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Annual School Development Report

Hillside Elementary

300-154


2014-15

Hillside Elementary

P.O. Box 250

37-41 Budgell’s Lane

La Scie, NF

A0K 3M0

(709) 675-2298

(709) 675-2489

Mission Statement: High Levels of Learning for All.

Vision Statement: Hillside Elementary is an active partnership of students, staff, parents

and community dedicated to providing a safe and caring environment that promotes a

culture of improvement, well-being and respect for the individual as a lifelong learner.


DIRECTOR’S MESSAGE June 2015

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

successes and highlights matters such as student achievement and professional

development.

The formulation of a school development report is the result of significant planning and

input from the entire school community. A thorough plan lays the foundation for a

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

school community, most importantly the students of your school.

As we conclude the first year of the District’s 2014-2017 Strategic Plan, I would like to

thank our school communities, administrators, teachers, support staff, school councils and

community volunteers for their participation and input. Your efforts to develop and

implement previous plans have helped to ensure a focus on student success and

achievement at all levels. I sincerely thank all involved for the work undertaken as

enhanced collaboration within our school communities sets a great example for our

students.

School development reports outline some amazing and encouraging initiatives and I am

proud to see the great work being undertaken by schools throughout the Newfoundland

and Labrador English School District. Looking forward, I am optimistic about the

progress we will make as we continue to build upon these plans and continue to provide a

quality education for every student in our District.

Sincerely,

Darrin Pike

CEO/Director of Education

Newfoundland and Labrador English School District


Message from Principal and School Council

This Annual School Development Report outlines our students’ achievements, programs and services and where we are with our School Development Plan. The School Development Process, we are currently in the 6th year of our plan. An external review should take place in 2015-2016. This year as a school community we are actively implementing goals agreed upon. All stakeholders, including students and staff, families and the School Council were involved with this process. The focus for Hillside Elementary is to increase student achievement in ELA and promote a safe and caring environment for students. Professional Development reflected the strategic goals of the District and Department of Education. Since the last Annual Development Report, several significant events have occurred within the school community. The School Council continues to be an active partnership, as a product of our School Development Process. This past year Hillside Elementary was part of a K-3 Working Together Support Student Achievement Pilot, an intervention to improve student achievement. Student growth and achievement has been documented which is a huge success story for student achievement in ELA. Hillside Elementary was also part of the Phase 6 Inclusion Pilot. Awareness and reorganized focus to include all students in the learning process which has made Hillside Elementary enriched in learning. Through a parent/student Grade 6 Platform action committee in conjunction with the Town of La Scie, the group developed plans and initiated a restoration of a local basketball/floor hockey/cycling platform in the center of town. This has been a major accomplishment initiated by the young Grade 6 ambassadors. This report also contains results and responses to our Provincial Assessments, as well as information on programs, curriculum and special services. It is hoped that these items will provide a snapshot of student achievement at our school. Viola Rice, Principal 2014-2015

Hillside Elementary School Council is actively involved in the School Development Process. This year as a school council we are discussing plans to implement goals agreed upon. All stakeholders, including staff and the School Council were involved with this process. We meet once a month to discuss plans to help improve student achievement and strategies to help meet the agreed upon goals.

The School Development Plan was presented to the School Council at a meeting in the fall of 2014. Each goal was discussed and strategies were outlined as to how we were going to achieve these goals as a school community. Each month the School Development Plan was part of our regular meeting agenda and discussion was carried out as to the progress of each goal. New members joined our school council and a training session followed in the fall via Lync. The School Council will continue to be focused on student achievement at Hillside Elementary. We will continue to work with the school to help improve achievement of our young students to see that they get the best possible education. Lori Payne Hillside Elementary School Council Chair 2014-2015


Overview of School

Our School Community

Hillside Elementary School is a part of the Newfoundland & Labrador English School District. Our school currently has an enrolment of 93 students, with approximately 16% of students with identified exceptionalities. The school was allocated IRT 0.50% and 50% Specialist. Our school serves the communities of La Scie, Shoe Cove, Brent’s Cove, Harbour Round, Snook’s Arm and Nipper’s Harbour. 32 of our students are bused to school, all of whom stay for lunch with the exception of Shoe Cove students who go home. Hillside Elementary Staffing Allocation of 8.5 teaching units for the 2015-16 school year. Guidance provided by Cape John Collegiate allocation.

