2015 - 2016 Learning Improvement Plan · Classroom plans and individualized student plans...

2015 - 2016

Learning Improvement Plan (Level 3)

Pense School Learning Today - Leading Tomorrow

Leadership in Learning and Life

Prairiew Valley

Introduction Every academic year, schools within the Prairie Valley School Division generate a Learning Improvement Plan (LIP) that aligns wi th Prairie Valley School Division's Strategic Plan and Education Sector Strategic Plan.

Learning Improvement Plans are developed collaboratively between school-based administrators, teachers, and school community councils (SCCs).

Learning Improvement Plans contain qualitative and quantitative data that reflect the needs o f students. Schools will have support f rom consultants, supervisors and superintendents at the division level. The Learning Improvement Plan will be supported and signed by school community councils and shared wi th the greater school community.

The culmination o f the annual Learning Improvement Plan occurs by June 15, when staff members, SCCs, Division staff and Board members have an opportuni ty t o review the plan and assess progress.

• Provincial plan for economic and social development, with targets fo r many sectors, including education

Education Sector Strategic Plan

(Level 1)

•Targets and strategies fo r the Provincial PreK t o Grade 12 education sector, developed jointly by the Provincial Leadership Team (Ministry and school divisions)

Prairie Valley Strategic Plan (Level 2)

•Prairie Valley's multi-year outcomes, targets and strategies; the basis for reporting progress to our communities

•School-specific annual improvement plans prepared by staff in consultation with SCCs under the leadership o f the principal

Classroom plans and individualized student plans

•Classroom-based plans focused on each student by name, by need

New Format Rationale For 2015 - 2016, the Prairie Valley School Division has repurposed the Learning Improvement Plan. - The new template t ightly couples with Sector and Division plans. - The new template is heavily focused on data reporting and requires school priorities based on evidence. - Completion will be relevant, simple, concise and focussed. - There is a logical progression o f data input in the template that illustrates coherency. - Information on the plan will be clear and relevant t o all stakeholders.

The Learning Improvement Plan is an important component that aligns directly t o the Education Strategic Sector Plan. It has been designed as a support fo r school continuous improvement planning. Deep inquiry via needs analysis fur ther refines the areas o f focus that form specific goals in the Learning Improvement Plan. The duration o f goals and priorities may extend over a period o f several years wi th the Learning Improvement Plan adjusting t o needs and support required t o attain school goals.

The Planning Imperative Robert Marzano (2009) determined the fol lowing reasons fo r creating priorities (goal setting) in the school and the classroom: - Good teaching begins with clear goals. Goals are the reason that classroom activities are designed as they are. - Achievement gains o f 16-29 percentile points have been demonstrated through appropriate use o f goals. - Students are most motivated by goals that are challenging but not too difficult. In addition, feedback as an instructive strategy is more effective when learning goals are at the right level o f difficulty.

- Co-operative goals can help students accomplish individual academic goals and non-cognitive (behavioural) goals. Students learn to work, not in isolation or competit ion, t o accomplish their own goals through the cooperative goals set wi thin the classroom.

- Well-structured learning goals make assessment and evaluation tasks easier t o construct. - Goal specificity (clear and distinct statement o f goals) and goal diff iculty (degree of challenge t o students) are t w o important characteristics o f classroom goals. - Goals serve as motivators. This only happens when goals clearly indicate desired performance or behaviour.

Technical Aspects of Filing and Reporting 1. The template is to be accessed and saved in InSite here: Click here 2. Ginny Buchko will act as technical support. If you require technical assistance, please contact her. 3. You wil l notice some cells are protected. Cell protection prevents inadvertent deletion o f content. 4. If the sharing of data compromises student privacy, then consult your Superintendent.

School Celebrations As you reflect on your data, identify areas o f success either historical or recent.

Pense School continues t o see strong enrolment projections, wi th particular strength shown in K-2 numbers. Pense is a popular destination fo r young families as housing options are generally affordable and the communi ty is located in close proximity t o Regina and Moose Jaw. Some housing development is underway which should contr ibute t o gradual, sustainable growth.

