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Strategic2013-2016

PlanStrengthening Our Learning Community

SCHOOL

Our Culture Letter from the Board Chair

Strategic Plan 2013-2016 Structure

Goal OneLearningAchievement Targets

Goal TwoClimateAchievement Target

Continuous School Improvement Individual School Goals

1

3

4-612-14

8-10

15

16-20

Contents

Our MissionWe develop independent lifelong learners in a student-centered environment with

high expectations for all.

Strategic Plan 2013-2016 Strengthening Our Learning Community | 1

Letter from the Board Chair: Our CultureTo the CCRSB community:

The Chignecto-Central Regional School Board (CCRSB) is a student-centered learning organization with high expectations for students and staff. Education Services, Human Resources Services, Operational Services, Financial Services and the Superintendent’s Office work collaboratively to provide excellent programs and supports to maximize student and staff success. CCRSB values its relationships with many key partners, including the Department of Education and Early Childhood Development, school advisory councils, home and school associations, the departments of Justice, Community Services and Health and Wellness, community agencies, Band Councils and African-Nova Scotian support groups. Through these relationships our staff are contributing to several key initiatives and inter-agency partnerships at the community and provincial level. They are also connecting with parents, volunteers and the communities that our schools call home. We continually work to build trust, respect and mutual understanding through open, proactive communications that convey the achievements and challenges we face as a system.

Our organizational culture is one of a learning community in action. We are working to develop a collaborative culture with a focus on learning and collective inquiry into best practice and our current reality. Our commitment to continuous improvement for all staff is strengthened by an interdependent system of individual teacher growth (Professional Growth and Appraisal Program), collaborative teacher teams at every school, Continuous School Improvement and strategic planning by the elected Board. These interdependent systems complement and strengthen our core beliefs while stimulating progress and improving professional practice. Collectively engaging in continuous capacity building through evidence-based inquiry translates into better instruction and supports for our students. Committed and knowledgeable instructional leaders are a key element in supporting and improving instructional practice & school climate.

A common language of instruction and assessment, curriculum design and classroom environment is created through the CCRSB Instructional Framework. The members of our learning community understand that effective instruction and assessment practices by classroom teachers have the greatest influence on student engagement, achievement and success. Collaborative teams of teachers studying student achievement results ensure we stay focused on learning and systematic interventions for students. We recognize that the integration of technology is a fundamental component of student learning and is an area that we continue to develop.

At CCRSB we value diversity, equity and inclusion and strive to ensure we provide positive, safe and socially-just learning and working environments. The principles of social justice, race relations, cross-cultural understanding and human rights are reflected in the CCRSB Social Justice Framework.

Our 2013-2016 Strategic Plan was written with our students at its heart. Our Goals and Areas of Focus have been set with full knowledge that it will require the collective will of the entire CCRSB community to bring this plan to life and achieve the objectives we have set for ourselves.

All of our employees, elected members and volunteers have a role to play in this strategic plan. It is our hope that every member of the CCRSB community will see their ultimate purpose reflected and amplified in this plan.

Yours respectfully,

Trudy Thompson, Chair

Chignecto-Central Regional School Board

Our Beliefs• Student learning is our priority.

• Learning is a partnership among home, school, and community.

• All students have the ability to learn.

• Students learn in different ways.

• We must teach the whole child.

• Learning is a lifelong process.

• Schools must be safe, supportive, and socially just.

• Everyone must be treated with dignity and respect.


2013-2016 Strategic Plan Structure

GoalsOur two goals describe the end-result of our improvement efforts over the next three years.

Areas of FocusThe Areas of Focus for each Goal describe specific topics we will concentrate our efforts on over the next three years.

Yearly ActionsThe Yearly Actions are those strategies we will complete and renew each school year.

2016 ObjectivesThese are the objectives we are working to accomplish in the long term.

Achievement TargetsTo better define the 2016 Objectives, specific achievement targets have been set in the areas of literacy, mathematics and climate.

Continuous School ImprovementIndividual School Improvement Goals inform and influence CCRSB’s strategic direction.

4 | Strategic Plan 2013-2016 Strengthening Our Learning Community

Instruction and Assessment PracticesEffective instruction and assessment processes positively influence student learning and engagement.

