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Annual School Development Report

2012-2013


Point Leamington Academy


Point Leamington Academy 1 Rice’s Lane

Point Leamington, NL, A0H 1Z0

Mission Statement: Point Leamington Academy is committed to providing positive learning experiences whereby students can progress towards the ultimate goal of reaching their fullest potential in a safe environment.


Message from Principal Point Leamington Academy has continually updated the School Growth and Development Plan since it was Externally Validated in 2009. We have modified and updated our goals and objectives as they are completed. The Goals outlined in our report are centered on student achievement and communication between all stakeholders at Point Leamington Academy. The Goals are designed to ensure that ALL students receive the best possible education in a Safe and Caring Environment. The three goals we are focused on this year are:

To Increase student academic achievement in all subject areas

To increase the use of technology to diversify instruction from K‐12

To foster a culture and climate of effective communication and wellness for students,

staff, parents and community partners

Throughout the process there are many strategies employed to ensure that these goals are realized, these will be outlined further in this report. At Point Leamington Academy we have an active School Council who reviews our School Development Plan and offers suggestions. These suggestions are discussed with all individuals and in consultation with the SEO any changes are implemented. Student achievement is influenced by the efforts of all stakeholders. It is important to note that a student’s individual contribution is vital to the overall achievement levels for the school and the child. We work under the philosophy that all partners are working together to positively influence student achievement results. The ultimate challenge is to have all children working to their true potential


Overview of School: 2012-2013 Overview of Point Leamington Academy Point Leamington Academy is a K-12 school in the community of Point Leamington. This school serves 4 communities, Point Leamington, Leading Tickles, Glovers Harbor, and Pleasantview. There is an enrollment of 95 students in total with 11.5 units allocated. Multigrading is taking place in the following grade levels: K-2, 3-4, 5-6, and 7-8. Grade level numbers

Grade Level # of students

Kindergarten 1 Grade 1 5 Grade 2 6 Grade 3 4 Grade 4 7 Grade 5 8 Grade 6 7 Grade 7 8 Grade 8 11 Grade 9 9 Level I 6 Level II 15 Level III 7 Level IV 1 Total 95 Homeroom Assignments: Grade Teacher Room K - 2 Mrs. Beson 26 3-4 Miss Hounsell 21 5-6 Miss Barker 23 7 Mrs. Burt 51 8 Mr. Brinston Chem Lab 9 Mr. Stockley 42 10 Mrs. Ball French Room 11 Mr. Masters 53 12 Mr. Lambe 45


Staff Teaching Assignments: Teacher: Chad Brinston

Course SLOT-# of pers

SLOT-# of pers

TOTAL Periods

Science 7/8 A1-5 A2-2 7 Math 7 E1-5 E2-5 10 Grade 9 Tech B1-3 3 Grade 9 Health B1-2 2 Science 1206 C1-5 C2-5 10 World Geography 3202 D1-5 D2-5 10 Math 8 G1-5 G2-5 10 Biology 3201 F1-5 F2-5 10 Math 7-8 A2-3 3 Prep B2-5 5 Total 70 NOTES: 3 periods for math both 7 and 8 will be combined in the same classroom Teacher: Deanne Barker 5-6

Course Number of Periods

Language Arts/Reading 18 Mathematics 13 Science 6 Social Studies 7 Religious Education 3 Health 4 Physical Education 4 Music 4 French 7 Art 4 Total 70 Teacher: Gail Hounsell Gr 3-4


Language Arts/Reading 18 Mathematics 13 Science 6 Social Studies 7 Religious Education 3 Health 4 Physical Education 4 Music 4 French 7


Art 4 Total 70 NOTES: Teacher: Joy Beson K-2


Language Arts/Reading 28 Mathematics 15 Science 7 Social Studies 6 Religious Education 2 Health 3 Physical Education/Music 4 French 3 Art 2 Total 70 Teacher: Gwen Burt

Course Slot-# of per. Slot-#of per. Total Periods Social Studies 9 A1-2 A2-5 7 Language 8 B1-5 E1-5, E2-5 15 Language 7 B2-5 G1-5, G2-5 15 Social Studies 7-8 C1-2 C2-5 7 Art 7-8 D1-5 5 NL Studies 2205 F1-5 F2-5 10 Religion 9 A1-3 3 Religion 7-8 C1-3 3 Prep D2-5 5 Total 70 Teacher: Heather Ball

Course Slot-# of pers.

Slot-#of pers.

Total periods

NOTE

French 2200 A1-5 A2-5 10 French K-2 B1-3 3 Check with Gail French 3-4 B1-2 B2-5 7 Check with Gail French 5-6 C1-2 F2-5 7 Check with Gail &

Deanne French 9 C2-3 E1-5 7 French 7-8 D2-2 F1-5 7 Nutrition 3102 E2-5 5 French 3200 G1-5 G2-5 10 Home Economics 7- D2-3 3


8 Home Economics 9 C2-3 3 Curriculum Support K-2

C1-3 3

Prep D1-5 5 Teacher: Terry Osmond (Vice-Principal)

Course Slot-#of pers. Slot-# of pers.

