planning for success - sd20 survey data for 2010-11, our success plan and of course some contextual...

JL Crowe Secondary: Planning for Success

...The Place To Be

Introduction

your EDUCATION your DISCOVERY

The Place To Be

ii

In the fall of 2012, one of our students coined the phrase, “JL Crowe, the place to be,” and it has been adopted as something of school motto by many of our students and staff. JL Crowe is a great place to work, to learn, to make mistakes, to grow and sometimes ... to be.

The reader will find information regarding our student achievement levels, graduation rates, grade to grade transition, class-size and composition, our satisfaction survey data for 2010-11, our success plan and of course some contextual information to enhance the reader’s connection to the data.

The information in this book is intended to provide the reader with some insight and understanding of what makes JL Crowe ‘the place to be’.

David DeRosa, Principal

Chapter 1

Context

“Education is the most powerful weapon which you can use to change the world.”

– Nelson Mandela


JL Crowe Secondary School is a grade eight through grade 12 education institution. JL Crowe has a long history of excellence in academics, athletics, fine arts and community interaction in the greater Trail area. JL Crowe is a relatively new building that opened in September 2009. The original 'Crowe' was built in 1952 and housed a number of configurations including a grade 10 to 12, a grade 9 through 12, and the current configuration which is grade 8 to 12. The last graduating class from that building was the grad class of 2009.

JL Crowe currently has a student population of 753. The school, like many schools in School District No. 20, has experienced declining enrollment for the past 10 years. Although the student population is significantly reduced from years in the past, we are still able to provide our students with an excellent choice of education programs and electives across all grade levels. Our students are able to select from a broad range of academic, fine arts, applied technology, leadership, hockey and outdoor education academies, and community work experience courses and programs.

JL Crowe students are able to access a significant number of different educational resources in many

Section 1

IN THIS SECTION

1. JL Crowe Secondary School is a grade eight through grade 12 education institution.

2. JL Crowe currently has a student population of 753.

3. JL Crowe students are able to access a significant number of different educational resources in many different formats.

4. Students with learning challenges are able to access a number of different assistive technologies.

5. JL Crowe continues to work towards reducing its carbon footprint through many innovative practices.

Context and Background

5

different formats. Students are encouraged to bring their own handheld technologies with them to school and to their classes. To support this we have a restricted Wi-Fi network that students may access using the login and passwords that provide

access to regular computer networks as well. Teachers have access to a number of computer labs as well as two iPad carts that, with the support of our PAC, provide full class sets of iPads for students. Although technology can play a role in differentiating instruction, JL Crowe teachers are leaders and innovators in many areas of classroom instruction, assessment for learning and differentiation.

Students with learning challenges are able to access a number of different assistive technologies, such as dictation tools, Kurzweil, computer-based learning resources and more. Our philosophy of student independence and integration ensures that their learning is facilitated where necessary but they're given the opportunity to demonstrate their independent abilities as they grow and mature. As lifelong learners ourselves, JL Crowe staff regularly model and promote the importance of finding

answers and solutions in multiple ways and from multiple sources. The best example of where this takes place regularly is our Learning Commons, also known as the library. Students have access to a spectrum of information and professional support.

JL Crowe continues to work towards reducing its carbon footprint through many innovative practices. We no longer produce thousands and thousands of pieces of paper for report cards, newsletters or other paper-based messages. In fact we have reduced our total paper consumption by almost 5 tons in the last five years! Through the use of innovative tools such as Twitter, email list-serves and Edmodo, parents can choose to receive real-time instant updates from the school and from their

children's teachers directly through their computers or hand-held devices such as cell phones or tablets.

6

Chapter 2

Statistics and Data 2011-12

“We must be careful not to confuse data with the abstractions we use to analyze them”

– William James


Each year we are obligated to report several different school based educational measures to the ministry of education.

One of these measures is the size of all of our classes and their composition. The composition is described by the number of students in a class that have been identified, based on ministry criteria, and have an individualized education plan.

The following pages outline this information for JL Crowe classes for the 2011/2012 school year.

Section 1

IN THIS SECTION

TOUCH THE LINKS FOR MORE DETAIL

1. Main ministry data page for JL Crowe

2. Full Class Size and Composition Report

Overview of Class Size and Composition

8

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

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

http://www.bced.gov.bc.ca/reports/pdfs/class_size/2011/02011012.pdf

http://www.bced.gov.bc.ca/reports/pdfs/class_size/2011/02011012.pdf

This class size data are current as of September 30, 2011 and have been verified by school districts.

02011012 J Lloyd Crowe Secondary

Overview of Class Size and Composition in

British Columbia Public Schools2011/12

December 2011Information Department

School Class Sizes

02011012 J Lloyd Crowe SecondarySource: Class size data collection (as of September 30) from standard BC public schools.

0

10

20

30

Num

ber o

f Cla

sses

Number of Students in Class

Grades 8-12 Class Sizes

December 2011 Overview of Class Size and Composition in BC Public Schools 2011/12 Page 1December 2011 Overview of Class Size and Composition in BC Public Schools 2011/12 Page 1

School - Average Class Size


Kindergarten Grade 1 - 3 Grade 4 - 7 Grade 8 - 12- - - 25.0

Kindergarten Grade 1 - 3 Grade 4 - 7 Grade 8 - 1218.3 20.5 26.4 24.5

Kindergarten Grade 1 - 3 Grade 4 - 7 Grade 8 - 1218.5 20.6 25.9 25.0

17

181

Number of Reported Classes in School with more than 30 Students 6

Number of Reported Classes with Assigned Education Assistants

Number of Reported Classes in School

School - Average Class Size

District - Average Class Size

Province - Average Class Size

December 2011 Overview of Class Size and Composition in BC Public Schools 2011/12 Page 2


KH KF 1 2 3 4 5 6 7 8 9 10 11 12 Total

DRAMA 8 (03) - - - - - - - - - 24 - - - - 24 N 2 - -DRAMA 8 (04) - - - - - - - - - 21 - - - - 21 N 3 - -ENGLISH LANGUAGE ARTS 8 (01) - - - - - - - - - 28 - - - - 28 Y 6 - -ENGLISH LANGUAGE ARTS 8 (02) - - - - - - - - - 25 - - - - 25 N - - -ENGLISH LANGUAGE ARTS 8 (03) - - - - - - - - - 27 - - - - 27 N 1 - -ENGLISH LANGUAGE ARTS 8 (04) - - - - - - - - - 25 - - - - 25 N 1 - -ENGLISH LANGUAGE ARTS 8 (05) - - - - - - - - - 28 - - - - 28 N 2 - -FRENCH 8 (01) - - - - - - - - - 29 - - - - 29 N 4 - -FRENCH 8 (02) - - - - - - - - - 22 - - - - 22 N 2 - -FRENCH 8 (03) - - - - - - - - - 30 - - - - 30 N 1 - -FRENCH 8 (04) - - - - - - - - - 25 - - - - 25 N 3 - -FRENCH 8 (05) - - - - - - - - - 25 - - - - 25 N - - -HEALTH AND CAREER EDUCATION 08 (02) - - - - - - - - - 21 - - - - 21 N - - -HEALTH AND CAREER EDUCATION 08 (03) - - - - - - - - - 24 - - - - 24 N 2 - -HEALTH AND CAREER EDUCATION 08 (03) - - - - - - - - - 21 - - - - 21 N 3 - -HEALTH AND CAREER EDUCATION 08 (04) - - - - - - - - - 22 - - - - 22 N - - -HOME ECONOMICS 8 (03) - - - - - - - - - 22 - - - - 22 N - - -HOME ECONOMICS 8 (03) - - - - - - - - - 21 - - - - 21 N 3 - -HOME ECONOMICS 8 (04) - - - - - - - - - 22 - - - - 22 N - - -HOME ECONOMICS 8 (04) - - - - - - - - - 21 - - - - 21 N 2 - -Hockey Academy 01 - - - - - - - - - 10 3 1 5 2 21 N - - -INFORMATION TECHNOLOGY 8 (02) - - - - - - - - - 21 - - - - 21 N - - -INFORMATION TECHNOLOGY 8 (03) - - - - - - - - - 24 - - - - 24 N 2 - -MATHEMATICS 8 (01) - - - - - - - - - 26 - - - - 26 N 1 - -MATHEMATICS 8 (02) - - - - - - - - - 22 - - - - 22 N 3 - -MUSIC 8 (03) - - - - - - - - - 24 - - - - 24 N 2 - -MUSIC 8 (04) - - - - - - - - - 21 - - - - 21 N 3 - -PHYSICAL EDUCATION 8 (01) - - - - - - - - - 29 - - - - 29 N 3 - -PHYSICAL EDUCATION 8 (01) - - - - - - - - - 20 - - - - 20 N 1 - -PHYSICAL EDUCATION 8 (02) - - - - - - - - - 24 - - - - 24 N 2 - -PHYSICAL EDUCATION 8 (02) - - - - - - - - - 30 - - - - 30 N 1 - -PHYSICAL EDUCATION 8 (03) - - - - - - - - - 17 - - - - 17 N 3 - -SCIENCE 8 (01) - - - - - - - - - 27 - - - - 27 N - - -SCIENCE 8 (02) - - - - - - - - - 28 - - - - 28 N 1 - -