2013-2014 Yearly Action Plan• Professional learning will be provided focusing on the application of effective, research-based

instruction and assessment practices; student management practices; and student intervention practices.

• The new Nova Scotia Mathematics curriculum will be implemented in grades Primary to 3 and grade 10.

• Professional learning in effective, research-based motivation, instruction and assessment practices for male and male-like learners will be provided. This will allow teachers and instructional leaders to better differentiate instruction and assessment processes for all students.

Provincial, Regional and School-based DataThe use of data from a variety of sources, sorted in meaningful ways, informs the continuous improvement of curriculum, instruction and assessment, and student engagement.

2013-2014 Yearly Action Plan• A CCRSB data team will establish processes to compile, track, assess and communicate all

data related to student learning.

• Data on student ethnicity and gender will be sorted to allow a better response to areas requiring increased attention to support success.

• Regional and school-based targets on provincial assessments will be set.

• A baseline will be established on the graduation rate, Grade 10/11 credit completion, specific high school course enrollments, as well as elementary and middle school grade completion.

• A system analysis will be conducted of school-based reading levels of all Grade Primary to 3 students; and school-based literacy assessments in grades 2, 4, 5 and 7.

Goal ONE: Increase Student LearningEffective instruction and assessment processes by classroom teachers, working in communities of practice, and supported by knowledgeable and responsive instructional leaders, will have a positive outcome for increased student learning.

Areas of Focus

2013-2014 Yearly Action Plan

• Instruction and Assessment Practices

• Provincial, Regional and School-based Data

• The Continuous School Improvement (CSI) Process

• Technology Integration in Student Learning

• Instructional Leadership

• Professional Learning

• The Early Years


The Continuous School Improvement (CSI) ProcessAs a learning community in action, schools develop a cycle of collective inquiry into best practices and their current reality and respond to evidence of student learning.

2013-2014 Yearly Action Plan• The CCRSB Continuous School Improvement Process will be implemented to ensure that all schools

are engaged in ongoing reflection and growth.

• Regional and site-based collaborative teams will be supported with professional expertise, professional learning and meeting time as the budget permits.

• Schools will be required to examine SEL, RCH/Social Justice and student health data when developing their school improvement goals.

• The continuous school improvement goals for each school will be published to promote transparency, professional interaction and collective capacity building.

• Principals will provide an annual report to their school community to keep parents, guardians, students and staff informed about the CSI Process and progress being made.

• At the end of the CSI Process, principals will present their results to the elected Board for review and discussion.

Technology Integration in Student LearningThe integration of technology in instruction and assessment process is an important component of student learning.

2013-2014 Yearly Action Plan• The elected Board will provide the needed direction to financially support technology infrastructure

upgrades.

• A multi-year plan that supports technology use in student learning will be developed. Included in this plan will be a strategy to ensure that equitable access to core technology across all schools becomes a reality.

• Several pilot sites where students and staff can bring personally owned technology to complement their learning and work, will be established.

• Professional learning in effective, research-based technology integration practices will be provided for teachers and instructional leaders.

• Students will be involved in conversations about the integration of technology into their classrooms and their learning.

Instructional LeadershipTeaching practice – like any profession – improves with supportive, knowledgeable and effective instructional leadership. Our instructional leaders have knowledge, skills and competencies in the areas of equity and diversity, instruction and assessment, curriculum, leading change, collaborative inquiry, mentoring and coaching, and developing a positive learning environment.

2013-2014 Yearly Action Plan• A framework will be developed to create a common language and understanding of instructional

leadership.

• The Literacy and Programs Advisory Group will be expanded to include Grade 7 to 9 principals, allowing for professional learning at the middle school level.

• The Professional Growth and Appraisal Program (PGAP) trial will be expanded to include additional schools for the purpose of gathering more comprehensive feedback from teachers and principals.


Professional LearningCollectively engaging in professional learning improves practice, enhances organizational capacity and promotes leadership amongst teachers and all staff members across the board.

2013-2014 Yearly Action Plan• Focused and regionally-based professional

learning for will be provided for all departments.

• Regional education staff members will provide support for Family and site-based professional learning.

• Support for new teachers will be expanded.

The Early YearsA meaningful pre-Primary experience, supportive and purposeful transition to school and a focus on the first years of learning have a positive impact on the future of our youngest students.

