Groups of teachers have been working with our Math team in developing formative and summative assessment tools that complement the Provincial Rubric

Resources continue to be uploaded to the ASD-W Numeracy Portal Site that serves K-12 Math teachers

Teachers continue to use tools such as Excel Spreadsheets to track their data which informs instruction. The increased participation is becoming more evident across the district

Increased focus of participation in projects where mathematics is used in the real world

ASD-W Subject Coordinators offered a variety of sessions to educators and paraprofessional staff on topics such as: curriculum, instructional strategies, use of models in the classroom, formative and assessment

Focus at Grades 4 - 6 EST-Numeracy Leads working with educators on lesson planning, identifying and

applying effective teaching strategies, utilizing data and formative assessment practices EST-Numeracy collaborating with EST-Resource on Interventions and supports to

assist students Schools designing intervention blocks, time as part of RTI model Subject Coordinators supporting schools and collaborating on actions to support

Numeracy goals as identified in School Improvement Plans and Teacher Growth Goals Plan

Subject Coordinators working with principals examining student achievement data, hypothesizing about the reasons students may not be learning to their potential, and developing and implementing strategies to improve

Promote student engagement and stretch learning opportunities for students ( Math Competitions- such as Canadian Math League, Caribou Math, UNB Math Competition,

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Math Fairs, Waterloo University Math Competition, STEAM, CHESS ...) Discussions with administrators on best practices for timetabling/scheduling

mathematics, such as 60 minute numeracy blocks Work with educators on assessment practices, use of rubrics, formative assessment to

guide instruction and interventions ASD-W Portal Site – complement of resources and support materials for educators

Science Book Study – Science Leads and Subject Coordinator participated in a book study;

Embedding Formative Assessment, to explore strategies, tips and tools for classroom teachers to promote formative assessment use in science classes

Grade 6 Spotlight on Science Skills – Grade 6 Science teachers were invited to attend a P.L. session October 9th at each of the Education Centres to discuss and explore the Spotlight on Skills support document and its link to the new Report Card rubric

ASD-W Science Leads and teachers worked with the Department of EECD on Science Assessment Coding Sessions for Grade 10 and Grade 6 and on the Grade 4 Science Assessment Field Test Development Committee

Science Leads and Coordinator created a new ASD-W Science Portal site to provide links to a variety of teaching and learning resources (including curriculum documents, lesson planning resources, teaching tips and activities, formative assessment tools and strategies, etc.)

ASD-W teachers, Science Leads and Coordinator collaborated to create updated Science Report Card Rubrics (K-8) that align specific curriculum outcomes with the report card rubrics

ASD-W and ASD-S Science Coordinators collaborated to create student friendly “I Can…. Statements” (K-8) that align specifically with the curriculum and can be used as a formative assessment tool in creating student portfolios of learning

Created an ASD-W Science Showcase Blog – to make learning visible. This blog is a compilation of lessons, videos and pictures collected from teachers as they implement engaging, hands-on learning opportunities and is designed to share best teaching practices from across the District

February 11th/12th – March 23rd/24th – Lesson Study: Inquiry and Assessment in Science; a cohort of teachers from all 3 Education Centres participated in a Lesson Study. Over two half-day PL sessions, teachers had the opportunity to meet, discuss an inquiry approach to science and how that connects to the report cards rubrics. Teachers then designed and implemented inquiry-based lessons in their classes, collected evidence of student learning (ex. videos, photos and exemplars) that they then shared with the lesson study group during our debrief meetings to showcase the connection to our science report card rubrics. These lessons and exemplars where then added to our “Science Showcase Blog”.

May 30th – Educator’s Day: Canadian Meteorological and Oceanographic Society’s 50th Annual Congress, in conjunction with the Canadian Geophysical Union, will be hosting an Educator’s Day for all educators of youth, regarding monitoring of and adapting to extreme events and long-term variations

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DISTRICT IMPROVEMENT PLAN / WORK PLANS

DIP 2016-2017 updates are in development. Subject Coordinators are reviewing data, exploring trends, and developing Work Plans for 2016-2017. Some of the activities involved identifying contacts with schools and the types of work / initiatives with schools

The DIP/PLEP Monitoring Committee consists of 7 participants (3 Directors – 1 DCI, 1 DESS, 1 DOS; 3 Subject Coordinators - 1 ESS, 2 Curriculum; and the Data and Accountability Supervisor). This Committee scheduled 6 meetings throughout the year (October 29, December 3, January 21, February 18, April 7 and May 19)

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Critical Thinking Skills I Extend Student Learning

CHALLENGING OPPORTUNITIES

Students of ASD-W have participated in a number of co-curricular Literacy, Numeracy and Science learning opportunities, such as: Science Fairs, STEAM Expo, UNB Math Competition Grades 7-9, Chess Tournaments, UNB All Science Challenge, Oratoire, Speak Out, DramaFest, Learning Partnership – Turning Points Essays, Entrepreneurial Adventures.

