2018-2019 sses data on reading comprehension grades 1-3 · 2019-10-31 · inspired through learning...

SCHOOL LEARNING PLAN SCHOOL DISTRICT # 73 (KAMLOOPS – THOMPSON)

École South Sa-Hali

1585 Summit DriveKamloops, BC V2E 1E9

http:// south-sahali.sd73.bc.ca/

Tel: (250) 374-2451Fax: (250) 377-2229

School Vision

We envision an inclusive French Immersion school community where personal excellence is inspired through learning opportunities that encourage inquiry, creativity, and global and cultural awareness.

School Goals for 2017-2022

◦ We will teach our students to be resilient and to collaborate.

◦ We will teach our students self awareness and self regulation.

Definition of Resilience

The ability to use and adapt a variety of strategies or approaches to overcome difficulties and “get the job done”.

La capacité d'utiliser et d'adapter une variété de stratégies ou d'approches afin de surmonter les difficultés et «faire son job».

Focus: Reading

http://beattie.sd73.bc.ca/

Table of ContentsSchool Context 2018/19.............................................................................................................................3

French Immersion - School of Choice (Brief History)..............................................................................5

Strategies and Initiatives............................................................................................................................5

Learning Partner Engagement Process.......................................................................................................6

South Sa-Hali School Goals.......................................................................................................................8

Goal 1 - We will teach our students to be resilient and to collaborate.................................................8Rationale for Goal #1:......................................................................................................................8What Actions Did We Take? We have.............................................................................................8How Did We Develop Our Skills?...................................................................................................9Specific Support Frameworks...........................................................................................................9Response to learners not meeting desired outcomes – Teacher Checklist.....................................10How Was This Planning Successful?.............................................................................................10

Goal 2 - We will teach our students self awareness and self regulation............................................11Rationale for Goal #2:....................................................................................................................11What Actions Did We Take? We have….......................................................................................11How Did We Develop Our Skills?.................................................................................................12Specific Support Frameworks.........................................................................................................12Response to learners not meeting desired outcomes – Teacher Checklist.....................................13How Will This Planning Be Successful?........................................................................................13

Link to the District Strategic Plan............................................................................................................14

Goal 1 - We will teach our students to be resilient and to collaborate...............................................14PRIORITY 1: Ensure each student acquires strong foundational skills and core competencies. . .14PRIORITY 2: Connect students to their interests and passions.....................................................14PRIORITY 3: Honour First People’s principles of learning and Aboriginal worldviews and perspectives.....................................................................................................................................14

Goal 2 - We will teach our students self awareness and self regulation.............................................15PRIORITY 1: Ensure each student acquires strong foundational skills and core competencies. . .15PRIORITY 2: Connect students to their interests and passions.....................................................15PRIORITY 3: Honour First People’s principles of learning and Aboriginal worldviews and perspectives.....................................................................................................................................15

Link to the Aboriginal Enhancement Agreement....................................................................................15

Student Success...................................................................................................................................15Language & Culture............................................................................................................................15District & School Culture....................................................................................................................16Aboriginal Parent & Community Engagement...................................................................................16

Professional Learning Plan:.....................................................................................................................17

A breakdown of our year:....................................................................................................................18Appendix A- DATA RELATED TO SOUTH SA-HALI........................................................................19

2018-2019 Term 1 & 2 Report Card Data on Reading Levels............................................................192019 French Immersion Primary Reading Level (ÉLAP) Charts.......................................................19MyEducation BC Conduct Reports 2017-2018 & 2018-2019............................................................19District Emotional, Well-being and Resiliency Survey (Spring 2019)...............................................19

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Non Fiction Reading Reading Assessment (NFRA) 2018-2019.............................................................19

Foundation Skills Assessment (FSA) 2018-2019....................................................................................19

School Context 2018/19

Our school is a community where people offer strength and support for each other and where opportunities for personal growth exist for everyone. It is a good place to learn, to work and to be. Our students and staff work together to support the core values and beliefs that we all live by to make SSESa great school.

One of our core beliefs in French Immersion is for students to speak French during instructional activities in order to develop fluency in oral French to the greatest degree possible. It is the staff’s expectations that students will speak French; this includes students’ interactions with each other in the classroom, gym and other areas, with the exception of English Language Arts (20% of instructional time Grades 3 through 7).

Kindergarten and early Grade 1 students gradually build their oral French fluency, so some English is acceptable in these early years. In addition, it is a bonus for students’ oral French growth if they also speak French in the hallways and outside although this is not mandatory unless they are speaking with a French-speaking staff member. As parents, our staff really appreciates your support in strongly encouraging your children to speak French at school and to aim for speaking excellent quality French.

The staff at SESS believe that…

• Learning is a life-long process

• Children learn through a wide variety of learning styles

• Children are curious and eager to learn

• Children need an environment that is safe, trusting and challenging

• Parents are important partners in education

• The physical, emotional and intellectual growth of the child needs to be fostered

• Students need to speak French all the time and to the very best of their abilities during instructional time (except English Language Arts instruction and when children are in Kindergarten or early Grade 1).

Staff is committed to giving the learning needs of our students top priority, and believe in our vision.

École South Sa-Hali is located in upper Sa-Hali in Kamloops on the South Shore. SSES is a French Immersion school whose catchment area is mainly the South Kamloops area though our students come from a variety of other areas and surrounding communities. We are a school of choice and families choose to have their child attend. There is currently a waitlist to attend SSES. Most of our population

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arrives each day by car, but many also take school buses and some walk to school. SSES has reached its capacity with approximately 390 students attending each year.

We support a wide range of students with unique needs and take pride in the achievement of these students. Approximately 7% of our students are Aboriginal. Another 6% of the school population is designated as having a special need and the school works hard to ensure that all of our students receive the supports they require.

In the 2019/20 school year, we will continue with 17 divisions and have support through a 0.5 FTE Librarian, a 0.454 Library Assistant, 1.2 FTE of LART time and 4 CEAs. The school is also supported by a full time principal and a vice principal who works as an administrator and LART. We also receivesupport from an Aboriginal Education Worker, two days a week.

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French Immersion - School of Choice (Brief History)

Since the restructuring of the French Immersion program in 2010 from dual track to single track and the concentration of French Immersion into 2 schools, enrolment has steadily increased at South Sa-Hali. Since 2013 the school district has experienced the enrolment of kindergarten students exceeding 110 students per year. École South Sa-Hali has been working at near or at full capacity. This year, SSES has a waitlist of students wanting into the program as we will be at full capacity next year in most of our grade levels.

One of our core beliefs in French Immersion is for students to speak French during the school day in order to develop fluency in the French language. Our school belief is that French in not just a language learned in school but this skill will be a ‘living language’ that students can use for the rest of their life. Kindergarten and early Grade 1 students gradually build their oral French fluency, so some English is acceptable in these early years. Students in grade 3 and up receive English lessons 20% of the time. It is also our belief that some of our students will go on to a post secondary education in French and use itin a workplace setting or when travelling.