Pense School offers a full range o f programming fo r grades K-8 including 6-8 band instruction, 6-8 career education, and 7-8 Practical and Applied Arts. Extra-curricular offerings include cross country, volleyball, basketball, flag football, track and field, curling, knitt ing club, art club, gardening club, archery, Math Club, choir, drama, sewing club, Pay It Forward Club,

badminton and intramural sports. 83.3% o f Pense School students participate in sports (TTFM 2014). This is almost 10% above the PVSD mark.

Academic Celebrations 1. Grade 6 /7 /8 students performed very well on the June 2015 RAD assessment wi th 86% o f students Beginning to Meet o r Better. This is significantly higher than the overall percentage posted fo r all

PVSD students. 2. We are encouraged by the Math Number Strand assessment results o f our grade 3 /4 /5 students. Students in grades 4 /5 showed significant improvement f rom pre t o post assessment

(7% - grade 4 ; 7% - grade 5). Overall, 82% o f Pense School students score "Adequate or Better" on the math assessment, which is on-par wi th PVSD assessment results. 3. Pense School students showed measurable improvement on the Fountas and Pinnell Reading Assessment (June 2014 vs. June 2015). The overall percentage o f students "Meeting Expectations or

Better" increased f rom 70% (June 2014) t o 74% (June 2015). Even though Pense School students are performing slightly below the PVSD benchmark, this level o f improvement shown by Pense School students outpaces overall improvement results demonstrated fo r all PVSD students.

4. 92% o f Pense School students score "Adequate or Better" on the Grade 7 Life Science assessment (June 2015).

School Goals for the 2015 - 2016 school year As you reflect on trends in your school data, what have you identified as priority areas? How will your school address these focus areas?

Priority Items / Areas o t Challenge

1. Though grade 3 /4 /5 students at Pense School perform very well on the Math Number Strand assessment, that "learning momentum" does not seem to be sustained through to grade 8. Only 57% o f Pense School students achieved "Adequate o f Better" on the 2015 Post-assessment. This is well below PVSD overall student results, and is particularly concerning considering that 100% o f grade 2 students at Pense School score "Adequate or Better" on the same assessment.

| 2. Pense School students have shown significant improvement in Reading, as evidenced by their F & P Benchmark Reading Assessment results (2014 vs 2015). However, overall school reading results continue to lag slighty behind overall PVSD performance levels.

3. There is a lack o f specific school level data around the writ ing skill o f students in Pense School, however, the consensus o f staff is tha t the wri t ing skill o f students, in general, has decreased. There are any number o f plausible explanations.

4. TTFM - Victims o f Bullying. 17% o f Pense School students report being "Victims o f Bullying" on the 2014 TTFM survey. This is 8% below PVSD overall results, but remains a serious concern for the school.

Addressing these focus areas:

1. Math SMART goal: "By June 2016, 83% o f the Pense School grade 3-8 students wil l score an adequate or better on the number strand post-assessment."

2. Reading SMART goal: "By June 2016, 83% o f the Pense School grade 1-8 students wil l be reading at developmentally appropriate levels according to the Fountas and Pinnell Benchmark Reading Assessment."

"By June 2016, 80% o f Pense School grade 6-8 students will score one 3 or higher on the RAD assessment." 3. Writ ing SMART goal: Staff are beginning the process o f developing a scope and sequence fo r wr i t ing skill. Goals wil l then be established that are specific t o each grade level. 4. School Safety (Area o f Focus): Overview o f School Policies and Procedures. Staff review o f behaviour management strategies. Best-practice discussions wi th staff. Are existing practices / protocols

supporting and/or promoting positive school relationships?