2013-2014 Yearly Action Plan• A CCRSB Early Years Team will be established to begin examining the issues, supports and

programs necessary for our youngest learners.

• Early Development Instrument (EDI) data will be shared with community partners to facilitate inter-agency collaboration and communication.

2016 Objectives• Meet or exceed CCRSB targets on provincial assessments, Nova Scotia

Examinations and CCRSB examinations.

• Decrease the gap between the classroom mark and the examination mark on common high school examinations.

• Increase reading and writing skills of students enrolled in the CCRSB Early Literacy Initiative.

• Increase the Mathematics literacy of students enrolled in the CCRSB Intensive Mathematics Support Initiative.

• Increase the percentage of students graduating within three years of entering Grade 10.

Instructional FrameworkChignecto-Central Regional School Board


MathematicsGrade Target Assessment Notes

4 85% of eligible students in each school meeting expectations in Mathematics overall.

Nova Scotia Assessment: Mathematics 4

• Reduce the number of students performing at Level 1.

• Schools/Board have systematic response.


Nova Scotia Assessment: Reading, Writing and Mathematics 6







• Targets based on one year of results.

10 85% of eligible students in each school will meet the pass mark of 50%.

Nova Scotia Mathematics Examination 10

• Target based on the trend from the Mathematics 10 and Mathematics 10 Plus CCRSB Regional Assessment. As a result of the new curriculum and the new Nova Scotia Examination 10, this target may need to be adjusted in the future.

Mathematics at Work 10

Target will be established as data becomes available.

Nova Scotia Mathematics at Work Examination 10

• NSE baseline data not yet available.

12 78% of eligible students in each school will meet the pass mark of 50%.

CCRSB Regional Examination

12 Advanced 85% of eligible students in each school will meet the pass mark of 50%.


Goal One: 2016 Achievement TargetsRegional achievement targets are set for provincial assessments, Nova Scotia Examinations (NSE) and CCRSB examination results. Trends in data are examined and input is gathered from principals and teachers, Education Services staff and the Senior Management Team. Regional targets set an expectation for individual school achievement results.

Meeting expectations on provincial assessments is defined as performing at Level 3 or Level 4.


LiteracyGrade Target Assessment Notes

3 Reading:85% of eligible students in each school meeting expectations in Reading overall

Writing:• Ideas 90%

• Organization 85%

• Language Use 85%

• Conventions 80%

Nova Scotia Assessment: Reading and Writing 3


• School/Board have systematic response.






• Conventions 80%








• Conventions 85%





10 Target will be established as data becomes available.

Nova Scotia English Examination 10

• NSE baseline data not yet available.

12 Target will be established as data becomes available.


• Baseline data not yet available.

12 Communications



• Baseline data not yet available.


Additional TargetsGrade Target Assessment

Classroom to Common Examination Mark Gap Grades 10-12

The mean difference between a class mark and a common high school examination will be between 10 – 12 points in each section.

• Nova Scotia Mathematics Examination 10

• Nova Scotia Mathematics at Work Examination 10

• CCRSB Regional Examination Mathematics 12

• CCRSB Regional Examination Mathematics 12 Advanced

• Nova Scotia English Examination 10

• Nova Scotia English Examination 12

• All school examinations

Early Literacy Support Iniative (P-3)

Reading Development:• 100% of students in Early

Literacy Support will demonstrate growth.

• 75% of students in BOOST Interventions will reach grade level expectations.

• 60% of students in First Developing Learners and 40% of students in Second Developing Learners will reach grade level expectations.

Writing Development: Targets will be established as baseline data becomes available.

Oral Language Development: Targets will be established as baseline data becomes available.

Reading:• An Observation Survey of Early Literacy

Achievement

• Strategic Observations

• Records of Oral Reading

Writing: Writing Continuums

Oral language: Oral Language Continuums

Early Mathematics Initiative (1 – 3)

Early Mathematics Support will reflect the new Nova Scotia Mathematics curriculum implemented in Grade Primary - 3 in 2013-2014. Support will be based on the schools achievement results on the Mathematics 4 Provincial Assessment.

Students graduating with three years of entering Grade 10


• Baseline being established 2013-2014


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Social Justice/Race Relations, Cross-Cultural Understanding and Human Rights (RCH)A positive, safe, socially-just learning and working environment will be created by explicit attention to equity, diversity and inclusion.

