web1.nbed.nb.caweb1.nbed.nb.ca/sites/ASD-W/nms/Documents/School... · Web viewCommon Unit Assessment . Improvement in provincial assessments (Gr 6) ... Off-Site Science visits. Inquiry-based

Nackawic Middle SchoolSchool Improvement Plan 2019- 2020

Updated: May 19, 2023

LITERACY

Goal One: By June, 2020, we will maintain the 3% yearly increase in the number of students achieving an appropriate level or higher in reading comprehension as defined by the Provincial standards, as well as the ACRA and OCA reading comprehension assessments.

Targeted research-based strategies and actions Action Plan Indicators of Success Timeline Monitoring / Responsibility

PLCs will use data-based assessment to monitor and measure achievement anddrive instruction.

Analyze past data to establish students in need (classroom formative and summative assessments, district and provincial assessments)

Periodic check-ins with the 10 year Education Plan (objective 3 : improve literacy skills for all learners).

Literacy teachers will communicate the grade level reading standards with parents and students to encourage support at home.

PLC meets every month to analyze data from WIN and classes (cycle of planning, using student strengths, needs and interests)

Intentional convention teaching by grade level/multilevel (i.e. grade 6 colons…)

Strong student exemplars posted in each Literacy room modeling provincial standards.

Intentional use of rubrics in each subject area (teachers will go over rubrics with students and parents so expectations are clear).

Teachers are using a variety of assessments to determine student success in WIN (pre-tests, post-tests, formative assessments), flexible groupings based on achievement

PLC: Teachers are collaborating, strategizing and communicating with the school community. Cycle of planning will include data, cross-curricular planning and common marking.

Students will be exposed to authentic writing, reading and speaking examples and opportunities

Rubrics: Students are using rubrics in their self-evaluation and parents are increasingly aware of the expectations.

Students, parents and teachers will be knowledgeable about appropriate expectations and how to improve.

PLC: Teachers are collaborating, strategizing and communicating with the school community. Cycle of planning will include data, cross-curricular planning and common marking

Students will be exposed to a variety of genres and text types

WIN: 4 – 6 week blocks ACRA and OCA (fall and spring) Reading Comprehension assessed once a

month

Literacy teachers: LA – Juliette Graham, Dawn Scarbro FILA –Veronique Morin, All instructional staff

PLCs will use data-based assessment to monitor and measure achievement and

Guest authors/speakers (French and English). Rubrics: Students, parents and teachers will be knowledgeable about appropriate

WIN: 4 – 6 weeks, PLC meets monthly ACRA and OCA (fall and spring)

Literacy teachers: LA – Juliette Graham, Dawn Scarbro



drive instruction. expectations and how to improve. FILA –Veronique Morin All instructional staff

ENGLISH LANGUAGE ARTS AND FRENCH IMMERSION LANGUAGE ARTS

Targeted research-based strategies and actions Action Plan Indicators of Success Timeline Monitoring / Responsibility

To recognize 3 types of reading comprehension questions: literal, inferential, critical/personal/evaluative, use strategies to read and communicate their understanding when answering comprehension questions.

Analyze past data to establish students in need.

Explicit instruction/review of reading strategies with students in class and WIN.

Co-construct the appropriate response guidelines for constructed response answers.

PLC will support teachers in providing reading comprehension, critical thinking strategies and teaching tools.

PLC will meet monthly for common marking and to ensure the consistency in marking standards (cross-curricular reading tools).

Review of Stepping Out. Test taking strategies. Cross-curricular focus on reading

comprehension (math and science, etc). ACRA and OCA will be used as common

assessments for grades 6 to 8.

Teachers are using formative and summative reading comprehension assessments to measure student achievement.

Reader`s Notebook- student collaboration in both reading and response writing

Common assessments will be utilized to provide standardization across the grade levels

ACRA and OCA results Provincial assessment results (Gr. 6) WIN results and moving students to

other flexible groupings depending on success

Students are using the language that shows their understanding

Students are meeting with success (cross curricular)

Student reading comprehension assessments are at a 3 or higher

Classroom data throughout the year PLC monthly. OCA and ACRA are given twice a

year Reading comprehensions monthly for

LA, 3 or 4 for FILA. Each reporting period, all teachers

will assess using the 3 types of reading comprehension questions

LA and FILA teachers WIN teachers (all instructional staff) Kathy Anderson (principal and LA teacher)



Teachers will use data from grade 6 provincial assessment (literacy, math and science) to drive instruction.

