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Labrador Straits Academy

Annual School Development Report

2013 - 2014

P.O. Box 10

L’Anse au Loup, NL

A0K 3L0 Vision The vision of Western School District is of a learning organization in which all students achieve their maximum potential.

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Message from the CEO / Director of Education School Development Report Message June 2014 This school development report for the 2013-14 school year outlines your school’s successes and highlights in matters such as student achievement and professional development. As the strong foundation of any productive and successful school year, a school development plan must be undertaken by the entire school community to be effectively executed. This important process stands to benefit every member of the school community – in particular and most importantly, the students of your school. As we continue to come together as a cohesive district and develop and implement a new strategic plan, the Newfoundland and Labrador English School District places a high value on the input and opinions of our administrators, teachers, support staff, school councils and school communities. I sincerely thank all involved for the work undertaken on this plan as well as on previous plans, and for focusing on student achievement and success. Our education system will surely benefit from enhanced collaboration throughout your school community as we work together for the benefit of our young people. I am encouraged and enthused to see the amazing initiatives outlined within these reports; they will provide the sure footing we can all build upon to ensure a quality education for Newfoundland and Labrador students. Sincerely, Darrin Pike CEO/Director of Education Newfoundland and Labrador English School District.

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Message from the Principal My position as Administrator of Labrador Straits Academy for the fourth year has been very positive.

Students of our school achieved above both the Province and the former, Western School District.

Our school council was very active this year, with a focus on the growth of the school, participating in a 2-

day / week breakfast program, a refined cafeteria menu, and daily physical activity.

Students of Labrador Straits Academy have a real competitive spirit, both in terms of academics and also

sports. We had students attend Provincials for senior boys’ and girls’ volleyball. Students in senior high

have been awarded scholarships and other bursaries, as sponsored by IODE & IGA.

Another key focus this year was on encouraging and promoting student leadership. We had students from

our school travel to Ottawa for the Federal Youth Forum, and the formation of our student council. We

also had students interested in serving on our school council.

Labrador Straits Academy’s extra-curricular program was very full. Our music program engaged students

in an elementary choir, the continuation of a junior / senior high band and GLEE. With the assistance of

our music teacher, our younger students were interested and excited to continue with our Just Dance

group, lead to increased movement and physical activity. Through collaboration and connection to

outside agencies our school ran an after school broomball and basketball program. These initiatives have

lead to high teacher morale and an increase in student and staff spirit.

LSA’s School Development Plan, in its first year focused on STUDENT ACHIEVEMENT, and we

continue to recognize and fully support NLESD / Western School District in its initiatives to place

ACHIEVEMENT at the epitome of all learning. The year did not go by without its challenges, but we

have weathered the storm, with much help and support from our school district staff. All goals set for this

year are about 95 % fulfilled.

My Annual School Development Report includes academic and non-academic achievements, for the

school year, 2013-2014.

Our vision, mission, beliefs and values, and goals for this school year are included. A complete analysis

of CRT’s, Common and Public Exams, for June 2014 will be added into this report in the Fall of 2014,

along with a thorough analysis of board and provincial assessments, resulting in action plans and base-line

targets completed for each.

This year was fast moving with my own professional learning goals aligned with our school goals. I am

thoroughly pleased with the support and direction we have received from both our school / board

community, and as administrator I will continue to work hard, focus myself on team building, and

continue to search out ways to maximize instructional time, leading to increased student achievement

levels.

Mr. Terry J. Casey / Principal

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Message from the School Council Chairperson

WOW… hard to believe it is already June! Soon it will be summer break and a more

relaxed routine for many of us.

At Labrador Straits Academy for the 2013-2014 school year, the school council consisted

of the following members: Mr. Vernon Buckle, Chairperson & Forteau Community

Representative; Ms. Gaye Jones, Vice-chairperson & L’Anse au Clair Parent

Representative; Dana Butt, Secretary & Student Representative; Mr. Terry Casey,

Principal; Ms. Sheila Park, Teacher Representative; Ms. Mary Ward, Teacher

Representative; Ms. Kali Jones, Student Representative; Mary Ellen Butt, West St.

Modest/Pinware Community Representative; Vicki Hancock, LAse au Loup Community

Representative; Angie Normore, L’Anse au Loup Parent Representative; Denise Flynn,

Forteau Parent Representative; Shelly Griffin, L’Anse au Clair Parent Representative.

Our school council addressed several issues through the school year:

Graduation for 2013 came under budget. It has been decided that the remaining

funds, along with addition fund raising, will be used to purchase a large video

screen for use in the gym.

Discussed the breakfast program, and it continues to be very successful. The

structure will remain the same, with shared responsibilities, alternating

responsibility amongst the community groups on a monthly basis.

Play area vs. playground – Playground equipment has been purchased. The initial

location chosen for the playground does not meet playground standards, so an

alternate location is being considered.

NLESD Strategic Plan was discussed at length. After discussing what makes

LSA a good place to learn and how learning can be improved, the following were

point deemed as areas to focus on in the future: student achievement; a safe and

caring environment; connectivity between school and home.

School discipline with a focus on bullying/anti-bullying.

Labrador Straits Academy School Council would like to thank all the students, teachers

and administration, parents, and volunteers for their continued support throughout the

past year.

Vernon Buckle

Chairperson, LSA School Council

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Labrador Straits Academy’s

Mission Statement Labrador Straits Academy actively encourages the participation of parents, teachers,

students, and the community whereby every student has equal opportunity to reach his /

her fullest potential in an environment conducive to learning and growth.

Vision The vision of Labrador Straits Academy is to foster independence, creative &

constructive thinking, to best prepare them to become active, positive, and contributing

members of society.

Beliefs and Values

Students:

All students have a right to a quality education.

All students need to feel safe and secure.

All students are equal and unique.

All students have a right of expression, recognizing that they are accountable for their

actions.

All students have the responsibility to contribute to society.

* We value the contributions that all students make.

Learning:

It is continuous.

It should be a positive experience.

It is individualized.

Learning results from experience.

* We value the results of learning.

Teaching:

Teaching is a learning process.

Teaching gives one a sense of satisfaction.

Teaching brings frustrations and rewards.

Teaching is sharing knowledge and experience in order to produce the best individual

possible.

Teaching is instilling knowledge.

Teaching is spreading a belief.

* We value the process and the end results that teaching provides.

School:

It is one of the environments where Teaching and Learning occurs.

It is a venue where social and academic interaction occurs.

It is a microcosm of society.

It has to be inviting with a pleasant yet structured environment.

* We value the social, emotional, academic and physical environments in which

learning occurs.

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PROFILE OF OUR SCHOOL COMMUNITY

Labrador Straits Academy

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Our School Community:

Location / Enrolment per grade at Labrador Straits Academy:

For 2013 – 2014 Labrador Straits Academy became part of the

Newfoundland & Labrador English School District, following

Western School District, in a transitional year.

Labrador Straits Academy has a professional staff of 18 full-time

teachers, 2 half-time teachers, including two Instructional Resource

Teachers and specialist teachers in the areas of guidance, music,

physical education, and technology; also, a school secretary, two

student assistants, a half-time maintenance / caretaker and a full-time

caretaker.

In school year, 2013-2014, Labrador Straits Academy had an

enrolment of 180, Kindergarten to Grade 12, with the following

breakdowns, per grade:

Grade # of Males # of Females

K 6 5

1 7 4

2 4 5

3 6 7

4 8 2

5 6 2

6 3 5

7 5 4

8 12 9

9 5 7

10 12 12

11 10 11

12 15 8

TOTAL – 180 99 81

Labrador Straits Academy serves the following communities:

Pinware West Ste. Modeste Capstan Island

L’Anse au Loup Forteau English Point

L’Anse au Clair

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Programs Provided:

Our school offers the entire provincially prescribed curriculum, in

Kindergarten through Grade 12. We also ran our Kinderstart Program, and

our school houses the local Family Resource Centre. At the senior high

school level, 43 courses were offered, including Mathematics 3201, Biology

3201, Physics 2204, & Chemistry 2202 at the classroom level, along with

Physics 3204 & Chemistry 3202, offered via CDLI.

