a review of the 2008-2009 school year - · pdf filea review of the 2008-2009 school year ....

Presented by the Office of Program Development

Continuous Improvement Plan Update Strong Foundations, Bright Futures A Review of the 2008-2009 School Year

This report is a progress update of the Good Spirit School Division’s Continuous Improvement Plan, a mechanism used to

“Steer the Division” in a direction aligned with the four provincial priorities, and to provide direction for schools and

School Community Councils to develop aligned Learning Improvement Plans. The end result is focused on improved

student learning outcomes.

To view the Continuous Improvement Plan and its subsequent updates, please visit our website at www.gssd.ca.

To obtain further information, please contact:

Alan Sharp, Superintendent of Program Development

Good Spirit School Division Ph. 306.786.5531

E-mail: [email protected]

DIVISION PROFILE

Who We Are – An Overview: On January 1, 2006, Good Spirit School Division assumed responsibility for educational services from the areas formerly served by Eastland Lakes, Melville Comprehensive, Melville-Deer Park, Potashville, and York school divisions. Together, we serve over 5,900 students in 28 schools located in 17 communities throughout East Central Saskatchewan. We are a staff of over 800 dedicated professionals governed by a Board of Directors consisting of 11 elected trustees from area subdivisions.

Always at the core of the services we provide are the following foundational statements, our shared set of values we use to guide us in our strategic direction:

Our Mission: Excelling through student learning Our Vision: Together inspiring passion for learning –

excelling now – succeeding tomorrow Our Values: Integrity, Empathy, Growth, Equity,

Loyalty Our Motto: Students Come First

We strive to achieve the best learning environment for our students, building Strong Foundations and Bright Futures. Good Spirit School Division is a “people organization” where Students Come First.

GSSD VALUES:

Integrity:

Being honest and considerate in all

relationships

Empathy:

Welcoming, accepting, understanding,

nurturing, and valuing others

Growth:

Developing ourselves and others personally

and professionally

Equity:

Providing differentiated treatment based on

circumstance

Loyalty:

Demonstrating ethical behaviour and

organizational allegiance

DIVISION PROFILE

Who We Are—Our Governance Structure:

Board of Education Good Spirit School Division’s Board of Education is responsible for the development of continuous improvement directions, goals and policies to guide the provision of educational services rendered within the Division. They are committed to the following governance-related goals:

• To operate as a strategic policy governance Board. • To develop mechanisms that provide information to, and

seek information from, our communities. • To efficiently and effectively manage our system within our

available resources. • To establish tools that will monitor our development

towards strategic policy governance. • To enhance our understanding of an effective school

system. • To develop a plan that ensures students and staff have

equitable access to services. Central Office Administration Our Central Office Administration consists of a Director of Education who is the CEO for the school division and has overall responsibility for the administration of the division. The Director is supported by a Superintendent of Business Administration, four education Superintendents, one Assistant Superintendent, four Department Managers and several staff members in supporting roles. Each of the two Superintendents of Schools has direct responsibility to oversee the day-to-day operations of a group of fourteen schools.

Good Spirit School Division’s Board of

Education consists of elected trustees from the

following subdivisions:

Subdivision 1 Arran, Pelly, Togo, Kamsack, Norquay, and associated rural

areas

Subdivision 2 Endeavour, Hyas, Stenen, Preeceville, Sturgis, and associated rural areas

Subdivision 3 Buchanan, Invermay, Rama, Canora, and associated rural

areas

Subdivision 4 Calder, Ebenezer, MacNutt,

Rhein, Theodore, Springside, and associated rural areas

Subdivision 5 Atwater, Bangor, Waldron, Bredenbury, Churchbridge, Langenburg, Saltcoats, and

associated rural areas.

Subdivision 6 Duff, Goodeve, Grayson,

Killaly, Melville, and associated rural areas

Subdivision 7 Bird’s Point, Gerald,

Stockholm, Tantallon, Westend, Yarbo, Esterhazy, and associated rural areas.

Subdivisions 8, 9, and 10 Yorkton at Large

Subdivision 11 Key First Nation Reserve

No. 65

DIVISION PROFILE

Who We Are—An Effective Team of Dedicated Staff:

The 2008-2009 school year saw the Good Spirit School Division with a total regular staff (excluding casual) of 864 people. Our staffing profile is broken down into two major areas: Education, consisting of those individuals directly or indirectly involved in providing educational services to students, and Business, comprised of those individuals whose duties involve administrative, financial, maintenance, or transportation operations.