Key Highlights/Special Projects

Our school offers the entire provincially prescribed curriculum for Kindergarten through to Grade 6. Classes were combined once again for PE & Music due to reduction in teaching staff and to provide the best academic program to meet the needs of our students. Arts Program is a strong focus with Music and Fine Arts Clubs as a bonus. The KinderStart program is also offered for children preparing for their first school year in Kindergarten. QDPA is provided to increase student physical activity on alternate days when PE in not available. Hillside Elementary students continue to host a Christmas & Spring concert. Parent attendance is strong. Curriculum Support was focused in the Primary Grades where early intervention is crucial. This year Hillside Elementary was part of The Working Together to Support Student Achievement a K-3 Pilot and also Phase 6 Inclusion Pilot. Study Club/Tutorials in Lang Arts and Math were also available once a week for all students who wished to participate. Approximately 10% of students availed of this service with commitment. Marked improvement was noted in those students interest, writing and reading levels. Emphasis was placed on Guided Reading, Buddy Reading, and Reading Circles both primary and elementary. Teacher’s progress notes indicate a marked improvement in student performance. We continue to offer lunch time school clubs to students Grade 1 to Grade 6 in which students have a choice to participate in 3 clubs this year for 6 weeks on a rotation basis. These include Yoga club, cross country running, dance, drama club, volley ball, arts and crafts, acrylic painting, ukulele and weekly Primary Study Club and Elementary Yearbook. The clubs have been an enormous success for students through the efforts of dedicated teacher sponsors. Weekly tutorials are offered to Elementary students in Math. The new Playground of Angels has been a bonus to the physical & social wellbeing of our students. Student access the facility for recess and lunchtime depending on weather conditions. The facility is also used for healthy commotions day and annual picnic/sports day. Hillside Elementary continues to promote student safety. The students participated in bus safety exercise in September and we are vigilant in maintaining fire/emergency safety for all students. Installation of school entrance monitor and implementation for Lockdown procedures was initiated. All initiatives have been in response to objectives of our School Development Plan. At the end of each school year, we recognize achievements made by students throughout the year with awards and public recognition. They are as follows:


Annual Awards/Scholarships: Most Improved Student Award – this award (medal) is given to the student in each grade that has shown the greatest improvement in academic ability. This award is based on observation from September to June. Principal’s Award – this award (medal) is given to a student in each class who is helpful to others, courteous to their teacher and fellow students and willing to become involved in school activities. It is not academic based. Individual classroom teachers will choose students for this award. Academic Excellence Award – this award (medal) is given to the top academic students from Grade 3 to Grade 5. Medals for Grade 6 Students: 1st, 2nd and 3rd Place Awards (medals) will be given based solely on academic achievement. Margaret Duggan Scholarship – this $50 scholarship is awarded to a Grade 6 Student for academic excellence. Kenny Kerfont Scholarship – This award in Memory of Kenny in the amount of $50 scholarship sponsored by the La Scie Kinsmen is awarded to a Grade 6 student who is an all-round student. The Sacrey Family Caught Caring Award - $20 awarded to a student in each class who receives the most Caught Caring slips for the year. Fine Arts Competitions: Hillside Elementary students competed in and placed in various school and provincial competitions. Students competed in Heritage Day and Canada Day Poster contest and once again we celebrated CNVAS visual arts contest winner at the Elementary Level. This is motivating to the students and builds on our learning community. Morning Announcements/Assemblies: Hillside Elementary recognizes students weekly at Monday morning assemblies. The whole school celebrates student achievements, awards, Caught Caring incentives, Birthday celebrations, School Milk Promotions and general schedule of events and community announcements such as Minor Hockey and music accomplishments. We send home a monthly calendar outlining scheduled events and reminders. Hillside Elementary continues to promote PBIS, Caught Caring, moto ‘WE CARE’ which has promoted positive behavior throughout our school. School Building Improvements: This year Hillside Elementary purchase new student tables which has improved the learning environment for collaborative learning. This has made tremendous improvement to the learning environment which is positive for the wellbeing of our students.

Partnerships We have been very fortunate once again to have tremendous support from the efforts of our school council and school families. The school council is active participant in our School Development Plan. Families help fundraise to assist with a variety of school improvement initiatives such as updating our school and classroom libraries in donating books at our annual Scholastic Book Fairs and a class set of 10 mini I Pads, and a new computer for the Library. The Kids Eat Smart Program continues to be an enormous success. Student who come to school hungry have the benefits of having breakfast with their peers and teachers. On average 60% of