Total Number of Students

Entitled to an IEP

Total Numberof Gifted Students

School Class Size and Composition

Class Has EA

Total Number of ESL/ESD

Students

Number of Students by GradeDivision / Class



KH KF 1 2 3 4 5 6 7 8 9 10 11 12 Total


Entitled to an IEP



Class Has EA


Students


SCIENCE 8 (03) - - - - - - - - - 26 - - - - 26 N 3 - -SOCIAL STUDIES 8 (01) - - - - - - - - - 28 - - - - 28 N - - -SOCIAL STUDIES 8 (02) - - - - - - - - - 26 - - - - 26 N 3 - -SOCIAL STUDIES 8 (03) - - - - - - - - - 26 - - - - 26 N 1 - -SOCIAL STUDIES 8 (04) - - - - - - - - - 24 - - - - 24 Y 4 - -SOCIAL STUDIES 8 (05) - - - - - - - - - 28 - - - - 28 N 1 - -TECHNOLOGY EDUCATION 8 (01) - - - - - - - - - 24 - - - - 24 N 4 - -TECHNOLOGY EDUCATION 8 (01) - - - - - - - - - 24 - - - - 24 N 4 - -TECHNOLOGY EDUCATION 8 (01) - - - - - - - - - 24 - - - - 24 N 4 - -TECHNOLOGY EDUCATION 8 (01) - - - - - - - - - 24 - - - - 24 N 4 - -TECHNOLOGY EDUCATION 8 (02) - - - - - - - - - 22 - - - - 22 N - - -TECHNOLOGY EDUCATION 8 (02) - - - - - - - - - 22 - - - - 22 N - - -TECHNOLOGY EDUCATION 8 (04) - - - - - - - - - 21 - - - - 21 N 2 - -TECHNOLOGY EDUCATION 8 (04) - - - - - - - - - 21 - - - - 21 N 2 - -VISUAL ARTS 8 (03) - - - - - - - - - 22 - - - - 22 N - - -VISUAL ARTS 8 (04) - - - - - - - - - 21 - - - - 21 N 2 - -ENGLISH LANGUAGE ARTS 9 (01) - - - - - - - - - - 24 - - - 24 N - - -ENGLISH LANGUAGE ARTS 9 (02) - - - - - - - - - - 30 - - - 30 Y 5 - -ENGLISH LANGUAGE ARTS 9 (03) - - - - - - - - - - 17 - - - 17 N 2 - -ENGLISH LANGUAGE ARTS 9 (04) - - - - - - - - - - 23 - - - 23 N 2 - -ENGLISH LANGUAGE ARTS 9 (05) - - - - - - - - - - 25 1 - - 26 Y 7 - -ENGLISH LANGUAGE ARTS 9 (06) - - - - - - - - - - 30 - - - 30 N 2 - -FRENCH 9 (01) - - - - - - - - - 1 19 - - - 20 N - - -FRENCH 9 (02) - - - - - - - - - 1 27 - - - 28 N 1 - -FRENCH 9 (03) - - - - - - - - - - 18 - - - 18 N - - -HOME ECONOMICS 9 (01) - - - - - - - - - - 27 - - - 27 N 3 - -HOME ECONOMICS 9 (01), LD HOME ECONOMICS - - - - - - - - - - 24 - - 1 25 N 4 - -HOME ECONOMICS 9 (02) - - - - - - - - - - 28 - - - 28 N 1 - -Health and Career 9 01 - - - - - - - - - - 30 - - - 30 N 3 - -Health and Career 9 02 - - - - - - - - - - 24 - - - 24 N 3 - -Health and Career 9 03 - - - - - - - - - - 23 - - - 23 N - - -Health and Career 9 04 - - - - - - - - - - 26 - - - 26 N 5 - -Health and Career 9 05 - - - - - - - - - - 22 - - - 22 N - - -Health and Career 9 06 - - - - - - - - - - 24 - - - 24 N 7 - -



KH KF 1 2 3 4 5 6 7 8 9 10 11 12 Total


Entitled to an IEP



Class Has EA


Students


Hockey Academy 02 - - - - - - - - - 4 12 - - - 16 N 2 - -INFORMATION TECHNOLOGY 9 (01) - - - - - - - - - - 29 - - - 29 N 4 - -LD PHYSICAL EDUCATION 10 (1), LD PHYSICA - - - - - - - - - - 23 1 1 - 25 N 2 - -LD SOCIAL STUDIES 11 (1), SOCIAL STUDIES - - - - - - - - - - 18 - 5 - 23 N 5 - -MATHEMATICS 9 (01) - - - - - - - - - - 24 - - - 24 Y 3 - -MATHEMATICS 9 (02) - - - - - - - - - - 24 - - - 24 N 1 - -MATHEMATICS 9 (03) - - - - - - - - - - 25 - 1 - 26 N 2 - -PHYSICAL EDUCATION 9 (01) - - - - - - - - - - 26 - - - 26 N 5 - -PHYSICAL EDUCATION 9 (02) - - - - - - - - - - 22 - - - 22 N 5 - -PHYSICAL EDUCATION 9 (02) - - - - - - - - - - 19 - - - 19 N 2 - -PHYSICAL EDUCATION 9 (03) - - - - - - - - - - 23 - - - 23 N 2 - -PHYSICAL EDUCATION 9 (03) - - - - - - - - - - 20 - - - 20 N 2 - -SCIENCE 9 (01) - - - - - - - - - - 22 - - - 22 N - - -SCIENCE 9 (02) - - - - - - - - - - 20 - - - 20 Y 9 - -SCIENCE 9 (03) - - - - - - - - - - 30 - - - 30 N 1 - -SOCIAL STUDIES 9 (01) - - - - - - - - - - 30 - - - 30 N 3 - -SOCIAL STUDIES 9 (02) - - - - - - - - - - 27 - - - 27 N 3 - -SOCIAL STUDIES 9 (03) - - - - - - - - - - 17 - - - 17 N 2 - -SOCIAL STUDIES 9 (05) - - - - - - - - - - 30 - - - 30 Y 6 - -SOCIAL STUDIES 9 (06) - - - - - - - - - - 27 1 - - 28 N 3 - -SPANISH 9 (01) - - - - - - - - - - 23 - - - 23 N - - -SPANISH 9 (02) - - - - - - - - - - 23 - - - 23 N - - -TECHNOLOGY EDUCATION 9 (01) - - - - - - - - - - 26 - - - 26 Y 7 - -TECHNOLOGY EDUCATION 9 (01) - - - - - - - - - - 26 - - - 26 Y 5 - -TECHNOLOGY EDUCATION 9 (01) - - - - - - - - - - 25 - - - 25 Y 5 - -TECHNOLOGY EDUCATION 9 (01) - - - - - - - - - - 24 - - - 24 Y 7 - -TECHNOLOGY EDUCATION 9 (02) - - - - - - - - - - 22 - - - 22 N 4 - -TECHNOLOGY EDUCATION 9 (02) - - - - - - - - - - 25 - - - 25 N 3 - -TECHNOLOGY EDUCATION 9 (03) - - - - - - - - - - 18 - - - 18 N 2 - -VISUAL ARTS 9 (01) - - - - - - - - - - 30 - - - 30 N 3 - -VISUAL ARTS 9 (02) - - - - - - - - - - 27 - - - 27 N 2 - -ENGLISH 10 (01) - - - - - - - - - - - 27 2 - 29 N 2 - -ENGLISH 10 (02) - - - - - - - - - - - 27 1 - 28 N 2 - -ENGLISH 10 (03) - - - - - - - - - - - 17 2 - 19 N 2 - -



KH KF 1 2 3 4 5 6 7 8 9 10 11 12 Total


Entitled to an IEP



Class Has EA


Students


FOODS AND NUTRITION 10 (01) - - - - - - - - - - - 30 - - 30 Y 5 - -FOUNDATIONS OF MATH AND PRE-CALCULUS 10 - - - - - - - - - - - 31 - - 31 N 1 - -FOUNDATIONS OF MATH AND PRE-CALCULUS 10 - - - - - - - - - - - 25 5 - 30 N 1 - -LD TECHNOLOGY EDUCATION 10 (1), TECHNOLO - - - - - - - - - - - 25 - - 25 Y 6 - -METAL FAB. & MACHINING 12:ADVANCED FAB. - - - - - - - - - - - 13 - 2 15 N - - -PHYSICAL EDUCATION 10 (01) - - - - - - - - - - - 26 - - 26 N 2 - -PHYSICAL EDUCATION 10 (02) - - - - - - - - - - 1 25 - - 26 N 6 - -PHYSICAL EDUCATION 10 (03) - - - - - - - - - - - 30 - - 30 N 1 - 1PHYSICAL EDUCATION 10 (04) - - - - - - - - - - - 30 - - 30 N 4 - -PHYSICAL EDUCATION 10 (05) - - - - - - - - - - - 28 - - 28 N - - -PLANNING 10 (01) - - - - - - - - - - - 30 - - 30 N 1 - 1PLANNING 10 (02) - - - - - - - - - - - 30 - - 30 N 4 - -PLANNING 10 (03) - - - - - - - - - - - 29 - - 29 N - - -PLANNING 10 (04) - - - - - - - - - - - 25 - - 25 N 2 - -PLANNING 10 (05) - - - - - - - - - - 1 24 - - 25 N 6 - -SCIENCE 10 (01) - - - - - - - - - - - 16 1 - 17 N 2 - -SCIENCE 10 (02) - - - - - - - - - - - 29 - - 29 N 2 - -SCIENCE 10 (03) - - - - - - - - - - - 24 4 1 29 N 3 - 1SCIENCE 10 (06) - - - - - - - - - - - 15 3 - 18 N 1 - -SOCIAL STUDIES 10 (01) - - - - - - - - - - - 25 4 1 30 N 1 - -SOCIAL STUDIES 10 (02) - - - - - - - - - - - 16 4 - 20 N 4 - -SOCIAL STUDIES 10 (03) - - - - - - - - - - - 29 1 - 30 N 1 - 1SPANISH 10 (01) - - - - - - - - - - - 31 - - 31 N 1 - 1TECHNOLOGY EDUCATION 10:ELECTRONICS (01) - - - - - - - - - - 1 24 - - 25 N 5 - -VISUAL ARTS 10: GENERAL (01) - - - - - - - - - - 1 18 - - 19 N 1 - -APPRENTICESHIP AND WORKPLACE MATH 11 (01 - - - - - - - - - - - 1 15 1 17 N - - -APPRENTICESHIP AND WORKPLACE MATH 11 (02 - - - - - - - - - - - - 17 9 26 Y 4 - -ART FOUNDATIONS 11 (01), ART FOUNDATIONS - - - - - - - - - - - - 19 7 26 N 3 - -BA COMMUNICATIONS, CMNCTN TECHNLGS 11A ( - - - - - - - - - - - - 15 7 22 N 1 1 -BA COMMUNICATIONS, CMNCTN TECHNLGS 11C ( - - - - - - - - - - - - 16 6 22 N 1 - -BA HOME ECONOMICS 11A (01) - - - - - - - - - - - - 14 8 22 N - - -BA INTERPERSONAL SKILLS 11A (01), BA IN - - - - - - - - - - - - 21 3 24 N - - -BIOLOGY 11 (01) - - - - - - - - - - - - 21 6 27 N 1 1 -BIOLOGY 11 (02) - - - - - - - - - - - - 29 1 30 N - - -