Director of Education- 1

Business Staff Superintendent of Business Administration- 1 Department Managers- 4 Facilities (Caretakers & Maintenance)- 60 Transportation (Mechanics & Bus Drivers)- 105 Business Support- 11

Education Staff Superintendents- 4 Assistant Superintendent- 1 Student Services Support- 11 Network Coordinator- 1 Ed. Tech Coordinators- 3 Library Consultant- 1 Teachers- 416 School Based Support- 240 Division Office Support- 5

DIVISION PROFILE

Who We Serve:

The geographic area in which the Good Spirit School Division operates is currently experiencing a trend of economic growth, and our healthy enrolment numbers in the 2008-2009 school year appeared to be a reflection of that. As of September 30, 2008, Good Spirit School Division was providing educational services to 5,916 students, Pre-K to 12. Of these students, 103 were new to the Division from out-of-province, while 36 more had moved in from out-of-country. A total of 241 students, or approximately 4%, were identified as Intensive Supports students. Also existing within our boundary (but not included in our September 30th enrolment count) were 112 Home-Based Education students.

GSSD Schools: Grade ConfigurationGSSD Schools: Grade Configuration

K-12 Churchbridge Public School, Invermay School, Norquay School, Fort

Livingstone School, Preeceville School

9-12 Yorkton Regional High School

7-12 Melville Comprehensive School

6-12 Esterhazy High School, Sturgis Composite School

5-12 Canora Composite School, Kamsack Comprehensive Institute

Pre K, 5-12 Langenburg High School

K-9 Grayson School, Macdonald School

K-8 Calder School, M.C. Knoll School, Springside School, Saltcoats School,

Yorkdale Central School

Pre K-8 Columbia School, Dr. Brass School

Pre K-6 Davison School

K-5 P.J. Gillen School, Sturgis Elementary School

K-4 Miller School, Hoffman School

Pre K-4 Canora Junior Elementary School, Victoria School

DIVISION PROFILE

How We Serve—Programs and Transportation:

Programs All schools in the Good Spirit School Division follow the Ministry of Education’s Core Curriculum. We offer programs at the Elementary (K-5) level, the Middle Level (6-9), and the Secondary Level (10-12).

In addition to the regular courses, we also offer the following Modified and Locally Developed Courses at the secondary level: ELA, Mathematics, Science, History, Social Studies, Construction, Cosmetology, and Aviation.

Alternate Programs are also offered at the Secondary level in the following subjects: Language Arts/Communications, Mathematics, Science, Social Studies, Native Studies, Career and Work Exploration, Wellness, Construction and Carpentry, Information Processing, and Practical and Applied Arts. Transportation As many of our students live in rural areas, Good Spirit School Division relies on an effective transportation system to bus these students to and from school.

Each day, we transport 2,533 rural students on 114 regular rural bus routes equating to over 21,000 km travelled each day.

City busses are also implemented on 11 routes throughout the city travelling, on average, 254 km each day.

K-5 Programs Include Arts Education, ELA,

Health, Mathematics, Physical Education, Science, Social Studies, Band, and Core

French.

6-9 Programs Include Arts Education, ELA,

Health, Mathematics, Physical Education, Practical and

Applied Arts, Science, Social Studies, Band, and Core

French.

10-12 Programs Include ELA, Social Studies,

Psychology, Law, Mathematics, Calculus, Science, Wellness, Physical Education, French,

Visual Art, Band, Choral, Accounting, Autobody, Career

and Work Exploration, Clothing, Textiles and Fashion, Commercial Cooking,

Communication Production Technology, Construction and

Carpentry, Cosmetology, Drafting and Computer-Aided

Design, Driver Education, Electrical and Electronics, Entrepreneurship, Food

Studies, Information Processing, Interior Design, Life

Transitions, Machining, Mechanical and Automotive,

Practical and Applied Arts Surveys, and Welding.

OUR CONTINUOUS IMPROVEMENT PLAN: STRONG FOUNDATIONS, BRIGHT FUTURES

To ensure our students are given the best learning opportunities we can provide, the Good Spirit School Division follows a Continuous Improvement Plan, first introduced in October 2007. An updated plan, titled “Strong Foundations, Bright Futures” was developed in June 2008, and is used to focus our resources and actions towards specific student learning goals, namely in the area of mathematics and reading. It requires collective action by all stakeholders and is aligned to our strategic direction. The foundation behind our Continuous Improvement Plan is the Learning Support Model, a paradigm highlighting three critical attributes – powerful instruction, support systems, and effective leadership – as they relate to positive student learning outcomes. All three are essential to significant improvement in student learning and it is the belief and commitment of those working together in the Good Spirit School Division that we must embrace these key elements as the basis behind our actions.

