Annual School Development Report 2015 Centreville Academy P.O. Box 10 Centreville, NL A0G 4P0 Centreville Academy Vision Statement Centreville Academy provides a safe, supportive, child-centred environment which strives to meet the needs of individual learners. Centreville Academy Mission Statement Centreville Academy will strive to improve student performance and achievement in Mathematics and Language Arts while maintaining growth in other academic areas. This will be achieved in an environment that promotes healthy and active lifestyles. Policies and guidelines pertaining to student life and academic expectations will be developed, published and communicated to stakeholders.
Transcript
Annual School Development Report 2015
Centreville AcademyP.O. Box 10
Centreville, NLA0G 4P0
Centreville Academy Vision Statement
Centreville Academy provides a safe, supportive, child-centredenvironment which strives to meet the needs of individual learners.
Centreville Academy Mission Statement
Centreville Academy will strive to improve student performance andachievement in Mathematics and Language Arts while maintaining
growth in other academic areas. This will be achieved in an environmentthat promotes healthy and active lifestyles. Policies and guidelines
pertaining to student life and academic expectations will be developed,published and communicated to stakeholders.
School Development Report MessageJune 2015
Director’s MessageJune 2015
This school development report for the 2014-15 school year outlines your school’s successes andhighlights matters such as student achievement and professional development.
The formulation of a school development report is the result of significant planning and inputfrom the entire school community. A thorough plan lays the foundation for a productive andsuccessful school year and will be beneficial to every member of the school community, mostimportantly the students of your school.
As we conclude the first year of the District’s 2014-2017 Strategic Plan, I would like to thank ourschool communities, administrators, teachers, support staff, school councils and communityvolunteers for their participation and input. Your efforts to develop and implement previous planshave helped to ensure a focus on student success and achievement at all levels. I sincerely thankall involved for the work undertaken as enhanced collaboration within our school communitiessets a great example for our students.
School development reports outline some amazing and encouraging initiatives and I am proud tosee the great work being undertaken by schools throughout the Newfoundland and LabradorEnglish School District. Looking forward, I am optimistic about the progress we will make as wecontinue to build upon these plans and continue to provide a quality education for every studentin our District.
Sincerely,
Darrin PikeCEO/Director of EducationNewfoundland and Labrador English School District
1.
MessagesPrincipal’s Message
It is my pleasure to present the Centreville Academy School Development Report. At CentrevilleAcademy, we believe that all stakeholders in our school community have a right to meaningfulinformation concerning student performance as well as the efficiency and effectiveness of theirschool. This document is designed to provide that information as well as to facilitatecommunication between home, school, community and business. The report contains anoverview of the school community, programs provided, highlights of special projects/initiatives,as well as partnerships that have been formed. An overview of school development for 2014/15will be presented, as well as our direction for the current school year. Data will be presented andexplained in this document and when appropriate, efforts have been made to compare the schoolto the district and to the province as a whole.The staff of Centreville Academy are committed and dedicated to meeting the needs of allstudents. As this report indicates, we have seen some success in that endeavour, but it alsoindicates that there are areas in which improvements are needed. With the continued support ofthe school community, we will face the challenges in those areas and make improvements tomeet those needs.As you read this report, it is our hope that you will develop a sense of what we are about as aschool and feel proud to be associated with Centreville Academy. If you have comments or needfurther information, please feel free to call the school office. Mrs. Trina RogersPrincipal
School Council Message
Another school year has begun and once again, I am the chairperson for the school council atCentreville Academy for 2015-2016. This will be my last year on the school council and I willmiss the monthly meetings.
I have enjoyed learning new things about how a school is run. So far this year, we have lookedat school data and the school development plan, discussed fundraising ideas, been kept updatedon recent renovations to our school, shared in upcoming events and celebrated student successes.
I would like to remind individuals that school council is a way for parents and the community tobecome involved in their school. I would encourage people to share any ideas and suggestionsthey might have to help our students and our school.