An important factor in the success of our French Immersion program is the strong support of parents and families. As a school of choice, the parents have made the conscious decision to place their children in a program that they believe in. Our parents and teachers are committed to working together and success is achieved because they support each other.

Strategies and Initiatives

At École South Sa-Hali, we believe that students are socially responsible citizens. Adults model this through collaboration, and students engage in positive and productive days, both at school, and in the community. PBIS is a process for creating safer and more effective schools by structuring the learning environment to support the academic and social success of all students. At South Sa-Hali there is a school-wide PBIS matrix (AIGLES/EAGLES) developed to support positive behaviours in our school community. Strategies include:

● Regular announcements to remind students of expected behaviour

● Regular classroom instruction of our PBIS Behaviour Matrix

● Monthly Recognition Assemblies

● “Golden” prizes to target school wide behaviours

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Learning Partner Engagement Process

In all, here is a timeline of our progress through the Plan:

● May 2016 Interim goals created for school

● November 2016 Attributes Survey for staff

● January 2017 Attributes Survey for students and parents

● February 2017 Survey for Stakeholders group

● March 6, 2017 Staff Meeting to review data and create goals

● April 6, 2017 DRAFT reviewed at Principal Meeting

● April 10, 2017 Staff Meeting to review goals and provide input

● May 3, 2017 PAC review and approve the Plan

● May 17, 2017 School Plan presented to Trustees and EOC

● September 2017 Refocusing our goals: Five Why Activity

● October & November 2017 Exploring Topic of Resiliency: Socratic Circles & Bank On It Activities

● January 2018 Revisiting School Goals through NFRA & FSA data: GOSSIP Activity

● February & March 2018 Exploring Synonyms Related to Our Goals: Save the Last Word for Me Activity

Mid-Year Review with PAC & Staff

● April 2018 Developing Tasks to Engage Students in Defining Resilience

● May 2018 School Plan presented to Trustees and EOC

● September 2018 Finalized our definition of Resilience and shared it with staff, students and parents through staff meetings, newsletters, assemblies and our website

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● October 2018 Focus on teaching self awareness and self regulation through PBIS, direct classroom instruction and whole school lessons

● November 2018 Using NFRA, ÉLAP and teacher interviews the staff identified reading in French as an area where lessons on resiliency need to be taught to support our learners

● December 2018 Whole school professional development on guided reading strategies for students, individual student reading strategies, homereading programs

● January 2019 Teaching staff mentorship program to support teaching guided reading strategies to students

● February 2019 Whole school professional development on teaching reading strategies to French Immersion students with Brooke Douglas andCarrie Bourne

● March 2019 Whole school professional development on connecting student reading strategies to assessment (formative assessment)

● April 2019 Presentation of SLP progress to PAC and staff

● May 2019 SLP presented to Trustees and EOC

● May 2019 Submission of written SLP to Trustees and EOC

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South Sa-Hali School Goals

Goal 1 - We will teach our students to be resilient and to collaborate.

Rationale for Goal #1:

Resilience and collaboration are skills and a mindset students use to persist through challenges while constructing their own knowledge and understanding while learning new concepts. We want to ensure to teach the skills necessary so that students develop an internal locus of control that they can use throughout life. Students also need to be able to work collaboratively in groups in order to meet the demands of a modern society. This would mean we:

• hear students ask questions, and seek new ways of completing challenging tasks

• see students working together to solve challenging tasks

• listen to students reframing challenges into language that allows them to continue rather than shut down and quit

What Actions Did We Take? We have...

● Engaged staff, students and parents in the process of defining the key term of “resilience”.

● Developed tasks to engage staff, students and parents in learning and practising strategies to improve resilience in our focus area of reading.

● Provided opportunities to assess our progress through classrooms observations, interviews, and review of Report Card comments and ÉLAP data.

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How Did We Develop Our Skills?

• Engaged teacher leaders in a variety of professional development opportunities duringstaff meetings and Professional Development Days where resilience and collaborationare the focus and are being modelled in our focus area of reading.

• Engaged staff and students in mentorship opportunities to develop their skills and strategies.

• Exposed students to opportunities to practice their new skills.

• Included the First Peoples’ Principles of Learning by including aboriginal resourcing.

• The school purchased reading resources that include aboriginal resources to provide more appropriate reading opportunities for all of our learners.

• Teachers engaged in professional development opportunities to enrich their own learning throughout the year that included connecting with expertise from within and without the district.

• Teachers engaged in twice monthly collaboration to review strategies, data and resources to support resilience and collaboration in our focus area of reading.

• Units and projects provided students with opportunities to practice their new strategies that integrate the First Peoples Principles of Learning with the support of our Aboriginal Education Worker.

• Our Aboriginal Education Worker along with our teachers maintained a display case for Aboriginal and Non-Aboriginal students to share their connections to Aboriginal world views to build a sense of belonging. Belonging is connected to resilience according to the work by Dr. Martin Brokenleg.

Specific Support Frameworks

• RTI models of intervention

• Literacy centres

• Student-centered learning opportunities for personal choice and increased engagement with support from the Librarian and the Aboriginal Education Worker

• CEAs provided additional support

• LART provided additional support and intervention for literacy.

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• Multiple reading groups were organized in classes by reading levels so that all students (approaching to exceeding) read at the same time by using LART, CEA and Teacher time that is coordinated to happen at the same time.

• In collaboration with the librarian students participated in literacy circles.

Response to learners not meeting desired outcomes – Teacher Checklist

When a student is identified that requires additional support academically or behaviourally:

• Ensure parents are aware of any difficulties the student is experiencing. The first conversation needs to be between you and the parents even if you know that the previous teacher had several conversations with the parents (new teacher – different expectations). If you know that this is new to the parents, invite them to school to have a face to face conversation. These can be an informal meetings, or conversations by agenda, by email, or by phone.

• Speak with the child’s teacher from last year and refer to the student’s file.

• Initiate a conversation with one of the LARTs in a private setting about the challenges the student is having and ask her/him to put the student’s name forward for a SBTM if no solutions were found from that conversation. A School Based Team Meeting schedule is available in the Zimbra calendar. The LART team and Administrators will be attending these meetings. Classroom teachers are required to attend this meeting to surface additional strategies for use in the classroom. Parents may also be invited to SBTM.

• Fill out the School-Based Team Referral form prior to the meeting with the school team (forms are by the photocopier in the office).

• Keep the parents informed of any continued issues during that process.

• Try the strategies and collect the data recommended by the Internal SBTM.

• If the child continues to experience difficulties, please speak with the LART about attending theExternal SBTM to ask for recommendations from the external SD73 consultants who work withour school team.

How Was This Planning Successful?

We know this year’s planning has been successful when we look at the changes in instruction and the willingness by staff and students to participate fully in introducing new reading strategies to our students. We had a literacy expert work with and train our grade 7 students to read with younger students weekly. We saw 50% of our staff participate in a guided reading mentorship program where they were provided release time to observe and be observed while using the guided group reading strategy. Teachers then met at lunch or after school to share observations and suggestions to improve. We have increased the resources available with staff working together to purchase resources for a

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communal reading room. We also observed 100% of staff using new reading strategies in their classrooms that were learned during our three professional development sessions that focused on teaching resilience in reading. A ghost walk activity by staff also revealed that every classroom has strong focal points that support literacy.