KH KF 1 2 3 4 5 6 7 8 9 10 11 12 Total


Entitled to an IEP



Class Has EA


Students


CARPENTRY & JOINERY 11 (03), CARPENTRY & - - - - - - - - - - - - 13 8 21 N 3 1 -CHEMISTRY 11 (01) - - - - - - - - - - - - 20 4 24 N - - -CHEMISTRY 11 (02) - - - - - - - - - - - - 27 3 30 N 1 1 -Cross Training 02 - - - - - - - - - - - 6 22 2 30 N 1 - 1ELECTRONICS 11 (01), ELECTRONICS 12 (01) - - - - - - - - - - - - 16 13 29 N 3 1 -ENGLISH 11 (01) - - - - - - - - - - - - 22 3 25 N 2 - -ENGLISH 11 (02) - - - - - - - - - - - - 24 2 26 N - - -ENGLISH 11 (03) - - - - - - - - - - - 1 26 2 29 N 2 - -FRENCH 11 (01) - - - - - - - - - - - - 23 - 23 N 1 - -METAL FABRICATION AND MACHINING 11 (01), - - - - - - - - - - - - 10 6 16 N 3 - -PHYSICS 11 (01) - - - - - - - - - - - 1 21 9 31 N 2 - -PRE-CALCULUS 11 (01) - - - - - - - - - - - - 26 3 29 N 2 - -PRE-CALCULUS 11 (02) - - - - - - - - - - - - 26 4 30 N 3 - -SOCIAL STUDIES 11 (01) - - - - - - - - - - - - 14 1 15 N 1 - -SOCIAL STUDIES 11 (02) - - - - - - - - - - - - 17 - 17 N 1 - -SOCIAL STUDIES 11 (03) - - - - - - - - - - - - 28 2 30 N 2 - -SOCIAL STUDIES 11 (04) - - - - - - - - - - - 1 29 - 30 N 1 - -SPANISH 11 (01) - - - - - - - - - - - 1 20 1 22 N 1 - -SUSTAINABLE RESOURCES 11 (01) - - - - - - - - - - - - 16 12 28 Y 4 - -Strength Training 05 - - - - - - - - - - - 7 17 6 30 N - - -Strength Training Off TT 01 - - - - - - - - - - - - 22 6 28 N 2 - -Strength Training Off TT 03 - - - - - - - - - - - - 27 5 32 N 2 - -APPLICATIONS OF MATHEMATICS 12 (01) - - - - - - - - - - - - - 30 30 N 1 - -BIOLOGY 12 (01) - - - - - - - - - - - - - 25 25 N - - -BIOLOGY 12 (02) - - - - - - - - - - - - - 28 28 N - - -CARPENTRY & JOINERY 11 (01), CARPENTRY & - - - - - - - - - - - 1 9 14 24 N 4 1 -CHEMISTRY 12 (01) - - - - - - - - - - - - - 29 29 N - - -CHEMISTRY 12 (02) - - - - - - - - - - - - - 28 28 N 2 1 -COMMUNICATIONS 12 (01) - - - - - - - - - - - - 1 21 22 Y 4 - -Cross Training 01 - - - - - - - - - - - 7 5 21 33 N 2 - -Cross Training 03 - - - - - - - - - - - 1 6 14 21 N 2 - -Cross Training 04 - - - - - - - - - - - - 6 16 22 N 2 - -ENGLISH 12 (01) - - - - - - - - - - - - - 26 26 N - - -ENGLISH 12 (02) - - - - - - - - - - - - - 26 26 N 1 1 -



KH KF 1 2 3 4 5 6 7 8 9 10 11 12 Total


Entitled to an IEP



Class Has EA


Students


FOODS AND NUTRITION 11 (01), FOODS AND N - - - - - - - - - - - - 14 16 30 Y 8 - -FRENCH 12 (01) - - - - - - - - - - - - - 21 21 N - 1 -HISTORY 12 (01) - - - - - - - - - - - - 1 25 26 N 1 1 -LEADERSHIP 10-12 - - - - - - - - - - - 11 6 23 40 N 1 - -PHYSICAL EDUCATION 11 (01), PHYSICAL EDU - - - - - - - - - - - 1 11 13 25 N 7 2 -PHYSICAL EDUCATION 11 (02), PHYSICAL EDU - - - - - - - - - - - - 11 19 30 N 1 - -PRINCIPLES OF MATHEMATICS 12 (01) - - - - - - - - - - - - - 26 26 N - - -PRINCIPLES OF MATHEMATICS 12 (02) - - - - - - - - - - - - - 20 20 N 1 1 -Strength Training 04 - - - - - - - - - - - 3 10 12 25 N - - -Strength Training Off TT 02 - - - - - - - - - - - - 8 22 30 N 3 - -THEATRE PERFORMANCE 11: ACTING (01), THE - - - - - - - - - - - - 8 16 24 N 1 - -



Grades 4-12 - Number of Classes in School with 'X' Number of Students Entitled to an IEP

Students Entitled to an Individual Education Plan (IEP)

38 3941

26

37

0

5

10

15

20

25

30

35

40

45

0 1 2 3 4 or Greater

Num

ber o

f Cla

sses

Number of Students Entitled to an IEP


Glossary

Terms Definitions / NotesEnglish as a Second Language/Dialect (ESL/ESD) Program

• A program offered to students whose primary language(s) is/are other than English, and who may require additional services.

Gifted Student • A student who has exceptional gifts or talents and is defined as Category P in the Special Education Performance Reporting Groups.

Grade • The assigned grade of a student on September 30.KH • Kindergarten half-timeKF • Kindergarten full-timeNumber of Students • Student population is calculated by headcount.Student • A person enrolled in a BC school. Student populations are calculated by headcount.

Students include all adult and school-aged persons who are working toward a certificate of graduation.

Student Entitled to an Individual Education Plan

• A student for whom an Individual Education Plan (IEP) must be designed under the Individual Education Plan order, Ministerial Order 638/95.


As students demonstrate proficiency in each of their courses, they earn credits that support grade level promotion, or in the graduation program years, these credits may lead to graduation. As we adjust and revise our practices in education, the concept of grade to grade promotion becomes less easily defined and the paradigm is challenged.

We currently have students completing courses and learning outcomes across multiple grade levels. As we learn more about learning processes and the role of the maturing adolescent brain, the concept of grade to grade transition will likely evolve into something new.

The following data does not take into consideration the complex nature and multi-variable processes of learning, especially when we factor in student physical and emotional maturation timelines. It is intended to provide a transition snapshot.

Section 2

IN THIS SECTION

1. Number of Students Making Successful Transitions to a Higher Grade

2. Percent of Students Making Successful Transitions to a Higher Grade

3. Percent of All Students Progressing to a Higher Grade - 2006/07-2010/11

Grade To Grade Transitions

20

Grade To Grade Transitions - 2010/1102011012 - J Lloyd Crowe Secondary

Number of Students Making Successful Transitions to a Higher Grade

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11Students Students Students Students Students Students

(#) (#) (#) (#) (#) (#)

All Students 2006/07 - - 156 179 155 1522007/08 - - 162 155 167 1492008/09 - - 162 157 144 1632009/10 - - 143 161 155 1392010/11 - - 142 134 160 152

Female 2006/07 - - 67 80 86 702007/08 - - 77 69 74 822008/09 - - 78 77 59 742009/10 - - 67 75 72 622010/11 - - 71 65 74 72

Male 2006/07 - - 89 99 69 822007/08 - - 85 86 93 672008/09 - - 84 80 85 892009/10 - - 76 86 83 772010/11 - - 71 69 86 80

Aboriginal 2006/07 - - 19 13 20 102007/08 - - 20 15 10 202008/09 - - 13 17 10 112009/10 - - 21 13 16 122010/11 - - 17 17 8 16

ESL 2006/07 - - - - - -2007/08 - - Msk - - -2008/09 - - - - - -2009/10 - - Msk - - -2010/11 - - - - - -

Special Needs 2006/07 - - 10 11 9 Msk2007/08 - - 9 10 Msk 92008/09 - - 13 12 Msk Msk2009/10 - - 17 16 10 82010/11 - - 19 13 12 9

SchoolYear

Page 1 of 3 January 2012 BC Ministry of Education


Percent of Students Making Successful Transitions to a Higher Grade

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11Students Students Students Students Students Students

(%) (%) (%) (%) (%) (%)

All Students 2006/07 - - 95 97 96 972007/08 - - 95 96 94 942008/09 - - 99 97 95 982009/10 - - 99 98 96 922010/11 - - 97 94 94 96

Female 2006/07 - - 94 96 99 972007/08 - - 99 95 94 962008/09 - - 99 97 95 992009/10 - - 99 99 95 952010/11 - - 95 96 95 99

Male 2006/07 - - 95 98 92 982007/08 - - 91 98 94 922008/09 - - 99 96 96 972009/10 - - 100 97 98 902010/11 - - 99 93 92 94

Aboriginal 2006/07 - - 100 81 87 1002007/08 - - 95 94 91 952008/09 - - 100 100 83 1002009/10 - - 100 93 89 922010/11 - - 94 89 73 100

ESL 2006/07 - - - - - -2007/08 - - Msk - - -2008/09 - - - - - -2009/10 - - Msk - - -2010/11 - - - - - -

Special Needs 2006/07 - - 100 85 82 Msk2007/08 - - 90 100 Msk 822008/09 - - 93 100 Msk Msk2009/10 - - 100 94 83 802010/11 - - 100 87 92 90

SchoolYear



Percent of All Students Progressing to a Higher Grade - 2006/07-2010/11

0

20

40

60

80

100

Grade 6to higher grade






% P

rogr

essi

ng to

Hig

her G

rade

Grade-to-Grade Transition - All Students

2006/07 2007/08 2008/09 2009/10 2010/11


Graduation is a significant accomplishment for many of our students and for many others it may be a step toward the next goal in their life plan. For all of our students, their graduating year is an exciting time that has its share of challenges and rewards.