Peggy BudgellChairperson, Centreville Academy School Council
2.Overview of Centreville Academy
Our School CommunityCentreville Academy, located in Centreville, is part of the Newfoundland and Labrador EnglishSchool District, which encompasses all English schools in the province. Centreville Academy islocated in a rural area and serves the communities of Trinity, Centreville, Wareham and IndianBay. There is a current enrolment of 111 students, offering Kindergarten to Grade Nine. Kindergarten and Grade One students, as well as Grades 2 and 3 students are taught in a multi-age setting, with team teaching in both class groups. Grade 6 students avail of Intensive CoreFrench. The current school year marks the seventh year for Grade Nine students at CentrevilleAcademy. Our school had a total of 12.50 teaching units in the 2014-2015 school year. We avail of servicesfrom the Guidance Counselor twice per week. There were 2 Student Assistants offering supportto students. Centreville Academy has a full time Secretary (5 hours per day), 2 full timeCustodian/Bus Drivers and 1 additional custodian receiving 2 hours per day. In addition to staffbased at the school, we have access to District office personnel, including an educationalpsychologist, speech-language pathologist and the itinerant teacher for the deaf and hard ofhearing, as well as the itinerant for the blind and visually impaired. In current school year, therewas no change in the total teaching allocation, which meant our total teaching units equaled12.50. Teaching assignments are designated to best meet student needs and currciulumrequirements. We strive to provide curriculum offerings as outlined by the Dept. of Education.
Programs Offered
Centreville Academy offers all prescribed curriculum from Kindergarten to Grade 9. Music,Physical Education and French are all taught by specialists. This year all Grade 6 students areparticipating in Intensive Core French for the first half of the year. Core French is offeredbeginning at Grade 4. There is also an active Primary choir with one period provided per cycle.
Highlights, Special Initiatives, Projects, Recognition and Awards
Food For Thought ProgramFunded through the Kids Eat Smart Program, local donations and fund raising, this programprovides a free breakfast to each student five days per week. The breakfast program is run byparent volunteers, students and community members. A healthy selection from three of the foodgroups is offered each day. The selections are in line with school food guidelines. In 2014/15,the Walk to Breakfast raised over $2400 for the school’s breakfast program.
3.School ChoirsBoth our Primary and Academy choirs were active throughout the school year. They took on a
major role in both the Christmas and spring concerts. They also participated in variousassemblies during the year. We are proud of our choirs and anticipate their continuedinvolvement in the current year.
Assemblies/School ConcertsOur school holds regular assemblies with a class groups taking responsibility for performing andtwo major concerts per year, one for Christmas and the other during spring. These events usuallyhave high student participation whether behind the scenes or actually performing. ARemembrance Day assembly and a Volunteer Appreciation assembly also took place. Thesupport of the school community at these assemblies is tremendous. Student talents, successesand achievements are recognized at each assembly.
Winter CarnivalEach year the communities serviced by Centreville Academy hold a Winter Carnival and theschool is invited to participate. In February 2015, students and staff participated in the AnnualWinter Carnival. It was a definite success and school spirit was plentiful.
Intensive French ProgramThis initiative continues to be promoted in our school, receiving support from our students, staff,parents and school council. In 2014/15, Grade 6 students participated in ICF from September toJanuary.
Family Ties Family Resource CenterDeveloped over the course of years, the Family Resource Center has become an integralcomponent of Centreville Academy and offers preschoolers and their families’ worthwhileprogramming. Children and parents in our communities become a part of the school communitylong before they enter Kindergarten.
School NewsletterWe continue to publish our school newsletter. It is completed and distributed three times peryear and forwarded both electronically or in paper format, as well as posted to the schoolwebsite. It contains school, teacher, student and community news. Students also have theopportunity to publish their work. The newsletter offers an invaluable link between the school,home and community.
4.
Positive Behaviour Support InitiativesPromoting students’ ability to get along with others and show respect for themselves, others,learning and the environment have continued to be a focus. With some modifications, students'
positive behaviors were recognized using PAWS. Students were encouraged to “Be Pawsitive”and this model will continue. Prize draws are made in each classroom monthly and students arepresented with prizes.
Peace Poster ContestIntermediate students had the opportunity to become involved in the Lions' Peace Poster Contestthis year. Entries were forwarded to the district level. All participants at the school received atoken of appreciation from the local Lions' organization for their efforts. Active Living InitiativeIn October, staff, students and community members participated in a school-wide QDPA sessionwhich was linked to the Kids Eat Smart Walk to Breakfast. After the workout, students wereable to enjoy fruit and refreshments. This year, we continued using our trained Intermediatestudents as QDPA leaders in the primary and elementary classrooms. It continues to be a verysuccessful initiative.
Book FairIn addition to monthly book club orders, a Scholastic Book Fair was held in the fall, providingstudents an opportunity to view and purchase children's literature.