2013-2014 Yearly Action Plan• Professional learning for all departments

will be provided focusing on RCH/Social Justice.

• Students will become partners and participants in conversations about RCH/Social Justice issues in their schools and advise on board-wide programming and initiatives.

• A promotional campaign will be developed to help educate and raise awareness amongst students, parents/guardians and school communities on the importance of self-identification.

Goal TWO: Provide Positive, Safe, Socially-Just Learning EnvironmentsA positive learning atmosphere is dependent on a climate of complex social interaction within a diverse community of people. Students, staff, and parents/guardians should expect an environment that is positive, safe, inclusive and welcoming.

Areas of Focus

2013-2014 Yearly Action Plan

• Social Justice/Race Relations, Cross-Cultural Understanding and Human Rights (RCH)

• Provincial, Regional and School-based Data

• Stand Up. Speak Out. Stop

Bullying. Together

• Mental Health Services, Supports and Education

• Social and Emotional Learning (SEL)

• Restorative Approach


Provincial, Regional and School-Based DataThe use of data from a variety of sources sorted in meaningful ways informs the continuous improvement of curriculum, instruction and assessment, and student engagement.

2013-2014 Yearly Action Plan• Data on the ethnicity and gender of students will be sorted to provide focused information on

specific grades, classes or groups of students.

• The Early Development Instrument (EDI) will be administered in elementary schools across the board. The resulting data will be used to inform school intake procedures, transition experiences and programming for our early learners.

• A baseline on program support services and student intervention resources will be established.

• The use of the Middle Years Development Instrument (MDI) will be investigated to determine if it is a suitable tool to advise us on program and intervention requirements of middle school students.

• A Social and Emotional Learning (SEL) survey will be developed and administered to students in grades 4, 7 and 10 to establish a baseline of SEL information.

• Data from the Nova Scotia School Performance Surveys will be sorted in the area of SEL and school climate.

Stand Up. Speak Out. Stop Bullying. Together.Explicit actions through anti-bullying initiatives are an important component in providing a positive, safe, socially-just learning environment for all students.

2013-2014 Yearly Action Plan• The CCRSB Stand Up. Speak Out. anti-bullying initiative will be launched and maintained via regional

and school-based supports. All schools and board offices will be involved in the initiative on a long-term basis.

• Student-led, site-based anti-bullying and school climate initiatives will be supported through financial and programming commitments.


Mental Health Services, Supports and EducationThere are many benefits associated with positive mental health in schools, including better relationships, positive learning environments, student and staff engagement, better attendance and learning, and improved coping and problem-solving skills.

2013-2014 Yearly Action Plan• GoTo mental health training for teachers will be expanded and support to pilot schools will

continue.

• A CCRSB Champions of Mental Health Team will be established to lead professional learning and advise on programming.

• SchoolsPlus, a comprehensive and collaborative inter-agency approach to providing support services to children, youth and families will be expanded.

Social and Emotional Learning (SEL)Strong social and emotional skills in students create responsive, caring and inclusive learning and working relationships that lead to success and responsibility.

2013-2014 Yearly Action Plan• Evidence-based SEL programs for schools will be supported through financial and curriculum

commitments.

• The curriculum connections to SEL will be explicitly identified.

• A student action grant to encourage student innovation and initiative around improved school climate will be established.

Restorative ApproachLooking at our actions, policies and protocols through a relational lens strengthens our interpersonal contacts and improves our learning and working environments. The restorative approach seeks to help students solve problems through conversation and interpersonal connection in an effort to create long-lasting problem-solving skills and to preserve or build upon existing relationships.

2013-2014 Yearly Action Plan• The support for restorative approach pilot schools will be continued to allow for deeper

understanding and increased participation.

• Focused regional professional development on the restorative approach and best practices in school climate will be provided.

2016 Objectives• Increase the percentage of students reporting a positive, safe, socially just learning

environment.

• Increase the percentage of parents/guardians and teachers reporting a positive, safe socially just environment.

• Decrease the number of out-of-school suspensions.

• Increase student attendance.

• Increase Grade 10 and 11 credit completion.

• Increase Elementary and Middle School grade completion.