We will also be comparing report cards from Terms 1, 2, and 3 this year to see if we can see evidence of improvement in reading. The final piece of data cannot be entered until report cards are completed at the end of June. What we expect to see is an increase in the percentage of students who are meeting or exceeding in reading. Our second source of data is the ÉLAP or French Immersion Primary ReadingLevels. Again, we will need to wait until the end of June before comparing this year’s data to last year’s data.

When we look at the data we have collected to date, we can see a couple of trends. The most importanttrend is a steady increase in the numbers of students who are approaching or exceeding in reading from grade 1 to grade 3. On our 2018-2019 report cards approximately 55% of our grade 1 students were meeting or exceeding while in grade 3 that percentage increases to 68%. When we examine the FrenchImmersion Primary Reading Level data, we also see the same increase in the number of students meeting or exceeding in reading as they move from grade 1 to grade 3. What this suggests is that we will want to ask ourselves how we can better support our grade 1 students so that they start at a higher level of proficiency moving into the later grades.

The data also suggests that we may want to look more closely at our struggling learners in grade 3. When we compared the data going back 5 years, we noticed that many of our struggling learners have difficulty reading past level 18 well into grade 4. This is worth pursuing in the next school year.

Finally, the data does not suggest that we have any at risk groups who are struggling more than others. We see an even and proportional distribution of learners between all the reading levels when we compare boys/girls and aboriginal/non-aboriginal. This suggests that our strategies are reaching all learners.

Goal 2 - We will teach our students self awareness and self regulation.

Rationale for Goal #2:

All students need to develop the set of social and emotional proficiencies that are outlined in the core competencies in order to engage in deep learning and life-long learning. The core competencies are at the centre of the redesign of curriculum and assessment. They are embedded in each discipline and are activated through the learning experience and activities. They come into play when students are engaged in “doing” in any area of learning. This includes activities where students use thinking, collaborating and communicating to solve problems, address issues or make decisions.

What Actions Did We Take? We have…

• Continued to provide effective supports and interventions for all students

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• Provided programming to encourage and build empathy and self awareness

• Maintained positive student and teacher relationships

How Did We Develop Our Skills?

• Effective supports and interventions for all students

• Problem-solving discussions amongst peers

• School newsletters outlining student attributes and expected behaviour

• Monthly assemblies open to the school community outlining student attributes and expected behaviour

• Positive home and community partnerships

• Providing programming that teaches, and supports empathy and self awareness: PBIS, Roots of Empathy, EASE, and Social Groups

• Reinforcement of positive student behaviours and learner attributes through monthly targeted areas for improvement with the « Golden » rules.

• Instructing all students about positive behaviour expectations and desired learner attributes

• Community connections will encourage social awareness and empathy

• First People’s Principles of Learning are visible in each class

• PBIS matrices explicitly taught school-wide at the beginning of the year

• All classes include empathy and/or self awareness programming to support learners

• School community is aware of and engaged in school events

• Improved tracking of behaviour data

Specific Support Frameworks

• Social Emotional learning school-wide

• Social Emotional learning as whole class lessons

• LART taught social stories and direct teaching and practising

• AEW supported targeted students needing extra connections

• CEA’s provided additional behaviour and social supports

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• FN counsellor available once per week

• PBIS school-wide common language and supports

• Sensory space renovated to provide more sensory break options

• Community access and supports as identified by the School Based Team and External School Based Team

Response to learners not meeting desired outcomes – Teacher Checklist

When a student is identified that requires additional support academically or behaviourally:

• Ensure parents are aware of any difficulties the student is experiencing. The first conversation needs to be between you and the parents even if you know that the previous teacher had several conversations with the parents (new teacher – different expectations). If you know that this is new to the parents, invite them to school to have a face to face conversation. These can be an informal meetings, or conversations by agenda, by email, or by phone.

• Speak with the child’s teacher from last year and refer to the student’s file.

• Initiate a conversation with one of the LARTs in a private setting about the challenges the student is having and ask her/him to put the student’s name forward for a SBTM if no solutions were found from that conversation. A School Based Team Meeting schedule is available in the Zimbra calendar. The LART team and Administrators will be attending these meetings. Classroom teachers are required to attend this meeting to surface additional strategies for use in the classroom. Parents may also be invited to SBTM.

• Fill out the School-Based Team Referral form prior to the meeting with the school team (forms are by the photocopier in the office).

• Keep the parents informed of any continued issues during that process.

• Try the strategies and collect the data recommended by the Internal SBTM.

• If the child continues to experience difficulties, please speak with the LART about attending theExternal SBTM to ask for recommendations from the external SD73 consultants who work withour school team.

How Will This Planning Be Successful?

We know that this year’s planning has been successful when we look at both the conduct history for theyear to date which helps us track students’ abilities to be self-aware and to self-regulate and at the DEWRS survey results which allows us to look at student-teacher relationships, their sense of belonging and their feeling safe at school.

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Our conduct history shows fewer severe responses to conduct in the building. The number of conduct action entries has stayed the same or even increased this year but that is in part due to better record keeping as we have made a push with staff to have more consistent documentation. What we are pleased to see though is that the number of detentions has decreased while the number of conducts that have required warnings or no action at all have increased. This suggests that the lessons we developed as a staff to teach our students appropriate behaviours in class and at assemblies are working and that we should continue using this year’s strategies into next year.

When we look at the DEWRS Survey Results, we see an 80% or better sense of belonging among our grade 5 and grade 7 students. We will want to target our grade 4 and grade 6 students next year to improve their sense of belonging so that it too reaches 80% or better. We also saw 8.3 out of 10 students say they experience positive student-teacher relationships. Connecting our students to the school is crucial if we are to work with them to support their social and emotional well being. Our students also reported that 74% felt safe attending school which is 10% higher than the national average. It should also be noted that when we drill down into our data, our aboriginal students consistently had a higher sense of belonging, a more positive relationship with teachers and felt safer than non-aboriginal students. The student population where we will have to focus our lessons will be the current grade 6 boys and girls.

We will continue to support our students with their learning as we are seeing the positive impact this is having in the school.

Link to the District Strategic Plan

Goal 1 - We will teach our students to be resilient and to collaborate.

PRIORITY 1: Ensure each student acquires strong foundational skills and core competencies

Through resilience and collaboration, students will be able to develop the skills necessary to demonstrate growth in the Core Competencies and life long learning skills where they will be able to continually develop their literacy and numeracy skills that are relevant to them.

PRIORITY 2: Connect students to their interests and passions

As a function of resilience, students will set personalized goals for improvement that address relevant problems in their lives and develop a plan to achieve those goals.