SupportSupportSystemsSystems

EffectiveEffectiveLeadershipLeadership

StudentStudentLearningLearningOutcomesOutcomes

PowerfulPowerfulInstructionInstruction

SupportSupportSystemsSystems

EffectiveEffectiveLeadershipLeadership


PowerfulPowerfulInstructionInstruction

SupportSupportSystemsSystemsSupportSupportSystemsSystems

EffectiveEffectiveLeadershipLeadershipEffectiveEffective

LeadershipLeadership



PowerfulPowerfulInstructionInstructionPowerfulPowerfulInstructionInstruction

Our Strategic Direction

Mission: Excelling through student

learning

Vision: Together inspiring passion for learning – excelling now

– succeeding tomorrow

Motto: Students Come First

OUR CONTINUOUS IMPROVEMENT PLAN: STRONG FOUNDATIONS, BRIGHT FUTURES

In keeping aligned with the four Provincial Priorities, Good Spirit School Division has identified within its Continuous Improvement Plan, four targeted areas of priority for improving student outcomes, as outlined below: Priority 1 Improved Learning Outcomes in Reading,

Writing, Math, and Science Priority 2 Equitable Opportunities For All Priority 3 Improved Transitions Pre K to 12 and to Post-

Secondary or Employment Priority 4 System-wide Accountability and Governance Our initial Continuous Improvement Plan (October 2007) and its focus on improved student outcomes was developed as a planned, two-year development process. The first year, the 2007-2008 school year, saw step one of the process completed through activities such as action research related to instruction, professional development related to learning communities, and support for building leadership capacity. The second year, the 2008-2009 school year, saw the implementation of the full process, which is the focus of this report.

PRIORITY 1—IMPROVED LEARNING OUTCOMES IN READING, WRITING, MATH, AND SCIENCE

Assessment Planning

In order to assess improvement levels in our specified target areas, Good Spirit School Division has determined that it is important to use a variety of assessment tools to collect and utilize baseline and additional data in planning for improved student outcomes.

As a result, our Assessment Plan has evolved to include:

• The Provincial Assessment For Learning (AFL) in Reading, Math, Writing and in the Spring of 2010, Science;

• Fountas and Pinnell Benchmark Assessment System for Reading; and

• The Canadian Achievement Test 3 (CAT-3). CAT-3 will be replaced by CAT-4 in the Fall of 2009.

AFL takes place annually in the Spring, while CAT-3/4 testing takes place annually at the end of September and beginning of October. The Fountas and Pinnell assessment was done in September 2008 at the Grade 3 level. September 2009 will see the inclusion of Grade 4 students in the Fountas and Pinnell assessment, with one grade added each Fall over the next several years.

Our Assessment Plan will enable us to utilize the data for on-going planning for improvement.


Assessment Data

The following tables provide a snapshot of various baseline and most recent data as they relate to reading, writing, and math. Science baseline data will not exist until the implementation of the Provincial Science Assessment in 2010. (More detailed data can be seen in the Appendix).

Priority 1 – Improved Learning Outcomes in Reading, Writing, Math, and Science

READING GOAL Students will demonstrate at least one year of growth in reading

comprehension skills during each academic year by 2010-2011. Performance Measure Baseline

Data Most Recent

Data Next

Measure

Fountas and Pinnell – Grade 3 % of students at or above grade level

58% (Fall 2008)

84% (Spring 2009) Fall 2009

AFL Reading – Grade 4 % of students showing proficient or higher levels of achievement in Reading Comprehension

51% (2007)

Baseline data is most recent 2009


52% (2007)



70% (2007)


CAT3 – Grade 3 % of students scoring average or above average in reading

90% (Feb. 2008)

84% (Fall 2008) Fall 2009


83% (Feb. 2008)

79% (Fall 2008) Fall 2009


85% (Feb. 2008)

82% (Fall 2008) Fall 2009

CAT3 – Grade 3 % of students scoring average or above average in language arts

93% (Feb. 2008)

87% (Fall 2008) Fall 2009


83% (Feb. 2008)

80% (Fall 2008) Fall 2009


80% (Feb. 2008)

73% (Fall 2008) Fall 2009


Assessment Data cont’d...