JL Crowe grads anecdotally share a spectrum of perspectives regarding their over-all preparedness for their next steps: whether they enter the world of work, attend college, institutes of training or university they report back informally when given the opportunity. The majority of our graduates tell us that they “really miss high school” when they come back for a visit!

Graduation rates are an important indicator of student engagement in their learning and we strive for a graduation rate of 100%.

Section 3

IN THIS SECTION

1. Eligible and First Time Graduation Rates

2. Female and Male Graduation Rates

3. Aboriginal Graduation Rates

4. Special Needs Graduation Rates

Graduation Rates

24

Six-Year Completion and Grade 12 Graduation Rates - 2010/1102011012 - J Lloyd Crowe Secondary

Total Gr 12

Honours Graduates

Total Gr 12

Honours Graduates

# # % % # % %

All Students 2006/07 149 145 97 44 147 134 91 42

2007/08 155 152 98 43 164 154 94 41

2008/09 142 137 96 36 150 134 89 34

2009/10 160 157 98 41 169 154 91 39

2010/11 143 138 97 37 148 134 91 35

Female 2006/07 77 74 96 57 74 70 95 57

2007/08 68 66 97 46 70 67 96 44

2008/09 79 76 96 41 83 76 92 39

2009/10 73 71 97 49 78 71 91 46

2010/11 63 61 97 44 66 60 91 42

Male 2006/07 72 71 99 31 73 64 88 27

2007/08 87 86 99 41 94 87 93 38

2008/09 63 61 97 30 67 58 87 28

2009/10 87 86 99 33 91 83 91 33

2010/11 80 77 96 31 82 74 90 29

Aboriginal 2006/07 10 9 90 30 10 9 90 30

2007/08 10 9 90 20 11 9 82 18

2008/09 15 15 100 7 17 15 88 6

2009/10 10 10 100 30 11 10 91 27

2010/11 10 8 80 20 13 8 62 15

ESL 2006/07 - - - - - - - -

2007/08 Msk Msk Msk Msk Msk Msk Msk Msk

2008/09 - - - - - - - -

2009/10 - - - - - - - -

2010/11 - - - - - - - -

Special Needs 2006/07 11 11 100 0 12 11 92 0





Graduates Graduates

Eligible Grade 12 Graduation Rate

First-Time Grade 12 Graduation Rate

The Six-Year Completion Rate data are only available at district and province level. Six-Year Completion Rates are not calculated at the school level as adjustments to account for students leaving the province are not estimated.

Page 1 of 1 November 2011 BC Ministry of Education


Total Gr 12

Honours Graduates

Total Gr 12

Honours Graduates

# # % % # % %

All Students 2006/07 149 145 97 44 147 134 91 42

2007/08 155 152 98 43 164 154 94 41

2008/09 142 137 96 36 150 134 89 34

2009/10 160 157 98 41 169 154 91 39

2010/11 143 138 97 37 148 134 91 35

Female 2006/07 77 74 96 57 74 70 95 57

2007/08 68 66 97 46 70 67 96 44

2008/09 79 76 96 41 83 76 92 39

2009/10 73 71 97 49 78 71 91 46

2010/11 63 61 97 44 66 60 91 42

Male 2006/07 72 71 99 31 73 64 88 27

2007/08 87 86 99 41 94 87 93 38

2008/09 63 61 97 30 67 58 87 28

2009/10 87 86 99 33 91 83 91 33

2010/11 80 77 96 31 82 74 90 29

Aboriginal 2006/07 10 9 90 30 10 9 90 30

2007/08 10 9 90 20 11 9 82 18

2008/09 15 15 100 7 17 15 88 6

2009/10 10 10 100 30 11 10 91 27

2010/11 10 8 80 20 13 8 62 15

ESL 2006/07 - - - - - - - -


2008/09 - - - - - - - -

2009/10 - - - - - - - -

2010/11 - - - - - - - -

Special Needs 2006/07 11 11 100 0 12 11 92 0





Graduates Graduates






Total Gr 12

Honours Graduates

Total Gr 12

Honours Graduates

# # % % # % %

All Students 2006/07 149 145 97 44 147 134 91 42

2007/08 155 152 98 43 164 154 94 41

2008/09 142 137 96 36 150 134 89 34

2009/10 160 157 98 41 169 154 91 39

2010/11 143 138 97 37 148 134 91 35

Female 2006/07 77 74 96 57 74 70 95 57

2007/08 68 66 97 46 70 67 96 44

2008/09 79 76 96 41 83 76 92 39

2009/10 73 71 97 49 78 71 91 46

2010/11 63 61 97 44 66 60 91 42

Male 2006/07 72 71 99 31 73 64 88 27

2007/08 87 86 99 41 94 87 93 38

2008/09 63 61 97 30 67 58 87 28

2009/10 87 86 99 33 91 83 91 33

2010/11 80 77 96 31 82 74 90 29

Aboriginal 2006/07 10 9 90 30 10 9 90 30

2007/08 10 9 90 20 11 9 82 18

2008/09 15 15 100 7 17 15 88 6

2009/10 10 10 100 30 11 10 91 27

2010/11 10 8 80 20 13 8 62 15

ESL 2006/07 - - - - - - - -


2008/09 - - - - - - - -

2009/10 - - - - - - - -

2010/11 - - - - - - - -

Special Needs 2006/07 11 11 100 0 12 11 92 0





Graduates Graduates





Most JL Crowe students continue to write required provincial examinations at two times each school year; January and June. These dates coincide with semester end timelines. Some students are able to write online versions of required provincial examinations at other times throughout the year, as long as an exam session is offered.

The following exams are written each year by our students:

Grade 10 - English, Math (there are two different math 10 exams) and Science

Grade 11 - Social Studies

Grade 12 - English or Communications and BC First Nations

When reviewing examination results, it is important to look for trends over time and to consider the grade to grade cohorts. The full 33 page report has a greater variety of visual representations of the data.

Section 4

IN THIS SECTION

1. Exam results for grades 10, 11 and 12.

2. All Course and Blended Results

3. Grade 10 Exams Results

4. Grade 11 Social Studies Exams Results

5. Grade 12 English / Communications and BC First Nations Exams Results

6. Touch Here for The Full Report for Provincial Examination Result

Required Provincial Examinations Results

27

http://www.bced.gov.bc.ca/reports/pdfs/exams/req/02011012.pdf




Provincial Required Examinations - 2011/201202011012 - J Lloyd Crowe Secondary

Blended Final Marks - 2011/12 - Summary for Required Examinations

71

58

26

6169

89

70

57

26

31

58

34

28

11

29

43

311

16

6 3 0 1 0

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Distribution of Letter Grades* - All Students

F

C- C

C+ B A

BC Ministry of Education

* Due to rounding totals may not equal 100%

26

0%

10%

20%

Page 1 of 33 September 2012 BC Ministry of Education


ENGLISH 10 - Exam Marks

C- (pass) or Better C+ (good) or BetterSchool

Year# # # % # %

Exam All Students 2007/08 181 178 170 96 131 74Marks 2008/09 155 144 134 93 80 56

2009/10 162 153 142 93 86 562010/11 175 167 154 92 109 652011/12 150 143 137 96 76 53

Female 2007/08 80 78 76 97 66 852008/09 64 60 56 93 37 622009/10 76 71 67 94 46 652010/11 79 73 70 96 55 752011/12 71 67 65 97 39 58

Male 2007/08 101 100 94 94 65 652008/09 91 84 78 93 43 512009/10 86 82 75 91 40 492010/11 96 94 84 89 54 572011/12 79 76 72 95 37 49

Aboriginal 2007/08 12 11 10 91 8 732008/09 13 10 8 80 5 502009/10 18 15 13 87 8 532010/11 11 Msk Msk Msk Msk Msk2011/12 20 19 18 95 10 53

ELL 2007/08 - - - - - -2008/09 - Msk Msk Msk Msk Msk2009/10 - - - - - -2010/11 - - - - - -2011/12 1 Msk Msk Msk Msk Msk

Special Needs 2007/08 9 Msk Msk Msk Msk Msk2008/09 9 Msk Msk Msk Msk Msk2009/10 12 Msk Msk Msk Msk Msk2010/11 13 14 10 71 6 432011/12 12 12 9 75 1 8

# % # % # % # % # % # %

Exam All Students 2011/12 6 4 14 10 47 33 27 19 33 23 16 11Marks Female 2011/12 2 3 5 7 21 31 13 19 18 27 8 12

Male 2011/12 4 5 9 12 26 34 14 18 15 20 8 11Aboriginal 2011/12 1 5 2 11 6 32 3 16 5 26 2 11ELL 2011/12 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk MskSpecial Needs 2011/12 3 25 4 33 4 33 0 0 0 0 1 8

* Data represents only those students present in the school in September and/or February of year indicated

A

Students* Mark School School

Distribution of Letter GradesF C- C C+ B

StudentsTotal AssignedGr 10 Exam

Page 4 of 33September 2012 BC Ministry of Education


MATHEMATICS 10, FOUNDATIONS OF AND PRECALCULUS - Exam Marks


Year# # # % # %

Exam All Students 2007/08 181 - - - - -Marks 2008/09 155 - - - - -

2009/10 162 - - - - -2010/11 175 110 95 86 53 482011/12 150 109 81 74 42 39

Female 2007/08 80 - - - - -2008/09 64 - - - - -2009/10 76 - - - - -2010/11 79 52 46 88 21 402011/12 71 58 41 71 19 33

Male 2007/08 101 - - - - -2008/09 91 - - - - -2009/10 86 - - - - -2010/11 96 58 49 84 32 552011/12 79 51 40 78 23 45

Aboriginal 2007/08 12 - - - - -2008/09 13 - - - - -2009/10 18 - - - - -2010/11 11 Msk Msk Msk Msk Msk2011/12 20 13 8 62 4 31