PRIORITY 3: Honour First People’s principles of learning and Aboriginal worldviews and perspectives

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The First People’s principles of learning like the sense of belonging and oral sharing traditions will be used to develop an understanding of resilience and collaboration through targeted literacy and communication strategies embedded with aboriginal learning perspectives. A dedicated space has also been set aside for students to share their connections with aboriginal learning.

Goal 2 - We will teach our students self awareness and self regulation.

PRIORITY 1: Ensure each student acquires strong foundational skills and core competencies

Students will use the Core Competencies to reflect on themselves and develop a sense of self. Studentswill also develop life long skills to self-regulate that will support them in their education, career and life goals.

PRIORITY 2: Connect students to their interests and passions

As a function of self awareness and self regulation, students will set personalized goals for improvement that address relevant problems in their lives and develop a plan to achieve those goals.

PRIORITY 3: Honour First People’s principles of learning and Aboriginal worldviews and perspectives

The First People’s principles of learning like the sense of belonging and oral sharing traditions will be used to develop an understanding of self awareness and self regulation through shared stories developed by the Secwépemc Lands and Resources Law Research Project.

Link to the Aboriginal Enhancement Agreement

Student Success • Increase the educational success of all Aboriginal students; • Increase the sense of identity, belonging, and pride in all Aboriginal students

Staff integrate the First Peoples Principles of Learning and Aboriginal learning strategies including opportunities for holistic approaches to problems, small group work and oral sharing strategies to engage Aboriginal and Non-Aboriginal learners in the classroom. With the support of the library, Aboriginal books and stories are prominently displayed and used. Aboriginal themed content is also used in the classroom with the support of the Aboriginal Education Worker and guest speakers such as Bernice Jensen.

Language & Culture • Increase the awareness and understanding of Aboriginal culture, traditions, languages,

historical and contemporary contributions for all students and staff.

With the support of the Aboriginal Education Worker and guest speakers like Bernice Jensen and parents and grand-parents of Aboriginal students, cultural presentations are integrated into lesson plans

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and units. On the Day of Sucwentwecw, we also moved away from the traditional assembly and organized a walkabout where students could see how all students were incorporating aboriginal themes into their learning.

District & School Culture • Increase Aboriginal Students’ sense of belonging including sense of place, personal and

cultural identity, and self-esteem in a caring safe inclusive environment.

We will continue to increase the Aboriginal presence in the school with increased signage and the addition of a display case specifically for the use of the Aboriginal Education Worker who will rotate the display with student work produced throughout the year. This will show how students are connecting with Aboriginal culture. We also continue to invite Aboriginal guest speakers to work with our students.

Aboriginal Parent & Community Engagement • Enhance, nurture and value positive relationships between the district, parents and

communities.

We build and foster positive relationships with families by having administrators, teachers and the Aboriginal Education Worker reach out to them to invite them into the building. We will also invite them to participate in classroom lessons and units.

Eagle Attribute Matrix

E- Empathy- Empathetic and Kind towards others: A- Actively Participate intentionallyG - Guardian- Be helpful and kind to everyoneL- Listen and Speak Actively- Be respectful when communicating E- Encourage Diversity- Be Open Minded

Eagle Expected Behaviour Matrix

S- SafetyO- OutstandingA- AccountableR- Respect

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I…...stand up……...We…...spread ourwings…….Everyone…….soars!

Professional Learning Plan:

Staff are committed to learning together. We spend one hour every staff meeting looking at and developing our school goals. We also used 3 full Professional Development days enhancing our schoolgoals. In year 3, we will continue to align collaboration during staff meetings and professional development days where appropriate to support our learning.

Our goal will be to address some of the questions raised this year to continue to support reading in our building. We will also begin to connect the reading to writing. Once we are sure that we have consistent structures and strategies in place to support reading and writing, we will begin the process oflooking at what supports are needed for numeracy.

Infusing indigenous ways of knowing into the curriculum will continue as an ongoing process for us. We are incorporating and modelling indigenous ways of knowing into our staff meetings and will be accessing district itinerant staff to share their resources and knowledge in order to ensure we are including the First Peoples Principles of Learning.

If we…• Provide our teachers with time during staff meetings over the 2019-2020 school year

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• Work with the PD committee to support our learning over the 2019-2020 school year • Utilize data from Report Cards, ÉLAP, DEWRS and MyEducation Conduct Reports• Have teachers participate in activities that explicitly model and assess literacy strategies, self-

awareness and self-regulation• Have teachers create tangible products from each of the activities that allow them to make the

products of their learning observable • Provide teachers with specific tools and protocols that help them implement literacy strategies

and assess them• Provide mentoring opportunities to support learning over the 2019-2020 school year

then we will observe...• The products of teacher learning during staff meetings to guide our customized and

developmental support for them to effectively utilize reading strategy activities.• Successes and challenges of each strategy through the lens of our teachers to help us determine

which strategies move us closer to our vision in improving reading and next steps for future planning.

• Teachers using these strategies at a higher frequency in their classrooms, and receiving specific,descriptive and non-judgmental peer feedback during mentoring opportunities.

• Our students demonstrating an increased proficiency in reading levels on the ÉLAP and on theirReport Cards and on literacy tasks in their classes.

• Our students demonstrating an increased sense of belonging and connection with their teachers in the DEWRS.

• A reduction in the number of major conduct referrals in MyEducation BC.

A breakdown of our year:

September - October Review data from previous year, identify areas of strength and focus areas, develop learning plan for the year

November – December Align staff meetings and In-service days to ensure learning overlaps and develops on a continuum

January – February Implement Learning Plan

March – April Review data, debrief the year of learning with staff and students, present the learning to community partners including PAC

May - June Present draft plan for feedback

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Appendix A- DATA RELATED TO SOUTH SA-HALI

2018-2019 Term 1 & 2 Report Card Data on Reading Levels Please see the attached document below.

2019 French Immersion Primary Reading Level (ÉLAP) Charts

Please see the attached document below.

MyEducation BC Conduct Reports 2017-2018 & 2018-2019


District Emotional, Well-being and Resiliency Survey (Spring 2019)


Non Fiction Reading Reading Assessment (NFRA) 2018-2019


Foundation Skills Assessment (FSA) 2018-2019


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2018-2019 SSES Report Card Data on Reading Comprehension Grades 1-3

2018-2019 Term 1 Report CardsNot Meeting Approaching Meeting/Exceeding % Meeting/Exceeding

Grade 1 1 24 31 55.36%Grade 2 7 15 38 63.33%Grade 3 3 10 28 68.29%

Total 11 49 97 61.78%


Grade 1 2 24 30 53.57%Grade 2 7 13 40 66.67%Grade 3 5 9 27 65.85%

Total 14 46 97 61.78%


Grade 1 #DIV/0!Grade 2 #DIV/0!Grade 3 #DIV/0!

Total 0 0 0 #DIV/0!

