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

Annual School Development Report Page 1

Avoca Collegiate

300-398

AVOCA COLLEGIATE

13 School Road

P.O. Box 190

Badger, NL

A0H 1A0

ANNUAL SCHOOL DEVELOPMENT REPORT

2014 - 2015

MISSION STATEMENT

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

responsibility to provide a challenging and caring environment where each student

is enabled to experience success as a whole individual.

VISION STATEMENT

Avoca Collegiate is committed to providing a positive learning environment where

students can achieve their maximum potential


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

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

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

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

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

community, most importantly the students of your school.

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

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

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

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

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

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

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

in our province.

Sincerely,

Darrin Pike

CEO/Director of Education


PRINCIPAL AND SCHOOL COUNCIL MESSAGE

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

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

stakeholders worked hard to make the year a successful one.

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

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

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

Assessment results from June of 2015.

Asher Cutting

Principal

Alison (Gus) Loder

School Council Chair

OUR SCHOOL COMMUNITY

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

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

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

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

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

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

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


OUR ONGOING PROGRAMS

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

ones.

Continuing Programs:

Regular after School Tutorials – Grades 4 - 9

Music Program

Student Council

Recycling

Girls Varsity Basketball

PBIS Program

Breakfast Program

Healthy Commotions

Terry Fox Walk

Christmas Dinner - Students, staff and invited guests.

Grandparents Tea

Municipalities Day Celebrations

Marble Mountain Ski Trip - Grades 5 - 9

Skating Trips K - 9

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

Christmas and Spring Concerts

House System

Boys Varsity Basketball

Kindergarten Graduation Ceremony


OUR NEW INITIATIVES

The implementation of a new School Growth and Development Plan

Hosted a Jr. Boys Invitational Basketball Tournament

Band club

A trip to St. Pierre et Miquelon

PARTNERSHIPS

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

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

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

Badger Town Council

Badger Fire Department and Firettes

Badger Catholic Church

Badger Pentecostal Church

Avoca Collegiate School Council

Avoca Parents Association

Exploits Valley High

Exploits Valley Intermediate

Kids Eat Smart Foundation

Newfoundland and Labrador English School District

Central Health

Newfoundland and Labrador Basketball Association

RCMP

Walmart

TECK Recourses

MADD Canada


Provincial Assessment Data

Reading Records for Grades 1 and 2

Grade 1: Percentage of Students (in June) at or above the Provincial benchmark

Grade 1 Enrolment = 6

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

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

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

What do these results tell us?

Grade One

Reading

We are above the region for reading but below the province. The result is less than one percent in either

direction however. External and internal results correlate. External data found 50% of our students are

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

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


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


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


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


According to these results, we are above both the region and the province in Grade 2 reading. External

and internal results are correlated. External data shows that 62% of our students are reading at grade

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


Provincial Assessment data by strand for grade 3

Grade 3 English Language Arts


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


Multiple Choice

Reading 90.8 68.7 67.5 78.3 71.4 72.7 90.0 82.4 83.6

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

Demand

Writing 100.0 81.5 81.7 86.6 63.8 64.4 73.9 70.4 73.4

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

Informational

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

Reading

According to our Internal Data, 70% of students are meeting grade level outcomes in reading. According

to the External Data, there are three students exempt from the External Assessment. These are the three

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

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

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

would be 70% which would match the Internal Data.

Writing

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

The trend for both reading and writing are slightly downward, particularly in demand writing. Measures

will be taken to attempt to correct this. It important to note though, that we are above the province and

the region in all aspects.


Grade 3 Mathematics


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


Multiple Choice

Number

Concepts 97.1 79.9 78.3 85.7 75.4 72.9

Number

Operations 95.8 73.5 72.5 85.7 67.9 65.5

Shape and

Space 84.3 76.6 74.8


Number

Concepts 100.0 81.3 75.9

Number

Operations 85.7 61.1 55.4

Shape &

Space 100.0 68.9 64.5

Mental Math 100.0 87.6 83.8

Problem

Solving 100.0 85.5 82.6 85.7 63.4 56.4

Reasoning 100.0 76.8 72.2 85.7 41.8 34.4

Communication 100.0 77.3 73.4 85.7 41.8 34.4


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


Strengths and Challenges:

All students are performing at grade level in all areas. A challenge is now to take those students and get them above grade level

and to deliver a balanced math program with subject based teaching.