WRITING

Performance Measure Baseline Data

Most Recent Data

Next Measure

AFL Writing – Grade 5 % of students showing proficient or higher levels of achievement in demonstration of writing process

39% (2008)

Baseline data is most recent

N/A


54% (2008)


N/A


71% (2008)


N/A

AFL Writing – Grade 5 % of students showing proficient or higher levels of achievement in quality of writing product

13% (2008)


N/A


21% (2008)


N/A


39% (2008)


N/A

CAT3 – Grade 3 % of students scoring average or above average in language and writing conventions

89% (Feb. 2008)

79% (Fall 2008)

Fall 2009


84% (Feb. 2008)

80% (Fall 2008)

Fall 2009


80% (Feb. 2008)

75% (Fall 2008)

Fall 2009


Assessment Data cont’d...


MATHEMATICS GOAL Seventy percent of students will score at the proficient level of

problem-solving by 2010-2011. Performance Measure Baseline

Data Most Recent

Data Next

Measure AFL Math – Grade 5 % of students showing proficient or higher levels of achievement in Applications and Problem-Solving (multiple choice)

29% (2006)

30% (2007)

2009 Goal is 70%

AFL Math – Grade 8 % of students showing proficient or higher levels of achievement in Applications and Problem-Solving (multiple choice)

17% (2006)

15% (2007)

2009 Goal is 70%

AFL Math – Grade 11 % of students showing proficient or higher levels of achievement in Applications and Problem-Solving (multiple choice)

12% (2006)

27% (2007)

2009 Goal is 70%

AFL Math – Math A30 % of students showing proficient or higher levels of achievement in Applications and Problem-Solving (multiple choice)

37% (2007)


2009

AFL Math – Grade 5 % of questions correct in Problem-Solving

55% (2006)

57% (2007)

2009


53% (2006)

50% (2007)

2009


57% (2006)

56% (2007)

2009

CAT 3 – Grade 3 % of students scoring average or above average in mathematics

77% (Feb. 2008)

59% (Fall 2008)

Fall 2009

CAT3 – Grade 6 % of students scoring average or above average in mathematics

76% (Feb. 2008)

72% (Fall 2008)

Fall 2009

CAT3 – Grade 9 % of students scoring average or above average in mathematics

77% (Feb. 2008)

72% (Fall 2008)

Fall 2009


Major Goals and Initiatives:

Within our first priority area, the Good Spirit School Division is focusing on two learning priorities for the next 5 to 10 years – reading literacy and mathematics.

This focus has brought forth the development of two three-year system goals:

1. Literacy Goal: Students will demonstrate at least one year of growth in reading comprehension skills during each academic year by 2010 - 2011.

2. Math Goal:

Seventy percent of students will score at the proficient level of problem-solving by 2010-2011.

In aligning ourselves to meet these targets, two major initiatives were put into action in the 2008-2009 school year:

1. Reading for All (Literacy Initiative) 2. Know Problems (Math Initiative)


Reading for All

Our first major goal towards improved student achievement is in the area of Literacy. The goal “students will demonstrate at least one year of growth in reading comprehension skills during each academic year by 2010-2011”, has proven that this is an area where data collection has become paramount to the planning process for improved student outcomes. Through the use of the Fountas and Pinnell Benchmark Assessment System, the target is to begin testing Grade 3 students for the 2008-2009 school year; Grade 4 students for 2009-2010; and Grade 5 students for 2010-2011, with the creation of baseline data in the first year. This data will also assist in the planning of possible interventions for primary grades. The use of Fountas and Pinnell has provided the impetus for Grade 3 Professional Learning Communities with focus on reading comprehension strategies and assessment. Fountas and Pinnell data was collected in October, 2008 and again in May, 2009. The results are highlighted below.

Fountas and Pinnell Benchmark Results, 2008/2009

Instructional Levels - All Grade 3 Students% of Students Below , Low er Than, At, or Above Grade Level

Comparative Trend From Fall 2008 - May 2009

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Perc

enta

ge o

f Stu

dent

s

Fall2008

May2009

Fall 2008 11.73% 30.50% 47.80% 9.97%

May 2009 2.83% 13.31% 51.56% 32.29%

Below Low er Than At Above

*Data from one school excluded for comparat ive purposes.


Reading for All cont’d...

Further efforts to increase overall reading comprehension in our students were implemented with the hiring of two Literacy Coaches in 2008-2009. Their primary focus is to facilitate small and large group professional learning, provide support for classroom-embedded professional learning, and assist teachers in their use of baseline data to improve student outcomes. Additionally, because effective libraries provide strong support for literacy development, we have also employed a Library Consultant.

Financial support has been provided, and will continue to be provided, to assist in the purchase of classroom material to support reading comprehension as well as professional support material.

One of the major highlights of our focus on the Literacy Goal has been the “Canora Junior Elementary School Literacy Project”. This ongoing project has the following objectives:

• Continued growth in reading and writing development. • Create partnerships with families to support growth with

literacy. • Foster a love of reading. • Collect data to guide instruction and measure outcomes.