our students continue to avail of breakfast each morning however the individual student benefits is astounding. Student are more motivated, appear happier in school with less complaints of stomach ache and school attendance has improved. Local community businesses continue to be generous when special activities such as year-end awards and special events are scheduled. They also donate to our Kids Eat Smart Program. The Kinsmen made a donation of $500 towards the Kids Eat Smart Program. We are very proud of these partnerships and look forward to their continued support. They also provide us with many opportunities to involve the community in daily school life. Parent volunteers are a very important part of our school as well. They are very active in contributions such as volunteering around the school, book fairs, and special events such as Christmas Dinner for students and staff and the Kids Eat Smart Program, Halloween Fairs and Walkathon. This event was an overwhelming success. It is a wonderful message for students to see that the community and families believe that school is an important place for them too. This year once again we held our “Volunteer Appreciation Day” to thank all of our volunteers for their outstanding efforts with 20 volunteers in attendance. We continue to avail of community connections such as Walk to Breakfast with families, Education Week activities, Math Day coincided with 100 Day of School Celebrations, Janeway Hat Day Donations, Jamarama Day, Aliant Pioneer Group Presentation (Kindergarten ‘I Like Me’ books, school supplies & school bags for children in need, Family Literacy Day, Buddy Reading with High school students. This year Hillside Elementary students went on a Primary Field Trip to Corner Brook to Coleman’s Grocery store tour, gymnastics club & an Elementary Field Trip to Deer Lake for a day at the Hydro Plant, the Airport and a Dairy Farm.


Summary Report on the School’s Most Current Data

Provincial Assessment Data

Reading Records for Grades 1 and 2

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

Grade 1 Enrolment = 13

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

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

61.5 58.2 60.2 38.5 57.4 59.3 54.6 51.1 53.7 50.0 49.2 51.4

What do these results tell us? The 2015 Grade 1 results show us that our school is just above the region and just below the province.

The four year trend has been up and down with no consistency showing, every year except for 2012-2013, our school has been

on par with both the region and the province.


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


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


71.4 63.3 66.9 61.5 64.5 65.5 16.7 59.1 60.5 46.2 57.9 54.9

What do these results tell us? The Grade 2 Observational records show that our school preformed almost 12% below the region and

almost 9% below the province. Our four-year trend for reading has shown a steady decrease in the number of students

performing at, or above, grade level in Grade 2 but we did have an increase this year with the percentage of students reading at

or above Grade Level. The results are almost 30% higher than last year.


Provincial Assessment data by strand for grades 3, 6 and 9

Grade 3 English Language Arts


What do these results tell us? In Primary ELA 2014-2015, the results show that the school was slightly above the district and on par

with the province in Multiple Choice Reading scores. The school was below the district and province in Demand Writing and

Informational Non-Fiction scores as well for the 2014-2015 school year. Our four-year trend for reading has shown a steady increase

in the number of students performing at, or above, grade level in poetic reading.

Poetic Reading was highlighted as a deficit in our school as no students performed at grade level according to the poetic reading rubric

in 2011-2012. In Non-fiction reading there were 71.4% of the students who were at a Level 3 with the four year trend showing a

steady increase.

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


Multiple Choice

Reading 70.8 68.7 67.5 62.6 71.4 72.7 83.6 82.4 83.6

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

Demand

Writing 75.0 81.5 81.7 80.0 63.8 64.4 56.1 70.4 73.4

Poetic/Fiction 0.0 50.8 47.9 38.5 62.1 65.2 71.4 71.6 71.0

Informational

Non-Fiction 55.6 66.5 64.4 63.6 79.9 80.1 71.4 82.1 82.5


Grade 3 Mathematics


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


Multiple Choice

Number

Concepts 76.8 79.9 78.3 83.1 75.4 72.9

Number

Operations 72.9 73.5 72.5 68.9 67.9 65.5

Shape and

Space 76.4 76.6 74.8


Number

Concepts 90.9 81.3 75.9

Number

Operations 63.6 61.1 55.4

Shape &

Space 45.5 68.9 64.5

Mental Math 100.0 87.6 83.8

Problem

Solving 91.7 85.5 82.6 45.5 63.4 56.4

Reasoning 75.0 76.8 72.2 54.6 41.8 34.4

Communication 75.0 77.3 73.4 54.6 41.8 34.4

What do these results tell us?

We did not have results for the 2014-2015 school year.


Grade 6 English Language Arts


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


Multiple Choice

Reading 67.5 70.6 71.1 73.5 77.8 78.5 78.7 81.0 81.0


Demand

Writing 73.7 78.8 74.9 100.0 70.7 76.5 82.6 84.2 85.1

Poetic/Fiction 16.7 50.8 50.4 60.0 79.6 82.1 86.7 86.9 86.3

Informational

/Non-Fiction 66.7 65.5 58.6 60.0 82.7 83.6 85.7 89.0 89.2


The results tell us that our school is doing well according to the four year trend. Achievement rates have been mostly increasing since

2012 in all areas but most notably in Poetic/Fiction constructed responses from 16.7% to 86.7% this year, a 70% difference.