Partnerships:

The following is a list of key PARTNERS we have developed with our school

community last school year, 2013 - 2014:

Western School District

Family Resource Centre

Kid’s Eat Smart Foundation

Newfoundland & Labrador Teachers’ Association

Roman Catholic, Anglican, United Church, Gospel Hall & Pentecostal Churches

Labrador Fisherman’s Union Shrimp Company Ltd

Eagle River Credit Union

LSA Parents

Labrador-Grenfell Health Authority

Ms. Lisa Dempster, MHA NL

TMN Bussing

Labrador Marine – MS Apollo

Forteau Lion’s Club

Government of Canada

Government of Newfoundland & Labrador

Diversified Rentals / CASTLE

Ms. Yvonne Jones, MP Labrador

Labrador Wholesaler’s Ltd

C & T Enterprises

Earle’s Grocery

Hancock’s Pro Hardware

Normore Enterprises

William Normore Ltd.

Cohen’s

Forteau Town Council

Moore’s Handicraft

L’Anse au Clair Town Council

Pinware Town Council

West Ste. Modeste Town Council

L’Anse au Loup Town Council

Community Youth Network

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Christopher’s Trucking

Northern Light Inn

Woodward Motors

Forteau Sales & Services

Rosita’s Beauty Salon

Dot’s Bakery & Coffee Shop

Normore Enterprises

Glenda’s Hairstyling

Hancock Distributors

Our Lady of Labrador Parish community

O’Brien Sales & Services

Sandra’s Hairstyling

Labrador Straits Public Library

RSK Grocery

Newfoundland & Labrador Art’s Council

Oceanview Resort

RCMP – Forteau Detachment

IGA – International Grenfell Association

Provincial Airlines Limited

Air Labrador

IODE – Imperial Order Daughters of the Empire

Northern Pen

Having such an extensive range of partners makes our school

culture a collaborative educational experience.

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Student Achievements, 2013 – 2014, key highlights:

Academics

Strengths

- A greater percentage of students are enrolling in academic & advanced courses

- Students have improved on their work ethic; showing a greater commitment to learning

Reasons for such successes:

- Students are given every opportunity to complete their assignments and submit work

- Students are given a second chance with redos

- In this media age students are in tune with technology and more engaged in their

work through this mode

- Teachers are utilizing smartboard and other multi-media tools in their

instruction

- Teachers are placing a greater emphasis on protecting instructional time

Mathematics Successes:

- Similar reasons to success reasons given previously

- Students are engaged more in their learning

- A great commitment by teachers, in providing one-on-one instruction in tutorials

- Students are availing of on-line, in-school and CDLI tutoring initiatives

English Language Arts Successes:

- The language arts program has been revamped and students are given more

diversity in learning, to adapt to the mindsets of all students

- Students are being exposed to a wider degree of choice

- The language arts curriculum is developed so that students have a greater

opportunity to write & interpret multi-media forms, outside the regular essay answers

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Science Successes:

- Greater exposure to hands-on activities

- Increased use of multi-media tools in instruction

- Students have access to on-line databases of sample selected & constructed response

type items.

- Students, for study purposes, can use on-line exemplars

- Increased instruction in the classrooms, with disruptions to class minimized

EXTRA-CURRICULARS:

Cross Country Running

LSA participated in Cross Country Running Regionals’ at St. Lewis Academy, with a junior boys’ team,

a junior girls’ team and one senior girl runner. Both junior team’s won the Regional Qualifiers and

attended the Provincials in Stephenville [Strategy 3.1.1]

Girls’ and Boys’ Volleyball

-Due to school size, no qualifiers

-Our Senior Boys’ Volleyball team, travelled to Random Island for Provincials and finished 4th

-Our Senior Girls’ Volleyball team, travelled to Lascie for Provincials and finished 4th

-Both our senior girl’s & boys’ volleyball teams participated in the Digger’s Tournament in

Roddickton, placing in the top three [Strategy 3.1.1]

Girls’ & Boys’ Ball Hockey

-In ball hockey the senior boys had a team, but due to weather conditions they did not get to travel to qualifier.

-The girl’s travelled to Twillingate for Provincials and placed third overall. Strategy 3.1.1

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ROOTS OF EMPATHY

At the heart of the program is a neighborhood infant and parent who visit the classroom every three

weeks over the school year. A trained Roots of Empathy Instructor coaches students to observe the

baby's development and to label the baby's feelings. In this experiential learning, the baby is the

"Teacher" and a lever, which the instructor uses to help children identify and reflect on their own

feelings and the feelings of others. [Objective 3.1]

MUSIC GROWTH AT LABRADOR STRAITS ACADEMY

We continue to build our music program at LSA, by opening our extra-curriculars to a wide diversity of

the student population. [Strategy 1.1.1]

DESIGN & FABRICATION

-Students have been involved in the planning and design of a variety of products, in Art & Design 1201

class and Robotics Technology 3205. [Strategy 1.1.2]

-Students & Staff were quite priviledged last school year to accept a donation of a 3-D Printer to our

school,

from an anomysous donor. Students are really enjoying it now, with its usage in their technology

courses. [Strategy 1.1.2]

IRT: Wall Murals / displays [creating an engaging school climate] [Strategy 1.3.1]

http://www.rootsofempathy.org/en

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AFTER SCHOOL PHYSICAL ACTIVITY INITIATIVE [Strategy 3.1.1]

This program was a conjoint initiative between Labrador Straits Academy and Regional Recreation

In the Labrador Straits Region. This year was the third and final year of this program.

The program focused on two sports: girl’s broomball in Grades 4 to 9 & basketball for boys

and girls, in Grades 4 to 9.

The Provincial Government committed $20,000 for the program, and equipment purchased is the

Property of the school.

Extra-Curricular Intramural Program [Strategy 3.1.1]

A strong focus was placed on our intramural program, with every opportunity available

for physical activity: 10 minutes in gym before class in the mornings, recess time, lunch

time in the off times, and after school, two evenings per week, supervised by Mr. Rick

Turley

Fitness Room Activities [Strategy 3.1.1]

The Forteau Lion’s Club sponsored an event during the Winter of 2014,

whereby they purchased a 46” TV and pieces of software to be used on a WII,

in our IRT Room, for students with special needs in our school. [Objective 3.2]

Students were free to use fitness room equipment during physical education class time

and during other unstructured times.

Since the beginning of this school year, from our collected funds we purchased three

extra tennis tables.

Funds collected through rentals allow us to purchase supplies to maintain our gym /

fitness room equipment.

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Awards Program [Objective 1.3]

Annual Awards Night was held in December 2013 to recognize students'

achievement at the junior and senior high levels.

Students received and were recognized for...

Academic Honours

Promotional Certificates & Diplomas

Bursaries and Scholarships

Personal achievements (academic and co-curricular)

On an average, $4,500 was awarded through scholarships, from community sponsorships

and support from local businesses & organizations. This is set to be an annual event to

recognize student achievement in our school. [A goal of our School Development Plan]

Parents, community stakeholders and PR personnel are invited to this yearly event. As per

our School Development Plan our number one goal focuses on student achievement and, in

turn, recognizing students for such.

Leadership Opportunities [Objective 3.1] - Labrador Straits Academy, for its fourth year, had a very active student council, with

representatives from each of the junior / senior high grades; a goal achieved from our

school development plan, to promote student leadership. The student council elected

an Executive, consisting of a President, Vice-President, Secretary, & Treasurer, and a

student representative, Grades 7-12. LSA’s Student Council’s Teacher Liaison was

Ms. Maisie Groves. Ms. Groves took on this initiative to promote leadership within our

school. A number of events were organized & lead by students this year; for example

the Stand-Up to Bullying Day, among others.