ClimateTarget Assessment

Students reporting a positive, safe, socially-just learning environment

• Baseline being established in 2013-2014

Parents/Guardians and teachers reporting a positive, safe, socially-just learning environment


Decrease out-of-school suspensions • Baseline being established in 2013-2014

Increase student attendance • Baseline being established in 2013-2014

Increase Grade 10 and 11 credit completion


Increase Elementary and Middle school grade completion


Goal Two: 2016 Achievement Targets


Amherst Regional High School

By June 2015, increase student achievement by 5% in mathematics as measured by the provincial and regional assessments (and by course marks).

By June 2015, increase student achievement by 5% in literacy as measured by the provincial and regional assessments (and by course marks).

By June 2015, increase by 10% the amount of positive feedback given to staff, students and parents as measured by our in-house survey.

Bible Hill East Court Road Elementary School

By June of 2015, 85% of our students will meet the grade level expectations in Operations Specific Curriculum Outcomes as measured by school based common assessments and Report Cards.

By June of 2015, the school will maintain and improve positive feedback to parents regarding student success at school as measured by the Department Of Early Education and Childhood Development (DEECD) generated survey.

Brookfield Memorial Elementary School

By June 2015, student achievement in the area of number sense and operations will increase by 5% based on end of year school-based common assessments.

By June 2015, 75% of students will demonstrate a positive attitude toward school as measured by the student survey.

Cobequid Consolidated Elementary School

By June 2014, 85% of students will be meeting expectations in Reading and Viewing as measured on school-based and provincial assessments.

By June 2014, the percentage of students in the 400 or above standard deviation in the area of Number Sense and Operations on the Provincial Math Assessment will increase by 10% and 85% of students will meet grade level expectations on school-based assessments.

Cobequid Educational Centre

By June 2015, there will be a 5% increase in the percentage of students successfully completing their chosen courses as measured from the baseline year, 2010-2011.

By June 2015, 100% of teachers will demonstrate consistent use of Formative assessment practices.

Cumberland North Academy

By June 2016, increase by 5% the number of students with a good to thorough understanding of Number Sense in Math as measured by provincial assessments, report card data, and school-wide common math assessment.

By June 2016, increase the number of students, parents and staff who feel we provide a safe, healthy and positive learning environment by 5% as measured by survey data.

Cyrus Eaton Elementary School

To improve achievement in Number Sense to attain a minimum 10% increase on school-based stage level assessments by 2015-16.

E. B. Chandler Junior High School

By June 2015, to increase the number of students meeting expectations in Math by 5% as measured by provincial and school-based assessments.

By June 2015, to increase the number of students meeting expectations in Reading by 5% as measured by provincial and school-based assessments.

Continuous School Improvement Process (CSI)Individual schools are connected to the Strategic Plan through their CSI processes. As learning communities in action, they inform and influence CCRSB’s strategic direction.


East Pictou Middle School By June, 2014, there will be a 10% increase of EPMS students who will indicate on the NSSAP survey and a school based survey that the school facilitates a safe, positive learning environment.

By June, 2014, there will be a 10% overall increase of student scores in practical math knowledge as measured by common grade level assessments.

Enfield District School To improve student achievement in the area of basic facts.

F. H. MacDonald Elementary School

School Performance Goal:

Goal: To improve communication within the school community.

School Achievement Goals:

Goal 1: To improve narrative writing scores for students in Primary to 2.

Goal 2: To increase Mathematics achievement in number sense and operations; with a focus on estimation, rounding and word problems, by 5% by June, 2014.

Highland Consolidated Middle School

By 2014, 100% of students will demonstrate an improvement in critical thinking skills as measured by school based assessments.

By 2014, 95% of students will demonstrate improvement in levels of academic student engagement as measured by school based assessments.

Junction Road Elementary

West End Memorial School

By May 2016, increase by 5% the number of students who are meeting or exceeding expectations in the number strand as measured by a school-wide assessment tool administered.

By May 2016, increase by 5%, students’ cultural competence, as measured by surveys.

Kennetcook District Elementary School

Hants North Rural High School

By June 2014, there will be a 5% increase in school community engagement as measured by survey responses and school based data.

By June 2014, there will be a 5% increase of student achievement in the area of writing as measured by provincial and school based assessments.

Maple Ridge Elementary School

By June 2014, 80% of our eligible students will meet grade level expectations in number sense and operations as measured by data obtained from school-based assessments.