Total Periods

Residential construction 2204 B1-5 B2-5 10 PE 2100 C1-5 5 PE 2101 C2-5 5 Science 9 G1-5 G2-5 10 PE 7-8 & (Health) F2-5 5 Math 9 Instructional support D2-5 5 Language 5-6 Instructional support

D1-2 2

Science/Math 7-8 Instructional Support

A2-5 5

Administration 18 Prep 5 Teacher: Tom Stockley

Course Slot-# of pers.

Slot-#of pers. Total Periods

Math 3204 A1-5 A2-5 10 Math 2201 B1-5 B-2 10 Chemistry 2202 C1-5 C2-5 10 Math 9 D1-5, D2-5 E2-5 15 Math 2202 F1-5 F2-5 10 Math 1201 G1-5 G2-5 10 Prep E1-5 5 Teacher: Tony Lambe

Course Slot-#of pers. Slot-# of pers Total Periods English 2201/2202 A1-5 A2-5 10 Drama 2206 B1-5 B2-5 10 Language 9 C1-5 F1-5, F2-5 15 English 1201/1202 D1-5 D2-5 10 World Literature 3207 E1-5 E2-6 10 English 3201/3202 G1-5 G2-5 10


Teacher: Violet Paul (50%) Course Slot-# of

pers. Slot-# of pers.

Total Periods

Tech 7 B1-3 3 Tech 8 B2-3 3 Health 7 B1-2 2 Health 8 B2-2 2 Career Development 2201 E1-5 E2-5 10 Curriculum Support D1-2 13 Remaining

periods will be determined at a later date

Prep 2 To be determined when C.S is figured out

Teacher: John Loder (Principal)


Biology 2201 10 PE 9 5 Administration/CDLI 55 The students at Point Leamington Academy avail of the services of the Public Health nurse, the Speech-Language Pathologist, Educational Psychologist along with many other Program Specialist. Key Highlights/Special Projects/Partnerships In the past year Point Leamington Academy has been involved in various initiatives and have partnered with outside groups to provide the best for our students.

Our school continues to be a part of the Intermediate Pilot project. 2012‐2013 the main

focus for this project was the Grade 8 students which are a continuation from last year’s

grade 7’s.

PLA had its second Math Day. The entire student population took part in a “Murder

Mystery” where they had to solve math problems to receive clues on who killed the

Principal, Mr. Loder. It turned out that Gwen Burt was the culprit as she was about to

retire.

The High School competed in several regional sports, volleyball, softball and ball hockey.

Our Drama team participated at the Regional Drama Festival, taking home several

awards.


We are now a part of the Provincial Inclusionary program, Point Leamington Academy is

a phase 4 school in this program.

Point Leamington Academy continues to take part in the Kids Eat Smart program and

provide nutritional breakfast 3 times per week, the majority of our students take part in

this program

Point Leamington Academy continues to partner with outside organizations like the

local fire department, local churches, RCMP, Public Health and local business’s like

Superior Glove which donated a score clock to the school at a cost of $4000.00.

Our school website has been redesigned with many new features including a new

section for our Bulldog Bulletin.

We were introduced to the “Powerschool” system and will come on‐line in 2013‐2014

We were lucky enough to avail of the services of an LNT teacher to work with our

Primary/Elementary teachers.

Point Leamington Academy, with its 95 students and 11.5 staff members for 2012-2013 was a very vibrant school. It was and still remains the goal of those involved to provide a well-rounded education, which will allow students the opportunity to experience not only academics, but, a vast array of other activities. Throughout the 2012-2013 school year, many students took this opportunity to participate in the following extracurricular/co-curricular activities. • Boys softball • Boys/Girls volleyball • Lunch time soccer program • K-6 lunch time activity program • K-12 annual walk-a-thon. Funds are used for our after school programs and

sports program • School Stock • Breakfast program • Spirit activities throughout the year with an award to the house team with the

most school spirit. • Tutoring-for-tuition program. Students and teachers provided tutoring services. • Award’s night • Awards assembly • Bulldog Bulletin. Students submit their own work to be placed in the bulletin. • Regional Drama Festival • Provincial Student Leadership Conference It is these activities along with a positive school culture which provides the students of Point Leamington Academy with a well-rounded education.


Summary Report on the School’s Most Current Data Reading Records for Grades 1 and 2 Grade 1: Percentage of Students (in June) at or above the Provincial benchmark Grade 1 Enrolment = __5___

2008/09 2009/10 2010/11 2011/12

School District Province School District Province School District Province School District Province

50 62.9 65 25 57 62.6 0 55.9 64.6 67 57.7 58.8

2012/13 2013/14 2014/15 2015/16


20 57.3 58.7

What do these results tell us?


Identify our Areas of Strength Identify our Areas for Growth Identify Actions for Change

Students appear to do well on each oral category.

Phonic Awareness Graph shows that in January all but one student was just below or above Provincial norm and that by June all were above except for one student who was substantially below, but still showed a slight level of improvement in phonic awareness.