Évaluation de lecture au primaireSouth Sa-Hali Elementary

2018-19

Aboriginal: Included

Non-Aboriginal: Included

Male: IncludedFemale: Included

School Report Details

School District No. 73 (Kamloops - Thompson) Primary Reading Levels : Évaluation de lecture au primaire

South Sa-Hali ElementaryFrench Immersion - School Year 2018-19

June 2019

Not Meeting

17%

Approaching14%

Fully Meeting28%

Exceeding41%

Grade 2 Performance

Not Meeting

16%

Approaching33%

Fully Meeting31%

Exceeding20%

Grade 1 Performance

Not Meeting12%

Approaching17%

Fully Meeting54%

Exceeding17%

Grade 3 Performance

Not Meeting16%

Approaching21%

Fully Meeting36%

Exceeding27%

Grades 1 to 3 - Performance

9

1817

1110

8

16

24

5

7

22

7

0

5

10

15

20

25

30

Not Meeting Approaching Fully Meeting Exceeding

Num

ber

of S

tudents

Performance by Number of Students per Achievement Band

Grade 1 Grade 2 Grade 3



Male: IncludedFemale: Not Included




June 2019

Not Meeting8%

Approaching31%

Fully Meeting34%

Exceeding27%

Grade 2 Performance

Not Meeting

20%

Approaching28%

Fully Meeting

20%

Exceeding32%

Grade 1 Performance

Approaching25%

Fully Meeting62%

Exceeding13%

Grade 3 Performance

Not Meeting

11%

Approaching28%

Fully Meeting36%

Exceeding25%


5

7

5

8

2

8

9

7

0

4

10

2

0

2

4

6

8

10

12


Num

ber

of S

tudents





Male: Not IncludedFemale: Included




June 2019

Not Meeting25%

Fully Meeting

22%

Exceeding53%

Grade 2 Performance

Not Meeting13%

Approaching37%

Fully Meeting40%

Exceeding10%

Grade 1 Performance

Not Meeting

20%

Approaching12%

Fully Meeting48%

Exceeding20%

Grade 3 Performance

Not Meeting19%

Approaching16%

Fully Meeting36%

Exceeding29%


4

11

12

3

8

0

7

17

5

3

12

5

0

2

4

6

8

10

12

14

16

18


Num

ber

of S

tudents




Non-Aboriginal: Not Included





June 2019

Not Meeting25%

Approaching50%

Fully Meeting

25%

Grade 2 Performance

Approaching40%Fully Meeting

40%

Exceeding20%

Grade 1 Performance

Fully Meeting100%

Grade 3 Performance

Not Meeting10%

Approaching40%

Fully Meeting40%

Exceeding10%


0

2 2

11

2

1

00 0

1

00

0.5

1

1.5

2

2.5


Num

ber

of S

tudents



Aboriginal: Not Included






June 2019

Not Meeting

17%Approaching

11%

Fully Meeting28%

Exceeding44%

Grade 2 Performance

Not Meeting

18%

Approaching32%

Fully Meeting30%

Exceeding20%

Grade 1 Performance

Not Meeting12%

Approaching17%

Fully Meeting53%

Exceeding18%

Grade 3 Performance

Not Meeting16%

Approaching20%

Fully Meeting35%

Exceeding29%


9

1615

109

6

15

24

5

7

21

7

0

5

10

15

20

25

30


Num

ber

of S

tudents



GB+ DRA

Approaching Meeting Exceeding 21 24

5-7 8-12 13+ 22 28

23 30

24 34


13-15 16-18 19+ 26 39

27 40

28 41


19-20 24-34 38+ 30 44

Grade 1

Grade 2

Grade 3



June 2019

School District No. 73 Suggested June Reading Levels (DRA)

Cohort Trends

Grade Level Trends

Meeting

0

5

10

15

20

25

30

35

40

School District

Ave

rage

Stu

den

t R

ead

ing

Leve

lPrimary Reading Levels

Grade 3 Trend

2016-17 2017-18 2018-19

Meeting

0

5

10

15

20

25

30

35

40

School District

Ave

rage

Stu

den

t R

ead

ing

Leve

l

Primary Reading LevelsGrade 2 Trend

2016-17 2017-18 2018-19

Meeting

0

5

10

15

20

25

30

35

40

School District

Ave

rage

Stu

den

t R

ead

ing

Leve

l

Primary Reading LevelsGrade 1 Trend

2016-17 2017-18 2018-19

0

5

10

15

20

25

30

35

40

2016-17 2017-18 2018-19

Ave

rage

Stu

den

t R

ead

ing

Leve

l

Primary Reading Levels - Current Grade 3Grades 1/2/3

School District

0

5

10

15

20

25

30

35

40

2015-16 2016-17 2017-18

Ave

rage

Stu

den

t R

ead

ing

Leve

l

Primary Reading Levels - Current Grade 4Grades 1/2/3

School District

9/3/2018 - 5/23/2019

Conduct Totals

Kamloops/Thompson South Sa-Hali Elementary

Page 1 May 23, 2019

Action Totals

Code Conduct Action Total Number

Computer Use Revoked 1Computer Use

Meeting 1Meeting

Parent Meeting 1Parent Meeting

Note 2Note

Restitution 4Restitution

Sent Home 5Sent Home

Susp Out SD73 8Susp Out SD73

Problem Solving 9Problem Solving

Warning 10Warning

Susp In School SD73 12Susp In School SD73

Loss of Privilege 15Loss of Privilege

Time Out 15Time Out

Letter Home 20Letter Home

Removed from Class 22Removed from Class

Detention 39Detention

No Action SD73 60No Action SD73

Parent Contacted 66Parent Contacted

Total: 290

9/4/2017 - 5/25/2018

Conduct Totals

Kamloops/Thompson South Sa-Hali Elementary

Page 1 May 23, 2019

Action Totals

Code Conduct Action Total Number

Cleanup Duty 1Cleanup Duty

Contract 1Contract

Parent Meeting 1Parent Meeting

Susp In School SD73 1Susp In School SD73

Confiscation 3Confiscation

Susp Out SD73 3Susp Out SD73

Restitution 6Restitution

Letter Home 7Letter Home

Note 7Note

Removed from Class 7Removed from Class

Time Out 7Time Out

Problem Solving 15Problem Solving

Loss of Privilege 19Loss of Privilege

No Action SD73 24No Action SD73

Warning 24Warning

Detention 54Detention

Parent Contacted 62Parent Contacted

Total: 242

Report on Student Outcomes and School ClimateOurSCHOOL Elementary School Survey (6498)South Sa-Hali Elementary Highlights

Your version of the OurSCHOOL student survey measures 13 indicators based on the most recentresearch on school and classroom effectiveness. This report provides highlights based on data from 172students in this school that participated in the survey between 3 Apr. 2019 and 24 Apr. 2019. The numberof students by grade level is:• grade 4: 52 • grade 6: 36• grade 5: 50 • grade 7: 34

The bar charts show the results by grade for grades with at least 5 students. These are compared withCanadian norms, which are based on last year's results for all students using the OurSCHOOL survey atthe grade levels found in this school. For details on the survey see www.thelearningbar.com.

Social-Emotional Outcomes

Students with a positive sense of belongingStudents who feel accepted and valued by their peers and byothers at their school.

• 75% of students in this school had a high sense of belonging;the Canadian norm for these grades is 77%.