By June 2014, 85% of eligible students will meet grade level expectations in reading and viewing as measured by school-based and provincial assessments.

North Colchester High School

By 2015, NCHS will increase by 10% the number of students who respond positively to a school based survey designed to measure motivation, involvement and engagement.

By 2015, the overall Math mean level score for NCHS students will be 75%, based on common school wide assessments, with a concentration on improving basic math language and comprehension.

North Nova Education Centre

By 2016, 80% of our stakeholders will agree that the academic and the non academic needs of students grades 9-12 are being met as determined by the provincial survey on school climate/culture.

By 2016 75 % of students will pass the Math 10 and the Math 10 at Work provincial assessment.

By 2016 there will be a 5% increase in the number of students who pass Grade 10 English as measured by the provincial assessment in 2013.

North River Elementary School

By June 2013, surveys will show the effectiveness of communication will increase by 10% in the school community of parents/guardians, staff, and students.

By June 2013, the number of students meeting grade level expectations in writing will increase by 5% as measured by provincial and school based assessments.


Oxford Regional Education Centre

By June 2015, increase by 5% the number of students reading at or above grade level in grades P-7 as measured by site-based assessments.

By June 2015, increase by 5% the number of students and parents that respond positively in regards to school climate as measured by a school-generated survey.

Pictou Academy

Dr. Thomas McCulloch Junior High

By June 2016, 70% of students registered in Grade 11 will be successful in achievement of the Outcomes for Mathematics 11 and English 11 (Academic Programs).

By June of 2016, we will have 95% of students consistently satisfying the qualities of positive ‘Interactions With Others’ as identified in the Report Cards Learner Profile and a reduction in office referrals.

Students and Staff will increase their Cross-Cultural understanding and sensitivity toward Social Justice Issues.

Pugwash District High School

By June 2015, improve Junior High Math Skills in the areas of addition, subtraction, multiplication and division by 5% as measured by the RWM8 provincial assessment and site based assessments.

By June 2015, increase the number of Senior High students who are in agreement, 70% or greater of selected DEECD performance survey questions.

By June 2015, improve Junior and Senior High reading comprehension skills by 5% as measured by the RWM8 provincial and site based assessments.

Rawdon District Elementary School

Performance Goal: By Spring 2016, 80% of all stake holders feel that the school addresses matters related to racial equity and cultural proficiency, as measured by school surveys.

Academic Goal: By Spring 2016, 75% of students at RDS will meet grade level outcome expectations in the Number Strand, as measured by school-created common assessments.

River Hebert District Elementary School

River Hebert District High School

By June 2016, increase by 5% the number of students in grade 7 -12 that improve their reading comprehension skills as measured by our site based assessment and the RWM8 provincial assessment.

By June 2016, increase, by 5%, the number of students in grade P-6 that meet in the four strands of writing as measured by our site-based assessment and the RW3/RWM6 provincial assessments.

By June 2016, increase by 5% the positive responses for school climate and student inclusiveness as selected for a school based survey.

Riverside Education Centre To focus on best practices in the areas of instruction and assessment to increase school-wide performance in numeracy and literacy.

To continue to work towards fostering a climate of social justice at that endeavours to ensure equity and inclusiveness for all students and staff.

Scotsburn Elementary School

By 2015, staff communication and spirit, as measured by a survey created by and for staff, will achieve an 80% satisfaction rate.

By 2015, students will improve by 5% their comprehension of information text through synthesis and analysis as measured by school based assessments.

Shubenacadie District Elementary School

By 2015, students at Shubenacadie District will achieve a 5% increase each year in Number Concepts/Number Relationships and Operations on grade specific (Grade 2 and Grade 5) site-based assessments.

By 2015, students at Shubenacadie District will achieve a 5% increase each year from 2012-2015 in reading comprehension on site-based assessment.


Spring Street Academy By June 2014, increase the number of students meeting expectations in Reading by 5% as measured by provincial and school based assessments.

By June 2014, increase the positive response to school climate by 10% as measured by the Springhill High School Climate Survey and focus groups.

Springhill Junior

Senior High School

By June 2014 to increase the number of students meeting expectations in Reading by 5% as measured by provincial and school based assessments.