Area of Concern appears to be that category scores for Rhyme, Beginning Sound, Onset Rhyme, Diction, and Sight Vocabulary are high, but Instructional levels identify when these reading skills are applied to holistic reading only one student is at or above reading level.

Note: When looking at reading record text there is a great level of difficulty between expected level of reading and the level of expectation formatively assessed in each category.

Increase the level of difficulty in the category formative assessments within the classroom to maintain the category successes. This would then address the difficulty that students are having on the formatively assessed reading text.


Grade 2: Percentage of Students (in June) at or above the Provincial benchmark Grade 2 Enrolment = __5___



Three students are at or above grade level with a score of “M”, and the remainder of the class are only just below reading level for the grade with a K and a L.

Instructional level graph indicates that when referring to “M” in 2010 and 2011 we were below both province and district, but in 2012 we

There appears to have been a drop in student performance from 2011/12 to 2012/13, but so too did the district and province.

Strive to support student learning and achievement by setting the goal of at least 75% of our students meeting or exceeding

Reading level for grade two is M for adequate and strong comprehension.

If we focus on reading comprehension and comprehension strategies we expect to improve grade level reading levels.

2008/09 2009/10 2010/11 2011/12


25 76.7 72.4 50 69.5 72.6 50 70 73.9 75 62 65.3

2012/13 2013/14 2014/15 2015/16


60 61 64.1


were above both province and district. Then in 2013 it indicates that we were below both province and district, but only by 1 to 4 percentage points…so we are showing signs of improvement if we look at a longer term trend.

grade level assessment.

CRT data by strand for grades 3 and 6

Grade 3 English Language Arts Grade 3 Enrolment = __4___

2008/09 2009/10 2010/11 2011/12


Multiple Choice

Reading 100 88 88 73 91 92 71 82 80 68 68.7 67.5

Listening 100 96 95 80 81 81 90 88 88

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Demand Writing 100 74 75 25 67 74 17 68 72 50 81.5 81.7

Poetic 100 73 69 67 72 72 80 79 78 50 50.8 47.9

Informational 100 56 55 33 64 64 20 57 53 100 66.5 64.5

Listening 100 70 71 25 53 60 67 70 69


2012-13 2013-14 2014/15 2015/16


Multiple Choice

Reading 51.7 71.4 72.7

Listening


Demand Writing (Creative)

0 66.5 68

Demand Writing (Persuasive)

0 61 60.8

Poetic

Informational 0 79.9 80.1

Listening

Fiction Reading 0 62.1 65.1



Reading

Cognitive domain comprehension is a strength on average we are above both province and district, with one student just below and the other two above.

Reading

Our averages in inferential and response to text were both below province and district and these should be an area to focus and improve upon next year

Reading

Instructional strategies need to focus on the various cognitive strategies.

Both fiction and non-fiction


Writing

Vocabulary was our strangest category, but improvement still needs to occur.

Creative writing appears better than persuasive

We are seeing long term growth in demand writing which was an area of focus identified in previous years.

Fiction is a major concern in all categories except personal connection.

Non-fiction is weak overall, with a couple of exceptions for individual students on a specific question.

We are seeing a long term decline in reading comprehension from 2009 to 2013.

Writing

Demand writing focus need to center around organization and ideas.

Need to ensure that we focus on all the different styles of writing (ie Persuasive)

need to be addressed.

Writing

The new language arts program being implemented should help us in organization and ideas.


Grade 3 Mathematics Grade 3 Enrolment = 4

2009/10 2010/11 2011/12 2012/13


Multiple Choice

Number Operations

50.0 77.5 76.0 47.0 77.4 74.6 75.0 73.5 72.5

Number Concepts

77.5 78.8 77.3 61.4 82.2 78.2 78.6 79.9 78.3


Reasoning 25.0 65.4 62.2 50.0 71.3 61.1 75.0 76.8 72.2

Communication 25.0 65.8 61.5 50.0 70.6 60.5 100.0 77.3 73.4

Connections & Representations

25.0 69.9 68.1 50.0 71.5 65.2 100.0 81.7 78.7

Problem Solving

25.0 70.4 68.3 66.7 81.0 77.1 100.0 85.5 82.6


Grade 6 English Language Arts Grade 6 Enrolment = __6____

2008/09 2009/10 2010/11 2011/12


Multiple Choice

Reading 85 87 87 87 84 85 66 62 65 68 64 76

Listening 86 88 88 77 76 79 75 69 71 76 67 77



86 79 79 83 80 85 92 84 83 100 88 91


Poetic 83 65 70 83 64 73 92 58 61 100 91 92

Informational 50 69 68 83 64 70 92 64 69 100 85 89

Listening 57 49 47 67 65 67 18 47 52

Fiction Reading


2012/13 2013/14 2014/15 2015/16


Multiple Choice

Reading 69.2 77.8 78.5

Listening



50 69.2 74.3


100 72.2 78.6

Poetic

Informational 83.3 82.7 83.6

Fiction Reading 66.7 79.6 82.1

Listening



Writing

Persuasive writing 100% of our students exceeded or reached the cut score of 3 or above.