- Four of LSA’s students this year attended Youth Forum in Ottawa, for a week, with a

theme of their own choosing.

- LSA’s Recycling Program [Led by our Special Education students]

- Healthy Foods & Snacks – Grade 2’s

- Operation Christmas Child / Samaritan’s Purse – Grade 2’s

- Play & Learn

- Labrador Grenfell Health Authority – Public Health, Sanitizing

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- In February our student council led, along with the Labrador Straits Anti-Bullying Coalition, Violence Prevention Labrador, Forteau’s Detachment of the RCMP, and

our local CYN - Community Youth Network, the Stand-Up To Bullying Day for all

students / staff in our school.

-In November, Labrador Straits Academy’s high school students and staff, in partnership

with the Forteau Detachment of the RCMP, Labrador South Health Centre personnel,

local clergy, Department of Wildlife Officers & local personnel participated in a MAZE;

several scenes or scenarios where students were engaged in the actual events, making

drug usage, more specifically driving while impaired, a reality for them.

In December student council hosted a Christmas Ball, for students in Grades 7 – 12.

Overall, it has been a very successful and rewarding year for our 4th Student Council

at Labrador Straits Academy. We are anxiously looking forward to next school year.

Labrador Straits Academy continued with its PBIS – Positive Behavior Intervention

Support’s Program. There is a Matrix of Expectations that students follow. When a

student is recognized for positive behavior, a staff member completes a High 5 ballot,

places it in the High 5 Box, where at the end of the month, on the last school day in the

month, there is one High 5 drawn from each division in the school – Primary, Elementary,

Intermediate & Secondary, where the student is recognized,, for their positive deed & behavior

with a prize. These prizes are donated, most generously, through the support of

partnerships developed in the community, to the value of $2,000. This program

will continue into the 2014-2015 school year, and it is very positive among students

and staff, and fully supported by the parent population. Our plan for next school year,

is to take PBIS to a whole new level, linking the program directly with student discipline.

[As per Safe & Caring School’s Policy, Revised 2013 & Objective 3.3]

Hosting Events [Objective 2.2] LSA has formed a Hosting Committee of teacher volunteers, and it ran successfully.

LSA has hosted sporting events and tournaments at The Regional & Provincial levels – Cross-Country

Skiing.

LSA’s Administration accepted a MUN Intern, from January – April 2014, under the direction of our Grade

3 teacher, but in the picture below she is posing with the Kindergarten Class .

In December of 2013, LSA, along with community & regional partners sponsored & held a Safe

Spaces Training Program, for students, teachers, parents & community stake-holders

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Community Support [Objectives 2.1 & 2.3]

Grants Funds were committed last year, for the development of a school playground. Equipment has been purchased and

we are continuing to await a decision on the land from Crown Lands [see below].

Last year a grant of $2,000 was received from the local Family Resource Program to be used for the purchase of a

piece of playground equipment & this year additional money was provided for playground equipment purchases.

A commitment was made by our local credit union, Eagle River Credit Union, where staff committed monies

raised this current year would be contributed to the school, for the purpose of purchasing a piece of playground

equipment, and presented the school with $1,000.

Playground equipment was purchased this year by donations from: Family Resource Centre, RCMP Foundation,

Western School District.

As reported in last year’s 2012 – 2013 Annual School Development Report, we were thinking that our playground

would be developed and being used by the students; however, it is still in the making and delayed due to a

submission to Crown Lands, for a section of land to develop for such playground use.

An After School Physical Activity Initiative Program money was utilized again this year by the after school

female broomball and male basketball teams.

A partial grant of $3,000 was approved through Western School District to begin a cross-country / skiing trail,

adjacent to the school property – this is still ongoing, as we are awaiting approval from Crown Lands.

Canadian Junior Rangers Program – prepares students for survival tactics. This program is run in the school and

coordinated throughout the community by LSA school/community personnel. Each year they lead our

Remembrance Day Assembly.

Local businesses & organizations contributed money in the form of certificates in the amount

of $2,000 to support our PBIS – Positive Behaviour Intervention Supports Program

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Music Program – GLEE Club & Just Dance [Strategy 1.3.1]

We have an active music program for K – 9 students. Our junior and senior high band, along with

individual guitar, players & singers, have performed at various functions in school & throughout our

Labrador Straits Region during this school year.

Linked to our music program was the formation of LSA’s GLEE Club. This has been a huge success,

with Gr’s 4 – Level III involvement.

The commitment to the junior and senior choir has flowed over into the creation of a Junior / Senior

High Band. The Music Room is open for four days in the 14-Day cycle, for student use beyond the

regular curriculum.

Miscellaneous

Labrador Straits’ Academy’s Kindergarten Graduation, May 29, 2014 – eleven graduates [Strategy 1.3.1]

Labrador Straits’ Academy’s Grade 12 Graduation Ceremonies, May 23, 2014 – twenty-three graduates [Strategy 1.3.1]

SSNL – School Sport Newfoundland Labrador awarded Labrador Straits’ Academy with a BRONZE star, for its participation and

performance in school sports this year, 2013-2014 [Strategy 1.3.1]

Recyclying Program – K-12 [Led by our IRT & special needs students with monies raised assisting those students with special needs]

[Strategy 2.2.2]

Year End Student Barbecue, June 27, 2014 [organized by school council representatives] [Strategy 3.2.1]

Meet & Greet Curriculum Night, held September 20, 2013 [Objective 2.1]

Students held a Christmas Concert, in December 2013, along with staff serving a Christmas Turkey Dinner to students on their last day of

school before Christmas vacation [Strategy 3.2.1]

Hosted a Book Fair, as a fundraiser for the school, where points / credits accumulated went back into the primary / elementary wing, to

purchase engaging educational materials to supplement their curriculum. [Objective 2.3]

2014 – 2015 School Calendar fundraiser [Objective 2.3]

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Students in Elementary participated in Math Enrichment [Strategy 1.3.2]

Students at our school participated in the Sip & Crunch Campaign & Physical Activity, with one of classes being selected as the winner

[Strategy 3.1.2]

Students in our school from Kindergarten to Grade 9 participated in Rachel’s Challenge, and event sponsored by the Citizen’s Crime

Prevention Association of NL, with one of our Kindergarten students being chosen as the winner for Labrador. This student won $500 for

the school + an IPad for himself. [Strategy 3.2.3]

Held at our school was the KinderStart Graduation Ceremony. [Section 1.3.1]

Money was raised by students & staff whereby they gave the equivalent of their recess for the Janeway Miracle Network Telethon and

$300 was committed to this cause at its annual event. [Strategy 3.2.3]

Two of our Grade 6 students were winners – both a provincial & a regional winner, in the Provincial Annual Forestry Contest, winning

IPads for themselves and two for their classroom. [Strategy 1.3.1]

Summary Report on the School’s Most Current Data

School Development Plans are revised yearly using the most current data available to the school. In this section, include an analysis

of the school’s most current data, including both quantitative and qualitative data gathered at the provincial, district and school level.

This data, along with the evaluation of last year’s objectives for each goal, help inform the development of the plan for the current

year. If the reporting of any of this data compromises the anonymity of students, it should not be included.

The data presented in this section should be summarized using bullet statements as well as tables (see templates). Appropriate

comparisons should be made to district and provincial data and standards where relevant. Explanatory notes should be included where

applicable to assist in the interpretation of data.

Though all raw data pertinent to a school should be analyzed thoroughly at the school level, not all data needs to be reported in this

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section. This section should include:

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 = 11

2010/11 2011/12 2012/13 2013/14

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

44.4 62.0 64.6 30.8 64.6 60.2 70.0 65.2 59.3 81.8 53.8 52.7

What do these results tell us?