We are, however just a little below the region and province but it’s less than a 5% difference.


Grade 6 Mathematics


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


Multiple Choice

Number

Concepts 58.4 69.0 67.2 49.3 61.8 58.0

Number

Operations 47.4 63.2 62.4 62.2 67.4 64.1

Patterns &

Relations 51.7 57.8 54.6

Shape&

Space 77.4 73.1 69.7


Number

Concepts 73.3 68.2 61.6

Number

Operations 53.3 68.7 66.4

Patterns &

Relations 33.3 61.8 52.6

Shape &

Space 80.0 67.0 61.5

Mental Math 80.0 80.5 76.7

Problem

Solving 38.9 67.1 65.6 73.3 65.9 62.1

Reasoning 27.8 64.6 58.9 73.3 59.0 52.7

Communication 27.8 59.7 56.6 73.3 59.0 52.7


There are no results for the 2014-2015 school year.


Internal Assessment Data

Primary

Internally, the data indicates that there are areas of concern in ELA, specifically in reading and writing throughout the primary

division. Based on internal results, half of two primary classes were not reading at grade level.

The results do not correlate with our Provincial Assessments as a number of students with exemptions did not write the PA.

It was noted that often, the same students who were having difficulty with ELA were also having difficulty with Math.

All strands of Math were seen as areas of concern with the students not achieving at grade level.

Elementary

It was noted that often, the same students who were having difficulty with ELA were also having difficulty with Math.

The internal results do not correlate with the Provincial Assessments results, specifically in Grade 6. Externally, our students

performed higher in all areas of ELA.

The trend shows that writing is an area of concern right across elementary, even for those reading at grade level are not

performing where they could be.

In Math, communication and reasoning are areas of concern for elementary.


Intervention is needed in the area of Reading and Writing both at Primary & Elementary level.

Continued support involving the WTSSA pilot within primary needs to continue with an increased focus on Supplementary

Small Group.

Writing is still an area that needs ongoing focus, we need to keep up the work in writing to improve the writing within the

school.

The process standards in Math continue to be an area that we need to focus on across all divisions.


Summary of how the school development plan will address the trends indicated by the data analysis.

The school revised the School Development plan to reflect the data from both internal and external assessments and teacher

discussion.

A focus on a balanced literacy program at Hillside Elementary will be added to the School Development plan for next year to

improve reading and writing outcomes across the grades.

PD will be provided to focus on implementation of strategies to improve student performance with a focus on balanced

literacy, consistency in assessment/running records and responding to interventions.

Hillside Elementary One Year School Development Plan 2014 - 2015

Smart Goal 1: We will increase the percentage of students reading at Grade level from 68% to 75% by June

2015. Objective 1: Strategies Persons Responsible Timeline Indicators of Success

To increase the

reading level of

individual classes

by 10% as

measured by

internal

assessment.

1. Provide opportunities for reading (buddy reading,

shared reading, guided reading, DEAR, literature

circles)

2. Expose to specific reading strategies (see reading

continuum).

3. Provide opportunities to explore different text forms

(visuals, information text, poetry, magazines, songs,

chants )

4. Provide opportunities to explore different genres of

Text following school development continuum.

5. Critically respond to a variety of text by.

6. Exposure to appropriate terminology cross-

curricular. Exposed to a rich language environment

within the classroom walls via word walls, use of

various terms and modeling.

7. Model comprehension strategies (predicting,

inferring, picture walk).

8. Practice multiple choice type questions across the

curriculum throughout the year.

Classroom teachers

IRT

Sept 2014

Nov 2014

Mar 2015

June 2015

Increased students reading

levels.

Data from assessments

reflected growth.

Teachers provide reading

opportunities.

Curriculum support

provided.

Students will choose

different forms of text when

reading independently.

Students will apply

strategies.

Common reading and

writing assessment used for

each reporting period.

Assessment data shows

improvement in


9. Identify the purpose of literary text features (print

features, organizational aids, illustrations, graphic aids)

including all academic subject areas e.g.: science/social

studies.

10. Model Retelling, previewing text, skimming text,

and bring background experience into reading and

writing.

11. Model different types of questions and answers

(higher order thinking skills ensuring that we

consistently incorporate critical thinking/responding

skills)GCO7.

12. Students will be provided with timely feedback and

provide feedback to peers work, self-assessment.

13. Student will learn to identify and create the best

kinds of answers.

14. Use more of a (Q & R) question-answer strategy.

15. Schedule time in 14 day cycle for Grades 1/2,

Grades 3/4, Grades 5/6 teachers to collaborate on Goal

oriented grouping.