Persuasive writing strengths were especially prevalent in organization

Writing

As previously mentioned Creative writing is an area of concern, especially conventions an voice

Writing

Continue with the same level of persuasive writing learning strategies and include more creative writing activities and opportunities.


and vocabulary

Creative writing strength was in organization, with all students except one earned satisfactory or higher. However, overall Creative writing needs attention for improvement

Reading

Non-fiction reading we are on par with district and province, but areas for improvement are explaining the purpose of the features of text

Reading

Fiction reading well below province and district

Fiction reading text analysis needs to be focused on.

Stereotyping understanding needs to be explained, even when the stereotype is deeply ingrained

Fiction reading ordering of events was a serious concern for our students

Reading

Continued focus on fiction reading and comprehension of both reading and writing.



2009/10 2010/11 2011/12 2012/13


Multiple Choice

Number Operations 75.9 72.3 72.3 65.9 67.8 67.4 84.4 63.2 62.4

Number Concepts 78.8 76.7 76.9 70.9 75.9 74.9 78.3 69.0 67.2


Reasoning 66.7 52.7 54.5 54.6 53.8 52.3 80.0 64.6 58.9

Communication 66.7 44.4 46.4 45.5 46.7 44.3 80.0 59.7 56.6

Connections & Representations

66.7 38.8 43.8 18.2 38.4 35.2 40.0 60.2 58.6

Problem Solving 66.7 53.8 57.7 63.6 67.7 68.1 80.0 67.1 65.6


Grade 9 English Language Arts Grade 9 Enrolment = __9___

2008/09 2009/10 2010/11 2011/12


Multiple Choice

Poetic 71 70 71 87 84 85 66 62 65 68 64 76

Informational 76 80 83 77 76 79 75 69 71 76 67 77


Demand Writing 89 80 83 83 80 85 92 84 83 100 88 91

Poetic 100 76 80 83 64 73 92 58 61 100 91 92

Informational 100 75 76 83 64 70 92 64 69 100 85 89

2012/13 2013/14 2014/15 2015/16


Multiple Choice

Poetic 64.3 54.7 55.9

Informational


Demand Writing 100 91.7 92.7

Non-fiction reading

100 85.5 86.2

Informational


What do these results tell us? Part 1 ‐ Areas of Strength

Item Outcome Cognitive

Level

Outcome Description Student

Performance

Rationale/Comments

1

4.3 9 Use strategies to construct

meaning

85.7 As part of regular classroom practice,

effectively model these types of questions and

assign for homework to further consolidate

learning. Correcting questions and further

offering suggestions on how to construct a

proper response using DISC (acronym I created:

Describe/Define, Introduce a statement,

Support, and Conclusion).

3

4.2 8 Use text features to create

meaning and achieve different

purposes

85.7 Using a number of genres of texts throughout

the year students are exposed to how text

features create meaning and purpose

6

7.3 9 Analyze the tools authors use to

achieve different purposes

71.4 Various methods of development are taught to

students and how writers use them to achieve

their purpose (compare/c, example, definition,

c/effect, personal narrative, anecdotes, etc.)

7

7.5 8 Demonstrate an awareness that

values and personal experiences

influence understanding of

critical responses to text

71.4 Demand pieces are often a place to practice

this outcome, which is regular part of a term’s

work.


1

7.4 9 Evaluate how form, content,

and structure can contribute to

meaning

100 This is covered by focusing on various kinds of

texts: information, magazine articles, profiles,

essays of various types, blog entries, letters,

but also by constructing them. Teacher

demonstrates how their own creative work

(poems, essays, etc.) was constructed to create

meaning.

2

7.2 9 Evaluate a text’s language,

form, and genre

71.4 This is covered by focusing on various kinds of

texts: information, magazine articles, profiles,

essays of various types, blog entries, letters,

but also by constructing them.

3

6.1/7.5 8 Use examples and supporting

ideas to reflect on personal

responses to texts/Demonstrate

an awareness that values and

personal experience influence

understanding of and critical

responses to texts

92.9 Regular classroom practice to effectively model

these types of questions and assign for

homework to further consolidate learning.

Demand pieces are often a place to practice

this outcome, which is regular part of a term’s

work.

6

6.1 9 Use examples and supporting

ideas to reflect on personal

responses to texts

78.6 Regular classroom practice to effectively model

these types of questions and assign for

homework to further consolidate learning.


Part 2 – Sharing of Best Practices

Strategy

The importance of pep talks, done in every locker room of sports

teams. Students who can be convinced to CARE about their work are

more accountable, responsible, and mature. This translates into

higher achievement.

MODEL everything. LOVE your subject area. Encourage them to

IMPROVE. Everything is learned through baby steps.

I am a writer myself and a song writer. Bringing these things to bear

within the classroom not only creates interest but they see first hand

how one constructs texts and performs them.

Share your own creative work, perform for them, make them laugh in

your class, but also be accountable. Learn about their lives and

connect.

You must show each student that you CARE about the quality of

their work, but also care about where they heading in life, and that

their work in school affects that OUTCOME.

KNOW everything you can bring into the classroom, and be aware of

your audience, and what they can handle.

Have high and clear expectations, and be consistent with students.