After School Sports/Junior VolleyballAn after school sports group was started for interested students in Grades 7, 8 and 9 several yearsago. The initiative sparked interest specifically in volleyball and teacher sponsors worked withthe participating students to form a Junior Girls and Boys Volleyball team. The initiatives aresupporting active lifestyles in our junior high students and have continued this year, with studentsparticipating in several tournaments throughout the year.
DAREConstable Todd Hussey conducted the DARE (Drug and Alcohol Resistance Education) Programwith the Grade 5 and 6 students. Constable Hussey visited the school over several months andcompleted the 10 week program with the students. Upon completion, parents and communitymembers were invited into the final school assembly for the DARE Graduation. This program isone we try to pursue every two years.
TechnologyGrantThe school was awarded one of two Technology grants from Nova Central School District tointroduce iPad technology into the classroom. Although the grant was awarded in the winter of2012, the actual project did not get up and running until the fall of 2012 with the Grade 4students. The project continued with the final year in Grade 6.
5.School-Wide QDPAFor a number of years, school-wide QDPAhas been part of morning routines. As in previousyears, students from Intermediate classes conduct the sessions with students in Primary andElementary, while classroom teachers supervise the classes.
IBEC/Ducks UnlimitedThe Indian Bay Ecosystem Corporation and Ducks Unlimited partnered with the Grades 2/3 and4 classes to become involved in projects related to wetland and species conservation. Thestudents did two projects throughout the year. The Grade 2 & 3 students created swallow boxeswhich were placed in the local communities. The Grade 4 students went on a field trip to learnmore about local ecosystems. The projects were not only educational, but fun.
Play and Learn WeekPrimary teachers planned and carried out a week of activities for Kindergarten to Grade 3students with the final day involving a morning of centres with parents invited in to participate.It was an informative and enjoyable. The parents had as much or more fun than the students!
Bullying PreventionAs in previous years, in February, all students participated in a Character Education Week whichincluded Pink Day. The school focused on 5 different character qualities and had a finalassembly on Friday of that week. Intermediate students also participated in a SensitivityTraining session with Sue Rodgers.
Cougar Caregivers GroupStudents in Elementary and Intermediate have the opportunity to participate in a group with anaim of helping others. The group planned a Line of Love, where new or used mittens, hats andscarves were donated for organizations to support those needing a little extra warmth during theChristmas season. They also collected non-perishable food items and provided food and gifts fortwo local families for the holidays. These activities were worthwhile and some maybe pursuedin the coming year.
Community Garden ProjectIn 2014-2015, the Town of CWT invited the Primary students of Centreville Academy toparticipate in the planting of the new Community Garden. Students started seeds at school andon June 23, 2015, they headed to the garden to partake in workshops and actually planting theirseedlings. Parents were invited to attend and it was a day enjoyed by all involved.
PartnershipsThere are numerous community groups and individuals who have been instrumental in thesuccess of many initiatives undertaken at Centreville Academy. The parent, community and student volunteers have been essential to the success of the breakfastprogram at the school. Veronica Rogers, our public librarian, provides a vital service to the students and staff of
6.Centreville Academy. Every effort is made to meet the needs identified within the school and topromote literacy in both school-aged and pre-school children.
The Volunteer Fire Department has been available with just a telephone call to providepresentations on fire safety for our students. They also make themselves available to help when
needed. We also availed of the Learn Not to Burn presentation for Grades Kindergarten to Threewith Tom Yetman presenting. A number of individuals representing various organizations have made presentations to thestudents and/or parents of Centreville Academy. Some of these included Corey Sampson fromNLESD, promoting active and healthy lifestyles, the local Public Health Nurse, Gideon's, theLegion in Eastport, the RCMP, NL Power, Sue Rodgers, and the Rad Hoc YouthGroup. The Town of CWT once again invited our school to participate in Municipal Awareness Day. The Grade 2 & 3 students were able to visit the council office, particpate in a mock councilmeeting where they initiated discussions about a new playground, tour the fire department andlearn about how councils and municipalities operate. In May, the students in Grades Kindergarten and One made a visit to the local RCMP detachmentin New-Wes-Valleywhere they toured the station and sat aboard the vehicles. They had a greatmorning.
The Recreation Committee plays a vital role in providing the arena to our area.