16. Schedule monthly divisional meetings to share

instructional/assessment strategies. (formalized)

17. Curriculum meetings to discuss common Lang

assessment approaches.

18. Generate a tracking system for individual student

assessments for Lang Arts, Profiles (Nov., March,

June).

19. Use technology (Team board, multi-point, IPad)

applications as part of the Lang Arts program.

20. Schedule common time in 14 day cycle after

school once a month for classroom teacher to

meet with IRT for co-planning &

co-teaching & to address student needs.

21. Schedule weekly meeting time “Tuesday’s”

22. Develop a team approach, a network of peer

support. Model expected independent work

habits. (1–First try yourself, 2- Ask a Friend,

3- Ask the Teacher)

comprehension.

Objective 2: Strategies Persons Responsible Timeline Indicators of Success To increase the

writing level of

1. Develop & implement grade level formative writing

prompts to establish a baseline. Classroom teachers Sept 2014


individual classes by

10% as measured by

internal assessment.

2. Monitor student learning of writing outcomes.

3. Provide students with opportunities to demonstrate

progress (journaling, demand writing, persuasive

writing, letter writing, etc.).

4. Students learn with & from each other ways to help

each other become proficient writers.

5. Use Daily Learning Activity (DLA), weekly reviews

to provide students with essential writing skills.

6. Provide parents with strategies to help their children

succeed as writers.

7. Provide students with opportunities for regular

reviews of concepts previously taught. Centers, Friday

Review, Exit Cards, Blogs, Games.


support. Model expected independent work habits. (1–

First try yourself, 2- Ask a Friend, 3- Ask the Teacher)

IRT Nov 2014

Mar 2015

June 2015

Goal Support Plan

Financial Professional Development/Time Required $300 Literacy Day Activities

$1000 Purchase Guided Reading Series K-6

Reading Levels & Leveled reading series.

Purchase Informational Books & magazines

for Resource Room

$500 PD

Purchased Daily 5 & Cafe

Plan Literacy Day Activities

PD on use of Running Records to guide Reading & Writing

Curriculum meetings twice a month

Staff meetings once per month

PD 1 Day - ELA Achievement Framework Pilot Primary (October 7th) & (1/2 Day PD New ELA(SDP)

Curriculum Grade 2 & 6 & ELA Response to Interventions Elementary/Primary)

PD 1/2 Day – ELA Response to Interventions-Elementary/Primary) (November 26 am)*

1 Day PD ELA Achievement Framework Pilot Primary + 3 Half days *

Go & Grow sessions new Kindergarten teacher (October 15th)

PD 1 Day- October 6 -Data Day & PGP pm

PD-1/2 day May pm –PGP & SDP 2015-2016

Operational Issues for 2014-15

Operational Issues Intended Action


Smart Goal 2: We will increase the percentage of student’s Math level for Number Sense from 68% to

75% by June 2015. Objective Strategies Persons Responsible Timeline Indicators of Success

To increase the

math level of

individual

classes by 10%

as measured by

internal

assessment.

1. Use collaborative formative assessments &

administer them at the completion of each

unit.

2. Provide daily math activities/games/centers

to focus on basic numeracy outcomes.

3. Improve numeracy & awareness of math

applications in everyday life.

4. Share reasoning & communication

strategies.

5. Directly model expected answers using a

rubric.

6. Incorporate mental math strategies into

morning routines.

7. Increase the usage of math language during

the instructional day.

8. Display math word wall in visible area in

all classrooms to promote proper math

language. 9. Schedule time in 14 day cycle for Grades 1/2, Grades

3/4, Grades 5/6 to collaborate on.


instructional/assessment strategies.

11. Curriculum meetings to discuss common Math



assessments for Math (Nov., Mar, June).

13. Increase the use of relevant Team board and IPad

technologies in the classroom.


Classroom teachers

IRT

Sept 2014

Nov 2014

Mar 2015

June 2015

Student independence

in completing task.

Students using proper

math language without

prompting.


reflected growth.


improvement in

comprehension in math.

Self- awareness of what

tools/strategies they

need to be successful

(manipulative,

modeling, mental

math).


reviews of concepts previously taught.

Goal Support Plan

Financial Professional Development/Time Required

$300 Math Day Activities Plan Math Day Activities



Math Itinerant support Seek support

Smart Goal 3: We will increase the percentage of students in the school who feel safe and cared for from

72% as indicated in Grade 2 & 5 School Climate Survey to 80% by June 2015. Objective Strategies Persons Responsible Timeline Indicators of Success

To obtain

baseline data on

how safe &

caring the

students perceive

their school to be

through a student

survey in Sept.