Staff have organized and/or facilitated a variety of events and partnerships throughout ASD-W to enhance the learning of students. For example: Learning Partnership – Turning Points Essays at Middle and High School (9 schools­

Prime and Fl) – Awards Night May 26, 2016. ASD-W has students at all participating levels receiving recognition. Learning Partnership – Entrepreneurial Adventures Program Elementary and Middle (8 schools). Recognition event – June 2, 2016

Local Option Courses, Independent Student, Advanced Placement, Distance Learning (High Schools)

Chess, Drama Festival, Heritage Fair, Music Festivals, School Theatre Productions, Artists in the Schools, Science Fair, STEAM Expo, Math Competitions, Envirothon, SHAD Valley, Canada Wide Science Fair, Provincial Speak Out Event, French Oratorical, Sir Charles G.D. Roberts Writing Contest, What's Up Doc Film Fest

A few highlights: CWSF – Two ASD-W students (Bliss Carman Middle School) qualified to attend the

CWSF, May 15-20, 2016, in Montreal, Quebec Chess – Two middle level students of ASD-W placed first for their grades at

provincials and were invited to attend the National Chess Tournament in Regina – May 22-23, 2016

Me to We – Continued growth and participation of schools with Me to We initiatives. Twenty-one schools were eligible to attend the Me to We event in Halifax – November 2015

ASD-W Heritage Fair – 22 schools were represented at the District Heritage Fair event, May 11, 2016

Legislative Assembly, Forum for Young Canadians, Oratory (French and English), Spoken Word, Summer French Program

Brilliant Labs Partnership- Maker Labs at Bliss Carman Middle School, George Street Middle School and Harold Peterson Middle School

Brilliant Labs Partnerships – Mobile Maker Space Labs set up at Sunbury West School, Geary Elementary School and Nashwaaksis Middle School

French Second Language – Bilingual Learning Environment Policy (BLEP) funding intended to support the provision of opportunities for students to participate in French and bilingual activities, increase their exposure to French language, and to integrate conversational French opportunities into school life

SHAD Valley – Thirteen students from ASD-W participated in Summer 2015 Skills Canada New Brunswick Competition – Leo Hayes High School, Fredericton

High School and Oromocto High School were represented at the Skills Canada New Brunswick Competition. (Appendix C) o LHHS student won Silver in Cabinetmaking o FHS student won Bronze in Cabinetmaking o LHHS student won Bronze in Public Speaking o OHS student won Silver in Workplace Safety o FHS Team won Gold in TV & Video Production and will represent New Brunswick at the

Skills Canada National Competition o LHHS student win Silver in Automotive Service o FHS student won Bronze in Automotive Service

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Teaching Mathematics: Where Do I Begin?

Be sure to check out this link to the NB Portal which offers a snapshot of your essential

resources.

Choose your grade level and scroll down to mathematics to see the curriculum and resources

that you should have. Math Curriculum and Resource Snapshot

Start with the curriculum document! Curriculum documents contain not only the ‘what’ of

what we teach, but also the ‘how’ and the ‘why’. Outcomes have a four-page spread with an

elaboration, achievement indicators, suggested instructional/assessment activities.

You will also find great resources on the ASD-W Numeracy Portal for planning and

instruction.

To get to the new ASD-W Numeracy Portal:

go to the main NB portal page

scroll down and click on the plus sign to the left of Anglophone School District West

scroll down and click on Numeracy

After selecting one, for example Elementary- Instruction and Assessment, you will find a list

of resources with a fabulous filter system. Use the filters in the blue ribbon at the top to

narrow your search.

You can sort documents by: document type, FI, Grade, Activity Type, Outcome/Unit

Direct link to ASD-W Numeracy Portal

ASD-W Numeracy Leads:

Tracy Fitzherbert Derrick Grant

Connie Charlton Susan Morehouse

Appendix B

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Appendix C