Assessment: 3 formative; 1 summative/month (minimum)

WIN(What I need) daily intervention block for all students individualized to their needs.

Library period once a week

Using cross-curricular planning to develop critical literacy skills and higher-order thinking skills (comparing, classifying, generating, testing, analysis and synthesis, evaluating text, etc.) across subject areas

Authentic reading (cross curricular such as charts, graphs, graphic-texts)

Non-linguistic representations as part of cross-curricular planning

Teachers will use materials from many different genres as authentic materials

Use of the Eco classroom on a regular basis to build cross curricular literacy and higher thinking

Improvement in comprehension of other subject areas (following directions, problem-solving, scientific method, KWL charts)

Heritage Fair: At least one cross-curricular

professional learning opportunity per year

Teachers will consult with each other for cross-curricular ideas and resources, with a focus on collaborating with literacy teachers

Principal and LA teacher: Kathy Anderson

BUILDING SCHOOL COMMUNITY



Targeted research-based strategies and actions

Action Plan Indicators of Success Timeline Monitoring/Responsibility

Provide opportunities for enrichment/stretch learning for students

Turnaround week during WIN block for special activity/project (music, art, shop)

Teachers will give an “interests and multiple intelligences” survey

Provide opportunities for projects and activities where students can be with like learners (other students with the same interests and/or talents)

Eco-classroom, Meals on Wheels, clubs, etc.

Music classes have been implemented within the school, opportunities for students to play, listen to and perform music

Student representation in the Nackawic Music Festival

Drama Guest Speakers

Every student will have participated in at least one stretch learning activity offered throughout the year

Special activities and projects can be displayed in the school and shared with the community (depending on the project)

Festival of the Arts at the end of the year will celebrate achievement in music, shop, art, cooking, etc.

WIN turnaround week once every block (every 4 – 6 weeks)

Other projects and activities will be ongoing throughout the year

Enrichment showcase in May Christmas and Remembrance Day

concerts and displays

All instructional staff Focus on fine arts and trades

teachers: Dawn, Michael for music, Anne for cooking and sewing, Michael for shop, Veronique for Art

MATHEMATICS

Goal Two: By June, 2020, there will be a 3% increase in the number of all students at each grade level achieving appropriate development or higher on report card strands and the Grade 6 Provincial Math Assessment.



Targeted research-based strategies and actions

Action Plan Indicators of Success Timeline Monitoring/Responsibility

Target students based on their needs to meet success with numeracy outcomes for all grade levels.

(Critical thinking and problem solving)

Analyze math data results to establish a baseline.

WIN block- intervention (4 – 6 weeks) that will target areas of weakness with flexible groupings, dependent on student achievement.

Exemplars and models of students work will be displayed in the classroom, modelling appropriate and advanced expectations

Emphasis on Math facts and traditional algorithms (N strand)

Teachers will offer extra help sessions at noon or after school.

Teachers will encourage student-directed discussions and problem-solving sessions through collaboration and communication skills.

Formative assessments and summative in classrooms.

Common Unit Assessment Improvement in provincial assessments

(Gr 6) PLC will share assessment strategies

and resources to help with teacher workload and differentiation

Academic interventions will hone in on issues and make them easier to achieve.

WIN block (4 – 6 week blocks, alternating between Math, LA and Science)

Minimum 3 formative assessments and 1 summative per outcome

Math PLC will meet once a month Rubrics available to students and

parents. Reflection on assessment for each

outcome. One PD session for assessment.

Numeracy lead, is available for in-classroom support

Kathy Anderson, principal All teachers in terms of including math in

their cross-curricular learning in other classes.

Teachers: Michael, Anne, Peggy, R&M. Math lead available for consultation

Teachers will encourage use of manipulative materials on assessments and practice.

Teachers in Grade 6 will consult with Math lead on issues and strategies.

Enrichment during WIN for all students (such as math projects, by building innovation and creativity)

Ongoing formative assessments during

Self-reflection on outcomes and assessments: students will be able to recognize and address their own issues. Will build on collaboration skills and communication skills.

More students at Appropriate Achievement (3) on the report card.

Students learn to set Smart goals to be successful.



WIN (flexible groupings will be based on the achievement data during WIN)

Use data to plan out academic interventions (pyramid of intervention)

Use rubrics to guide assessment (provincial standards) and to show appropriate and high-level expectations

PLC will discuss assessments and observations.