2014 & June

2015.

1. Develop a baseline student survey.

2. Expand teacher overall understanding of

inclusionary practices through presentations &

professional literature.

3. Foster school community through PBIS by

encouraging students to support each other.

4. Use PBIS in the school community to

highlight & promote safe & caring learning

environments.

5. Promote safe/caring behavior & responsible

decision making within the school

community.

6. Provide opportunities for buddy learning by

utilizing cross-divisional groupings (K-6)

Classroom teachers

Guidance

Administration

IRT

Sept 2015

June 2014

Student positive

interactions.

Increased # of ‘caught

caring’ cards

presented to students.

An identified decrease

in the frequency of

incident reports.

Scheduled teacher

collaboration.

Lower percentage of

school discipline

reports.

Goal Support Plan


$300 PBIS Incentives

Parent/Curriculum Night Information Session (September 17th)

Roots of Empathy Training PD for IRT or Guidance Counselor


Public Health Visits/Information Sessions ( Diabetic Training & Epi-pen Training-

September 30th)

PD 2 Days -Phase 6 Inclusion Model September 2014 (September 29/30) + 30 Substitute

Hours

Digital Citizenship




Report on School Development Plan for Previous Year

Goal 1. We will increase the percentage of students reading at Grade level from 68% to 75% by June 2015

Objective 1.1 To increase the reading level

of individual classes by 10% as measured by internal assessment.

Objective 1.2 To increase the writing level of

individual classes by 10% as measured by internal assessment.

Objective 1.3

Evaluation 1.1

Based upon the internal data, our goal was

not achieved. Most classes are at 50%

achievement rate of reading level in

Primary and less than 75% in Elementary.

We need to continue our focus in this area.

Evaluation 1.2

Based upon the internal data, our goal was

not achieved. Our plan will continue to

focus on this objective.

Evaluation 1.3


Goal 2. We will increase the percentage of student’s Math level for Number Sense from 67% to 75% by June 2014.

Objective 2.1 To increase the math level of


Objective 2.2 Objective 2.3

Evaluation 2.1

Based upon our internal data, our school

did not achieve this goal in either Primary

or Elementary. This will continue to be a

goal for our School Development Plan

going forward.

Evaluation 2.2 Evaluation 2.3

Goal 3. We will increase the percentage of students in the school who feel safe and cared for from 72% as indicated in Grade 2 & 5

School Climate Survey to 80% by June 2014.

Objective 3.1 To obtain baseline data on

how safe & caring the students perceive their school to be through a student survey in Sept. 2013 & June 2014.


Evaluation 3.1

This goal was not achieved as we did not

complete a full school survey. It will be

carried forward to next year’s plan.

Evaluation 3.2 Evaluation 3.3


Actions for Change

Goal 1. : We will increase the percentage of students reading at Grade level from 68% to 75% by June 2016.

Objective 1.1 To increase the reading level of

individual classes by 10% as measured by internal

assessment.

Objective 1.2 To increase the writing level of


Objective 1.3

Actions for Change 1.1 The following

strategies were deleted or revised in the

new plan.

13. Student will learn to identify and

create the best kinds of answers. Teachers

felt they were all working on this.

15. Schedule time in 14 day cycle for

Grades 1/2, Grades 3/4, Grades 5/6

teachers to collaborate on Goal

Oriented grouping. This was deleted due

to a loss of IRT time which was needed to

support this initiative.

8. Practice multiple choice type questions

across the curriculum throughout the year.

9. Identify the purpose of literary text

features (print features, organizational

aids, illustrations, graphic aids) including

all academic subject areas e.g.:

science/social studies. A re-focus on cross

curricular was added to these strategies.

Actions for Change 1.2

1. Develop & implement grade level

formative writing prompts to establish a

baseline once a term was changed to be

more precise.

2. Monitor student learning of writing

outcomes was deleted as it is expected that

all teachers are doing that as part of their

required duties.

4. Use the Six Traits of writing to provide

students with essential writing skills was

added to re-focus a teaching of the traits of

writing.



Goal 2. We will increase the percentage of student’s Math level for Number Sense from 68% to 75% by June 2015.

Objective 2.1 To increase the math level of




1. Use varied assessments to be

administered throughout the unit. This

strategy was changed to throughout the

units to reflect ongoing assessments.

3. Improve numeracy & awareness of math

applications in everyday life was changed

to applying concepts to everyday life.

4. Share reasoning & communication

strategies was changed to include oral and

written form.

9. Schedule time in 14 day cycle for Grades

1/2, Grades 5/6, and Grades 5/6 to

collaborate was deleted due to a loss of IRT

time which was needed to support this

initiative.