By June 2014 to increase the positive response to school climate by 10% as measured by the Springhill High School Climate Survey and focus groups.

Tatamagouche Elementary School

By 2013, 85% of our students will meet or exceed grade level expectations in reading as measured by ELLA, ELA, CCRSB Literacy assessment tools and school based assessments.

By 2013, 90% of our stakeholders will agree that non-academic needs of students are being met as determined by a school based survey.

Temperance Street School By 2013 the percentage of students who will meet or exceed grade level expectations in reading will increase by 10% as measured by provincial and school based assessments.

By 2013, 80% of survey respondents (Students, staff, parents/guardians) will indicate there is effective communication between and among stakeholders.

Thorburn Consolidated School

Grade P-3 Goal: To have 80% of our grade 3 students meet expectations for language use on the RW3 by January 2015.

Grade 4-6 Goal: To increase by 5% the number of students achieving at or above grade level’ on the Grade 6 Provincial Reading and Writing and Math assessments in the area of Analysis by January 2015.

To increase to 85% the racial equity and cultural proficiency awareness of all students, staff, and parents on the Continuous School Improvement survey by June 2015.

Trenton Elementary School By 2015, there will be a 10% increase of stakeholders (parents, students and staff) who agree that the school community has increased its cross-cultural understanding and social justice - based on the provincial survey.

By June 2014, to increase the number of students meeting expectation in reading by 10% as measured by school based and provincial assessment.

Trenton Middle School By May 2015, students in Grades 5-9 will increase their knowledge of basic math facts by 10% as measured by common grade level assessments.

By 2015, there will be a 5% increase in our students who will meet or exceed grade level expectations in reading as measured by ELA, JHLA, CCRSB Literacy assessment tools and school based assessments.

Truro Elementary To achieve a 5% improvement in the number of students meeting expectations in writing by June 2014 as measured by report card data (students achieving an “A”) and school based writing assessments (students achieving a rubric score of 3 or 4).

To improve the positive learning environment at Truro Elementary School by 10% by June 2014 as measured by provincial and local surveys.

Valley Elementary School By the end of the 2015 /16 school year, an increase of 5% of students will indicate on a survey that their teachers provide them with descriptive feedback.

By the end of the 2014/ 2015 school year, 75% of students will agree that Valley Elementary addresses matters related to racial and cultural Proficiency as measured by student survey.


A.G. Baillie Memorial School

Acadia Street School

Advocate District School

Bible Hill Central Elementary School

Bible Hill Junior High School

Central Colchester Junior High School

Chiganois Elementary School

Cobequid District Elementary

Debert Elementary

Dr. W. A. MacLeod Elementary School

Elmsdale District Elementary School

G. R. Saunders Elementary School

Great Village Elementary School

Hants East Rural High School

Harmony Heights Elementary School

Hilden Elementary School

Maitland District Elementary School

New Glasgow Junior High School

Northport Consolidated Elementary School

Northumberland Regional High School

Parrsboro Regional Elementary

Parrsboro Regional High School

Pictou Elementary School

Redcliff Middle School

River John Consolidated School

Salt Springs Elementary School

South Colchester Academy

Truro Junior High School

Uniacke District School

Upper Stewiacke Elementary School

Wallace Consolidated Elementary School

Walter Duggan Consolidated School

Wentworth Consolidated Elementary School

West Colchester Consolidated School

Schools Beginning New Improvement Cyclein 2013-2014

West Highlands Elementary School

By June 2015, there will be an improvement of 5% in student behaviour at WHS as measured by Power School data, classroom records and NSSAP/School surveys.

To improve student performance by 5% in Number Concepts and Operations at WHS within three years (June 2015) as measured by report card data, school based assessments and EEMLA and EMLA results.

West Pictou Consolidated School

Improve student achievement in Operations Strand of Math Curriculum by 5% based on baseline data by 2014/2015.

To create and nurture a more socially just, safe and inclusive school climate.

Winding River Consolidated By 2015, student achievement at Winding River Consolidated will increase by 5% per year in Number Concepts/ Number Relationships and Operations as indicated by grade two and grade five summative assessments.

By 2015, 80% of staff at Winding River Consolidated will respond positively that they are informed and have opportunities to be involved in decision-making within their school, as indicated by the staff survey results.

strategicplan · • at the end of the csi process, principals will present their results to the...

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