KinderStart is a part of our preschool programming for 4 year old children. Individuals at theschool, community and district level have presented to the parents of the KinderStart children.This program is a great addition to the Family Resource Centre which is housed at CentrevilleAcademy and provides programming to parents and children prior to entering school. The Winter Carnival Committee invited us to participate in carnival events again this year. Numerous organizations contribute to the school and their contributions are very muchappreciated. Parent and community volunteers are an integral part of our school community. They help withthe breakfast program and serve recess each day. They are always available to help withfundraising efforts and to organize and carry out planned events. Their contribution of talent andtime is certainly appreciated. The overall support from the community is tremendous.
7.
Summary Report on the School’s Most Current DataProvincial Assessment Data
Reading Records for Grades 1 and 2
Grade 1: Percentage of Students (in June) at or above the Provincial benchmark
Each year in January and June, an observation survey is completed with all Grade 1 students. The observation survey consists of fourcomponents which include phonemic awareness, dictation, sight word vocabulary and reading records. The results reflected above arefor the reading records, specifically the number of Grade 1 students reading at an instructional level I at the end of the Grade 1 year. Itis obvious that Centreville Academy has results below both the region and the province. Trend data was showing an improvementand/or maintenance in reading record scores over time. However, this past year shows only 3 students attained a Level I (33.3%), withthe same numbers of the students, 33.3%, attaining between Level A and E and 22.2%, 2 students, achieving level F-H. Teachers arevery aware of the need to improve reading levels and have been addressing the need as a Primary unit, with a focus on guided readingbeginning early in Primary. In the 2014-2015 school year, we were involved in the Reading and Writing Intervention Pilot and theLevelled Literacy Intervention Pilot. These pilots will continue into the 2015-2016 school year. Some teachers at the Primary levelhave also become involved in the LNT Program.
Grade 2: Percentage of Students (in June) at or above the Provincial benchmark
Each year in January and June, a reading record is completed with all Grade 2 students to be submitted to the Department ofEducation. The reading record consists of determining the student’s instructional reading level as well as their comprehension level.The results reflected above are for the reading records, specifically the number of Grade 2 students reading at an instructional level Mat the end of the Grade 2 year. It is obvious that in 2012/13, Centreville Academy had results above both the region and the province.In 2013/14 and 2014/15, the results show a dip compared to the previous year, as well as results significantly below the region andprovince. Until 2013/14, trend data was showing an improvement in reading record scores over time, with 2012/13 being the highestit has been in the last five years. 2013/14 is showing the lowest results in the assessment data in the past five years. Four students(26.7%) scored at level M, two students (13.3%) scored at levels K-L with the remaining 46.7% scoring at Levels A-J. Two students(13.3%) were unknown. Teachers are very aware of the continued need to improve reading levels and have been addressing the needas a Primary unit, with a focus on guided reading beginning early in Primary. In the 2014-2015 school year, we became involved inthe Reading and Writing Intervention Pilot and the Levelled Literacy Intervention Pilot. These pilots will continue into the 2015/16school year. Some teachers at the Primary level have also become involved in the LNT Program.
Provincial Assessment Data by Strand for Grades 3, 6 and 9
In June 2015, Grade 3 students wrote an English Language Arts Provincial Assessment. The majority of this assessment was scoredindicating whether students were meeting/exceeding grade level expectations. There was also multiple choice questions related toreading. The results indicate an improvement in some areas from previous years, but a decrease in scores in other areas. Multiplechoice questions were done better than constructed response questions and were better than results from the previous years.Constructed responses were below the region and the province in all three areas assessed. However, informational/non-fiction showedan improvement from 2012/13 results by 16.7%. On demand writing, 50.0% met or exceeded grade level expectations, a decrease
from the previous years and below both the region and the province. Poetic/fiction reading showed 28.6% of students met orexceeded grade level expectations, which is an improvement from 2011/12, but a decrease in score compared to 2012/13. Theseresults indicate to us areas that further work is needed in reading and writing. In 2015, 9 students were eligible to write the assessmentwith all 9 completing the demand writing. However, only 6 students wrote the non-fiction reading and 7 completed the fictionreading.