ELL 2007/08 - - - - - -2008/09 - - - - - -2009/10 - - - - - -2010/11 - - - - - -2011/12 1 Msk Msk Msk Msk Msk

Special Needs 2007/08 9 - - - - -2008/09 9 - - - - -2009/10 12 - - - - -2010/11 13 Msk Msk Msk Msk Msk2011/12 12 Msk Msk Msk Msk Msk

# % # % # % # % # % # %


Male 2011/12 11 22 13 25 4 8 6 12 11 22 6 12Aboriginal 2011/12 5 38 1 8 3 23 2 15 1 8 1 8ELL 2011/12 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk MskSpecial Needs 2011/12 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk


A






MATHEMATICS 10, APPRENTICESHIP AND WORKPLACE - Exam Marks


Year# # # % # %


2009/10 162 - - - - -2010/11 175 56 46 82 12 212011/12 150 31 26 84 11 35

Female 2007/08 80 - - - - -2008/09 64 - - - - -2009/10 76 - - - - -2010/11 79 24 20 83 5 212011/12 71 12 10 83 5 42

Male 2007/08 101 - - - - -2008/09 91 - - - - -2009/10 86 - - - - -2010/11 96 32 26 81 7 222011/12 79 19 16 84 6 32

Aboriginal 2007/08 12 - - - - -2008/09 13 - - - - -2009/10 18 - - - - -2010/11 11 Msk Msk Msk Msk Msk2011/12 20 Msk Msk Msk Msk Msk

ELL 2007/08 - - - - - -2008/09 - - - - - -2009/10 - - - - - -2010/11 - - - - - -2011/12 1 - - - - -

Special Needs 2007/08 9 - - - - -2008/09 9 - - - - -2009/10 12 - - - - -2010/11 13 Msk Msk Msk Msk Msk2011/12 12 Msk Msk Msk Msk Msk

# % # % # % # % # % # %


Male 2011/12 3 16 6 32 4 21 4 21 2 11 0 0Aboriginal 2011/12 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk MskELL 2011/12 - - - - - - - - - - - -Special Needs 2011/12 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk


A






SCIENCE 10 - Exam Marks


Year# # # % # %


2009/10 162 150 148 99 98 652010/11 175 166 154 93 87 522011/12 150 143 130 91 66 46

Female 2007/08 80 77 72 94 41 532008/09 64 60 58 97 42 702009/10 76 69 68 99 43 622010/11 79 75 71 95 38 512011/12 71 70 64 91 32 46

Male 2007/08 101 97 93 96 50 522008/09 91 83 80 96 57 692009/10 86 81 80 99 55 682010/11 96 91 83 91 49 542011/12 79 73 66 90 34 47

Aboriginal 2007/08 12 13 12 92 7 542008/09 13 10 9 90 5 502009/10 18 14 14 100 6 432010/11 11 11 9 82 3 272011/12 20 17 13 76 7 41

ELL 2007/08 - - - - - -2008/09 - - - - - -2009/10 - - - - - -2010/11 - - - - - -2011/12 1 - - - - -

Special Needs 2007/08 9 Msk Msk Msk Msk Msk2008/09 9 Msk Msk Msk Msk Msk2009/10 12 Msk Msk Msk Msk Msk2010/11 13 10 9 90 3 302011/12 12 10 7 70 3 30

# % # % # % # % # % # %


Male 2011/12 7 10 12 16 20 27 14 19 15 21 5 7Aboriginal 2011/12 4 24 2 12 4 24 4 24 3 18 0 0ELL 2011/12 - - - - - - - - - - - -Special Needs 2011/12 3 30 1 10 3 30 1 10 2 20 0 0



A





SOCIAL STUDIES 11 - Exam Marks


Year# # # % # %


2009/10 154 143 136 95 90 632010/11 161 154 143 93 94 612011/12 168 155 152 98 102 66

Female 2007/08 85 80 77 96 47 592008/09 76 77 72 94 38 492009/10 66 60 58 97 39 652010/11 73 69 62 90 43 622011/12 79 72 72 100 46 64

Male 2007/08 73 64 61 95 34 532008/09 93 90 89 99 56 622009/10 88 83 78 94 51 612010/11 88 85 81 95 51 602011/12 89 83 80 96 56 67

Aboriginal 2007/08 21 18 18 100 6 332008/09 11 12 12 100 6 502009/10 13 11 10 91 6 552010/11 16 14 12 86 6 432011/12 9 Msk Msk Msk Msk Msk

ELL 2007/08 - - - - - -2008/09 - - - - - -2009/10 - - - - - -2010/11 - - - - - -2011/12 - - - - - -

Special Needs 2007/08 11 Msk Msk Msk Msk Msk2008/09 6 Msk Msk Msk Msk Msk2009/10 10 Msk Msk Msk Msk Msk2010/11 11 Msk Msk Msk Msk Msk2011/12 9 Msk Msk Msk Msk Msk

# % # % # % # % # % # %





A





BC FIRST NATIONS STUDIES 12 - Exam Marks


Year# # # % # %


2009/10 173 Msk Msk Msk Msk Msk2010/11 151 21 19 90 11 522011/12 159 18 17 94 9 50

Female 2007/08 71 - - - - -2008/09 85 - - - - -2009/10 78 Msk Msk Msk Msk Msk2010/11 67 17 15 88 9 532011/12 72 16 16 100 9 56

Male 2007/08 96 - - - - -2008/09 68 - - - - -2009/10 95 Msk Msk Msk Msk Msk2010/11 84 Msk Msk Msk Msk Msk2011/12 87 Msk Msk Msk Msk Msk

Aboriginal 2007/08 11 - - - - -2008/09 17 - - - - -2009/10 11 Msk Msk Msk Msk Msk2010/11 13 Msk Msk Msk Msk Msk2011/12 16 Msk Msk Msk Msk Msk

ELL 2007/08 - - - - - -2008/09 - - - - - -2009/10 - - - - - -2010/11 - - - - - -2011/12 - - - - - -

Special Needs 2007/08 8 - - - - -2008/09 9 - - - - -2009/10 6 Msk Msk Msk Msk Msk2010/11 7 Msk Msk Msk Msk Msk2011/12 9 Msk Msk Msk Msk Msk

# % # % # % # % # % # %


Male 2011/12 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk MskAboriginal 2011/12 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk MskELL 2011/12 - - - - - - - - - - - -Special Needs 2011/12 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk



A





ENGLISH 12 - Exam Marks


Year# # # % # %


2009/10 173 144 138 96 99 692010/11 151 138 135 98 90 652011/12 159 125 122 98 88 70

Female 2007/08 71 67 65 97 57 852008/09 85 77 74 96 51 662009/10 78 68 66 97 56 822010/11 67 62 61 98 47 762011/12 72 62 61 98 49 79

Male 2007/08 96 83 82 99 46 552008/09 68 51 49 96 26 512009/10 95 76 72 95 43 572010/11 84 76 74 97 43 572011/12 87 63 61 97 39 62

Aboriginal 2007/08 11 Msk Msk Msk Msk Msk2008/09 17 13 11 85 7 542009/10 11 10 10 100 8 802010/11 13 10 9 90 5 502011/12 16 Msk Msk Msk Msk Msk

ELL 2007/08 - Msk Msk Msk Msk Msk2008/09 - - - - - -2009/10 - - - - - -2010/11 - - - - - -2011/12 - - - - - -

Special Needs 2007/08 8 Msk Msk Msk Msk Msk2008/09 9 Msk Msk Msk Msk Msk2009/10 6 Msk Msk Msk Msk Msk2010/11 7 Msk Msk Msk Msk Msk2011/12 9 Msk Msk Msk Msk Msk

# % # % # % # % # % # %





A





COMMUNICATIONS 12 - Exam Marks


Year# # # % # %

Exam All Students 2007/08 167 Msk Msk Msk Msk MskMarks 2008/09 153 16 16 100 14 88

2009/10 173 14 12 86 8 572010/11 151 19 16 84 9 472011/12 159 21 20 95 7 33

Female 2007/08 71 - - - - -2008/09 85 Msk Msk Msk Msk Msk2009/10 78 Msk Msk Msk Msk Msk2010/11 67 Msk Msk Msk Msk Msk2011/12 72 Msk Msk Msk Msk Msk

Male 2007/08 96 Msk Msk Msk Msk Msk2008/09 68 14 14 100 12 862009/10 95 Msk Msk Msk Msk Msk2010/11 84 12 10 83 7 582011/12 87 13 12 92 3 23

Aboriginal 2007/08 11 - - - - -2008/09 17 Msk Msk Msk Msk Msk2009/10 11 - - - - -2010/11 13 Msk Msk Msk Msk Msk2011/12 16 Msk Msk Msk Msk Msk

ELL 2007/08 - - - - - -2008/09 - - - - - -2009/10 - - - - - -2010/11 - - - - - -2011/12 - - - - - -

Special Needs 2007/08 8 - - - - -2008/09 9 Msk Msk Msk Msk Msk2009/10 6 Msk Msk Msk Msk Msk2010/11 7 Msk Msk Msk Msk Msk2011/12 9 Msk Msk Msk Msk Msk

# % # % # % # % # % # %

Exam All Students 2011/12 1 5 5 24 8 38 4 19 3 14 0 0Marks Female 2011/12 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk




A




Each year school staff, parents and students have the opportunity to participate in the ministry school satisfaction survey. The format for the survey has shifted from a pencil and paper format to an on-line electronic format.

The students are given facilitated and supervised time to complete the survey each year at the school. Our students appreciate the opportunity to share voices and concerns and we historically have a high participation rate. The survey is optional for parents and staff. A link and some instructions are emailed directly to our staff and parents.

In the past we have been able to add our own questions to the provincial survey as part of our data collection process for our success plans. The results from the survey provide data that may be used for school and district goal planning.

We will include the student responses only. The results from this survey are submissions from students currently in grades 9 and 12.