These results clearly indicate that the percentage of Grade 1 students reading at or above the provincial benchmark in

June has increased significantly in the past four years.

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

Grade 2 Enrolment = 9

2010/11 2011/12 2012/13 2013/14


100.0 73.1 73.8 80.0 67.5 66.9 71.4 69.5 65.5 77.8 64.0 58.3


In June 2014, 4 out of 9 students were at a “strong” comprehension level. (44%)

In June 2014, 3 out of 9 students were at an “adequate” comprehension level.

Approximately 78% of students were at a strong/adequate comprehension level.

In June 2014, 7 out of 9 students were at Level M in their reading, the end of year benchmark (or grade level expectation).

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In June 2014, 2 out of 9 students were at a “limited” comprehension level, approximately 22%.

In June 2014, 2 out of 9 students were at Level L in their reading. Levels K-L is the mid-year benchmark.

For the past four years (2011-2014), LSA has been above both the District and the Province in the percentage of students at Level M.

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Provincial Assessment data by strand for grades 3 and 6

Grade 3 Mathematics Grade 3 Enrolment = 13

2010/11 2011/12 2012/13 2013/14


Multiple Choice

Number

Concepts 75.9 77.4 78.2 88.8 77.0 78.3 92.9 75.2 72.9

Number

Operations 78.4 73.3 74.6 78.6 70.6 72.5 81.7 67.9 65.5

Shape and

Space 77.3 77.4 74.8

Constructed Response: Percentage of students achieving at grade level or above

Number

Concepts 90.9 78.7 75.9

Number

Operations 90.0 59.1 55.4

Shape &

Space 72.7 70.7 64.5

Mental Math 100.0 86.2 83.8

Problem

Solving 87.5 74.3 77.1 71.4 78.2 82.6 63.6 59.0 56.4

Reasoning 87.5 58.2 61.1 57.1 68.2 72.2 81.8 37.2 34.4

Communication 75.0 57.4 60.5 71.4 69.2 73.4 81.8 37.2 34.4


In terms of M/C items, Number Concepts & Number Operations have had a steady increase over the years, at our

school level.

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Our students scored above the region & province on all areas of the CRT Constructed Response items.

Trend is our students scored above the region & province on all areas of the Primary Math assessment, with the

exception in 2011 / 2012 in problem solving and reasoning, but have remained above the Region & Province.

School scored below the region & province in 2010 / 2011 on multiple choice Number Concepts, but the trend was to

increase their scores, in the year’s following.

Recommended intervention is to expose primary students to more problem solving & mental math, thus to increase

their scores by teaching problem solving & mental math strategies.


2010/11 2011/12 2012/13 2013/14


Multiple Choice

Number

Concepts 84.6 74.3 74.9 61.6 67.3 67.2 46.3 56.4 58.0

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Number

Operations 64.8 69.0 67.4 66.0 63.6 62.4 54.2 61.8 64.1

Patterns &

Relations 46.9 53.0 54.6

Shape&

Space 76.0 68.9 69.7


Number

Concepts 28.6 58.8 61.6

Number

Operations 28.6 62.4 66.4

Patterns &

Relations 0.0 51.6 52.7

Shape &

Space 85.7 59.2 61.5

Mental Math 62.5 74.0 76.7

Problem

Solving 90.9 70.0 68.1 81.3 66.8 65.6 75.0 62.6 62.1

Reasoning 81.8 56.9 52.3 62.5 60.2 58.9 12.5 52.1 52.7

Communication 81.8 50.3 44.3 62.5 56.9 56.6 12.5 52.1 52.7


Our students scored above the region & province in M/C & C/R RE: Shape & Space & Problem Solving , yet below on all

other categories on the test

In some cases they scored significantly lower than the District and Province while in others the difference was not a lot.

Students scored above the District and Province in MC items for Number Concepts for the following outcomes;

Select integer that best fits description,

Demonstrate an understanding of place value through base ten representations

Demonstrate an understanding of percent as ratio

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Students scored above the District and Province in criteria items for Number Concepts for the following outcomes;

Solve a problem involving factors

Solve a problem that relates improper fractions to mixed numbers

Students scored above the District and Province in MC items for Number Operations for the following outcomes;

Solve a problem that involves division of decimals

Estimate the solution to a subtraction problem

Determine number expression represented by base ten blocks

Students scored above the District and Province in MC items for Patterns and Relations for the following outcomes;

Identify the value of an unknown term in a table of values

Identify an error in a given table of values

Students scored above the District and Province in criteria items for Patterns and Relations for the following outcome;

Represent an equivalent equation for a given equation

Students scored above the District and Province in MC items for Shape and Space for the following outcomes;

Classify a given angle according to its measure

Estimate the measure of an angle

Identify a given triangle according to its angle measures

Sort a given set of polygons according to given attributes

Identify congruent triangles

Identify the coordinates of 2 given points on a Cartesian plane

Describe the single transformation performed on a 2-D shape

Identify the successive transformations performed to create a design

Students scored above the District and Province in criteria items for Shape and Space for the following outcomes;

Plot ordered pairs to create a triangle

Draw an angle of a given measure

Solve measurement problem involving volume

Draw rectangles for a given perimeter

Represent the result of combining transformations

25

Students scored above the District and Province in criteria items for Mental Math for the following outcomes;

Solve a multiplication fact

Solve a division fact

Give a mixed number for a given improper fraction

Estimate the quotient for division of decimals by a divisor from 1-9

Students scored above the District and Province in Process Standards for Problem Solving for the following outcomes;

Solve a problem involving factors

Solve measurement problem involving volume

Students scored above the District and Province in Process Standards for Reasoning and Communication for the following

outcomes;

Write and solve a story problem that requires division of decimals

Focus for this year will be on such topics as: selecting integers, solving problems involving selecting integers, factors, values,

and continuing with excellent mathematical strategies being taught and brought in as exemplars

26


2010/11 2011/12 2012/13 2013/14


Multiple Choice

Number

Concepts 81.6 68.3 64.4 85.7 72.8 68.0 79.2 68.2 66.6

Number

Operations 81.6 68.3 64.4 85.7 72.8 68.0 79.2 68.2 66.6

Patterns

and

Relations

74.6 67.9 66.0 85.0 73.8 70.7 81.8 72.1 71.3

Shape

&Space 87.0 76.0 73.3

Statistics

and

Probability

97.6 89.8 87.9 80.0 87.5 85.5 68.2 73.0 65.4


Patterns

and

Relations

61.6 61.1 59.5 58.3 57.9 55.2

Number 68.0 58.5 53.6 79.6 71.5 68.1

Criteria 90.9 67.9 65.5


School scored above the district and the province on all Multiple Choice areas of this assessment, with the exception of

Statistics & Probability.

Statistics & Probability trend has been showing a great percentage downwards over the years, for all regions – school,

district & province

27

Public Exam data (4-year trend data (average final mark))

Course 2010/11 2011/12 2012/13 2013/14


Mathematics 3205/3200 99.0 80.5 79.3 89.7 79.1 79.1 97.0 79.7 79.8 70.0 77.1 77.9

Mathematics 3204/3201 75.2 63.0 62.0 80.4 62.5 62.8 74.6 62.9 61.3 55.6 63.0 63.8

World Geography 3202 79.0 68.9 68.0 78.3 69.8 68.8 75.9 72.0 70.0 69.1 71.6 70.1

Biology 3201 55.3 62.1 64.0 78.2 66.3 65.9 66.4 65.3 66.5 64.6 63.3 65.3

Chemistry 3202 84.3 69.8 71.1 82.0 71.2 71.3 74.8 72.3 71.9 37.0 74.1 72.8

Physics 3204 71.8 74.0 72.2 74.5 73.0 75.9 75.0 62.8 72.6 73.3

Earth Systems 3209 60.1 61.7 64.8 60.5 62.6 60.8 60.3 64.4 59.1 61.8

English 3201 69.9 66.4 66.2 68.8 65.1 65.0 71.5 69.9 69.3 66.3 69.9 70.6


Note, in some cases, performance below the Provincial average can be attributed to a particular area or areas in the curriculum. These

areas can be identified by analysis of “sub-test” results. These areas if they exist should be identified.