Actions for Change 2.2 Actions for Change 2.3


Goal 3. We will increase the percentage of students in the school who feel safe and cared for from 72% as indicated in Grade 2 & 5

School Climate Survey to 80% by June 2015.

Objective 3.1 To obtain baseline data on

how safe & caring the students perceive their school to be through a student survey in Sept. 2013 & June 2014.



1. Develop a baseline student survey was

changed to include a more precise timeline.

2. Expand teacher overall understanding of

inclusionary practices was added promote

knowledge of inclusion for teachers. The following strategies were added to this

goal for 2015-2016: 6. Implement Inclusionary practices into

individual classrooms.

7. Review Safe and Caring Matrix with

students.

8. PD on Mental Wellness

9. Provide Lunchtime Clubs

10. Provide Recess/lunchtime games &

activities to include all students who stay for

lunch in school activities.

Actions for Change 3.2 Actions for Change 3.3


School Development Plan for Current Year

One Year School Development Plan

School Development Plan 2015- 2016

Shared Mission: High levels of learning for all.

School Goal(s): We will improve student achievement in all subject areas as measured by school, district and provincial indicators.

Smart Goal 1: We will increase the percentage of students reading at Grade level from 68% to 75% by June 2016.

Objective 1: Strategies Persons Responsible Timeline Indicators of Success

To increase the

reading level of


10% as measured by


1. Provide opportunities for reading (buddy reading,

shared reading, guided reading, DEAR, literature

circles, book clubs, DAILY 5)

2. Expose to specific reading strategies (see reading

continuum, First Steps).

3. Provide opportunities to explore different text forms

(visuals, informational text, poetry, magazines, songs,

Chants, various media such as blogs and websites)

4. Provide opportunities to explore different genres of

Text following school development continuum.

5. Exposure to appropriate terminology cross-

Curricular. Exposed to a rich language environment

within the classroom walls via word walls, anchor

charts use of various terms and modeling.

6. Model comprehension strategies (i.e.: predicting,

inferring, picture walk).

7. Practice reading and writing multiple choice type

questions across the curriculum throughout the year.

8. Identify the purpose of literary text features (print

features, organizational aids, illustrations, graphic aids)

cross curricular.

9. Model different types of questions and answers

(higher order thinking skills ensuring that we

consistently incorporate critical thinking/responding

skills) GCO7.

10. Students will be provided with timely feedback

Classroom teachers

IRT

Sept 2015

Nov 2015

Mar 2016

June 2016

Increased students reading

levels.


reflected growth.

Teachers provide reading

opportunities.

Curriculum support

provided.

Students will choose

different forms of text when

reading independently.

Students will apply

strategies.

Common reading and

writing assessment used for

each reporting period.


improvement in

comprehension.


(teacher, peer and self-assessment)

11. Consistently use a (Q & R) question-answer

strategy.


Instructional/assessment strategies. (formalized with

minutes)

13. Curriculum meetings to discuss common Lang

assessment approaches.(K-3 Pilot)


assessments for Lang Arts, Profiles (Nov., March,

June).

15. Use technology (Team board, multi-point, IPad)

applications as part of the Lang Arts program.

16. Schedule common time in 14 day cycle after

school once a month for classroom teacher to

meet with IRT for co-planning &

co-teaching & to address student needs.

17. Schedule weekly meeting time “Tuesday’s”


support. Model expected independent work

habits. (1–First try yourself, 2- Ask a Friend,

3- Ask the Teacher)

19. Provide opportunities to enrich students listening

skills online (Epic)

Objective 2: Strategies Persons Responsible Timeline Indicators of Success

To increase the

writing level of


10% as measured by


1. Develop & implement grade level formative writing

prompts to establish a baseline, once a term.

2. Provide students with opportunities to demonstrate

progress (journaling, demand writing, persuasive

writing, letter writing, DAILY 5, etc.).

3. Students will be provided with timely feedback

(teacher, peer and self-assessment) Feedback needs to

be modelled by teacher first.

4. Use the Six Traits of writing to provide students with

essential writing skills.

5. Provide parents with strategies to help their children

succeed as writers.


reviews of concepts previously taught. (Centers, Exit

Cards, Blogs, Games).

Classroom teachers

IRT

Sept 2015

Nov 2015

Mar 2016

June 2016


7. Develop a team approach, a network of peer support

when completing independent work. (1–First try

yourself, 2- Ask a Friend, 3- Ask the Teacher)

Goal Support Plan


$300 Literacy Day Activities

$1000 Purchase Guided Reading Series K-6

Reading Levels & Leveled reading series.