Section 5

IN THIS SECTION

1. Outline of who is responding to the survey each year.

2. Achievement

3. Human and Social Development

4. Safety

5. Preparation for the Future

6. School Environment

7. Health

8. Touch here for the full report and survey results for parents and staff.

Satisfaction Survey Results for 2010/11

38

http://www.bced.gov.bc.ca/reports/pdfs/sat_survey/02011012.pdf




Satisfaction Survey - 2010/1102011012 - J Lloyd Crowe Secondary

All Respondents (standard public schools only)

Respondent Counts by Respondent Group

(#) (#) (#) (#) (#) (#) (#)

Count of Respondents '-' indicates no respondents expected. '0' indicates no respondents when some were expected.

2006/07 - - 154 121 - 6 Msk2007/08 - - 175 127 - 20 Msk2008/09 - - 137 137 - 13 262009/10 - - 146 141 - 32 222010/11 - - 158 118 - 27 -

Participation Percents by Respondent Group

(%) (%) (%) (%) (%) (%) (%)

Percent Who Responded '-' indicates no respondents expected. '0' indicates 0 response rate when some were expected.

2006/07 - - 95 77 - 2 -2007/08 - - 99 77 - 6 -2008/09 - - 92 93 - 4 -2009/10 - - 90 83 - 10 -2010/11 - - 90 79 - 8 -

Secondary Parents StaffSchool

Year

Grade 3/4 Students

Grade 7 Students

Grade 10 Students

Grade 12 Students

Elementary Parents

Secondary Parents Staff¹School

Year

Grade 3/4 Students

Grade 7 Students

Grade 10 Students

Grade 12 Students

Elementary Parents

Page 1 of 28 July 2011 BC Ministry of Education

¹

Respondent Counts in School Year 2010/11

(#) (#) (#) (#) (#) (#) (#)

Count of Respondents by DemographicGroup in School Year 2010/11²

Female - - 75 53 Not asked Not asked Not askedMale - - 82 65 Not asked Not asked Not askedAboriginal - - 22 14 - 2 Not askedNon-Aboriginal - - 134 103 - 25 Not asked

²

A participation rate for staff is not included as the Ministry only collects data on teaching staff and the survey is open to all school employees. It is therefore not appropriate to calculate a staff participation rate.

Data may not add up to the total number of participants, as some respondents did not state their gender and/or ethnicity.

Grade 3/4 Students

Grade 7 Students

Grade 10 Students

Grade 12 Students

Elementary Parents

Secondary Parents Staff



Student Survey - Achievement

# % # % # % # %

Do you try to do your best at school?

2006/07 - - - - 106 70 71 592007/08 - - - - 128 73 74 582008/09 - - - - 96 70 98 722009/10 - - - - 102 71 81 582010/11 - - - - 111 71 77 65

Are you getting better at reading?

2006/07 - - - - 93 70 56 502007/08 - - - - 99 63 75 642008/09 - - - - 87 70 77 632009/10 - - - - 83 64 61 502010/11 - - - - 95 64 69 63

Are you getting better at writing sentences or stories? (Grades 3/4)Are you getting better at writing? (Grades 7, 10, 12)

2006/07 - - - - 102 70 74 622007/08 - - - - 108 65 93 752008/09 - - - - 88 68 97 732009/10 - - - - 81 57 78 582010/11 - - - - 100 65 74 63

Students Reporting "Many Times" or "All of the Time"SchoolYear

Grade 3/4 Students Grade 7 Students Grade 10 Students Grade 12 Students

Are you getting better at math? (Grades 3/4, 7)Are you getting better at mathematics? (Grades 10, 12)

2006/07 - - - - 95 65 56 482007/08 - - - - 115 68 84 672008/09 - - - - 88 66 82 642009/10 - - - - 76 54 71 542010/11 - - - - 104 66 63 54

At school, are you learning about art?

2006/07 - - - - 26 17 15 132007/08 - - - - 29 17 21 172008/09 - - - - 31 23 30 222009/10 - - - - 16 11 21 152010/11 - - - - 26 17 15 13



Student Survey - Human and Social Development

# % # % # % # %

2006/07 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2007/08 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2008/09 - - - - 54 41 33 252009/10 - - - - 46 32 56 412010/11 - - - - 80 52 49 42

At school, are you learning about climate change? (Grades 10, 12)

2006/07 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2007/08 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2008/09 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2009/10 Not asked Not asked Not asked Not asked 43 30 22 162010/11 Not asked Not asked Not asked Not asked 56 37 12 10

At school, are you being taught about Aboriginal peoples in Canada?

2006/07 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2007/08 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2008/09 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2009/10 - - - - 56 39 27 212010/11 - - - - 51 34 31 26

At school, are you learning how to do things to care for the environment (for example: recycling, waste reduction, energy, land and water conservation)?



At school, do you respect people who are different from you (for example, think, act, or look different)?

2006/07 - - - - 120 79 98 812007/08 - - - - 123 72 100 792008/09 - - - - 108 81 113 862009/10 - - - - 110 76 112 842010/11 - - - - 130 84 98 84

At school, do you participate in activities outside of class hours (for example, clubs, dance, sports teams, music)?

2006/07 - - - - 65 43 43 362007/08 - - - - 73 42 51 402008/09 - - - - 64 47 68 522009/10 - - - - 65 45 59 422010/11 - - - - 74 47 43 37



Student Survey - Safety

# % # % # % # %

Do you feel safe at school?

2006/07 - - - - 112 76 94 782007/08 - - - - 112 65 106 832008/09 - - - - 95 71 110 842009/10 - - - - 108 76 101 732010/11 - - - - 127 82 94 80

At school, are you bullied, teased, or picked on?¹

2006/07 - - - - 13 9 7 62007/08 - - - - 22 13 7 62008/09 - - - - 14 11 9 72009/10 - - - - 19 13 10 72010/11 - - - - 13 8 10 9

¹ For this question, a low percentage of students reporting "Many Times" or "All of the Time" is desired.

Do you know how your school expects students to behave? (Grades 3/4, 7)Do you know what your school's expectations are for student behaviour? (Grades 10, 12)

2006/07 - - - - 105 75 82 712007/08 - - - - 120 72 94 782008/09 - - - - 100 80 107 822009/10 93 66 90 68



2009/10 - - - - 93 66 90 682010/11 - - - - 121 80 78 67



Student Survey - Preparation for the Future

# % # % # % # %

At school, do you learn about saving and spending money? (Grades 3/4, 7)At school, do you learn about saving and spending money? (for example, budgeting for future goals) (Grades 10, 12)


Are you satisfied that school is preparing you for a job in the future? (Grades 10, 12)

2006/07 Not asked Not asked Not asked Not asked 94 62 46 392007/08 Not asked Not asked Not asked Not asked 105 63 63 502008/09 Not asked Not asked Not asked Not asked 83 64 68 542009/10 Not asked Not asked Not asked Not asked 73 52 53 382010/11 Not asked Not asked Not asked Not asked 70 45 44 38

2006/07 Not asked Not asked Not asked Not asked 109 74 66 552007/08 Not asked Not asked Not asked Not asked 113 66 74 602008/09 Not asked Not asked Not asked Not asked 94 73 79 622009/10 Not asked Not asked Not asked Not asked 73 52 62 452010/11 Not asked Not asked Not asked Not asked 84 54 58 50

Are you satisfied that school is preparing you for post-secondary education (for example, college, university, trade school)? (Grades 10, 12)



2010/11 Not asked Not asked Not asked Not asked 84 54 58 50



Student Survey - School Environment

# % # % # % # %

Do you like school?

2006/07 - - - - 50 32 42 352007/08 - - - - 75 43 53 422008/09 - - - - 58 42 75 552009/10 - - - - 62 44 47 342010/11 - - - - 73 46 52 44

Do you like what you are learning at school? (Grades 3/4, 7)Are you satisfied with what you are learning at school? (Grades 10, 12)

2006/07 - - - - 66 43 46 382007/08 - - - - 77 45 66 522008/09 - - - - 73 54 72 532009/10 - - - - 61 43 55 402010/11 - - - - 62 40 48 41

Do your teachers help you with your schoolwork when you need it?

2006/07 - - - - 117 77 87 722007/08 - - - - 123 71 107 842008/09 - - - - 97 72 95 712009/10 - - - - 95 67 90 652010/11 - - - - 104 67 83 71

Do your parents help you with your learning? (Grades 3/4 7)



Do your parents help you with your learning? (Grades 3/4, 7)Are your parents involved with your learning? (Grades 10, 12)

2006/07 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2007/08 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2008/09 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2009/10 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2010/11 - - - - 69 45 33 28

At school, do you have opportunities to work together on projects with your classmates? (Grades 7, 10, 12)

2006/07 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2007/08 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2008/09 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2009/10 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2010/11 Not asked Not asked - - 56 36 59 50

Are you aware of the school goals for improving student learning? (Grades 7, 10, 12)

2006/07 Not asked Not asked - - 60 46 33 292007/08 Not asked Not asked - - 49 31 42 352008/09 Not asked Not asked - - 55 46 44 382009/10 Not asked Not asked - - 48 36 27 212010/11 Not asked Not asked - - 43 28 24 22



Student Survey - School Environment

# % # % # % # %

Do adults in the school treat all students fairly? (Grades 3/4, 7)Does staff treat all students fairly at school? (Grades 10, 12)

2006/07 - - - - 87 60 61 512007/08 - - - - 87 52 64 522008/09 - - - - 77 60 84 632009/10 - - - - 60 43 67 492010/11 - - - - 77 51 55 47

# % # % # % # %

How many adults at your school care about you? (percentage responding 2 adults or more)


# % # % # % # %



Student ResponsesSchoolYear




Do you feel welcome at your school?

2006/07 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2007/08 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2008/09 - - - - 93 73 94 712009/10 - - - - 93 65 99 712010/11 - - - - 109 70 75 65

I would like to go to a different school. (Grades 3/4, 7)¹ I would like to transfer to a different school. (Grades 10, 12)¹

2006/07 - - - - 22 15 7 62007/08 - - - - 15 9 13 112008/09 - - - - 10 8 9 72009/10 - - - - 20 14 17 122010/11 - - - - 11 7 11 10

¹ For this question, a low percentage of students reporting "Many Times" or "All of the Time" is desired.