For Math 3201 the school scored lower than the district & the province. Areas in the curriculum that were identified, where

increased work has to be instructed are: application of set theory; solving problems involving the fundamental counting

principle, pre-mutations and combinations; solving problems involving the probability of mutually exclusive and non-mutually

exclusive events, as well as, the probability of two events; solving problems involving rational equations [limited to

numerators and denominators that are monomials and binomials, polynomial functions, exponential functions, logarithmic

functions and sinusoidal functions]; solving problems that involve compound interest in financial decision-making and analyze

costs and benefits of renting, leasing and buying.

For Math 3201, the focus this year will be increased instruction & practice in those areas named previously

28

For World Geography 3202, students of our school scored slightly below both the province in the overall average; scored

above the province in the categories of World Climate Patterns & Secondary / Tertiary Activities.

For World Geography 3202, the focus this year will be on engaging students more with multi-media & hands-on activities, and

during instruction real examples will be used from Newfoundland & Labrador to better explain climate patterns.

For Biology 3201, students of the school scored slightly above the district and slightly below the province. The trend is slightly

down from the previous year.

For Physics 3204, students scored below the district & the province.

For Earth Systems 3209, the school scored slightly below how they scored from the previous year, in their overall average;

scoring above both the region & the province; specifically scoring below the province in one area this past year (Forces Within

the Earth); focus for the upcoming year is to instruct with real life examples from this province.

For English 3201, students overall, performed slightly below the district & the province; school scored below the district &

province in the Personal Response section; two areas of concern were in Poetry & Contemporary Media.

For English 3201, the focus this year will be to do an analysis of specific areas of concern on the public exam; use of similar

questions to focus on areas of concern; breakdown specifics necessary to address areas of concern; and make use of exemplars

to display appropriate & inappropriate answers and to increase instruction in all those areas.

In relation to identified areas of concern, RE: Poetry & Contemporary Media, teaching in those two areas will be stepped up;

with students taking part in activities that actively incorporates poetic terminology, going through sample exams to practice

similar questions; focusing students’ attention on terminology across all areas being addressed in ELA; incorporating a variety

of instructional practices in relation to poetry & poetic terms including incorporating modern songs to teach poetic

terminology. The focus this year for Contemporary Media is to incorporate more examples of contemporary media elements

into daily instruction & to incorporate a variety of instructional practices in relation to Contemporary Media activities & terms.

29

Advanced/Academic/General Enrolment

Percentage of Students enrolled in Academic/Advanced/General Level III courses

High School Enrolment = 77 [Grades 10, 11, & 12]

2010/11 2011/12 2012/13 2013/14


Advanced Mathematics

(Math 3200) 4.8 19.6 20.3 11.5 22.7 21.2 6.3 22.8 19.6 10.5 12.7 21.7

Academic Mathematics

(Math 3201) 85.7 59.6 58.0 88.5 60.4 58.4 93.8 64.5 62.5 89.5 66.2 56.8

Applied Mathematics

(Math 3202) 9.5 20.8 21.7 0.0 16.9 20.5 0.0 12.7 17.9 0.0 21.2 21.5

Academic English

(English 3201) 65.5 73.0 74.2 89.3 77.4 76.6 94.1 80.3 76.5 78.3 80.3 79.2

General English

(English 3202) 34.5 27.0 25.8 10.7 22.6 23.4 5.9 19.7 23.5 21.7 19.7 20.8


Our school promotes academic achievement among all students; however, due to learning difficulties there is a small

percentage that enrolls in general courses. At our school last year we had a combination of general, academic & advanced,

with a much larger percentage of students enrolled in academic courses.

30

Graduation Rate and Status

Percentage of Eligible Graduates that Graduate and Percentage of Graduates with Honours, Academic, or General

High School Enrolment = 68

2010/11 2011/12 2012/13 2013/14


Graduation Rate 100.0 92.8 91.7 100.0 93.4 92.7 100.0 95.5 95.7 100.0 93.9 93.7

Graduation Status

Honours 30.4 22.5 26.3 46.2 28.1 27.7 40.0 31.8 28.7 8.7 28.4 29.8

Academic 17.4 42.1 40.8 38.5 38.5 40.1 46.7 37.5 38.2 43.5 40.1 40.3

General 52.2 35.4 32.9 15.4 33.4 32.2 13.3 30.7 33.2 47.8 31.4 29.9


52.2 % achieved academic / honors status

Trend in terms of General Status – when we amalgamated in September of 2010 we had a high number of general students, but

after that year, we encouraged and promoted students enrolling in academic /or advanced courses, with low numbers in general

courses. Statistics prove our numbers who achieved in year’s after. An anomaly existed this year, when reviewing the

students, as really there were only four students on general status, but because of failing either Math 3201 or English 3201 in

their last year, and writing a supplementary, and further meeting graduation requirements, resulting in graduating with General

Status.

31

Internal Assessment Data / What do these results tell us?

Students at Labrador Straits Academy for last school year, 2013 – 2014 were enrolled in 36 non-public exams courses.

With the exception of the courses named here, 100 % of students passed each course: Math 1201, Math 2201, Physics 2204, and

Science 2200.

Of the 36 non-public courses that students were enrolled in, the results indicated that students were either on par or above the province

& district in 17 of them.

Of the 36 courses offered there was a diversity of needs meet; for example, to meet graduation requirements there were Math, English,

& Science courses, along with the languages, skilled trades, music, physical education, social studies & technology based courses.

Of the 36 courses there were only 7 courses offered in the general status category, with 28 in the academic category and 1 in the

advanced category [Mathematics 3208]

32


School Development Plan, 2013 - 2014

Goal 1: To improve student achievement across the curriculum in all grade levels in an inclusive learning environment.

Objective 1.1: Increase the use of diverse teaching

techniques and strategies in the classroom to

improve levels of student achievement.

Objective 1.2: Continue the collation and analysis

of student achievement data to inform instruction

and increase levels of achievement.

Objective 1.3: Increase student motivation and

active engagement in their learning to improve

levels of student achievement. Evaluation 1.1: Satisfactory progress was made on this

objective:

Several teachers were engaged in diverse team

teaching ; in primary & intermediate

Through the LITE Program and generally overall there was an increase in the use of technology

among students & staff for educational usage. It was

quite common to see various aspects of technology utilized in the classroom for instruction

Diverse teaching techniques were observed in the

classrooms by Administration when there were walkthroughs

An all-out effort was made to build in collaboration

time into the teacher’s schedules, but we were most successful in establishing this time in Primary &

Elementary. This time was often used for teachers to

share best practices. It was also noticeable to observe discussions around best practices, while in

the classrooms

This year we were in the infancy stages of implementing the K – 6 Literacy Plan. It was

observed that teachers were indeed following the

structure for specific pieces of work. Teachers in

primary & elementary were discussing various

aspects of the literacy plan in divisional meetings.

Administration, in working through the schedule for next school year has created some dedicated time for

literacy planning. Teachers & Administration are

really pleased with that focus Carts were utilized for art storage, and specific

places were created in teacher’s homerooms

Evaluation 1.2: Satisfactory progress was made on this

objective:

Because provincial assessments are no longer

available I have noticed that teachers are finding

creative ways to develop and use exemplars in the classrooms. I have noticed more samples of student’s

work being graded by teams of teachers within the

school, especially in divisional meetings and then used by others in their classrooms

In early fall of 2013, all assessments were evaluated,

where teachers identified strengths & challenges, to aid them in this year’s instruction.