Through the continued work and dedication of staff at all levels, Good Spirit School Division is proud to continue striving for overall student success. The school-based initiatives and Division-wide commitment will provide concrete direction for future planning.

The Library Consultant:

Assists teachers to co-plan lessons, co-teach and

locate resources.

Assists library personnel in their collection

development, location and use of online resources, library automation and

professional development.

Assists students with their research skills,

documentation skills and introduce them to award

winning books.

Assists school-based administrators as needed.


Know Problems

Our second major goal is in the area of Mathematics. Our goal “seventy percent students will score at the proficient level of problem solving by 2010-2011” is an ambitious one, but nonetheless is one in which the Good Spirit School Division is working hard to attain.

The baseline data the division is utilizing comes from the Provincial Assessment for Learning (AFL). This data has provided us with concrete information as to where resources need to be allocated.

As a result, GSSD has embarked on the following math-related initiatives and supports:

• Three Math Leaders were seconded for a few days per school year to:

• work directly with Math Mentors and Administrators in facilitating professional learning,

• offer support to administrators and classroom teachers, and

• to facilitate Grade Alike Meetings.

• Two Math Consultants were utilized to provide professional development to Math Leaders and to support the Math Leaders when working with the Math Mentors.

• An annual “Summer Math Institute” was held to provide professional development and math-related training to 20 volunteer Math Mentors with plans to expand to 30 in 2009.

• Due to the need for baseline data, a math benchmarking for problem solving activity took place in 2008-2009 for Grades 6-8 (see Appendix for data). The activity involved two professional learning opportunities in August and January with the benchmarking sessions occurring in May. This activity will also become an annual event with further expansion across the grades.


Know Problems cont’d...

• Grade Alike Meetings were held throughout 2008-2009 and will also become an annual event designed to assist Math teachers as they focus on the integration of virtual manipulatives, concrete manipulatives, Backward Design, alignment of resources with curriculum outcomes, and the designing of assessment tools for grade-specific outcomes.

• A Research Project with Dr. Kathleen Nolan from the University of Regina took place, whereby she worked directly with two Math Mentors and the Math Leaders in developing a Narrative Case Study.

• Good Spirit School Division continues its financial commitment to assist schools in purchasing further resource support in the area of Math. This may include textbooks, black line masters, exemplars, and manipulatives.

Skills in Mathematics are critical to the success students will encounter throughout their lifetime. This is why Good Spirit School Division is utilizing “Data-Based Decision Making” to assist in planning for, and working towards, student success in Mathematics.

Through the direction and assistance of Michelle Morley, Educational

Technology Coordinator, a Math Wiki was developed

as was a web-based resource for math.


Leadership Building

Because effective leadership is essential to improving student outcomes, GSSD has also focused efforts on building leadership throughout the Division.

Administrators’ Meetings are held at regular intervals throughout the year, and are structured around promoting and supporting leadership growth through the development of the following:

• SMART Goals • Classroom Walkthroughs • Backward Design • Professional Reading • School Business Management • Data-Driven Decision Making • Data Walls showcasing each school’s data as it

pertains to their school

In addition, the Leadership Academy, first established in the 2006-2007 school year to encourage innovative approaches to instruction and increase leadership capacity, continues in its efforts. This group is made up of a number of teachers from throughout the Division who, in three years, have taken on a total of 33 leadership-building projects. Their work has been presented at a number of Divisional and Provincial conferences.

As noted previously, the focus of Priority 1 is to improve learning outcomes in reading, writing, math, and science. Good Spirit School Division recognizes the need to provide training, assessment, and resource support at the classroom and school level. It is through this Data-Based Decision Making approach that the goals of “Reading for All” and “Know Problems” will ultimately be achieved.

PRIORITY 2—EQUITABLE OPPORTUNITIES FOR ALL Equitable Opportunities is “the expectation that all students will have equity of opportunity and benefit according to individual aptitudes, abilities, and interests, regardless of their personal or locational circumstances.” (Ministry of Education, Pre-K-12 Continuous Improvement Framework Version III, May 2008)

Good Spirit School Division’s efforts towards achieving success in its second targeted priority are concentrated in three areas: 1. First Nations and Métis relations 2. Student Services 3. Building Caring and Respectful Schools

First Nations/Métis Relations

This area has become one in which GSSD has increased it’s commitment to providing training and awareness.