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

the process standards.




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


Multiple Choice

Reading 68.6 70.6 71.1 85.0 77.8 78.5 90.2 81.0 81.0


Demand

Writing 75.0 78.8 74.9 90.0 70.7 76.5 93.8 84.2 85.1

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

Informational

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


All students are performing at grade level in all areas. We are seeing an upward trend from year to year. In the Language

Arts, there is correlation with the external and internal results; 100% are on grade level with both sets of results. In general,

the trend in our external data is positive.

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

Strengths and Challenges Include:

All students are performing at grade level in all areas. A challenge is now to take those kids and get them above grade level

and to deliver a balanced literacy program with subject based teaching.

Strategies, Actions and Future directions:

To deliver a balanced literacy program. We need to look at language throughout the curriculum and to teach students learning

strategies to approach different forms of evaluation and assessment.


Grade 6 Mathematics


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


Multiple Choice

Number

Concepts 66.7 69.0 67.2 85.6 61.8 58.0

Number

Operations 67.6 63.2 62.4 86.4 67.4 64.1

Patterns &

Relations 82.8 57.8 54.6

Shape&

Space 86.5 73.1 69.7


Number

Concepts 100.0 68.2 61.6

Number

Operations 100.0 68.7 66.4

Patterns &

Relations 100.0 61.8 52.6

Shape &

Space 100.0 67.0 61.5

Mental Math 88.9 80.5 76.7

Problem

Solving 91.7 67.1 65.6 100.0 65.9 62.1

Reasoning 91.7 64.6 58.9 100.0 59.0 52.7

Communication 91.7 59.7 56.6 100.0 59.0 52.7



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


All students are performing at grade level in all areas. A challenge is now to take those kids and get them above grade level,

and to deliver a balanced math program with subject based teaching.


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




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


Multiple Choice

Poetic/Fiction 58.8 64.3 66.6

Informational

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


Demand

Writing 87.5 87.5 90.6 100.0 91.7 92.7 41.7 86.8 85.3

Poetic/Fiction 75.0 90.5 91.9

Informational

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


In 2012-13 we are above both the Province and the District. In 2014/15 we fell below both the province

and the district. The marking in Demand Writing seems haphazard though. We are aware of the areas

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

Grade 9 Language Arts – We should look at saving our internal data by strand.

o This could be useful for all grades, not just Grade 9.

Internal and external data does not correlate. Students who are at or beyond grade level internally did

not perform that way in external assessments,

o This is because internal data includes all strands as well as reading and writing.

o Many forms of evaluation are included in the internal data.



Challenges include demand and constructed responses and improving those grades. Referencing the text in responses is a key

component that must be directly taught.

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

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


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

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

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

grammar.

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


Grade 9 Mathematics


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


Multiple Choice

Number

Concepts 71.4 64.6 68.0 77.9 67.7 66.6

Number

Operations 71.4 64.6 68.0 77.9 67.7 66.6

Patterns

and

Relations

84.7 68.8 70.7 85.9 72.0 71.3

Shape

&Space 75.3 72.7 73.3

Statistics

and

Probability

93.8 83.1 85.5 63.6 66.5 65.4


Patterns

and

Relations

69.4 53.0 55.2

Number 92.9 65.3 68.1

Criteria 100.0 68.8 65.5


We have no CRT data from last year. We did have a common assessment from the district. The average on the exam was

highly correlated to the internal data, perhaps slightly lower.

Generally students are above region/province


All students are at or above grade level


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

Other strands appear to be strengths


Maintain the course with more emphasis on pacing.

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


Avoca Collegiate School Development Plan

5 Year Plan (2015-2020)

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

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

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

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

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

Objective 2.2: Promote respect for Others.

Objective 2.3: Promote respect for Environment

Objective 2.3: Promote respect for Learning.