• 73% of the girls and 77% of the boys in this school had a highsense of belonging. The Canadian norm for girls is 75% and forboys is 79%.

Students that value schooling outcomesStudents who believe that education will benefit them personallyand economically, and will have a strong bearing on their future.

• 96% of students in this school valued school outcomes; theCanadian norm for these grades is 94%.

• 98% of the girls and 95% of the boys in this school valuedschool outcomes. The Canadian norm for girls is 95% and forboys is 92%.

© 2019 The Learning Bar Inc. All Rights Reserved. Page 1 25-04-2019

www.thelearningbar.com


Social-Emotional Outcomes

Students who are interested and motivatedStudents who are interested and motivated in their learning.

• 78% of students in this school were interested and motivated;the Canadian norm for these grades is 84%.

• 84% of the girls and 72% of the boys in this school wereinterested and motivated. The Canadian norm for girls is 86%and for boys is 81%.

EffortStudents who try hard to succeed in their learning.

• 90% of students in this school tried hard to succeed; theCanadian norm for these grades is 91%.

• 92% of the girls and 88% of the boys in this school tried hard tosucceed. The Canadian norm for girls is 92% and for boys is90%.

Skills-challengeStudents who feel challenged in their language arts, math andScience classes and feel confident of their skills in these subjects.

• 57% of students in the school had scores that placed them inthe desirable quadrant with high skills and high challenge. TheCanadian norm for these grades is 40%.

• 25% of students were confident of their skills but did not findclasses challenging. The Canadian norm for these grades is35%.

• 14% of students were not confident of their skills and foundlanguage arts or math challenging. The Canadian norm for thiscategory is 18%.

• 4% of students lacked confidence in their skills and did not feelthey were challenged. The Canadian norm for this category is7%.



DRIVERS of Student Outcomes

Effective Learning TimeImportant concepts are taught well, class time is used efficiently,and homework and evaluations support course objectives.

• In this school, students rated effective classroom learning time7.8 out of 10; the Canadian norm for these grades is 8.

• In this school, effective classroom learning time was rated 8 outof 10 by girls and 7.7 out of 10 by boys. The Canadian norm forgirls is 8 and for boys is 7.9.

RelevanceStudents who find classroom instruction relevant to their everydaylives.

• In this school, students rated relevance 7.7 out of 10; theCanadian norm for these grades is 7.8.

• In this school, relevance was rated 7.8 out of 10 by girls and7.5 out of 10 by boys. The Canadian norm for girls is 7.9 andfor boys is 7.7.

RigorStudents who find the classroom instruction is well-organized, witha clear purpose, and with immediate and appropriate feedback thathelps them learn.

• In this school, students rated rigor 7.9 out of 10; the Canadiannorm for these grades is 8.1.

• In this school, rigor was rated 8 out of 10 by girls and 7.8 out of10 by boys. The Canadian norm for girls is 8.1 and for boys is8.




Feel safe attending this schoolStudents who feel safe at school as well as going to and fromschool.

• 74% of students felt safe attending the school; the Canadiannorm for these grades is 64%.

• 77% of the girls and 70% of the boys felt safe attending theschool. The Canadian norm for girls is 65% and for boys is63%.

Positive teacher-student relationsStudents who feel teachers are responsive to their needs, andencourage independence with a democratic approach.

• In this school, positive teacher-student relations were rated 8.3out of 10; the Canadian norm for these grades is 8.1.

• In this school, positive teacher-student relations were rated 8.5out of 10 by girls and 8 out of 10 by boys. The Canadian normfor girls is 8.2 and for boys is 8.

Positive learning climateThere are clear rules and expectations for classroom behaviour.Students understand these and teachers maintain highexpectations that they be followed.

• In this school, students rated disciplinary climate of theclassroom 6.5 out of 10; the Canadian norm for these grades is6.7.

• In this school, disciplinary climate of the classroom was rated6.5 out of 10 by girls and 6.5 out of 10 by boys. The Canadiannorm for girls is 6.7 and for boys is 6.7.




Expectations for successThe school staff emphasizes academic skills and hold highexpectations for all students to succeed.

• In this school, students rated teachers' expectations foracademic success 8.6 out of 10; the Canadian norm for thesegrades is 8.5.

• In this school, teachers' expectations for academic successwere rated 8.7 out of 10 by girls and 8.5 out of 10 by boys. TheCanadian norm for girls is 8.6 and for boys is 8.5.



Demographic Factors

Aboriginal statusStudents who are of Aboriginal origin, that is, First Nations, Métis,or Inuk.

• 9% of students in this school are of Aboriginal origin.• 4% of the girls and 14% of the boys in this school are of

Aboriginal origin.



Multiple Choice Question

Students were asked: "I have choices to learn about my language and culture."

- Strongly Agree (1)- Agree (2)- Neither Agree nor Disagree (3)- Disagree (4)- Strongly Disagree (5)




Students were asked: "I am learning about Aboriginal people in our area and in Canada."

- Strongly Agree (1)- Agree (2)- Neither Agree nor Disagree (3)- Disagree (4)- Strongly Disagree (5)




Students were asked: "I have opportunities to work with other students on assignments and projects."

- Strongly Agree (SA)- Agree (A)- Neither Agree nor Disagree (NAnD)- Disagree (D)- Strongly Disagree (SD)




Students were asked: "The classroom teacher and other students listen to my opinions and ideas."

- Strongly Agree (SA)- Agree (A)- Neither Agree nor Disagree (NAnD)- Disagree (D)- Strongly Disagree (SD)


Nonfiction Reading AssessmentSouth Sa-Hali Elementary

2018-19

Nonfiction Reading Assessment (Fall 2018)South Sa-Hali ElementaryGrade 4All students participated in the assessment.

1: Emerging 2: Developing 3: Proficient 4: Extending

-

1.00

2.00

3.00

4.00

Grade 4 Female Male AB non-AB

Determining Importance

School District

-

1.00

2.00

3.00

4.00


Extracting Information from Text Features

School District

-

1.00

2.00

3.00

4.00


Vocabulary

School District

-

1.00

2.00

3.00

4.00


Inferring

School District

-

1.00

2.00

3.00

4.00


Critical Analysis

School District

-

1.00

2.00

3.00

4.00


Overall

School District

0%

20%

40%

60%

80%

100%

Ind Instr Frust

Accuracy

School District

0%

20%

40%

60%

80%

100%

Fluent Incon NdSup

Fluency

School District


Performance Level Unknown indicates that the student did not participate in that component of the assessment.

Emerging indicates that the student demonstrates an initial understanding of the concepts and competencies

relevant to the expected learning.

Developing indicates that the student demonstrates a partial understanding of the concepts and competencies


Proficient indicates that the student demonstrates a complete understanding of the concepts and competencies


Extending indicates that the student demonstrates a sophisticated understanding of the concepts and

competencies relevant to the expected learning.