An extensive and on-going project entitled “Visions of the Elders” saw phase one completed in the Fall of 2008. A DVD compilation of stories from several Elders and others representing GSSD, Key, Keeseekoose and Cote First Nations was completed. This project is on-going with the current focus on history of these three First Nations and the communities in their vicinity.

Work continues on the disaggregation of assessment data for our First Nations and Métis students. The commitment of the Division is evident as they work towards ensuring long-term success for these students. Several schools continue to look at ways to keep these students in school for the completion of their Grade 12. This is one area where it is important to educate people as to why it is important of our First Nations and Métis students to self-declare.

GSSD has partnered with Indian and Northern Affairs Canada, and the Cote and Keeseekoose First Nations to develop the Connections Program. This program continues with the services of two cultural advocates, Brian Marion and Andrew Quewezance, who provide resources to the schools and work closely with the Elders and First Nations Chiefs and Councils to advance knowledge and education of First Nations culture within our schools. Their work has steadily improved our relations with our First Nations partners.

Good Spirit School Division would like to acknowledge

the support of the communities of Key,

Keeseekoose, and Cote First Nation, as well as the

First Nations and Métis Branch of the Ministry of

Education for their involvement in the Visions

Project.

PRIORITY 2—EQUITABLE OPPORTUNITIES FOR ALL

Student Services

GSSD Student Services has responsibility for the co-ordination, development, and delivery of educational programs and services to support students with exceptional learning and behavioural needs.

A GSSD Student Services review was conducted by Wanda Lyons between April and June of 2007. The 60 page final report identified and provided detailed information on emergent themes, current practices, and areas of concern. The final report contained 11 recommendations which have since been implemented.

“Findings from the review clearly indicate that the Good Spirit School Division has many assets in the area of programming and supports for students with exceptional learning needs. There are examples of exemplary practice throughout the Division. There is also mutual respect among personnel, and student services are highly valued. The main challenge facing the Division is the need for clarity in expectations and guidelines, and the need to develop equity and consistency across the Division while allowing for flexibility to meet local needs. This is to be expected within a newly restructured school division, and the following recommendations are respectfully offered to assist in that process.” Wanda Lyons

A further review, the annual Student Support Services Delivery Model Review, was conducted by the Ministry of Education in January 2009, for the purpose of reviewing the key program expectations associated with Diversity and Intensive Support funding recognition. Results from the review process completed in January 2009 indicated that the Good Spirit School Division outperformed the average of all Saskatchewan school divisions in every measure of the Intensive S u p p o r t s M o n i t o r i n g Checklist and the Personal Program Plan Rev iew, as shown in the following graph.

A Close-Up Look at The Student Services

Team: Position (2008-2009) FTE

Superintendent of Student Services 1.0 Student Services Coordinators 3.0 Special Education Teachers 25.29 Educational Assistants 149.53 Educational Psychologists 2.25 Occupational Therapists 1.7 Speech-Language Pathologists 3.8 School Counsellors 10.0 Other 2.63

0

10

20

30

40

50

60

70

80

90

100

Student Services Summary 2008 - 200

S AS K

GS S D

S AS K 6 8 6 8

GS S D 9 7 9 4

I S M oni t or i ng Che c k l i st

P P P Re v i e w

The Intensive Supports Monitoring Checklist and the

Personal Program Plan Review measure success rates in terms of student

program files.

PRIORITY 2—EQUITABLE OPPORTUNITIES FOR ALL Student Services cont’d...

Overall, GSSD Student Services continues in its vision to support student diversity based on exemplary practices in learning communities, services and supports, building partnerships, continuous improvement, adaptive dimension, age-appropriate placement, collaboration, and effective practices.

Caring and Respectful Schools (CARS)

The final initiative towards ensuring equitable opportunities for all students is in the building of Caring and Respectful Schools. Good Spirit School Division’s CARS group was resurrected in the Fall of 2007 with the intention of involving staff from all schools, as well as from the Division Office, to provide direction and support in the area of CARS initiatives. Data was utilized from SELU (Saskatchewan Educational Leadership Unit) surveys, completed in the Division in 2007, to provide direction.

Regular meetings, as well as several professional development activities, have taken place, including the following:

• Attendance at the SSBA Safe Schools Conference • Staff training in Threat Risk Assessment • Numerous levels of training among staff in various aspects

of Traumatic Events Response

Four staff members were trained in the Spring of 2008 to deliver the “40 Developmental Essentials of Asset Building” and “Sharing the Asset Message” workshops. Since that time, the presentations have been delivered to a number of schools.

Good Spirit School Division was selected to partner with Sunrise Health Region and Christ the Teacher School Division to receive additional training, with the support of the Ministry of Education, in “Building Developmental Assets in School Communities”.