Supports to the Learning Improvement Plan Describe the priority areas o f emphasis fo r your decentralized professional development budget based on your LIP and list the members o f your school's Professional Development Committee, a. Member o f your school's professional development commit tee: PD committee: Barb DeWitt, Becky Williams, Roxanne Frey, John Irving

b. Describe the priority areas o f your upcoming year's professional development based on the Learning Improvement Plan. 1. - incorporation o f strategies / skill development o f staff as they support all students in improving thei r personal reading level.

Jolly Phonics - fun, child-centred approach to teaching literacy. Students are taught t o see, hear, feel and act ou t the words - a multi-sensory method. - Intervention Teacher Pam Adames participated in training (late summer) and wil l support teachers (also trained) and students in the classroom directly.

LLI - Teacher / SST Ferrah Graham will attend the October 7 LLI PD day put on by PVSD. Ferrah will then use a "Train the Trainer" format wi th the rest o f the Pense School LLI team.

2. - the development o f wri t ing skill in all students. 3. - promot ion and development o f skill in teaching basic math facts and math problem-solving. 4. - school culture - building resiliency in students and creating safe school culture.

Please list members o f your Learning Support Team and how they will be used to support your Learning Improvement Plan. For more information on Learning Support Teams. Click here Our school - level learning support team consists o f all staff members o f the Pense School staff. The team consults regularly w i th division level staff and consistent team meetings occur wi th the support personnel assigned t o our school. Carma Feland - SLP Pat Walker - Psychologist Alisha Davis - Child and Family Support Katrina Currie - OT

Teacher Librarian: Library Reading Initiatives for 2015-16 include: Wi l low Book Talks and Read-alouds (Sept.); Mystery Book Mayhem / Book Swap (Oct.); Roll Up the Rim t o Read (Nov. / Dec.); One School, One Book - "The Lemonade War" (Jan.); Battle o f the Books (Feb. / Mar.); PVSD Reading Challenge (Feb. / Mar.); Earth Day Book Swap (Apr.); Camp Read S'more (May/June)

If your school receives Instructional Support as per staffing guidelines, please explain how they will be utilized. Pense School receives 0.25 Diversified Instruction / Intervention Time. Pam Adames will be a key member o f our LLI instructional team. She will also lead small group instruction fo r students with lagging skill in Math basic facts and problem-solving. The "Math Blast" wil l provide students wi th intensive instruction and, hopefully, fast-track the learning process. Pam is also covering an Art. Ed. class (an area o f particular strength)

allowing another staff member to participate in delivery o f LLI.

The following is for the SCC President to complete. How will the school communi ty council support the school in achieving the goals in the school improvement plan? The SCC met fo r the first t ime on September 14 and general goal area discussion took place. Goals (with the exception o f our Wri t ing Goal) will be formalized by September 30 and discussion will take place at the October 5 meeting regarding how specifically the SCC can / will support each goal area.

Pense School

The following outcomes align with the Education Sector Strategic Plan:

2015 - 2016 Learning Improvement Plan

Baselines

2012-13

Actuals

2013-14

Actuals

2014-15

Targets

2015-16

Targets

2016-17

Baselines Actuals Actuals Targets Actuals

2012-13 2013-14 2014-15 2015-16 2015-16

66% 70% 74% 83%

57% 65% 58% 70%

NA NA NA 80%

93% 79% 79% 83%

67% 80% 85% 87%

50% 70% 71% 75%

86% 75% 82% 80%

67% 80% 85% 85%

75% 67% 93% 87%

60% 78% 64% 95%

60% 50% 70% 75%

56% 43% 50% 80%

57% 78% 50% 80%

100% 76% 87% 85%

85% 74% 80% 85%

69% 72% 92% 85%

NA NA NA NA

NA NA NA NA

NA NA NA 80%

100% 100% 92% 85%

100% 100% 100% 95% 75% 63% 89% 85%

67% 80% 70% 90%

100% 29% 60% 80%

100% 80% 57% 80%

NA NA NA NA

School Act ions

By June 30, 2020, 80% o f students will be at grade level o r above in reading, writing and math.