Are you satisfied with the course choices available to you at school? (Grades 10, 12)

2006/07 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2007/08 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2008/09 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2009/10 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2010/11 Not asked Not asked Not asked Not asked 90 58 56 48



Student Survey - Health

# % # % # % # %

At school, are you learning about how to stay healthy?

2006/07 - - - - 51 35 18 152007/08 - - - - 71 41 48 382008/09 - - - - 57 44 42 322009/10 - - - - 61 43 38 282010/11 - - - - 81 52 40 34

Do the teachers and staff at your school support healthy behaviour?


At school, do you get exercise (for example, physical activity or sports)?

2006/07 - - - - 101 67 54 452007/08 - - - - 140 80 55 432008/09 - - - - 101 75 76 582009/10 - - - - 103 72 89 642010/11 - - - - 115 73 78 66



Student Responses

# % # % # % # %

2006/07 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2007/08 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2008/09 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2009/10 - - - - Not asked Not asked Not asked Not asked2010/11 - - - - Not asked Not asked Not asked Not asked

2006/07 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2007/08 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2008/09 Not asked Not asked Not asked Not asked Not asked Not asked Not asked Not asked2009/10 Not asked Not asked Not asked Not asked 72 50 84 602010/11 Not asked Not asked Not asked Not asked 75 48 67 57

Grade 10 Students Grade 12 Students

In the last five school days, how many days did you exercise or participate in physical activities for at least 30 minutes during school hours that made you sweat and breathe hard, such as soccer, running, dancing, swimming, bicycling or similar aerobic activities? (Grades 3/4, 7 - percentage reported as 5 days)

In the past week (seven days) how many total minutes did you exercise or participate in physical activities that made you sweat and breathe hard, such as soccer, running, dancing, swimming, bicycling or similar aerobic activities? (Grades 10, 12 - percentage reported as 121 minutes and over)

SchoolYear

Grade 3/4 Students Grade 7 Students



Student Survey - Health

# % # % # % # %

At school, do you eat or drink less healthy food choices (for example, pop, candy, deep-fried foods)?


# % # % # % # %

Where did these foods/beverages come from: At school¹


¹



More than one response to this question is allowed. "At school" responses include: bought at school, and at a class celebration or school event. This question can have multiple responses per survey; the percentage expresses the percentage of locations chosen that were "at school" out of all locations chosen.

Student ResponsesSchoolYear


Where did these foods/beverages come from: Outside of school²


² More than one response to this question is allowed. "Outside of school" responses include: from home, and bought at nearby store. This question can have multiple responses per survey; the percentage expresses the percentage of locations chosen that were "outside of school" out of all locations chosen.


Chapter 3

JL Crowe’s Success Plan

“Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful.”

– Albert Schweitzer

The BC Ministry of Education defines the attributes of Safe, Caring and Orderly Schools in this way:

Orderly schools are free from chaos and confusion, and alive with the sights and sounds of purposeful learning activities. Routines for repetitious activities are well established so students’ minds and bodies are free to focus on the learning and development work at hand. A businesslike atmosphere exists, yet there is creativity and fun in abundance. Everyone in the school has work to do and does it in a timely way – and in a way that doesn’t interfere with the learning and development of others. Everyone feels a sense of meaningful accomplishment, and feels the school is a good place to be. All members of the school community are informed about and exercise their rights and responsibilities as school citizens.

Orderly schools work hard to prevent serious misconduct, including bullying, harassment and intimidation from occurring. Orderly schools are especially pro-active about:

Actions Orderly schools plan consciously for things to “go right” and are ready to respond appropriately if or when things “go wrong.” Expectations about acceptable behaviour, respect and decorum are understood. Responses to violations are based consistently on sound principles and are appropriate to the context.

Section 1

IN THIS SECTION

1. Goal 1 - A Safe and Caring School Environment

School Success Plan 2012-2013 Goal #1

49

Interactions Orderly schools are civilized places. People are polite and courteous to each other. People are considerate of each other. They respect each other. There are no “putdowns.”

DistractionsOrderly schools keep distractions to a minimum. Interruptions to learning are brief and infrequent. Following interruptions, people return promptly to the task at hand. Transitions are handled smoothly and people move on to the next activity with a minimum of fuss. People dress appropriately for working and learning.

Safe, caring and orderly schools are constantly looking for ways to strengthen human connections. These provisions, strategies and characteristics are highlighted as a reminder of the importance of continually updating practices in light of current situations and relevant research. The ministry encourages schools to review existing practices and extend their efforts to make their schools as safe, caring and orderly as possible.

50

SCHOOL SUCCESS PLAN JL CROWE SECONDARY SCHOOL

2012/13 SCHOOL DISTRICT NO. 20 KOOTENAY-COLUMBIA

Goal #1 Improving schools have a strong instructional and/or social responsibility focus. This focus is made visible in a relevant goal for improving achievement for all students.

By June 5th, 2013, 100% of JL Crowe staff and 90% of students will be able to effectively demonstrate an understanding of actions used to develop and maintain a safe and caring school environment.

Goal #1 Objective(s) Objectives help to focus goals into more specific areas of attention.

• reduce litter and other forms of vandalism • plan scheduled school-wide volunteer ‘community service’ time throughout the year for all students and staff • develop lunch break activity / discussion schedule to engage students in positive and / healthy activity • reduce reported instances of bullying • support student / staff development of social responsibility related presentations (example – Drama class play, Navigator video / film) • participate in City of Trail’s ‘Communities In Bloom’ program

Goal #1 Rationale Improving schools have a thorough and connected set of reasons, based on evidence, for the selection of their school goals and objectives.

In the past, some staff, students and parents had expressed concern that the JL Crowe School Community culture had been eroded. While these concerns may have been warranted, we have made great strides in the past two years to improve. Yet, this will remain a goal for at least one more year as school community stakeholder groups continue to work together to sustain and continue to develop strategies that will enhance school culture and create a more safe and caring environment.

Goal #1 Actions Improving schools have well-organized, focused improvement plans in place. The strategies selected to achieve the goals are an intelligent blend of research, best practice, and innovative thinking. Improving schools also have aligned structures – resources, time, and organization – to get the results they want.

Goal #1 Actions (cont.)

1. Principal’s summer welcome letter to grade 12 students.

a. In early August 2012, a letter is sent to all grade twelve students outlining the positives of being a ‘grad’ and new role model responsibilities. Grads are encouraged to ‘remember’ what their first day / year of high school was like.

2. August grade 8 student and family orientation day. a. On September 1, 2012 the school invites all new grade 8 students to an orientation / expectation day (other new students to

the school are welcome). b. Staff and senior students (leadership students and peer tutors) will be in the building to help guide new grade 8 students and

their families 3. Distribution of school calendar in homeroom setting.

a. During the first 2 weeks of September, staff members have the opportunity to review student code of conduct and behaviour expectations.

4. Development of School Scribbler/Athology of student work (art, writing, photography) to be sold/distributed to students and within the community. Funds raised to go to student groups/charity (TBA).

5. Code of Conduct communication. a. By September 9th, Principal and Vice Principals review student code of conduct and behaviour expectations with grade-wide

meetings. b. During October staff meeting, staff members review student code of conduct.

52

Improving schools have well-organized, focused improvement plans in place. The strategies selected to achieve the goals are an intelligent blend of research, best practice, and innovative thinking. Improving schools also have aligned structures – resources, time, and organization – to get the results they want.

c. By December 8th, 2012 grade 8-10 students review code of conduct during Health and Career and Planning classes. 6. Peer Mentors/Tutors (senior students) have regular contact with junior students.

a. By September 16th, 2012, vulnerable grade 8-9 students will be teamed up with peer mentors. Initial discussions include junior student concerns and questions. Feedback shared with counselors via mentors.

7. Continued Leadership Days and positive involvement in activities such as: a. Honour Roll Certificate Distribution b. Respect Week c. Chaos Olympics d. School Dances, etc.

8. Work Experience involvement in Environmental Awareness a. Norm Marchi, work experience coordinator, will continue to find projects for students to work within the community that will help

increase their awareness of environmental issues within our immediate area. For example, continued work on the Fort Shepherd Project.

9. Continued support of school-based student support programs. a. Students continue to meet with CCW at different times of the day to ‘chat’, access food, and access ‘new’ clothing. b. Freedom Quest Counsellors will continue to be an integral part of our school community with weekly lunch visits and an open

referral process. 10. By June 8th, 20013, school admin team will analyze incident data specific to discipline that involves harassment, bullying and fighting for

trends over time for the ’09-‘13 school terms. a. Use this data to revise key strategies if appropriate.

Goal #1 Coherence/Alignment In improving districts, there is a connection between school and district goals and objectives. School uniqueness and district directions are both valued. Schools connect with other schools to build capacity.

At the Provincial level there are significant resources available designed to support safe and caring school initiatives. Through discussions with school counsellors, teachers, students and parent groups, we get an indication of the specific programs that we will adopt as school-based strategies. In support of this educational goal, JL Crowe will coordinate data collection with district level staff, the analysis of this data, and the implementation of support interventions for identified individual students.

Goal #1 Dialogue and Communication

Improving schools are involved in continuous dialogue about student achievement and make public their improvement goals and the progress being made in specific areas of focus.

• Grade assemblies • Staff Meetings • PAC / SPC and parent meetings • Newsletters • Website • 2012/13 student calendar distribution • Daily staff and student created YouTube Announcements • Television screens located throughout the school.

Goal #1 Data Collection:

Results / Trends Improving schools monitor progress and get improved results – at the classroom, school and district levels

Classroom / School

Assessment / Evidence:

• Incident data from 2009-2012 will be gathered from the electronic student information system.

• Review of Satisfaction Survey Results from 2009-2013.

Target:

Decreasing trend in terms of incidents involving fighting, bullying and disrespectful behavior.

85% of students reveal, on the Provincial Satisfaction Survey that they feel safe at J.L. Crowe.

An excerpt from Carol Ann Tomlinson’s book, How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition:

We actually know a great deal about how people learn. For example, we know that each learner must make meaning of what teachers seek to teach. We know that the meaning-making process is influenced by the student's prior understandings, interests, beliefs, how the student learns best, and the student's attitudes about self and school (National Research Council, 1990).