Future initiatives include expansion of Threat Risk Assessment Training, enhanced training and awareness of the 40 Developmental Assets, and the continued partnership with Sunrise Health Region.

Work around the development of active working relationships with other partners including the RCMP, Mental Health, Social Services and Corrections & Public Safety will continue.

To date, there have been 179 GSSD staff members trained in Level 1 Threat Risk Assessment, and

another 46 trained in Level 2.

CARS Initiatives: • 40 Developmental

Assets • Threat Risk

Assessment Training • Student Leadership

opportunities • Respect Ed • Safe Schools

In June 2009, GSSD students in Grades 4 to Grade 12 took part in

the completion of surveys aimed at

measuring the developmental assets

of our students.

PRIORITY 2—EQUITABLE OPPORTUNITIES FOR ALL

Equitable Opportunities for All is one of the major priorities of the Good Spirit School Division. The work in this area is very rewarding and has produced some excellent results. The commitment continues to be a priority of our Division as we look at new and better ways to serve all students.

PRIORITY 3—IMPROVED TRANSITIONS PRE-K TO 12 AND TO POST-SECONDARY OR EMPLOYMENT

Transitions are evident throughout the school system Pre-K to Grade 12. Whether students are transitioning into schools or out of school, it is important to look at initiatives to make these transitions as smooth as possible.

Our focus in this area begins by taking a look at current baseline data in relation to grade transitions and persistence rates.

Grade Transitions

The table below presents a snapshot of GSSD’s grade transition rates as they appeared at the end of the 2007-2008 school year. From an original cohort of 468 Grade 8 GSSD students in the 2005-2006 school year, 444 had successfully transitioned into Grade 10 by the 2007-2008 school year (410 within GSSD, 34 into other school divisions). This equates to an overall success rate o f 9 4 . 87% o f s t uden t s successfully transitioning one grade level per school year.

Persistence Rates

Persistence rates are indicative of a student’s persistence to complete Grade 12. According to data provided by the Ministry of Education in November of 2008, 81.36% of GSSD students entering Grade 10 in 2005 had successfully completed Grade 12 in three years or less. This is higher than the provincial rate of 74.97%.

It is clear that GSSD has further work ahead in obtaining more data related to the transitioning of our students, namely in the collection of graduation rates. This will help us better determine where efforts need to be focused for future developments in this area.

Grade Level

2005-06 2006-07 2007-08

GSSD GSSD Other

SD GSSD Other

SD

Grade 8 468 1 1 1

Grade 9 434 18 3 9

Grade 10 410 34

Total 468 435 19 413 44

GSSD Grade Transitions—Cohort

PRIORITY 3—IMPROVED TRANSITIONS PRE-K TO 12 AND TO POST-SECONDARY OR EMPLOYMENT

Two major strategies worth noting are the “Understanding the Early Years Project (UEY)” and the newly-formed alliance with our local post-secondary institution, Parkland College.

Understanding the Early Years (UEY)

“Understanding the Early Years” is a research project that focuses on children’s early learning and development. Good Spirit School Division is currently a member of the South East Saskatchewan Understanding the Early Years (UEY) “Prairie Children ... Prairie Futures” initiative and is participating in the associated data collection activities – the Early Development Instrument (EDI) and Parent Interviews and Direct Assessments of Children Survey (PIDACS). Good Spirit School Division completed year two of this three-year pilot project in June 2009.

Learning Alliance with Parkland College

In October 2008, a Learning Alliance was signed with Parkland College in an attempt to create greater programming opportunities for students in both organizations. The alliance brings opportunities for both administrative and governance cooperation and builds upon previous cooperative efforts between the organizations. It is our hope that this alliance will see more GSSD students moving into Post-Secondary. The UEY Project and the Learning Alliance are just two examples of the work being done to improve transitions for our students. The research gathered and the partnerships developed have enabled us to move forward in this priority area.

PRIORITY 4—SYSTEM-WIDE ACCOUNTABILITY AND GOVERNANCE

Our final priority area is in the continuance of our ability to provide system-wide accountability and governance across the Division. We establish this through the following objectives:

• Overall Board of Education Accountability • The Operation of School Community Councils • The Development and subsequent restructuring of school

Learning Improvement Plans • Overall Fiscal Responsibility

Board Accountability and Governance

Since our Board of Education is ultimately responsible for the provision of all services throughout the Division, it is important to mention their strong commitment to ensuring overall accountability. The Board has developed an Annual Agenda that includes opportunities to gather input from stakeholders, such as the Annual Meeting, External Budget Consultation, Student Forum, Elders Gathering, and Post-Budget Information Session.