Reading (Grades 1 - 8)

Reading (Grades 6 -10)

Writ ing

Math (Grades 1 - 9)

Improvement Targets

By June 2018, at least 80% o f Grade 3 students will be at or above grade level in reading.

By June 2018, at least 80% o f grades 4-12 students will be at or above grade level in reading and writing.

Reading - Fountas and Pinell

[ 7 Grade 1

; • Grade 2

• Grade 3

• Grade 4

• Grade 5

• Grade 6

• Grade 7

• Grade 8

Reading - RAD

• Grade 6

• Grade 7

• Grade 8

• Grade 9

• Grade 10

Writing grades 4 - 1 2

By June 2020, at least 80% o f students will be at or above grade level in math.

• Grade 3 • Grade 4

• Grade 5

• Grade 6

• Grade 7

• Grade 8

• Grade 9

73%

76%

NA

81%

75%

76%

77%

75%

71%

72%

72%

67%

76%

76%

78%

75%

71%

70%

NA

92%

83%

78%

76%

81% 71%

74%

72%

NA

79%

71%

72%

72%

71%

78%

77%

73%

70%

78%

73%

73%

76%

77%

69%

NA

92%

90%

73%

85%

76%

77%

59%

76%

76%

NA

82%

79%

73%

71%

79%

76%

79%

73%

77%

79%

72%

78%

81% 77%

73%

NA

95%

93%

82%

85%

77%

79%

60%

83%

83% NA

86%

83%

83%

83%

83%

83%

83%

83%

83%

83%

83%

83%

83%

83%

83%

NA

95%

95%

85%

85%

85%

85%

70%

87%

87%

NA

90%

87%

87%

87%

87%

87%

87%

87%

87%

87%

87%

87%

87%

87%

87%

TBD

95%

95%

90%

90%

90%

90%

80%

School Goal #1: Higher Literacy and Achievement (ESSP) "By June 2016, 83% o f the Pense School grade 1-8 students will be

reading at developmentally appropriate levels according to the Fountas and Pinnell Benchmark Reading Assessment."

"By June 2016, 80% of Pense School grade 6-8 students will score one 3 o r higher on the RAD assessment"

School Actions: 1. guided reading program administration in each classroom (grades 1-8).

2. students identified as being below the desired reading level will complete a reading recovery program (LLI). Pam Adames, Ferrah Graham, Roxanne Frey, and John Irving form the in-school LLI team. 3. Jolly Phonics - support and expand implementation. 4. promotion o f Flome Reading Program. 5. "Comprehension Strategy Instruction fo r the School Year"

(continuum) add structure and formalize with staff.

School Goal #2: Math (ESSP) " By June 2016, 83% of the Pense School grade 3-8 students will

score an adequate or better on the number strand post-assessment."

School Actions: 1. intervention time devoted to "Math Blast" - small group instruction designed to promote skill in basic math facts. 2. approach Carol Youck-Cousins for inservice on delivery of Guided Math instruction / re-evaluate delivery model in Pense School. 3. Mad Minutes - promotion o f Basic Math facts. 4. Math Olympics program 5. PLC focus on teaching "language o f Math". Increasing math vocabulary in students / common language usage amongst all staff. 6. Mastery o f the Basics program - grade 5-8 7. PLC focus on Mathletics - effective strategies for use in the classroom / improving technical knowledge.

School Goal #3: Writing (ESSP)

School Actions: 1. staff is committed t o developing this goal area further. 2. staff PLC will work to develop a goal-driven continuum for grade K-8 based on curriculum writing outcomes. 3. staff will work collaboratively t o acquire and/or design assessment tools / strategies that will accurately gauge student skill and progress ("measurable").

Year-end Progress

(comple te Y/IN)

Pense School 2015 - 2016 Learning Improvement Plan

Baselines

2012-13

Actuals

2013-14

Actuals

2014-15

Targets

2015-16

Actuals

2015-2016

School Act ions

Year-end Progress

(comple te Y / N a n d

c o m m e n t a r y )

By June 30, 2020, collaboration between FNM and non FNM partners will result in significant improvement in FNM student engagement and will increase three-year graduation rate f rom 35% in June 2012 t o at least 65%.