Education is more than the graphed results of particular common or

provincial assessments. These are a general snapshot not the sum

total of what they are as students.

Make sure they understand ATTENDANCE: and attention, and how to

listen, and also, check homework. Practice Practice Practice. Like a

musician who tries to acquires a new skill, practice is an inevitable

fact and necessity, and the same applies to any form of learning.


Part 3 ‐ Areas for Growth

Item Outcome Cognitive

Level

Outcome Description Student

Performance

Rationale/Comments

4 and

5

6.2 9 Examine personal points of

view about issues.

57.1 Students might need to learn how to interpret

their own lives, but also practice questions and

have discussions about how one might respond,

act, and behave in connection with issues that

arise in their lives.

2

7.4 9 Evaluate how form, content,

and structure can contribute

to meaning

14.3 It appears that this particular question caused

consistent difficulty. Since it an inference bearing

question, it is difficult to isolate the difficulty

since they have scored quitter high on all other

inferential outcomes in the test. I think this one

was due to the question itself.

7.6 Evaluate the portrayal of

culture and reality in texts.

28.6 The result here seems out of place, considering

we did a unit on Newfoundland cultural texts,

and others covered it also in Social Studies. Once

again it is an inferential question but they have

consistently high on most of the test’s inferential

questions (4, 5, 6,7, of non‐fiction and 1, 2, 3, 4,

and 6 on constructed response).


Part 4 – Strategies for Improvement

Strategy

MODEL everything. LOVE your subject area. Encourage them to

IMPROVE. Everything is learned through baby steps.

Make sure they understand ATTENDANCE. Teach students how to be

attentive and how to listen. Check homework..

Expose students to more culturally‐themed texts and focus more on

personal types of questions and responses (ie. text to student/person

responses).

Practice Practice Practice. A musician, carpenter, athlete knows that

this is an inevitable fact and necessity, and the same applies to any form

of learning.



2009/10 2010/11 2011/12 2012/13


Multiple Choice


Number Concepts 60.0 53.1 59.0 63.7 60.6 64.4 77.1 64.6 68.0

Patterns and Relations

63.1 70.2 75.2 76.9 63.6 66.0 84.4 68.8 70.7

Measurement 48.2 61.9 67.5 44.6 59.8 63.7

Geometry 63.9 65.4 69.4 76.9 74.4 76.0

Data Management and Probability

66.7 60.7 65.9 96.2 86.1 87.9 80.0 83.1 85.5



Patterns and Relations

50.0 51.4 60.4 69.2 55.7 59.5 80.0 53.0 55.2


Public Exam data (5-year trend data (average final mark))

Course 2008/09 2009/10 2010/11 2011/12


French 3200 60 70 72 71 70 73 69 70 73 72 71 73

Français 3202

Mathematics 3204 67 61 62 71 60 62 81 63 62 71 66 63

Mathematics 3205 88 74 78 73 73 78 78 75 79 78 76 79

World Geography 3202 73 70 66 69 65 65 77 69 68 77 69 69

World History 3201

Histoire mondiale 3231

Biology 3201 69 62 63 75 65 64 66 64 64 67 66 66

Chemistry 3202 74 70 71

Physics 3204 81 72 71 85 74 74 78 76 75

Earth Systems 3209

English 3201 65 64 64 67 66 67 65 67 66 65 65 65


Course 2012/13 2013/14 2014/15 2015/16


French 3200

Français 3202

Mathematics 3204 87 64 61

Mathematics 3205

World Geography 3202 74 74 70

World History 3201

Histoire mondiale 3231

Biology 3201 64 65 67

Chemistry 3202 71 72 72

Physics 3204 66 75 75

Earth Systems 3209

English 3201 76 69

What do these results tell us? -Students continue to well in the public exams. They are on par or above with both district and province in most cases


Advanced/Academic/General Enrolment Percentage of Students enrolled in Academic/Advanced/General Level III courses High School Enrolment = ______

2008/09 2009/10 2010/11 2011/12


Advanced Mathematics (Math 3205)

7% 17.7 20 61.3 25 23.2 20.3 8.3 22.4 21.2

Academic Mathematics (Math 3204)

47% 47.1 60.7 18.6 62.5 54.6 58 58.3 57.2 58.4

General mathematics (Math 3206)

35.3 19.3 20.1 12.5 22.2 21.7 33.3 20.3 20.5

Academic English (English 3201)

60% 100 74.3 75 73.3 68 74.2 100 70.8 76.6

General English English 3202

50% 0 25.7 25 26.7 32 25.8 0 29.2 23.4

2012/13 2013/14 2014/15 2015/16


Advanced Mathematics (Math 3205)

0 17.4 19.6

Academic Mathematics (Math 3204)

62.6 59.2 62.5

General mathematics (Math 3206)

37.5 23.4 17.9


Academic English (English 3201)

85.7 68.8 76.5

General English English 3202

14.3 31.3 23.5

What do these results tell us? -The majority of our students enroll in either academic or advanced courses. The percentage of Level III Students at Point Leamington Academy enrolled in advanced, academic, and general English and Math courses were determined based on the following numbers. Advanced Math 3205