Purchase Informational Books & magazines

for Resource Room

$500 PD

Plan Literacy Day Activities

Curriculum meetings twice a month

Staff meetings once per month

PD 1 Day - ELA Achievement Framework Pilot Primary

Curriculum Grade 3 ELA Response to Interventions Elementary/Primary)

PD 1/2 Day – ELA Response to Interventions-Elementary/Primary)

1 Day PD ELA Achievement Framework Pilot Primary + 3 Half days *

Go & Grow

PD Guided Reading and Guided Writing, DAILY 5

PD 1 Day-Data Day & PGP pm

PD-1/2 day May pm –PGP & SDP 2015-2016

PD - K-12 CDLI site



Smart Goal 2: We will increase the percentage of student’s Math level for Number Sense from 68% to 75% by June 2016.

Objective Strategies Persons Responsible Timeline Indicators of Success

To increase the math

level of individual

classes by 10% as

measured by internal

assessment.

1. Use varied assessments to be administered

throughout the unit.

2. Provide math activities/games/centers to focus on

basic numeracy outcomes.

3. Improve numeracy & awareness of math applications

by applying concepts to everyday life.

4. Students will share reasoning & communication

strategies in both oral and written form.

5. Inform students of the outcomes that are being

covered during a lesson and make references

throughout the lesson.

5. Directly model expected answers using a rubric.

Classroom teachers

IRT

Students

Sept 2015

Nov 2015

Mar 2016

June 2016

Student independence in

completing task.

Students using proper math

language without prompting.


reflected growth.


improvement in

comprehension in math.

Self- awareness of what

tools/strategies they need to

be successful (manipulative,


6. Incorporate mental math strategies into morning

routines.

7. Increase the usage of math language during the

instructional day.

8. Display math word wall in visible area in all

classrooms to promote proper math language.

9. During Monthly staff meetings, include time to share

divisional instructional and assessment

strategies.

10. Curriculum meetings to discuss common Math



assessments for Math (Nov., Mar, June).

12. Increase the use of relevant Team board and IPad

technologies in the classroom.


reviews of concepts previously taught.

14. Provide opportunities for participation in online

math games & competitions.

modeling, mental math).

Goal Support Plan


$300 Math Day Activities

$300 100 Day Activities

$75 online Math Games

Plan Math Day Activities

Continue 100 Day Activities



Math Itinerant support Seek support


Smart Goal 3: We will increase the percentage of students in the school who feel safe and cared for from 72% as indicated in Grade 2 & 5 School Climate

Survey to 80% by June 2016.

Objective Strategies Persons Responsible Timeline Indicators of Success

To obtain baseline

data on how safe &

caring the students

perceive their school

to be through a

student survey in

Sept. 2015 & June

2016.

1. Develop a baseline student survey to be administered

at the end of Term 1 and 3.

2. Foster school community through PBIS by

encouraging students to support each other.

3. Use PBIS in the school community to highlight &

promote safe & caring learning environments.

4. Promote safe/caring behavior & responsible decision

making within the school community by using the

Second Steps resource.

5. Provide opportunities for buddy learning by utilizing

cross-divisional groupings (K-6)

6. Implement Inclusionary practices into individual

classrooms.

7. Review Safe and Caring Matrix with students.

8. PD on Mental Wellness

9. Provide Lunchtime Clubs

10. Provide Recess/lunchtime games & activities to

include all students who stay for lunch in school

activities.

Classroom teachers

Guidance

Administration

IRT

Students

Sept 2015

June 2016

Student positive

interactions.

Increased # of ‘caught

caring’ cards presented to

students.

An identified decrease in

the frequency of incident

reports.

Scheduled teacher

collaboration.

Lower percentage of

school discipline reports.

Goal Support Plan


$300 PBIS Incentives

$ ??? Safe and Caring Matrix Banner

Parent/Curriculum Night Information Session

Roots of Empathy Training PD for IRT or Guidance Counselor

Digital Citizenship

Mental Wellness



$500 for Lunchtime Clubs

$1500 for Field Trips

$500 for Inclusion(Game/Resources)

Share PD on Gifted & Talented

Continue Kids Eat Smart Breakfast & activities.

Continue Active School Sports & Walk to school events.

Continue Year End Family Day

Provide opportunities for games/activities recess & lunchtime

Continue offering various lunchtime clubs in Sports/Art/Crafts/Wellness Yoga

Continue offering year end Kindergarten/Primary/Elementary Field Trips

Continue with Christmas/Spring Concerts

Continue with Halloween Fair/Christmas Dinner/Valentine’s Day Events

hillside elementary 300-154 annual school development report · 300-154 annual school development...

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