Constructed Response: Percentage of students meeting/exceeding grade level expectationsNumber Concepts
87.5 81.3 75.9Number Operations
55.6 61.1 55.4Shape & Space
77.8 68.9 64.5Mental Math
75.0 87.6 83.8Problem Solving
100.0 85.5 82.6 77.8 63.4 56.4Reasoning
100.0 76.8 72.2 22.2 41.8 34.4Communication
100.0 77.3 73.4 22.2 41.8 34.4
What do these results tell us?The Provincial Assessment in Mathematics was not completed by any students in the province during the 2014/15 school year andtherefore, there is no current data to report for Centreville Academy.In June 2014, grade 3 students completed the Mathematics Provincial Assessment. Shape and space, number concepts and numberoperations were the strands of the Primary Mathematics curriculum addressed. There was also a mental Math component. Theassessment consisted of multiple choice and constructed responses. The constructed responses were scored against criteria. Only 8Grade 3 students completed all the assessment items in the Mathematics.The results of the Mathematics Provincial Assessment 2014 indicate that Primary students at Centreville Academy performed fairlywell on multiple choice questions, as well as on the constructed responses and mental Math. The students scored above both theregion and the province in some areas of the assessment except number operations, mental Math and the process standards of problemsolving and reasoning and communication. Some results have shown an improvement in student performance over time. However,the process standards have shown a decrease within the school since the Math Provincial Assessment was administered in 2012. Inproblem solving, 77.8% of Grade 3 students met or exceeded grade level expectations while only 22.2% met or exceeded grade levelexpectations in reasoning and communication. While some results are showing improvements, it is apparent, that further work isrequired. Students are not always reading and understanding questions. Building a sense of independence is an area that has beenidentified. Teachers noted that for some children, there was some anxiety during the completion of the Provincial Assessment.
In June 2015, Grade 6 students wrote an English Language Arts Provincial Assessment. Like the Grade 3 assessment, this assessmentwas scored indicating whether students were meeting/exceeding grade level expectations. Results on multiple choice items wereconsistent with previous years, but still below the region and province. Grade 6 students completed a demand writing piece andperformed below the region and the province. Compared to previous years, demand writing scores fluctuate from year to year.Results in informational/non-fiction reading indicate that 77.8% were meeting or exceeding grade level expectations, but these scoreswere down from previous years and were below the region and the province in this area. 66.7% met or exceeded grade levelexpectations in poetic/fiction reading. This is an improvement over previous years, but is still below the region and the province.These results indicate an improvement in some areas, but a decrease in scores in other areas. A great deal of work remains to be donein all areas of Language Arts to meet and maintain expectations. 10 students participated, but only 8 completed all areas of theEnglish Language Arts assessment.
Constructed Response: Percentage of students meeting/exceeding grade level expectationsNumber Concepts
54.6 68.2 61.6Number Operations
81.8 68.7 66.4Patterns & Relations
72.7 61.8 52.6Shape & Space
83.3 67.0 61.5Mental Math
45.5 80.5 76.7Problem Solving
100.0 67.1 65.6 58.3 65.9 62.1Reasoning
85.7 64.6 58.9 16.7 59.0 52.7Communication
71.4 59.7 56.6 16.7 59.0 52.7
What do these results tell us?
The Provincial Assessment in Mathematics was not completed by any students in the province during the 2014/15 school year andtherefore, there is no current data to report for Centreville Academy.In June 2014, grade 6 students completed the Mathematics Provincial Assessment. Shape and space, patterns and relations, numberconcepts and number operations were the strands of the Elementary Mathematics curriculum addressed. There was also a mental Mathcomponent. The assessment consisted of multiple choice and constructed responses. The constructed responses were scored againstcriteria. Only 8 Grade 6 students completed all the assessment items in the Mathematics.The results of the Mathematics Provincial Assessment 2014 indicate that Elementary students at Centreville Academy did not performas well on multiple choice questions as they had in the past. Their constructed responses were lower in reasoning, communication andproblem solving than in previous years. The students scored above both the region and the province in the multiple choice questionson pattern and relations and shape and space. They also scored better than the region and the province on constructed responses innumber operations, patterns and relations and shape and space. Some results have shown an improvement in student performanceover time. However, the process standards have shown a decrease within the school since the Math Provincial Assessment was lastadministered in 2012. In problem solving, 58.3% of Grade 6 students met or exceeded grade level expectations, compared to 100% in2012. Only 16.7% met or exceeded grade level expectations in reasoning and communication. Once again, this is a decrease in resultscompared to the 2012 administration. While some results are showing improvements, it is apparent, that further work is required. Students are not always reading and understanding questions. Building a sense of independence is an area that has been identified.Teachers noted that for some children, at the Grade 6 level, there was a lack of effort put into completing the assessment to the best oftheir ability.
62.5 90.5 91.9Informational/Non-Fiction 37.5 84.6 88.8 61.5 85.8 86.2 87.5 82.1 80.6What do these results tell us?