2008-2009: 1/15 = 7%

2009-2010: 3/11 = 27%

2010-2011: 4/14 = 29%

2011-2012: 1/8 = 13%

2012-2013: 0/6= 0%

Academic Math 3204 2008-2009: 7/15 = 15%

2009-2010: 5/11 = 45%

2010-2011: 7/14 = 29%

2011-2012: 6/8 = 75%

2012-2013: 4/6= 84%

General Math 3206 2008-2009: Not Offered = %

2009-2010: 6/14 = 43%.....


o Note: Three additional students included from another grade level because this course is only offered every second year. Meaning, in Academic 3204 and Advanced Math 3205 the average was calculated out of 11 students, but General 3206 was calculated out of 14 students. Making the three averages not add up to 100% when combined.

2010-2011: Not Offered = %

2011-2012: 4/11 = 36% o Note: Three additional students included from another grade level because this course is only offered every second

year. Meaning, in Academic 3204 and Advanced Math 3205 the average was calculated out of 8 students, but General 3206 was calculated out of 11 students. Making the three averages not add up to 100% when combined.

2012-2013: 0/6=0%

Academic English 3201 2008-2009: 9/15 = 60%

2009-2010: 8/11 = 73%

2010-2011: 10/14 = 71%

2011-2012: 7/8 = 88%

2012-2013: 5/6=84%

General English 3202 2008-2009: 9/18 = 60%

o Note: Three additional students included from another grade level. Meaning, in Academic 3202 the average was calculated out of 15 students, but General 3201 was calculated out of 18 students. Making the two averages not add up to 100% when combined.

2009-2010: = No Student enrolled: %

2010-2011: 4/14 = 71%

2011-2012: 1/8 = 88%

2012-2013: 1/6=16%


Graduation Rate and Status Percentage of Eligible Graduates that Graduate and Percentage of Graduates with Honours, Academic, or General High School Enrolment = ______

2008/09 2009/10 2010/11 2011/12


Graduation Rate 86% 100% 92.7 92.6 100% 91.1 91.7 100% 95.5 92.7

Graduation Status

Honours 2/12, 17%

3/11, 27%

23 24.6 5/14, 35.7%

24.3 26.3 2/8, 25%

23.6 27.7

Academic 5/12, 42%

4/11, 36%

37.9 39 3/14, 21.4%

39 40.8 5/8, 62.5%

43 40.1

General 5/12, 42%

4/11, 36%

39.1 36.4 6/14, 43%

36.7 32.9 1/8, 12.5%

33.4 32.2

2012/13 2013/14 2014/15 2015/16


Graduation Rate 100% 95.1 94.2

Graduation Status

Honours 3/6 50%

25.9 29.6

Academic 1/6 17%

36.9 38.6

General 2/6 33%

37.2 31.8


What do these results tell us? -We have the majority of our students graduate with either Honours or Academic as compared to 2008-09.


Report on School Development Plan for Previous Year Goal 1. Increase student academic achievement in all subject areas

Objective 1.1 To improve student academic achievement in Language Arts

Objective 1.2 Implement instructional practices and programs that create relevant and meaningful learning experiences and respond to the developmental needs of all students

Objective 1.3 To improve student academic achievement in Mathematics

Evaluation 1.1: Based on both internal and external data as outlined previously there has been an improvement in the Language Arts in Primary, Elementary, Intermediate and High School.

Evaluation 1.2. This is an ongoing process and is constantly evaluated and adjusted to meet the needs of the learner.

Evaluation 1.3: There has been improvement in Mathematics however there are various subsections that need attention as outlined previously in our data analysis.


Goal 2. : Increase the use of technology to diversify instruction from K-12

Objective 2.1 Increase technology resources to support delivery of curriculum

Objective 2.2 : Increase teacher use of technology to support delivery of curriculum

Objective 2.3

Evaluation 2.1: This objective has for the most part been accomplished with the exception of getting a couple Teamboards up and running and installing wireless throughout the building.

Evaluation 2.2: All teachers have in their classroom either a Smartboard or a Teamboard and we have 2 trained individuals in the Teamboard who is able to train the staff

Evaluation 2.3

Goal 3. Foster a culture and climate of effective communication and wellness for students, staff, parents and community partners.

Objective 3.1 Enhance staff cohesiveness through shared decision-making and planning

Objective 3.2 Increase parental involvement in the school and the education of their children

Objective 3.3 Enhance the relationships between students and teachers, increase students’ sense of belonging, and strengthen their motivation to learning

Evaluation 3.1. Teachers and involved in decision making and planning. There still has to be greater emphasis placed on PLC’s, however we are working towards this.

Evaluation 3.2: Parents are invited to attend Curriculum night, Parent-Teacher conferences, and any function that goes on here at the school. This is a work in progress and has it’s challenges.