We also know that learning takes place most effectively in classrooms where knowledge is clearly and powerfully organized, students are highly active in the learning process, assessments are rich and varied, and students feel a sense of safety and connection (National Research Council, 1990; Wiggins & McTighe, 1998).

We know that learning happens best when a learning experience pushes the learner a bit beyond his or her independence level. When a student continues to work on understandings and skills already mastered, little if any new learning takes place. On the other hand, if tasks are far ahead of a student's current point of mastery, frustration results and learning does not (Howard, 1994; Vygotsky, 1962).

In addition, we know that motivation to learn increases when we feel a kinship with, interest in, or passion for what we are attempting to learn (Piaget, 1978).

Section 2

IN THIS SECTION

1. Goal 2 - Differentiating Instructional Practices and Strategies


54

Further, we go about learning in a wide variety of ways, influenced by how our individual brains are wired, our culture, and our gender (Delpit, 1995; Gardner, 1983; Heath, 1983; Sternberg, 1985; Sullivan, 1993).

In the end, we can draw at least three powerful conclusions

about teaching and learning.

First, while the image of a “standard issue” student is comfortable, it denies most of what we know about the wide variance that inevitably exists within any group of learners.

Second, there is no substitute for high-quality curriculum and instruction in classrooms.

Third, even in the presence of high-quality curriculum and instruction, we will fall woefully short of the goal of helping each learner build a good life through the power of education unless we build bridges between the learner and learning.

These three conclusions are the engine that drives effective differentiation. They, along with our best knowledge of what makes learning happen, are nonnegotiables in a classroom where a teacher sets out to make each learner a captive of the mystery and power of knowing about the world in which those learners will live out their lives.

55


2012/13 SCHOOL DISTRICT NO. 20 KOOTENAY-COLUMBIA


To identify effective teaching strategies that have been shown to support a variety of learning styles and to improve student learning across the curriculum. By June 30, 2013, 90% of teachers should be using these strategies in their classrooms and 75% of students should be able to independently use these strategies when reading for information, writing to respond and demonstrating understanding verbally or in written formats.


• Purposely implement these effective teaching strategies in our classrooms with a school-wide collaborative approach. • Implement a directed focus on reading and writing strategies in all courses where students are regularly expected to read for information,

write to respond and demonstrate understanding verbally or in written formats. • Implement a directed focus on verbal instruction strategies in all courses where students are generally asked to perform specific tasks, follow

instructions that lead to actions or produce a product through ‘hands-on’ activities. • Provide school-wide professional development activities focusing on reading and writing strategies allowing teachers to try new things with

the support of their colleagues.


At JL Crowe, we know that our students are relatively successful in key learning areas such as literacy and numeracy, but over the last several years our own assessment data shows us that our student literacy skills are generally in decline. We are concerned with this trend, as we know that skills associated with ‘literacy’ are important in all of our subject and curriculum areas.

Students in the primary and early intermediate years learn to read and learn to write. By the time they reach high school, there is an expectation that they read to learn and frequently write to demonstrate what they have learned. This proven approach in education has remained relatively unchanged for many years.


1. Teachers will be given collaboration and planning time to review strategies, identify best fits and plan for implementation of a NEW strategy. 2. Teachers will complete a Strategy Planning Form with timelines. 3. Teachers will have an opportunity to visit other classrooms to watch strategies being used by colleagues. 4. Staff Meeting/Department Meeting/School Professional Days will be used to review and discuss the impact of the strategies in the classroom. 5. Diagnostic Reading and Writing Assessments completed twice a year. 6. Librarian will ensure appropriate fiction and non-fiction text will be available. 7. Literacy Lead position will be in place to support all teachers with the implementation of best and purposeful comprehension strategies for

informational text, as well as differentiated instructional strategies 8. Ensure technological supports are in place for students with written output or reading deficiencies (ie. Kurzweil)

Goal #2 Coherence/

Alignment

In improving districts, there is a connection between school and district goals and objectives. School uniqueness and district directions are both valued. Schools connect with other schools to build capacity.

In alignment with District goal which is as follows: Focus goal area #1: To improve reading comprehension of informational text for all students, K-12. Rationale: The skill of reading and comprehending informational text is critical to today’s students. • This focus goal area narrows the focus of the previous district reading goal. • Teachers report that students’ ability to comprehend informational text across curricular areas is of particular concern, especially for

intermediate and graduation program teachers. • A review of student achievement evidence in the area of reading indicates that the percentage of students fully meeting or exceeding

reading expectations declines over time as students progress from grade to grade. • Research supports the idea that there is a correlation between reading comprehension abilities and success in school generally. The District has provided each secondary school a Literacy Lead Coordinator to make this a reality. They meet regularly to share progress and strategies.

Goal #2 Dialogue and Communication Improving schools are involved in continuous dialogue about student achievement and make public their improvement goals and the progress being made in specific areas of focus.

• Use of technology • Teachers meet to discuss strategies, results and resources during pro-d, release time and outside of regular school hours. • Report cards • Parent teacher interviews • Sharing of District results



Classroom / School

Assessment / Evidence:

• RAD completed June 2011 – results have not been tabulated / shared due to ongoing job action

• Grade 9 District Write – results pending

Target:

Trend that indicates increasing RAD and District Write results yearly.

An excerpt from the article, Defining a 21st Century Education (Center for Public Education, June 2009), by Craig D. Jerald.

The traditional subjects continue to be important on their own. For example, researchers have found that taking higher level math courses and developing better math skills leads to greater success in both in higher education and the labor market:

Completing advanced math courses in high school has a greater influence on whether students will graduate from college than any other factor, including family background; students who take math beyond Algebra II double their chances of earning a bachelor’s degree.

Just taking advanced math has a direct impact on future earnings, apart from any other factors; students who take advanced math have higher incomes ten years after graduating—regardless of family background, grades and college degrees.

Taken together, several recent studies suggest that higher math performance at the end of high school translates into substantially higher future earnings; an increase of one standard deviation in math scores translates into a 12 percent boost in wages.

Section 3

IN THIS SECTION

1. Goal 3 - Raise the level of achievement in mathematics.


58

Researchers Rose and Betts found that students who take higher level math courses during high school have higher earnings later on, other factors being equal. Part of the reason is that such students are more likely to earn a college degree, which itself greatly boost earnings. But some of the earnings advantage seems to come from what they learn in advanced math class regardless of whether they later attend college—a “cognitive” boost. Figure 17.

Indeed, a study by the research group Mathematica found that having stronger math skills was a better predictor of future success than having good work habits, leadership skills, teamwork and other sports-related skills, and positive beliefs about whether luck or effort determine success in life (a trait psychologists call “locus of control”).

The researchers pointed out that for students who already have strong math skills, developing other personality traits they are weak in would be a more effective strategy. Nevertheless, “if policymakers are only able to focus on improving a single competency for all students, then that competency should be math ability,” they concluded. “Math test score has a greater effect on postsecondary enrollment, completion of a bachelor’s degree, and earnings than any other competency.” Figure 18.

59


2012/13

SCHOOL DISTRICT NO. 20 KOOTENAY-COLUMBIA


By June 30, 2013, 75% of J. L. Crowe grade 10 students will obtain a grade of a C+ or greater on their Provincial Mathematics Exams.


Help students to:

• develop and continue a positive attitude towards mathematics (numeracy) • value and appreciate the importance and use of math in their everyday lives • develop number sense (logic and reasoning) • use mental math skills (avoid calculator dependency) • apply mathematical concepts in a variety of contexts • be proficient problem solvers (focus on identifying the key information & concepts)


Concern about proficiency in numeracy has been a topic of discussion within the Mathematics department. Numeracy is an integral part of everyday life therefore we plan to assist students in becoming more numerate citizens by overcoming negative attitudes, perceptions and phobias towards math. Recent analysis of achievement trends for JL Crowe students reveals a plateau and we believe there is room for improvement.


The following actions will be used to create opportunities for students, teachers and parents to understand and share in the process of attaining a high level of achievement in numeracy:

1. awareness of numeracy goal through newsletters, website and grade wide meetings 2. continued selection of proper mathematics course that will be appropriate for student’s learning style and future academic

requirements. Changing curriculum, pedagogy and support resources remain a focus. 3. use technology to enhance student learning of mathematics ( ex. iPod and iPad apps, Smart boards, etc.) 4. establish the use of a variety of assessment tools that will support assessment as, of and for learning 5. track mathematic student’s academic achievement in order to develop a trend over time learning profile 6. expose students to math within a variety of careers and everyday opportunities 7. encourage other departments to foster the goal within their courses (cross-curricular integration of math)

Goal #3 Coherence / Alignment In improving districts, there is a connection between school and district goals and objectives. School uniqueness and district directions are both valued. Schools connect with other schools to build capacity.

The current school district goal is under review:

• the past focus was on improving students’ numeracy skills with the objective of improving Math achievement in secondary schools • the focus for improving number concepts district wide in grades 4 to 9 will continue • we are working together with other district high schools to establish teacher “best practices” with a focus on math teaching strategies and assessment practices

Goal #3 Dialogue and Communication

Improving schools are involved in continuous dialogue about student achievement and make public their improvement goals and the progress being made in specific areas of focus.

• use of technology (EDMODO, website, homeworknow.com, direct emailing, e-report and interims) • teachers meet to discuss strategies, results and resources during pro-d, release time and outside of regular school hours • parent teacher interviews



Classroom / School

Assessment / Evidence: • analysis of results and data collected for cohorts from grade 8 through 10 • assessments aligned with key concepts within each curriculum that can be used assessment for/as/of learning • common pre, mid and final assessments for each Math program • a variety of qualitative and quantitative assessments practices (observation, self-assessment, performance assessments, etc.) conducted by teachers and students throughout each course

Target: 75% of grade 8-10’s achieve C+ or better on the year-end common grade-wide assessment

Provincial

Assessment / Evidence: Provincial exam results (grade 10)

Target: 75% of grade 10’s achieve C+ or better on the provincial assessment

planning for success - sd20 survey data for 2010-11, our success plan and of course some contextual...

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