The English Language Arts Provincial Assessment was written by Grade 9 students in June 2015. 8 students completed the entireassessment. The assessment consisted of multiple choice and constructed response items. Student performance on the multiple choiceitems and the constructed response items were above the region and the province in all areas. A mark of 80.0% was received on themultiple choice items. 100.0% met or exceeded grade level expectations on demand writing and 87.5% met or exceeded grade levelexpectations on informational/non-fiction reading. These results show an improvement in all areas from previous years.
Constructed Response: Percentage of students meeting/exceeding grade level expectationsPatterns and Relations
39.6 53.0 55.2Number
50.0 65.3 68.1Criteria
50.0 68.8 65.5
What do these results tell us?
The Provincial Assessment in Mathematics was not completed by any students in the province during the 2014/15 school year and
therefore, there is no current data to report for Centreville Academy.In June 2014, grade 9 students completed the Mathematics Provincial Assessment. Shape and space, patterns and relations, statisticsand probability, number concepts and number operations were the strands of the Intermediate Mathematics curriculum addressed. Theassessment consisted of multiple choice and constructed responses. The constructed responses were scored against criteria. All 8Grade 9 students completed all the assessment items in Mathematics.
The results of the Mathematics Provincial Assessment 2014 indicate that Intermediate students at Centreville Academy performedbetter on multiple choice questions than they had in the past, with the exception of statistics and probability. Also, there are noprevious results for multiple choice questions in the area of shape and space. The constructed responses criteria showed that 50% ofthe students met or exceeded grade level expectations. The students scored above both the region and the province in all multiplechoice questions, except those related to statistics and probability. The criteria score was below the region and the province. Exceptin the area of statistics and probability, students have shown an improvement in scores over time. While most results are showingimprovements, it is apparent, that further work is required. Students are not always reading and understanding questions. It was alsonoted that students need to show their workings, even when completing multiple choice items.
Internal Assessment Data
The compilation of internal data occurred throughout the school year and was monitored to determine students who may be at-riskof not succeeding. A Bird’s Eye Report was completed by all Primary and Elementary teachers following the November, Marchand June reporting periods. For Intermediate teachers, the report was completed in November, February, March and June. Anystudents still deemed to be at-risk following the February report were tracked and contact was made to bring parents/guardians infor a conference with all teachers involved, as well as the administration. If necessary, guidance services were availed of. Planswere put in place and monitored for each of the identified students.
Report card data at all levels was fairly consistent with expectations and performance. For many students, there was consistentprogress noted throughout the course of the 2014-15 school year. When appropriate, students not progressing as expected werereferred for further assessment after the pre-referral process had been followed. At the Primary level, students experiencingdifficulty, especially in English Language Arts were grouped into small or intensive group settings as part of the WTSSA pilot toaddress identified needs. At the Kindergarten and Grade One levels, all students were progressing in both Language Arts andMath. At Grade 2, 3 students were experiencing difficulty with some outcomes in both Language Arts and Math. 1 student had
difficulty with some outcomes in Language Arts and Mathematics. At the Grade 4 level, 1 student struggled with outcomes inboth Language Arts and Math. At Grade 5, all students progressed with all areas of the Language Arts and Math curriculums. Atthe Grade 6 level, 1 student had difficulty with both Language Arts and Math. At the Grades 7-9 level all students were successfulin passing English Language Arts and Science. In Math, 3 students at the Grade 7 level and 2 at the Grade 8 level were notsuccessful in passing Math. Three students at the Grade 7 level were not successful in Social Studies. The achievement andperformance levels of the Grade 9 students were fairly consistent with scores obtained in the provincial assessment written inLanguage Arts in June 2015.
Like the provincial assessment data, the internal data indicated some strengths at all levels, as well as many areas of need. Reading for meaning, whether from a piece of text or a question, is problematic. It continues to be evident that the students are notreading the questions carefully or comprehending what is being asked and therefore, aren’t always answering questions in theirentirety or answering what is being asked. This is an area that continually needs to be addressed by the entire school communitysince this is apparent in daily interactions with students at all levels. Answering higher order questions also seems to beproblematic. Students seem to have a great deal of difficulty independently understanding and communicating what they know inwriting when asked to do so. This previous point also highlights the need for students to build their independence in thecompletion of assigned tasks. We recognize that teacher turnover from year to year and during the school year can have an impacton the continuity in delivering the curriculum to students. Identified areas of need will be addressed as part of the school development plan as we work to improve student achievement andlearning, as well as our teaching practices.