Rubrics posted in room.

.

MATHEMATICS

Grade 6 Provincial Reading AssessmentNMS % Appropriate or Above (2017 Results)

school district Prov

2017 86.8 61.2 62



Strategy Action Plans Indicators of Success Timeline Monitoring

Connect subjects to math through cross-curricular planning to provide enrichment.

Exit questions Focus on interpreting word problems,

scanning for important information, how to use that information (Critical Thinking/ Problem Solving)

Real world connections- ie. : eco-classroom, cooking, authentic opportunities and examples (Critical Thinking/ Problem Solving)

Text features: graphs, charts Math Team to attend UNB

competition

Achievement will improve in literacy, with connections to math

Teachers will share resources and strategies with colleagues

Student engagement will improve as measured from the Our School data

Teachers can share ideas with others during PLC’s

Achievement will improve on context questions on provincial assessments

Science Fair Projects at the end of the school year,

problem based learning

One exit question per outcome Math Project Week once a year in

WIN block PLC once a month Our School data will arrive in the

spring and will guide our SIP and planning for next year

Math team and competition in the Spring (UNB)

Teachers: Michael, Anne, R&M ,Peggy)

Math lead available for consultation Kathy (principal) WIN teachers responsible for

compiling assessment data from their groups.

Science Fair (Critical Thinking/ Problem Solving, Innovation/ Creativity)

Enrichment opportunities(cross-curricular, etc.) for advanced students

Open-ended and context questions Field trips to include authentic math

opportunities PLC will discuss authentic learning

and enrichment activities





FI Core FI Core FI Core FI CoreNumber Pat&Rel Sh & Sp Stats&Pro

0

10

20

30

40

50

60

Grade 6 Math 2016-17

2 2.5 3 3.5 4 4.5

Perc

enta

ge o

f Stu

dent

s



FI Core FI Core FI Core FI CoreNumber Pat&Rel Sh & Sp Stats&Pro

0

20

40

60

80

100

120


2 2.5 3 3.5 4 4.5

Perc

enta

ge o

f Stu

dent

s

2 2.5 3 3.5 4 4.50.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0


Number Pat&Rel Sh & Sp Stats&Pro

Perc

enta

ge o

f Stu

dent

s



2 2.5 3 3.5 4 4.50.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

50.0

2016-17 MathAll Students

Number Pat&Rel Sh & Sp Stats&Pro

Perc

enta

ge o

f Stu

dent

s



SCIENCE

Students will be able to confidently use the scientific method to inquire about and explore global environmental problems. Note: Data from Our School data and Report Cards (2016 – 2020)

Strategy Action Plans Indicators of Success Timeline Monitoring

Critical thinking and problem- solving connections with global citizenship to incorporate collaboration, communication, innovation, and creative skills to solve meaningful, real-life, complex problems.

On-Site Science guests Off-Site Science visits Inquiry-based learning (labs) Eco-classroom Debates (current topics) Build simple machines Design creative methods to solve global

problems (Ie: dirty water) Community Garden Plastic Recycling

Improved scores on grade 6 provincial assessment

Improved engagement, as measured by Our School Data Survey, formative and summative assessment.

More innovative and/or original science-fair projects

Increased awareness of ecological/ environmental challenges.

Grade 6 provincial assessment at the end of the year

Term report cards Our school data survey

All Science Teachers

FI PRIME FI PRIME FI PRIME FI PRIMESTSE Plan&Per Ana&Expl Knowl

0.010.020.030.040.050.060.070.080.090.0

Grade 6 Science 2016-17

2 2.5 3 3.5 4 4.5

Perd

enta

ge o

f Stu

dent

s

2 2.5 3 3.5 4 4.50.0

10.020.030.040.050.060.070.080.0


STSE Plan&Per Ana&Expl Knowl

Perc

enta

ge o

f Stu

dent

s




0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0


2 2.5 3 3.5 4 4.5

Perc

enta

ge o

f Stu

dent

s

2 2.5 3 3.5 4 4.50.0

10.0

20.0

30.0

40.0

50.0

60.0



Perc

enta

ge o

f Stu

dent

s




0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0


2 2.5 3 3.5 4 4.5

Perc

enta

ge o

f Stu

dent

s

2 2.5 3 3.5 4 4.50.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

45.0

50.0



Perc

enta

ge o

f Stu

dent

s



2 2.5 3 3.5 4 4.50.0

10.0

20.0

30.0

40.0

50.0

60.0

2016-17 ScienceAll Students


Perc

enta

ge o

f Stu

dent

s



BUILDING SCHOOL COMMUNITY



Goal Four: By June 2021, 80% of our students will be involved in collaborating with others to determine a citizen project in our community, and given varied opportunities to develop as responsible citizens in the global community.