Evaluation 1.3: Satisfactory progress was made on this

objective:

At LSA we are continually promoting student, staff

& parental involvement within the school. When

this happens we recognize, announce and show our appreciation of the volunteer hours that people give

to our school

When students participated in sports or other events, either at home or during their travels they were

always recognized among their peers

Through several campaigns within the school this year, it was quite noticeable to see students’ levels

of physical activity increased: for example, several

students who are on bus runs, walk to school regularly; and teachers were seen walking, as well.

With a new food services contractor there were

more healthy foods served, and this flowed over into the food that some students brought to school

The Sip & Crunch Campaign, along with Healthy

Eating & Snacks Campaign were welcomed by students and staff at our school.

Goal 1. Support Plan

Financial Professional Development/Time Required

1.3.1 Funds necessary to purchase awards, incentives, rentals, travel,

games, equipment, etc. Awards ($ 2000) / Incentives ($?), Rentals ($?),

Travel ($?), Games ($?), Equipment ($?)

1.1.1 Collaboration Time for Sharing

1.12 Collaboration for Data Analysis and Sharing

33

Goal 2: To continue to improve communication where all stakeholders share leadership roles.

Objective 2.1: Continue to utilize and integrate

community resources to engage students in

learning.

Objective 2.2: Increase opportunities for

leadership, collaboration and the sharing of best

practices within and outside the school.

Objective 2.3: To acquire new resources and more

efficiently utilize existing resources.

Evaluation 2.1: Satisfactory progress was made

on this objective:

Student Council, under the guidance of a

lead teacher, worked closely with outside

agencies; for example, the local

detachment of the RCMP & Violence

Prevention Labrador to organize the

Stand-Up to Bullying Day

Teacher representatives on the Regional

Anti-Bullying Coalition, working with

outside agencies; for example, RCMP,

CYN, Labrador Grenfell-Health,

Department of Fisheries personnel, local

clergy, organized and held a drug &

alcohol awareness event called the MAZE

Public Health, Firemen, Hydro workers,

just to name a few, were invited into our

school to give presentations. It should be

noted that half way through the year there

were limitations put on inviting outside

agencies into the school, due to the

number of days lost, thus impacting

instructional time

Students in the school, who applied for

the Junior Canadian Rangers, and were

successful worked closely with the school

and engaged students in learning through

their PHASE Program

Evaluation 2.2: Satisfactory progress was made

on this objective:

Keeping to a strict agenda divisional

meetings were held on a regular basis for

Primary & Elementary. At least two were

held for areas in Intermediate & Senior

High, but teachers in those areas were

noticed collaborating during unstructured

times

Students were invited to participate in the

Safe Spaces Training

Student Council, School Council, Grade 12

Graduation Committees were active

Increased opportunity was given to

teachers this year to discuss issues relating

to the running of the school, so they could

have input into decisions, as per allowable

areas

Students in Grades 7 – 12 were given a

presentation by the RCMP on Cyber-

Bullying. One of the main items brought

out in this presentation was how easy it is

to involve oneself in the cyber world.

Students were given tips & tricks to expose

predators in this world.

Evaluation 2.3: Rating of this objective would

be mediocre, with medium progress made:

Funding application were completed, and

for this year’s IGA application we were

not successful

Our local credit union committed a

$1,000 towards the development of a

playground

The local Family Resource Program

donated $2,000 towards the playground

development

Teacher resources were utilized within

the school whereby Administration was

creative, to ensure collaborative times

occurred in teacher’s daily schedules

The Labrador Straits Regional Recreation

Board contributed $1,000 for the

development of our playground

Presently the playground is not developed

as we are waiting on the approval of our

Crown Land’s Application

34

Goal 3: To foster an atmosphere where students and staff learn/work in a safe and caring environment conducive to wellness and

citizenship. Objective 3.1: Increase awareness of, and opportunities for,

staff, students, and

community wellness.

Objective 3.2 Increase students’ and staff awareness of being

valued, cared for and respected in the school environment.

Objective 3.3: Promote and enhance existing school

policies to ensure staff and students feel safe both in and

while travelling to school. Evaluation 3.1: This is an on-going objective, and one that we

feel was satisfactorily met this year, with the exception of one

item – playground development

From Primary up to and including secondary levels

there was an increased amount of physical activity, as

the student’s level of involvement in sport & exercise

extended beyond the curriculum. Today students at our

school have the facilities such as the fitness room that are enticers for them to be active.

With our playground up and running this would

increase the level of healthy activity for preschoolers up to and including Elementary

Our school’s cafeteria menu & daily food items are

scrutinized so that items served fit well with the district-wide nutrition policy.

Campaigns like Healthy Food & Snacks, along with

Sip & Crunch proved to be very beneficial to our school, for both students and staff.

One disappointment this year, was when the board did

not provide funding to continue with SWAT Program – Students Working Against Tobacco usage; one

which was very engaging for our students, as they were involved in this program in previous years. They

were participants & also facilitators who gained

valuable insight into the dangers of smoking & when they gave presentations to other students [both at LSA

& Basque Memorial], they gained an ease in

presenting to an audience. As a staff we would like to see this program reinstated.

Health classes created wellness displays & they were

placed in key locations around the school. As was stated earlier the involvement of our students

& staff with the MAZE Program, brought to light a

greater awareness of substance abuse.

Evaluation 3.2: This is an objective that we feel really good

about, & it progressed well throughout the school year, with both

student & staff involvement

Spirit events were organized & held by students

throughout the school year

Morning announcements were reviewed whereby

emphasis was given to them being positive, & always

ended with an enriching quote to impact students’ lives

Students were made aware that they could become

involved in student council & school council, so that they

could have avenues to voice their concerns and become more involved in the running of the school

The role of the guidance counselor was reiterated to

students and they were more at ease in meeting with him, to discuss personal issues & further enhance their career

choices.

Students were made aware of the Career Cruising Program, so they could rate themselves and focus their

lives, as to a particular career choice, with Career Cruising

Software used specifically in Career Development 2201

Staff members, as well as other outside agencies were

invited to become involved in the Labrador Straits Regional Anti-Bullying Coalition & it culminated in early

December of 2013 with our school hosting a training

session on creating safe spaces. Working closely with the Labrador’s Anti-Violence Coalition we brought in

professional presenters from Central Canada

Principal took on a person goal of teaching students about RESPECT, by meeting with all classes to discuss this.

Also, resources were invested in large posters that were

placed in significant locations in the school

Evaluation 3.3: We were very satisfied with the progress of this

objective

The school’s safe & caring, anti-bullying policy was

promoted such that administration was readily available

to deal with immediate issues around ensuring the safety

of all in the school, & also while travelling to and from

school

Codes of conduct were developed & followed by both students & staff. These codes were also communicated

to the home, so that parents were on board with proper

conduct, while their children were in school, & also while traveling the bus

When bussing issues arose, seating arrangements were

put in place for students. This really resulted in lower levels of disruption by students while traveling to and

from school

Upon review of the new Safe & Caring School’s Policy staff came to the realization that we are current with the

majority of practices listed in this policy, but we agreed

that there is always room for improvement, and that next year we would action more of the items in this policy.

[These will be listed in the Actions for Change section, further on in our school’s annual report]

35

Operational Issues for 2013-14

Operational Issue Intended Action Evaluation

Multi-Purpose Field Secure finances in collaboration with outside agencies and

NLESD to construct a multi-purpose field on the school site.

The only action taken on this is that we worked with

Western School District personnel to apply for a piece of

land through Crown Lands, to develop both a playground

& a ski trail at the North end of the school’s property and

we are waiting for this land application to be approved

before we seek out funds to construct a multi-purpose

field.

Maintain / Increase IRT time to support

student needs & increase allocation of

teachers since this limits course offerings

Display the need to maintain or increase teacher allocation at

LSA to help ensure offering of courses towards graduation

requirements of all students.