The Board has also committed itself to reviewing their own effectiveness through the use of Board Meeting Exit Surveys and an Annual Evaluation. They are dedicated to the development of a “Positive Path Forward” after each of the Annual Evaluations. The Positive Path Forward identifies priorities and specific tasks that have emerged from the evaluation.

School Community Councils

School Community Councils have been established in all GSSD schools since the 2006-2007 school year and continue to allow for parents, school-based staff, and members from the community to take an active role in having a positive impact on improving the learning outcomes of students in their community.


Learning Improvement Plans

One of the key tasks of a School Community Council is the development of a Learning Improvement Plan (LIP) for their school. School-based Learning Improvement Plans follow the same format as the Division’s Continuous Improvement Plan and are aligned towards the same four priorities. With the aid of the Saskatchewan Educational Leadership Unit (SELU), the first Learning Improvement Plans were completed and presented to our Board of Education for approval in January 2008. After their original approval, the LIPs were sent back to schools for revision in the 2008-2009 school year to more fully incorporate the principles of SMART goals. Since then, a day has been set aside at the start of each school year for schools to review and revise their LIPs.

Fiscal Management

Good Spirit School Division aims to be fiscally responsible in all areas of spending, and is committed to open, transparent, and accountable fiscal management. While the 2008-2009 Audited Financial Statements were not available at the writing of this report, a review of past expenditure shows our commitment to focus spending in areas aimed at best serving our students with a minimum of Administration expenses, as the following graph illustrates.

Learning Improvement Plans

Each school in GSSD has been directed to develop a maximum of 4 goals, 2 of

which must be aligned with the math and literacy goals

of the Division.

Financial Position as at August 31, 2008

Revenue: $58,094,612 Expenses: $56,846,950 Debt: $995,556 Excess: $252,106


Further areas where Good Spirit School Division demonstrates overall accountability is in the provision of transportation services, the maintenance of our facilities, and in our effective communication methods.

Transportation:

It is the aim of Good Spirit School Division to ensure all students receiving transportation services are taken to and from school in a safe, reliable, and cost-effective manner, while maintaining reasonable ride-times.

The 2008-2009 school year saw our Transportation Department continue in its efforts to achieve these objectives on a daily basis. Ongoing reviews of bus routes continued to be a focus of the year, with steady efforts to achieve maximum efficiency.

One highlight of the past school year was the development of a partnership with Christ the Teacher School Division aimed at providing an integrated network of transportation of rural students in both Divisions.

Facilities:

We owe it to our students to ensure they receive their education in clean and safe schools. Our Facilities Department works diligently year-round providing maintenance, caretaking, and HVAC services to all schools in our Division. Highlights of the capital projects completed in the 2008-2009 school year include:

• Accessibility Upgrade Project at Langenburg High School • Development of a new section of Norquay School (with

plans to demolish the old section in the Fall of 2009) • Music and Drama Department renovations at Yorkton

Regional High School • Accessibility Upgrade Project at Columbia School

Operations were further improved through the hiring of a Yorkton Regional High School Facilities Supervisor in April, 2009; and through the introduction of FAME, a software system used to manage maintenance requests, which will allow for more efficient project completion.


Communication:

Good Spirit School Division has adopted a communication plan to ensure equal, fair, transparent, consistent, and honest communication with identified stakeholders. We are accountable through our website content, media and public relations, as well as through internal and external communications. Our foundational statements play a key role in all communication activities.

The 2008-2009 school year saw many accomplishments and activities in the area of Communications, some of which are highlighted below:

• Promotion of GSSD through radio, television, newspaper, phone book, flyer advertising, as well as school yearbook ads

• Issuance of 5 major press releases • Maintained a visible presence through attendance at trade

shows and career fairs (Yorkton Exhibition Spring Expo, Parkland College Career Fair, University of Saskatchewan Career Fair)

• Special event promotion (Annual Service Recognition Gala and GSSD Retirement Banquet)

• Continued website maintenance and update of Board Policy Handbook and AP Manual

Good Spirit School Division made considerable progress in our efforts to meet our goals and objectives throughout the 2008-2009 school year. We can now take a look back on the year that was—review our successes and setbacks—and plan for future developments, continuing in our mission of excelling through student learning.

Good Spirit School Division’s website

www.gssd.ca receives, on average, 21,367 page loads per

month!

APPENDIX

Strong Foundations, Bright Futures...

a review of the 2008-2009 school year - · pdf filea review of the 2008-2009 school year ....

Documents