Evaluation 3.3. Students play a role in selecting their courses and they have a major role in Spirit Activities and the Student council is involved in planning school activities. This is a continued piece of work and it continues to develop


Operational Issues Report 2012_-13_

Year Issue Action Evaluation

20_12_-13__

-Lack of Technology in the classrooms - Get a school website up and running

-Get more technology -Have the school board set up a sharepoint address to develop a school website

Report -As a school we only had 2 Smartboards in the classrooms and it was felt that all classrooms should be equipped with such devices - One of our goals in the SGD plan was to have better communication with all stakeholders and it was felt that we needed a current upto date website to allow students and parents this access.

-Through funding from the Provincial government we were able to avail of getting Teamboards for most classrooms and set up a multi-point system in our computer lab -VP Terry took the lead role in developing this site and is currently keeping it up to date and relevant.

-Students are now able to use this technology for their learning. Teachers need to be trained in using this technology so as to get the most out of it. -The school website is functional and looks good.


Actions for Change Goal 1. To Increase student academic achievement in all subject areas

Objective 1.1 Engage in collective analysis of internal/external assessment data

Objective 1.2 Implement instructional practices to meet the needs of all learners

Objective 1.3 Implement the inclusion roll-out in unison with school development

Actions for Change 1.1 Staff will take a more active role in looking at the BEV and how to spot areas/students who maybe struggling. This will become a component of all staff meeting. Teachers will also participate in divisional meeting.

Actions for Change 1.2 K-6 teachers will participate in the LNT program. There will be opportunity for group planning and team teaching for all teachers. The use of Curriculum support will continue.

Actions for Change 1.3 An action team has been set up to keep the this in the forefront of all school activities. We will continue to work on the goals set out by ourselves and Margaret Buffett.


Goal 2. To increase the use of technology to diversify instruction from K-12

Objective 2.1 Increase technology resources to support delivery of curriculum

Objective 2.2 Increase teacher use of technology to support delivery of curriculum

Objective 2.3

Actions for Change 2.1 We are working on the make sure each classroom has a Teamboard/Smartboard with a supporting computer. Right now we 2 more computers to support this initiative.

Actions for Change 2.2 We will send 1 teacher to the provincial PD session for Teamboard training. There will be a 1 day PD session where teachers will be trained in the use of Teamboards.

Actions for Change 2.3

Goal 3. To foster a culture and climate of effective communication and wellness for students, staff, parents and community partners.

Objective 3.1 Promote and provide for staff development

Objective 3.2 Increase communication and parental involvement

Objective 3.3 Increase students’ sense of belonging

Actions for Change 3.1 Teacher wellness in all forms is very important so we hope to avail of the NLTA to do a session on Financial wellness during a PD session

Actions for Change 3.2 Keep redeveloping our website and informing parents through memos/synervoice of activities within the school. To increase teacher contact with home through letters and phone calls regarding issues with their child.

Actions for Change 3.3 Keep our Broadcast system current and make sure we hold regular student council meetings . Revamp our PBIS system based on suggestions from students.


School Development Plan for Current Year School Development Plan 2013-2014 Goal 1: To Increase student academic achievement in all subject areasObjective 1.1: Engage in collective analysis of internal/external assessment data

Objective 1.2: Implement instructional practices to meet the needs of all learners

Objective 1.3: Implement the inclusion roll-out in unison with school development

Strategies: 1.1.1 Implement monitoring procedures for students who are not succeeding

1.1.2 Develop support strategies for struggling students 1.1.3 Complete bird’s eye report after each reporting period 1.1.4 Analyze external assessment data in October (CRT/Public Exam results) 1.1.5 Review internal assessment data after each reporting period 1.1.6 Require ‘at-risk’ students to avail of extra supports where provided 1.1.7 Continue the use of the District’s mathematics intervention strategies package 1.1.8 Increase focus on Instructional practices using district support for K-6

Strategies: 1.2.1 Provide professional development on the Career Cruising program/ Smart Options 1.2.2 Continue implementation of the intermediate pilot project, ie. Scheduling, parent meetings, teacher PD 1.2.3 Implement a math fair/math day 1.2.4 Implement activities to improve student achievement in non-calculator based activities 1.2.5 Continue with the SHARE program for K-6 1.2.6 Continue use of differentiated instruction strategies in the classroom 1.2.7 Introduce a “Guided Reading” program for K-6 students who are struggling.

Strategies: 1.3.1 Increase understanding of team-teaching (role of classroom teacher and instructional resource teacher) 1.3.2 Build staff understanding and awareness of inclusion 1.3.3 Seek and build support for school-wide inclusion 1.3.4 Assess school’s current status regarding inclusion (culture, policies, practices) 1.3.5 Write the inclusion plan 1.3.6 Communicate the inclusion plan to members of the school community


Indicators of Success: 1.1.1 Monitoring procedures for at-risk students are outlined and used 1.1.2 Support strategies created and implemented 1.1.3 Reports completed at end of each term 1.1.4 Records of analysis of internal data (report cards) and external data (CRT/Public exams) carried out.