This is an ongoing action with the NLESD. Thus far with

our allocation we have been able to offer a program that

meets the needs of all students working towards

graduation.

To increase maintenance / caretaker

allocation time, to ensure caretaking issues /

school cleanliness are dealt with to optimize

the efficient running of the school

To stress the importance and necessity to increase the cleaning

hours allotted to custodians and the need to have a separate

full-time maintenance individual on site.

We will continue to work with our Operations Manager

on this. We also find that he is very cooperative &

supports us in cleaning and maintenance issues outside the

regular caretaking duties. We have never been refused

when we ask for extra monies to enhance our school

cleanliness.

To have installed video surveillance

equipment

To emphasize the essential need of having such equipment

installed to help ensure the safety of students and the

protection of property to maintain its pristine condition.

Work is ongoing on this issue. We have approached our

Education Officer and where it is now, it that our

application has been presented to Student Support

Services.

To have all school deficiencies from

construction made a priority and correctly

implemented to enable full & safe use by

students, staff & stakeholders.

To contact appropriate personnel to report those deficiencies

and have them corrected.

Just recently the school’s administration met with our

operation’s manager to get an update on the status of our

deficiency list, and items are being addressed.

To reduce the amount of time taken in the

CRC process.

To inform and acknowledge to appropriate departmental and

board personnel the issues arise from this delay and the need

for change so that students are less impacted.

Our Service Delivery Team met many times this year, and

we discussed the CRC process. Where we currently stand

is that CRC Packages have been completed by our IRT

teachers & have been approved, and we are waiting on

assessments that will be conducted by our educational

psychologist in the Fall of 2014.

36

Actions for Change

Goal 1: To improve student achievement across the curriculum in all grade levels in an inclusive learning environment.

Objective 1.1: Increase the use of diverse teaching

techniques and strategies in the classroom to improve

levels of student achievement.

Objective 1.2: Continue the collation and analysis of

student achievement data to inform instruction and

increase levels of achievement.

Objective 1.3: Increase student motivation and active

engagement in their learning to improve levels of

student achievement.

Actions for Change 1.1

Continue researching effective team teaching

strategies

Work with our cluster schools to enhance instruction,

as to gain insight into best practices being used by

others in our field

Encourage technology usage and bring the LITE

Program to other grades in the school

Teachers are keeping pace with technological

instructional practices and we will encourage teachers

to utilize advances like blogs & continually use their

Western LITE accounts to communicate with students

and parents.

Seek out PD for integration of technology into

teaching

Continue to be creative in structuring collaborative

periods, so that teachers can develop resources to

enhance their instruction and integrate the K-6

Literacy Plan more fully into their instructional

program


Encourage teachers to continue to work together to

grade student’s portfolio pieces, so as they can have

their own exemplars to utilize for instruction

Take the results of assessments visually presented to

us, and through discussions see where we can improve

when working with our students

During divisional meetings take specific items from the

curriculum, to seek out commonalities, and then use

materials and ideas offered by teachers to enhance

instruction

Continue to collaborate regarding instruction


Work with school district personnel and cluster

schools, or schools of the same population to see how

others are acknowledging student engagement in daily

learning. Then take those strategies and use them to

enhance our own working with students

Leadership is ongoing, so we will always seek out

ways to improve student involvement

An effort was made by the principal & technology

teacher to improve our school’s webpage, to align it

with new technology. This development is ongoing,

and we are aiming to launch the new school’s webpage

at Curriculum Night in the fall. We feel this goal is

achievable.

Encourage staff involvement in the implementation of

PowerSchool.

37

Goal 2: To continue to improve communication where all stakeholders share leadership roles.

Objective 2.1: Continue to utilize and integrate

community resources to engage students in learning.

Objective 2.2: Increase opportunities for leadership,

collaboration and the sharing of best practices within

and outside the school.

Objective 2.3: To acquire new resources and more

efficiently utilize existing resources.


Determine needs per student population & add to our

list of programs, that have been sought out

Become more familiar with our new district’s personnel

Continue to implement new programs

Identify regional / community educational resources, as

they too may be changing


Continue with quarterly divisional meetings

Dedicate time for teachers to further develop and

implement all aspects of the literacy plan

Ensure teachers use this dedicated collaborative time

to develop & supplement their resources for use

within the classroom

Develop ways to link students for instructional

purposes so they will develop & gain an appreciation

of new ways to learn

Work with students so that they will gain a better

awareness of student leadership opportunities & then

encourage them to become involved

Specific information sessions will be presented to

students, outside of the regular instructional day

Create a virtual suggestion box


Continue to develop an updated list of programs

Determine need

As the need arises take the initiative to complete

applications seeking out new resources

Implement newly sought out programs

Encourage teacher to enhance their learning with

continued training

Keep pace with new technological advancements that

teachers can utilize to improve their instruction

38

Goal 3: To foster an atmosphere where students and staff learn / work in a safe and caring environment conducive to wellness and citizenship.

Objective 3.1: Increase awareness of, and opportunities

for, staff, student and community wellness.

Objective 3.2: Increase students’ and staff awareness of

being valued, cared for and respected in the school

environment.

Objective 3.3: Promote and enhance existing school

policies to ensure staff and students feel safe both in

and while travelling to school.


Have staff create a network whereby each person seeks

out wellness opportunities and then in staff meetings

dedicate time for sharing of same

Continue to promote healthy food & lifestyle choices

both in school & at home.

Promote student & teacher involvement in

extracurricular programs

Attempt to instill in young & old a changed attitude

related to wellness opportunities beyond sports, so that

other needs of students can be met.

Continue to offer nutritional foods, daily

Programs like “Healthy Food & Snack Choices” will

be implemented regularly

Link proper health practices to the daily curriculum; for

example, in health classes create wellness displays

Communicate these actions and findings to the general

populace


Instill time management in students, so that all in the

field of education can work on a good-balanced lifestyle

Continue to involved students in scenarios where they

will value themselves and others

Have all staff members committed & consistent in

applying what it means to be RESPECTFUL

Seek out ways to give students a voice

Work with guidance counselor to establish a

professional connection with students, and enhance his

or her role in the students’ lives

Create a visually stimulating school environment where

students are made aware of being caring & valued

individuals


Continue to educate students & parents on school /

district policies, including consequences for non-

compliance

Remind students of proper conduct, through

enhancements in communication modes

Make Codes of Conduct living documents

Ensure there is consistency among all staff members

when responding to specific bullying issues

Utilize the new discipline portal, so that appropriate

personnel at board office are made aware of

discipline issues in regard to students at the school

Use the “Web Awareness Workshop Series” to

educate parents & staff on safety issues, as related to

Internet usage

The principal will make it a priority to establish a

CPI / Non-violent Crisis Intervention team within his

school [keeping staff consistently aware of new

educational research around such non-violent

strategies]

39

Ensure teachers are in the know when it comes to

making their classrooms a safe environment

Have discussions with staff and students so that they

are made aware of positive social behaviors and that

what is appropriate in one setting may not be suitable

in another

Have students work directly with teachers , under the

direction of our guidance counselor in instill in them

a value of diversity

Make it a point to teach staff members “conflict

resolution” so that they can utilize expert strategies

in their learning environments

Establish constant communication with parents, so

that they can play a direct role in improving grades to

lessen intervention strategies

40


2014 – 2015 School Development Plan Goal 1: To improve student achievement across the curriculum in all grade levels in

an inclusive learning environment.

Objective 1.1: Increase the

use of diverse teaching

techniques and strategies in

the classroom to improve

levels of student

achievement.

Objective 1.2: Continue the

collation and analysis of

student achievement data to

inform instruction and

increase levels of

achievement.

Objective 1.3: Increase

student motivation and

active engagement in their

learning to improve levels

of student achievement.

Strategies:

1.1.1 Engage in team teaching.

1.1.2 Integrate Technology into

teaching.