Improvement Targets

Achieve an annual increase o f 4 percentage points in the FNM three-year graduation rate.

53% 46% 43%

53% 46% 43%

By June 2018, school divisions will achieve parity between FNM and non FNM on the Tell Them From Me engagement measure o f positive relationships at school. FNM Students

Non FNM Students

All Students

70%

83%

71%

79%

79% 78%

69%

84%

81%

65%

65%

75%

90%

85%

T ~

75%

75%

80%

90%

85%

Prairie Valley School Division Level 2

Pense School Level 3

School Act ions

Year -end Progress


c o m m e n t a r y ) Baselines Actuals Actuals Targets Targets Baselines Actuals Actuals Targets Actuals

School Act ions

Year -end Progress


c o m m e n t a r y ) 2012-13 2013-14 2014-15 2015-16 2016-17 2012-13 2013-14 2014-15 2015-16 2015-2016

School Act ions

Year -end Progress



By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate. By June 30, 2020, Saskatchewan will achieve an 85% three-year graduation rate.

85% 84% 84% 87% 90%

Improvement Targets

Achieve an annual increase o f 3 percentage points in the provincial three-year graduation rate.

r - —

85% 84% 84% 87% 90%

By June 2018, 85% o f students will report high levels o f intellectual engagement as measured by Tell Them From Me.

58% 56% 68% 75% 85%

L x 1


School Act ions

Year -end Progress



School Act ions

Year -end Progress


c o m m e n t a r y ) 2012-13 2013-14 2014-15 2015-16 2016-17 2012-13 2013-14 2014-15 2015-16 2015-2016

School Act ions

Year -end Progress



: By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for

; learning in the primary grades.

Early Years Evaluation domains:

School Actions: 1. continue t o refine proven strategies (Jolly Phonics; Number Sense). 2. send-home learning ideas t o promote parent / guardian learning engagement (calendars, newsletters, activities,etc). 3. benefits to introduction o f early printing techniques. Explore ideas /

Awareness o f Self NA 98% 97% NA NA 100% 100% 95% programs supporting early printing development in students. Social Skills NA 92% 94% NA NA 100% 93% 95% 4. Evaluation o f Centre-time effectiveness. What are the key

Cognitive Skills NA 91% 90% NA NA 92% 87% 87% components o f a learning centre? SS team support .

Language NA 94% 94% NA NA 100% 87% 87% Physical Development NA 95% 95% NA NA 96% 90% 90%


The following outcomes are Prairie Valley School Division local priorities:

School Act ions

Year -end Progress



School Act ions

Year -end Progress


c o m m e n t a r y ) 2012-13 2013-14 2014-15 2015-16 2016-17 2012-13 2013-14 2014-15 2015-16 2015-2016

Year -end Progress



Students will demonstrate skills, knowledge and competencies in:

Science

Area o f Focus: Promotion o f Positive School Culture / Safe - School Practices

School Actions: 1. staff evaluation o f school policies / procedures and their role in school culture. (Code o f Conduct; Behaviour Management Strategies; Collaborative Problem-Solving Strategies). 2. regular scheduled meetings / relationship building with RCMP School Liaison - Erin McLeod and planning with staff on how to best use this resource in culture-building.

Grade 7 Life Science 90% 83% 84% 90% 95% 100% NA 92% NA



Treaty essential learnings



• Grade 4 97% 97% 98% 98% 98% 100% 100% 100% 90%



• Grade 7 86% 87% 88% 95% 97% 100% 86% 100% 100%


School Actions: 1. staff evaluation o f school policies / procedures and their role in school culture. (Code o f Conduct; Behaviour Management Strategies; Collaborative Problem-Solving Strategies). 2. regular scheduled meetings / relationship building with RCMP School Liaison - Erin McLeod and planning with staff on how to best use this resource in culture-building. • Grade 10 NA 69% 67% 75% 80% NA NA NA NA



Students will demonstrate respect, responsibility and a commitment t o learning.