1

0

4

3

2

116%

249%

335%

DeterminingImportance

129%

256%

315%

Vocabulary

118%

227%

355%


111%

253%

334%

42%

Inferring

122%

276%

32%

Critical Analysis

111%

275%

314%

Overall



-

1.00

2.00

3.00

4.00



School District

-

1.00

2.00

3.00

4.00



School District

-

1.00

2.00

3.00

4.00


Vocabulary

School District

-

1.00

2.00

3.00

4.00


Inferring

School District

-

1.00

2.00

3.00

4.00


Critical Analysis

School District

-

1.00

2.00

3.00

4.00


Overall

School District

0%

20%

40%

60%

80%

100%

Ind Instr Frust

Accuracy

School District

0%

20%

40%

60%

80%

100%

Fluent Incon NdSup

Fluency

School District











3

4

0

1

2

114%

240%

346%


131%

234%

331%

44%

Vocabulary

112%

217%

371%


127%

244%

321%

48%

Inferring

135%

240%

315%

410%

Critical Analysis

121%

246%

331%

42%

Overall

Nonfiction Reading Assessment (Fall 2018)South Sa-Hali ElementaryGrade 61 student did not participate in the assessment.


-

1.00

2.00

3.00

4.00



School District

-

1.00

2.00

3.00

4.00



School District

-

1.00

2.00

3.00

4.00


Vocabulary

School District

-

1.00

2.00

3.00

4.00


Inferring

School District

-

1.00

2.00

3.00

4.00


Critical Analysis

School District

-

1.00

2.00

3.00

4.00


Overall

School District

0%

20%

40%

60%

80%

100%

Ind Instr Frust

Accuracy

School District

0%

20%

40%

60%

80%

100%

Fluent Incon NdSup

Fluency

School District

Nonfiction Reading Assessment (Fall 2018)South Sa-Hali ElementaryGrade 61 student did not participate in the assessment.










3

4

0

1

2

18%

281%

311%


130%

265%

35%

Vocabulary

119%

257%

324%


18%

243%

338%

411%

Inferring

124%

265%

311%

Critical Analysis

15%

284%

311%

Overall



-

1.00

2.00

3.00

4.00



School District

-

1.00

2.00

3.00

4.00



School District

-

1.00

2.00

3.00

4.00


Vocabulary

School District

-

1.00

2.00

3.00

4.00


Inferring

School District

-

1.00

2.00

3.00

4.00


Critical Analysis

School District

-

1.00

2.00

3.00

4.00


Overall

School District

0%

20%

40%

60%

80%

100%

Ind Instr Frust

Accuracy

School District

0%

20%

40%

60%

80%

100%

Fluent Incon NdSup

Fluency

School District











3

4

0

1

2

15%

254%

341%


15%

262%

328%

45%

Vocabulary

13%

241%

356%


110%

226%

346%

418%

Inferring

110%

238%

331%

421%

Critical Analysis

15%

238%

354%

43%

Overall

Foundation Skills Assessment - 2018/19

07324064 - South Sa-hali Elementary - Writers Only

Grade 4 - 2018/19

# % # % # % # %

Writers Only 56 100 10 17.86 37 66.07 9 16.07

Female 26 100 4 15.38 16 61.54 6 23.08

Male 30 100 6 20 21 70 3 10

Aboriginal 3 100 2 66.67 1 33.33 0 0

ELL - - - - - - - -

Special Needs* - - - - - - - -

# % # % # % # %

Writers Only 56 100 6 10.71 50 89.29 0 0

Female 26 100 1 3.85 25 96.15 0 0

Male 30 100 5 16.67 25 83.33 0 0

Aboriginal 3 100 1 33.33 2 66.67 0 0

ELL - - - - - - - -


# % # % # % # %

Writers Only 56 98.21 14 25.45 38 69.09 3 5.45

Female 26 100 6 23.08 18 69.23 2 7.69

Male 30 96.67 8 27.59 20 68.97 1 3.45

Aboriginal 3 100 2 66.67 1 33.33 0 0

ELL - - - - - - - -


Not Yet Meeting Meeting Exceeding

*Note: Special Needs includes all students identified in 11 categories (ie. excludes gifted)

Reading Emerging On Track Extending

Participation

Rate

WritingEmerging On Track Extending

NumeracyEmerging On Track Extending

Participation

Rate

Participation

Rate

April 2019 Page 1 of 9 Medium Sensitive, Personal - Unmasked Data *Not for Public Release*



Grade 4 Reading

# % # % # % # %

Writers Only 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 52 100 9 17.31 32 61.54 11 21.15

2018/19 56 100 10 17.86 37 66.07 9 16.07

Female 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 24 100 4 16.67 12 50 8 33.33

2018/19 26 100 4 15.38 16 61.54 6 23.08

Male 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 28 100 5 17.86 20 71.43 3 10.71

2018/19 30 100 6 20 21 70 3 10

Aboriginal 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 6 100 4 66.67 2 33.33 0 0

2018/19 3 100 2 66.67 1 33.33 0 0

English Language 2014/15 - - - - - - - -

Learner (ELL) 2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 1 100 0 0 1 100 0 0

2018/19 - - - - - - - -

Special Needs* 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 - - - - - - - -

2018/19 - - - - - - - -


ParticipationOn Track Extending

School

Year

RateEmerging

200

300

400

500

600

700

800

Yr 1 - 2017 Yr 2 - 2018 Yr 3 - 2019 Yr 4 - 2020

Average FSA Scaled Score - Grade 4 Reading




Grade 4 Writing

# % # % # % # %

Writers Only 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 52 94.23 3 6.12 46 93.88 0 0

2018/19 56 100 6 10.71 50 89.29 0 0

Female 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 24 95.83 0 0 23 100 0 0

2018/19 26 100 1 3.85 25 96.15 0 0

Male 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 28 92.86 3 11.54 23 88.46 0 0

2018/19 30 100 5 16.67 25 83.33 0 0

Aboriginal 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 6 83.33 1 20 4 80 0 0

2018/19 3 100 1 33.33 2 66.67 0 0


Learner (ELL) 2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 1 100 0 0 1 100 0 0

2018/19 - - - - - - - -

Special Needs* 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 - - - - - - - -

2018/19 - - - - - - - -



School

Year

RateEmerging


https://tol.gov.bc.ca/wfc/logonWithUID










Grade 4 Numeracy

# % # % # % # %

Writers Only 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 52 98.08 12 23.53 37 72.55 2 3.92

2018/19 56 98.21 14 25.45 38 69.09 3 5.45

Female 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 24 100 5 20.83 18 75 1 4.17

2018/19 26 100 6 23.08 18 69.23 2 7.69

Male 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 28 96.43 7 25.93 19 70.37 1 3.7

2018/19 30 96.67 8 27.59 20 68.97 1 3.45

Aboriginal 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 6 100 3 50 3 50 0 0

2018/19 3 100 2 66.67 1 33.33 0 0


Learner (ELL) 2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 1 100 0 0 1 100 0 0

2018/19 - - - - - - - -

Special Needs* 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 - - - - - - - -