Report on School Development Plan for Previous Year (2014-2015)
Centreville Academy completed the next iteration of the School Development Process and was externally reviewed in April 2015.The current plan was revised following the feedback given by the external review team. Full implementation of the new plan willoccur in the fall of 2015.
Goal 1. To improve achievement for all students within an inclusive, collaborative school community
Objective 1.1 Collate and analyzeassessment data (internal and external) toinform instruction
Objective 1.2 Continue to improve studentachievement through inclusionary practices
Objective 1.3 Continue to increase opportunitiesfor collaboration and sharing of best practices
Evaluation 1.1
A PD session focused around dataanalysis was held on October 3, 2014.Internal and external data was analyzed,strengths and needs identified andstrategies/actions for the yeardetermined. These actions were thenincorporated into the 2014-2015 SchoolDevelopment Plan, which was acontinuation of the previous plan whilewe undergo the internal review processin preparation for the next iteration.
Evaluation 1.2
Teachers explored current teachingpractices and explored strategies beingused to develop critical reading andresponses to texts/questions. Strategieswere implemented to foster this ability instudents. Teachers shared some of thestrategies. Although some progress wasmade as it relates to the strategies beingused, assessment results don’t alwaysreflect student’s knowledge andunderstanding. The issue of
Evaluation 1.3
Teachers explored the various means throughwhich they collaborate and share bestpractices within and outside the school.Collaboration was promoted and time wasplaced on each staff meeting agenda forteachers to share ideas and practices. Theopportunities for collaboration werecompiled. Time was also found in theschedule for collaboration betweenIntermediate teachers once per cycle.Primary teachers, as well as the IRT,
independence was once again raised inrelation to this objective. This objectivewill be ongoing, as will the need forfurther PD opportunities for teachers.
collaborated on the WTSSA and LLI pilots.K-6 teachers also collaborated to begin theimplementation of the district’s LiteracyFramework.
Goal 2. To continue to promote a safe, caring, active, healthy and inclusive school community
Objective 2.1 Continue to develop andcommunicate a proactive school-wide PBSapproach
Objective 2.2 Continue to promote wellnesswithin our school community
Objective 2.3 Continue to foster a safe, caringand positive school community
Evaluation 2.1
The use of PBS and the strategiesdetermined in the previous school year willcontinue in the current school year. Staffalso spent some time exploring how tomaintain the momentum and got feedbackfrom students, paying particular attention tothe responses of Intermediate students.This is a goal that will be ongoing andchanges will need to be made on a regularbasis to meet diverse and changing studentneeds.
Evaluation 2.2
This is an objective that is ongoing sincethe promotion and communication ofactive and healthy lifestyles is one thatwill continue.
Evaluation 2.3
The continuation of a proactive approachto bullying prevention will be part of thisyear’s strategies also. A CharacterEducation Week was planned in February.Future plans will continue to address Safeand Caring Schools and updates made tocomply with Department and Districtexpectations.
meeting in the school dayReview schedule; discuss options withall teaching staff; consideringscheduling whole school activity
The schedule was reviewed andPrimary and Elementary teachersplanned and supervised whole schoolReading Buddies to allowIntermediate teachers to meet once percycle to address student needs.
Actions for ChangeSince Centreville Academy completed an external review in the 2014-2015 school year, a new plan has been developed whichcombined aspects of the three previous goals into two goals for the next iteration of the plan. The plan has been revised following theexternal review and will be fully implemented in the 2015-2016 school year.Goal 1: To improve achievement for all students within an inclusive, collaborative school communityObjective 1.1: Collate and analyze assessmentdata (internal and external) to inform instruction
Objective 1.1: Continue to improve studentachievement through inclusionary practices
Objective 1.1: Continue to increase opportunities forcollaboration and sharing of promising practices
Actions for Change 1.1As part of the data analysis day, staff willreview the data from internal and external(Provincial Assessment) sources. Data fromthe Bird’s Eye Reports will also be analyzedafter each reporting period. Thisinformation will help us determine our areasof strengths and needs. From thisinformation, instruction and assessmentstrategies will be determined andimplemented in classrooms.
Actions for Change 1.2Teachers will continue to implementteaching practices to address students’diverse needs as one means to improvestudent achievement. Fosteringcollaboration and identifyingstruggling students will be vital. Ideaswill be shared and Primary andElementary teachers will participate inprofessional learning groups with afocus on reading and writing.Comprehension was identified as anarea of need as it relates to respondingappropriately to questions. Thisobjective has been revised to reflectthat. Exploring the use of technology,including assistive technology, is alsoan important part of meeting thisobjective.