1.1.5 Internal assessment data reviewed after each reporting period 1.1.6 Policy developed and communicated to parents and students 1.1.7 District’s math intervention strategies package reviewed and used 1.1.8 District support used

Indicators of Success:1.2.1 PD on Career Cruising program followed by instructional time with students by district personnel 1.2.2 Participating in intermediate pilot project 1.2.3Math fair/math day carried out 1.2.4 Record of non-calculator based activities implemented on a regular basis 1.2.5 SHARE Program up and running 1.2.6 DI strategies implemented in classroom 1.2.7 The Guided Reading program is up and running

Indicators of Success: 1.3.1 Staff educated on roles of each person in a team-teaching scenario (go and grow implemented) 1.3.2 record of sessions attended/minutes of staff meetings/grade level meetings 1.3.3 team identified/record of visits or sessions by district/department personnel 1.3.4 list of strengths and challenges identified 1.3.5 evidence of a written plan of action 1.3.6 records of communications with members of the school community

Goal 1. Support PlanFinancial Professional Development/Time Required

1.1.1 Provide an instructional budget for each teacher 1.2.3 Math/Science day $250.00 from board $250.00 from School Budget

1.1.1 ½ day PD on monitoring students progress. 1.1.3 ½ day PD on Bird eye 1.1.4 ½ day PD on CRT/Public Exam analysis 1.2.7 1 PD day to develop a plan around Guided Reading and students at risk.


Goal 2: To increase the use of technology to diversify instruction from K-12. Objective 2.1: Increase technology resources to support delivery of curriculum

Objective 2.2: Increase teacher use of technology to support delivery of curriculum

Objective 2.3:

Strategies: 2.1.1 Create an inventory of technology resources in the school 2.1.2 Investigate technology needs of the school and develop priority list for budget purposes 2.1.3 Use funds to purchase technology resources 2.1.4 Acquire smartboards to aid in interactive instruction and learning

Strategies:2.2.1 Provide PD on use of classroom-based technologies (smartboard software etc.) 2.2.2 Complete new school webpage with individual teacher pages 2.2.3 Explore the use of assistive-technology 2.2.4 Look at acquiring class Ipads sets

Strategies: 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5

Indicators of Success: 2.1.1 Inventory list completed. 2.1.2 List of technology needs created and priorities identified. 2.1.3 Technology resources obtained 2.1.4 A plan developed to obtain additional Smartboards

Indicators of Success:2.2.1 PD obtained 2.2.2 School and teacher webpages are developed 2.2.3 Types of assistive-technology are found and utilized where possible 2.2.4 IPad class set is purchased

Indicators of Success: 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5


15-20 IPads approx. $7000.00 Train teachers on how to use them in the classroom.


Goal 3: To foster a culture and climate of effective communication and wellness for students, staff, parents and community partners.Objective 3.1: Promote and provide for staff development

Objective 3.2 Increase communication and parental involvement

Objective 3.3: Increase students’ sense of belonging

Strategies: 3.1.1 Provide for professional learning activities at the beginning of each staff meeting 3.1.2 Involve all staff in the decision making process 3.1.3 Enhance staff cohesiveness through planned social activities 3.1.4 Provide time for collaboration among teachers through scheduling 3.1.5 Seek SEO/district support for teacher collaboration 3.1.6 Use school-wide PD time to promote teacher collaboration

Strategies:3.2.1 Continue the Gr 9 information session and introduce the Grade 6 parent information session 3.2.2 Encourage more parents to volunteer for school events 3.2.3 Increase regular communications with home through memos and bi-weekly gazettes and synervoice 3.2.4 Encourage involvement of outside agencies in student learning and presentations 3.2.5 Ensure there is contact between teacher and parent when there is a perceived issue (formal letters, phone calls and academic updates) 3.2.6 Use Powerschool to allow students and Parents to have an up-to-date progress report.

Strategies;3.3.1 Continue to expand on the PBIS program 3.3.2 Provide opportunities for students to take “ownership” in the school eg. Painting individual bricks/murals. Student council and student lead activities 3.3.3 Promote school spirit with activities throughout the year 3.3.4 Develop guidelines for the creation of the “Principal’s List” 3.3.5 Expand the awards program (plaques for more awards)


Indicators of Success: 3.1.1 Time provided at the beginning of each staff meeting for professional learning activities. 3.1.2 Record of staff involvement in decision-making process (staff meeting minutes) 3.1.3 Activities planned throughout year 3.1.4 Time set aside in schedule and during PD days for teacher collaboration. 3.1.5 PD opportunities provided. 3.1.6 Time provided during PD days for teacher collaboration.

Indicators of Success:3.2.1 Grade 6/9 information session is delivered 3.2.2 List of parent volunteers for school events compiled 3.2.3 Copies/samples of bi-weekly gazette and memos 3.2.4 Record of outside agency contributions to the school environment 3.2.5 Use of formal letters and phone calls to inform parents of student progress 3.2.6 PowerSchool system is up and running

Indicators of Success:3.3.1 PBIS program is revamped and improved 3.3.2 Murals etc. are painted on walls 3.3.3 List of school spirit activities compiled 3.3.4 Principal’s List guidelines are developed and implemented 3.3.5 New awards are acquired


3.1.1 Professional Learning materials $500 3.3.1 PBIS $1000 3.3.5 Purchase of plaques $500

3.2.6 1 PD day session to get “Gradebook” up and running

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