2018/19 - - - - - - - -



School

Year

RateEmerging

200

300

400

500

600

700

800

Yr 1 - 2017 Yr 2 - 2018 Yr 3 - 2019 Yr 4 - 2020

Average FSA Scaled Score - Grade 4 Numeracy












Grade 7 - 2018/19

# % # % # % # %

Writers Only 39 100 4 10.26 31 79.49 4 10.26

Female 21 100 2 9.52 16 76.19 3 14.29

Male 18 100 2 11.11 15 83.33 1 5.56

Aboriginal 1 100 0 0 1 100 0 0

ELL - - - - - - - -


# % # % # % # %

Writers Only 39 100 2 5.13 36 92.31 1 2.56

Female 21 100 0 0 20 95.24 1 4.76

Male 18 100 2 11.11 16 88.89 0 0

Aboriginal 1 100 0 0 1 100 0 0

ELL - - - - - - - -


# % # % # % # %

Writers Only 39 100 10 25.64 26 66.67 3 7.69

Female 21 100 4 19.05 14 66.67 3 14.29

Male 18 100 6 33.33 12 66.67 0 0

Aboriginal 1 100 0 0 1 100 0 0

ELL - - - - - - - -


Not Yet Meeting Meeting Exceeding


Reading Emerging On Track Extending

Participation

Rate

WritingEmerging On Track Extending

NumeracyEmerging On Track Extending

Participation

Rate

Participation

Rate




Grade 7 Reading

# % # % # % # %

Writers Only 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 28 96.43 1 3.7 25 92.59 1 3.7

2018/19 39 100 4 10.26 31 79.49 4 10.26

Female 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 14 92.86 1 7.69 11 84.62 1 7.69

2018/19 21 100 2 9.52 16 76.19 3 14.29

Male 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 14 100 0 0 14 100 0 0

2018/19 18 100 2 11.11 15 83.33 1 5.56

Aboriginal 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 5 100 1 20 4 80 0 0

2018/19 1 100 0 0 1 100 0 0


Learner (ELL) 2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 - - - - - - - -

2018/19 - - - - - - - -

Special Needs* 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 - - - - - - - -

2018/19 - - - - - - - -



School

Year

RateEmerging

200

300

400

500

600

700

800

Yr 1 - 2017 Yr 2 - 2018 Yr 3 - 2019 Yr 4 - 2020

Average FSA Scaled Score - Grade 7 Reading












Grade 7 Writing

# % # % # % # %

Writers Only 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 28 100 0 0 28 100 0 0

2018/19 39 100 2 5.13 36 92.31 1 2.56

Female 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 14 100 0 0 14 100 0 0

2018/19 21 100 0 0 20 95.24 1 4.76

Male 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 14 100 0 0 14 100 0 0

2018/19 18 100 2 11.11 16 88.89 0 0

Aboriginal 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 5 100 0 0 5 100 0 0

2018/19 1 100 0 0 1 100 0 0


Learner (ELL) 2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 - - - - - - - -

2018/19 - - - - - - - -

Special Needs* 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 - - - - - - - -

2018/19 - - - - - - - -



School

Year

RateEmerging












Grade 7 Numeracy

# % # % # % # %

Writers Only 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 28 100 9 32.14 19 67.86 0 0

2018/19 39 100 10 25.64 26 66.67 3 7.69

Female 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 14 100 3 21.43 11 78.57 0 0

2018/19 21 100 4 19.05 14 66.67 3 14.29

Male 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 14 100 6 42.86 8 57.14 0 0

2018/19 18 100 6 33.33 12 66.67 0 0

Aboriginal 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 5 100 0 0 5 100 0 0

2018/19 1 100 0 0 1 100 0 0


Learner (ELL) 2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 - - - - - - - -

2018/19 - - - - - - - -

Special Needs* 2014/15 - - - - - - - -

2015/16 - - - - - - - -

2016/17 - - - - - - - -

2017/18 - - - - - - - -

2018/19 - - - - - - - -



School

Year

RateEmerging

200

300

400

500

600

700

800

Yr 1 - 2017 Yr 2 - 2018 Yr 3 - 2019 Yr 4 - 2020

Average FSA Scaled Score - Grade 7 Numeracy












Term Definition / Notes

Aboriginal Student A student who has self-identified as being of Aboriginal ancestry (First Nations: status and non-

status, Métis and Inuit). Aboriginal ancestry and Status Indian living on reserve is indicated on the

Student Data Collection Form 1701. For data collection purposes a student identified as

Aboriginal will be considered Aboriginal from the 2003/2004 school year forward. Status Indians

are Aboriginal people who meet the requirements of the Indian Act and who are registered under

the Act .

English Language

Learning (ELL)

A program provided to students whose English language proficiency is assessed as being

sufficiently different from standard English that they are identified as requiring specialized

services to develop intellectually, to develop as a citizen and to achieve the expected learning

outcomes of the provincial curriculum. This program was known as English as a Second

Language (ESL) prior to January 2012.

Extending Students demonstrate a sophisticated understanding of the concepts and competencies relevant

to the expected learning.

Grade The assigned grade level for each student. For the purpose of the Foundation Skills Assessment,

since 2003/2004 each student's grade level and school of authority has been based on their

February 1 enrolment data.

On Track Students demonstrate a partial to complete understanding of the concepts and competencies


Msk Abbreviation for Mask. When reporting data, the number or percentage must be suppressed (or

"masked") if they are elements of a population that is one through nine. For example, 8 students

in a school write the Japanese 12 exam. The results for these students are masked. However, if

15 students write the exam in the school, with 8 achieving a letter grade of C, the results are not

masked (as the total population is greater than nine).

Historical note: prior to October 2009, masking was applied to populations of one through four.

For more information refer to

http://www2.gov.bc.ca/gov/topic.page?id=25CF215B1E9C47479E0FE72D3823D973

Emerging Students demonstrate an initial understanding of the concepts and competencies relevant to the

expected learning.

Participation Rate The percentage of those expected to write the assessment who did write the assessment.

Scaled Score A scaled score takes the raw score of a student on a test and converts it to a standardized scale

that is consistent from one year to next. If two students obtain the same scaled score on two

different tests, it means they have demonstrated the same attainment. Therefore, it is a more

useful measure of comparison across populations and years than a raw score.

Special Needs

Categories

Category A – Physically Dependent

Category B – Deafblind

Category C – Moderate to Profound Intellectual Disability

Category D – Physical Disability / Chronic Health Impairment

Category E – Visual Impairment

Category F – Deaf or Hard of Hearing

Category G – Autism Spectrum Disorder

Category H – Intensive Behaviour Interventions / Serious Mental Illness

Category K – Mild Intellectual Disability

Category P – Gifted

Category Q – Learning Disability (formerly Category J)

Category R – Moderate Behaviour Support / Mental Illness (formerly Categories M and N)

For a full list of reporting definitions, please visit the Analysis and Reporting Unit’s online Glossary of Terms:

http://www.bced.gov.bc.ca/reporting/glossary.php




2018-2019 sses data on reading comprehension grades 1-3 · 2019-10-31 · inspired through learning...

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