Strategy Action Plans Indicators of Success Timeline Monitoring / Responsibility

Students will participate and contribute

in real-world citizenship opportunities

which involve the local community and

beyond.

Inviting the community into school/Meet the Teacher Ice Cream social

Partnership with the Nackawic Cross Country ski club

Meals on Wheels Buying local produce for the

Meals on Wheels program. Festival of the Arts

showcase, the community is invited in for food, performances and displays.

Music festival Gardening/composting Eco classroom Operation Christmas Child Morning walk (vegetables) Mitten Tree Food Bank Collection United way- Clean up

(Eco-zones) Weekend back pack

(garden) Kids who care Clothing Boutique-

Christmas giveaway We Day 30 Hour Famine Plastic recycling

Students will have chosen a citizenship project by Christmas and be actively engaged

Teachers will monitor homeroom class students to ensure all are involved in at least one real world citizenship project

5% increase in connectedness on Our School survey data (belonging & relationships)

Ability to shred and reuse plastic

Meet the Teacher on September

Cross-country season is in the winter

Meals on Wheels Clean-up program in the

spring Fine Arts showcase in May Christmas (Mitten

Tree/Operation Christmas Child)

Plastic – June 2020 operation

Science PLC Science teachers: Michael,

Peggy (local community members).

Environment/Compost (Peggy, Jody)

Eco-classroom: Peggy and Jody to lead monthly

Music festival – (Michael) monthly meeting

Gardening – Meetings in April-June (Mike and Jody)

Plastic (Mike)



Celebrating positive achievements Regular home contact (by phone or note)

Certificates of achievement for deserving students

Assemblies Pep rallies Rally in the alley Festival of the Arts Celebrating academic

success Newspaper coverage for

special events Heritage Fair National Science Fair Math Competition for UNB

(May) Encourage parental

involvement and attendance at assemblies

and school events. Athlete of the Year award

(male and female) Turnaround Award Award of Excellence Helping Hands

Feedback from parents and students Displayed work in the community and visitors indicate

their renewed interest and knowledge of NMS activities (Paper)

Articles in local newspaper Webpage updated Facebook Page

At the end of every term – All staff

Monthly

Weekly, monthly and term school assemblies, rally in alley, homeroom meetings/extension

Develop student leadership capacity

Zones of Regulation Promote 7 Habits of Highly

Effective Students (PL Book Club)

Think tank (student government)

Reduction in disruptive behaviors in classroom according to behavior tracking

Monthly discussions with classes about 7 Habits – teachers and guidance

Monthly tank – Principal Ongoing promotion of

regulation tools – classroom teachers

Term reviews of behaviors on PowerSchool



Drivers of Student Outcomes – OurSchool Data Fall 2017

NMS/10

Canada wide/10

Effective Learning Time 7.4 7

Relevance 6.8 6.7

Rigor 7.1 NA

Bullying, Exclusion and Harassment

28% 27%

Feel safe attending school 71% 66%

Advocacy at School 1.4 3.2

Positive Teacher-Student Relations 7.2 6.6

Positive Learning Climate 6.9 6.3

Expectations for Success 8 7.6

Advocacy outside of School 6.6 5.2

Students Planning to finish high school

76% 79%

Students planning to pursue a trade or apprentice program

38% 27%

Students planning go to college or university

59% 68%

Drivers of Student Outcomes – OurSchool Data Fall 2018

NMS/10

Canada wide/10

Effective Learning Time 7.7 7.4

Relevance 7.2 6.9

Rigor 7.4 7.1

Bullying, Exclusion and Harassment 35% 23%

Feel safe attending school 64% 65%

Advocacy at School 3.9 3.4

Positive Teacher-Student Relations 7.1 7

Positive Learning Climate 6.9 6.7

Expectations for Success 8.1 7.9

Advocacy outside of School 6.7 6.1

Students Planning to finish high school 78% 80%

Students planning to pursue a trade or apprentice program

35% 29%

Students planning go to college or university 66% 68%