1.1.3 Use a diverse teaching

technique bi-weekly.

1.1.4 Share best techniques

through collaboration

opportunities

1.1.5Promote active use of

literacy plan / blocks

1.1.6 Provide exclusive spaces

for art & home economics

supplies / instruction

Strategies:

1.2.1 Use exemplars.

1.2.2 Review and use external

assessment results to direct

teaching.

1.2.3 Review and use internal

assessment results to direct

teaching.

1.2.4 Share effective teaching

techniques used based on data

analysis.

1.2.5 Develop divisional / subject

specific SMART Action Plans to

address areas of need identified

through analysis of student

achievement data.

Strategies:

1.3.1 Recognition of student

involvement; academics, sports,

music, drama, volunteerism, etc.

1.3.2 Offer more diverse

activities to entice participation.

1.3.3 Offer activities which

address bullying

Indicators of Success:

1.1.1 Team teaching occurs.

1.1.2 Teacher use technology in

classroom instruction.

1.1.3 Documented strategy

shared.

1.1.4 Sharing sessions occur.

1.1.5 Literacy blocks used in

classes

1.1.6 Art / Home economics

space provided


1.2.1 Exemplars used.

1.2.2 External assessment results

reviewed and used.

1.2.3 Internal assessment results

reviewed and used.

1.2.4 Effective teaching

techniques used based on

data analysis shared.

1.2.5 Smart Action Plans

addressing needs resulting from

student achievement data were

created.


1.3.1 Recognized student

involvement.

1.3.2 More diverse activities

offered.

1.3.3 Anti-bullying activities

were created.



1.3.1 Funds necessary to purchase awards,

incentives, rentals, travel, games, equipment,

etc. Awards ($ 2000) / Incentives ($?), Rentals

($?), Travel ($?), Games ($?), Equipment ($?)

1.1.1 Smart board & Interactive White boards

Training

1.1.2 Differentiated Assessment PD

1.1.3 Collaboration Time for Sharing

1.1.4 Collaboration for Data Analysis and Sharing

Time for Diverse Activities during Instructional Day

41

Goal 2: To continue to improve communication where all stakeholders share

leadership roles.

Objective 2.1: Continue to

utilize and integrate

community resources to

engage students in learning.


opportunities for leadership,

collaboration and the

sharing of best practices

within and outside the

school.

Objective 2.3: To acquire

new resources and more

efficiently utilize existing

resources.

Strategies:

2.1.1Engage in external programs

such as ArtsSmarts / Visiting

Artists

2.1.2Invite specialized resource

personnel into the school and

classroom

2.1.3Provide students with

learning opportunities within the

community such as field trips

Strategies:

2.2.1 Schedule quarterly

divisional meetings

2.2.2Promote the development

and growth of student leadership

groups such as student council,

grad committee

2.2.3Engage teachers and students

in decision making and policy

development

Strategies:

2.3.1 Apply for funding from

sources such as IGA

2.3.2 Provide PD for the use of

technological resources

2.3.3More flexible scheduling of

specialty rooms


2.1.1 Implementation of

programs

2.1.2Resource personnel in the

school and classroom

2.1.3Students are involved in

community learning


2.2.1Divisional meetings occur

2.2.2More students are involved

in leadership roles

2.2.3 Teachers and students are

involved in decision making and

policy development


2.3.1School receives funding

2.3.2Teachers receive PD

2.3.3Specialty rooms utilized by

more grade levels



2.1.1Determined by program

2.1.2 Determined by specialty

2.1.3 Travel and accommodation requirements

Substitute time

2.2.2 Travel/accommodation requirements


2.3.2 Determined by need


2.1.1 Time determined by program

2.1.2 Determined by program


2.2.1Meeting length




42

Goal 3: To foster an atmosphere where students and staff learn/work in a safe and caring

environment conducive to wellness and citizenship.


awareness of, and

opportunities for, staff,

students, and community

wellness.

Objective 3.2 Increase

students’ and staff

awareness of being

valued, cared for and

respected in the school

environment.

Objective 3.3: Promote and enhance

existing school policies to ensure staff

and students feel safe both in school

and while travelling to & from school.

Objective 3.4: Develop our Safe &

Caring School’s Policy to correlate the existing Safe & Caring School’s

Policy at LSA with the revised 2013

Provincial Safe & Caring School’s Policy, as necessary

Strategies:

3.1.1 Promote and engage in

daily physical activity

3.1.2 Encourage healthy

eating & non-smoking

3.1.3 Have Health classes

create wellness displays

3.1.4 Education on

substance abuse

Strategies:

3.2.1 Hold monthly “School

Spirit” activities

3.2.2 Re-examine morning

announcements

3.2.3 Increase student

awareness of avenues

through which they voice

their concerns

3.2.4 Further educate all

students regarding the

role(s) of the guidance

counselor

3.2.5 Implement Safe Spaces

Training

Strategies:

3.3.1 Develop a more effective procedure

for making students aware of all school

policies regarding safety

3.3.2 Follow a primary/elementary, junior /

senior high code of conduct

3.3.3 Implement seating arrangements on

busses

3.3.4 Develop a holistic approach to action

/ implement recommendations of new

SACS Policy [involving the whole school

community], as per actions listed above, in

the “Actions for Change” section of this

report, so that LSA’s SACS’s Policy is

aligned with the Provincial SACS’s Policy

Strategies:

3.4.1 Review school based

policies to ensure they are

aligned with the Provincial

SACS - Safe & Caring School’s

Policy

3.4.2 Establish good connections

with the district, and keep them

informed of where we are with

the new SACS Policy & at times

seek out new ideas

3.4.3 Link PBIS & Discipline,

so that daily practices can be

improved on & consistency

achieved

3.4.4 Encourage teachers to

make connections between

curriculum outcomes & the

SACS’s Policy

3.4.5 Fully implement the

SWPBS Program – School Wide

Positive Behavior Supports with

students

3.4.6 Integrate safe & ethical use

of the Internet for educational

purposes, in instruction, through

the utilization of such software

resources as “Passport to the

Internet” & “My World”

3.4.7 LSA’s Safe & Caring

School Committee will revisit

our Anti-Bullying Policy & align

it with the Bullying Intervention

Protocol

3.4.8 Establish a team outside of

the LSA’s Safe & Caring

School’s Committee to fully

implement the SWPBS strategy,

following protocol as set out by

the Department of Education

3.4.9 Allot dedicated time with

staff to review forms, as per the

new Safe & Caring School’s

Policy

43


3.1.1 Students and staff

are involved in daily

physical activity

3.1.2 Students make

healthy food choices for

snacks and lunches

3.1.3 Student create

displays

3.1.4 Students have

participated in programs


3.2.1 School Spirit days

are scheduled

3.2.2 Morning

announcements are

revamped to highlight

student, staff and

community achievements

3.2.3 Students take

advantage of existing

avenues

3.2.4 Guidance counselor

periodically visits

classrooms

3.2.5 Staff participated in

Safe Spaces Training


3.3.1 Students demonstrate more

awareness of policies

3.3.2 A user-friendly code of conduct

(complete with visuals) is formulated

and distributed for primary and

elementary students

3.3.3 Assigned seating on busses


3.4.1 Thorough review of

school based policies were

reviewed

3.4.2 Communication lines

opened with the district; they

are informed of our status of

the new Safe & Caring

School’s Policy

3.4.3 PBIS Strategies & the

Discipline policies are linked

3.4.4 Outcomes are connected

with the SACS’s Policy

3.4.5 SWPBS fully

implemented & accepted by

students

3.4.6 Internet used for

educational purposes using

specific software

3.4.7 LSA’s Anti-Bullying

Policy aligned with the

Bullying Intervention Protocol

3.4.8 linked to 3..4.5 above

3.4.9 New forms are in place

and edited as needed

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