Students report in Tell Them From Me:

3. Ferrah Graham t o facilitate Digital Citizenship workshops wi th students. NHL - digital citizenship program. 4. Continued promotion o f common, proven emotional self-regulation strategies with students.( zones o f regulation; breathing strategies;

Positive relationships at school 79% 78% 80% 95% 100% 62.20% 71% 88% 90% Brain Gym; bucket-filling) Value school outcomes 85% 79% 80% 95% 100% 95% 93% 94% 95% 5. Implementation o f school division Diversity and Inclusion plan. Make effort at school 80% 79% 80% 95% 100% 84% 83% 87% 90% 6. active staff reflection on school safety plan protocols and

modification where necessary.

Student attendance 90% 89% 90% 92% 94% 92% 94% 94% 95% 7. AED Training with staff.

Students will learn in safe and inclusive environments.

Students report in Tell Them From Me:

8. Diabetes treatment education wi th staff. 9. Staff Mentorship o f students (touch base with small group "at risk" students on a regular basis). 10. "Day o f Pink" activities / spirit day activities promoting positive

Sense o f belonging 76% 75% 74% 95% 100% 60% 73% 71% 80% relationships.

Feel safe at school 86% 88% 88% 95% 100% 76% 93% 91% 95% 11. Grade 6-8 participation in Student First Forum.

Students will have access to a variety of:

Curricular Programs: Average # o f

courses offered

• High Schools >250 students 58 60 NA NA

• High Schools (100-250 students) 43 42 NA NA

• Small High Schools <100 students 38 38 NA NA

Extra-curricular Programs:

• All Schools 15.4 16.4 18.0 NA NA

• K-12 Schools 14.4 17.3 19.4 NA NA

• Elementary Schools 14.4 14.7 16.5 NA NA 13 13 20 20

• High Schools 20.0 19.4 19.7 NA NA

Extra-curricular Participation:

2014-15 Actuals

Grades 1-4 Grades 5-8 Grades 9-12

2014-15 Actuals

Grades 1-4 Grades 5-8 Grades 9-12

• Small schools (<151) 63% 86% 75% NA NA 100% 100% NA NA NA

• Medium schools (151-300) 50% 82% 70% NA NA NA NA

• Large schools (>300) 31% 79% 60% NA NA NA NA

• All Grades 42% 81% 65% NA NA NA NA


The following outcomes are optional school-specific priorities: Examples may include:

Increasing high school l i teracy rates

Reducing behavioral occurences as

measured by SWIS data School Act ions

Year-end Progress





measured by SWIS data Baselines Actuals Actuals Targets Actuals School Act ions

Year-end Progress





measured by SWIS data

2012-13 2013-14 2014-15 2015-16 2015-16

School Act ions

Year-end Progress



Fill in school-specif ic o u t c o m e

• Measure

• Measure

• Measure

• Measure


• Measure

• Measure

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• Measure


• Measure • Measure

• Measure

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• Measure

• Measure • Measure

• Measure


• Measure

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Year-end Summary of Progress (be as clear and comprehensive as possible)

1. Evaluate your year-end data. What are the school's areas o f success or celebration?

2. Consider your priority areas. How successful was the school in achieving its SMART goals?

3. W h a t were the roadblocks that impacted the school's efforts?

4. W h a t support did your SCC provide towards your priority areas?

5. How was the Learning Support Team and Instructional Support Team (if applicable) utilized in your LIP?

Pense School

Fall Signatures

JOHN IRVING Principal

SCC Chair

Date

Date Q d n . 2 o I S

Spring Signatures:

Principal Date ;

SCC Chair Date

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2015 - 2016 Learning Improvement Plan · Classroom plans and individualized student plans...

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