Avoca Collegiate School Development Plan

2015 – 2016

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

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

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

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

Strategies 1.1.1 Identify & use

group norms with collaborative teams

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

1.1.3 Continue support

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

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

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

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

Indicators of Success: 1.1.1 1.1.2 1.1.3



Indicators of Success: 1.4.1 1.4.2



Goal 1. Support Plan

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

Strategy Financial Professional Development/Time Required

1.1.1 N/A 1-1.5 hour meeting every month

1.1.2 N/A 1.-1.5 hour meeting month

1.1.3 N/A ½ Day Session During PD Day

Objective 1.2: Identify the essential core numeracy outcomes at each grade level


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

Sessions during 2 PD Days (dates to be scheduled)

1.2.2 N/A ½ day sessions during 2 PD Days

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

Objective 1.3: Enhance instructional and assessment strategies across grade levels


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



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


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



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

Objective 2.2: Promote respect for Others.

Objective 2.3: Promote respect for Learning

Objective 2.3: Promote respect for Environment.

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

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

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

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






Goal 2. Support Plan

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


2.1.1 Substitute time needed Sub time for team to meet

2.1.2 Discussion and review at staff meetings

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


2.2.1 Discussion and review at staff meetings

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

2.2.3

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


2.3.1 N/A Discussion and review at staff meetings

2.3.2 N/A Discussion and review at staff meetings

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


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

2.4.2 N/A Teacher sponsor/volunteer time


Operational Issues School Year 2015-2016

Operational Issue Intended Action

Parking lot repair Needs to be repaved

Paint Paint is required in several classrooms and hallways

Technology Assistive tech equipment and licenses

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


Report on School Development Plan for Previous Year

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

Objective 1.1 Use

assessment data

(formative and summative)

to inform instructional

practice.

Objective 1.2 Continue and

improve the use of

differentiated instructional

practices.

Objective 1.3 Continue and

improve the use of

differentiated assessment

practices

Evaluation 1.1 Our two main

strategies for this objective

were to collect and analyze

all student data to guide

teaching and to use

Professional Learning

Community meetings to

identify individual student

strengths and needs and plan

programming for these

students. Overall these

strategies were successful.

Evaluation 1.2 More

differentiated instructional

practices were used in the

school. Teachers also began

to share DI strategies that

worked for them with

colleagues. We need to

formalize this process more in

terms of identifying lead DI

teachers and setting up a way

of sharing strategies more

formally and reporting on

their success.

Evaluation 1.3 Main

strategies were seeking out

PD and literature on DA and

using a wide variety of

assessment tools for both

formative and summative

evaluation. We were fairly

successful in this,

particularly in increasing the

variety of assessment and

evaluation methods used.


Goal 2. Create a safe caring and

collaborative school community.

Objective 2.1

Maintain and increase collaboration

among staff members.

Objective 2.2

Provide opportunities for leadership.

Objective 2.3

Foster and consistently maintain effective

communication between the school, home

and community.

Evaluation 2.1

This is a vital item that needs attention.

Communication with parents and

community members has always been

effective, it has been lacking among staff

members however. More opportunities and

an increase in focus will be afforded to this

matter.

Evaluation 2.2

Many opportunities were provided to

staff and community members. Our girls’

basketball team saw coaches from the

community and staff. Again, more of

these opportunities will be created as is

the intention of our new SGDP.

Evaluation 2.3

Communication has always been a strong

item at Avoca. With e-mail, synervoice,

phone calls, and Facebook,

communication between home,

community, and school has always been

effective.

Goal 3. Improve student achievement

through enhanced program delivery.

Objective 3.1 Maximize the use of resources and physical space.

Objective 3.2 Develop and implement a technology plan.

Objective 3.3 Increase the use of assistive technology.

Evaluation 3.1

This was effectively implemented.

Evaluation 3.2

A great deal of technological resources

have been implemented over the last few

years. A new computer lab was installed

as well as many Teamboards.

Evaluation 3.3

We were able to purchase a new iPad for

our SSS department and students. With

the many apps available for educational

purposes, we are able to make much

progress in this objective. GAFE and

Google Classrooms is the next step we

will be taking in this direction.


Operational Issues Report 2014-15

Year Issue Action Evaluation

2014-15

Report Funding to purchase technological

resources required by the school.

Some money was raised through various

school fundraisers.

We were able to purchase one iPad for the

school.

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

for the lot to be paved.

Parking lot has not yet been paved.

Fundraising for field trips Some money was raised through various

school fundraisers.

Marble mountain and St. Pierre trips took

place thanks to effective fundraising.