Actions for Change 1.3Collaboration will continue within the schooland among teachers in the region, wherepossible. The Primary teachers and IRT willparticipate in a professional learning group“Working Together” with the Prim./Elem.and SSS Program Specialists within theschool. The focus of this group will bereading and writing. Implementing the LLIProgram will also be part of this professionallearning. The Gr. 6/ICF teacher will continueto be part of a professional learning groupwith other ICF teachers in the area. Primaryand Elementary teachers who choose willparticipate in the LNT Program. Theprincipal, who also has teachingresponsibilities, will continue to participate inprofessional learning with teachers, as well asparticipate in a department sub-committeerelated to Full Day Kindergarten. Exploringcollaboration among Intermediate teacherswill be pursued and K-6 teachers will worktogether on the K-6 Literacy Framework. Allteachers will broaden their knowledge of thecapabilities of the FirstClass system.
Goal 2: To continue to promote a safe, caring, active, healthy and inclusive school community
Objective 2.1: Continue to develop andcommunicate a proactive school-wide PBSapproach
Objective 2.1: Continue to promote wellnesswithin our school community
Objective 2.1: Continue to foster a safe, caringand positive school community
Actions for Change 2.1The PBIS model will continue in the schoolwith the school team discussing ways tochange and/or improve on what we werecurrently doing. Draws will be conductedregularly for all classes. With changingstudents, staff and needs, it is important tokeep the initiative moving and therefore,we expect to be reviewing it on a regularbasis. Input from students will be used tohelp us make decisions related to changes.We are trying to determine what wouldwork best for students at all levels.Individual teachers may find it necessary tomake adaptations to meet their needs,especially at the Intermediate level.
Actions for Change 2.2The staff and students have maintainedtheir commitment to this objective. Therehas been active participation in schoolwide activities and the continuedpromotion of healthy food choices.QDPA and Gym Drop-in are dailyactivities. There is also an activeintramurals/lunch-time sports activities.The addition of sports teams at the upperElementary and Intermediate level willcontinue to be pursued.
Actions for Change 2.3Once again, the PBIS initiative will haveto be reviewed in the school and changesmade to support district and provincialguidelines. An action plan will need to bedeveloped related to teaching school-wideexpectations and digital citizenship.Bullying prevention strategies, includingaddressing LGBTQ issues, will be pursuedthroughout the year.
School Development Plan for Current Year 2015 – 2016
The plan below reflects the new plan for Centreville Academy developed in the previous school year.
Goal 1: To improve achievement for all students within an inclusive, collaborative school communityObjective 1.1: Collate and analyze assessmentdata (internal and external) to informinstruction
Objective 1.2: Continue to improve studentachievement through inclusionary practices
Objective 1.3: Continue to increase opportunitiesfor collaboration and sharing of promising practices
Strategies:1.1.1 Review external and internal achievementdata1.1.2 Identify targeted areas of curricular need1.1.3 Develop action plans to address theidentified curricular needs1.1.4 Implement teaching and assessmentstrategies to meet targeted curricular needs
Strategies:1.2.1 Continue to consistently track all studentsand implement student specific interventions1.2.2 Continue to ensure effective transitioningpractices within our school and with other schools1.2.3 Regularly scheduled Service Delivery TeamMeetings1.2.4 Continue to explore the use of technology,including assistive technology, to engage alllearners across all curricular areas1.2.5 Explore and implement teaching andassessment strategies including DI/DA
Strategies:1.3.1 Continue to utilize established practices forPrimary and Elementary collaboration(ie: curriculum meetings)1.3.2 Establish expectations for structured staffcollaboration and sharing of promising practices at theIntermediate level1.3.3 Utilize FirstClass folders1.3.4 Explore opportunities for professional learningoutside the school
Indicators of Success:1.1.1 Minutes from data analysis day/divisionalmeetings1.1.2 Minutes of meetings1.1.3 Action plans developed1.1.4 A record kept of teaching and assessmentstrategies utilized
Indicators of Success:1.2.1 Minutes of meetings, check in with grouplead teachers; implementation of/participation inReading/Writing Intervention Pilot1.2.2 Records of transitions meetings1.2.3 Minutes of meetings1.2.4 Record of technologies being used,initiatives engaged in and PD being attended1.25 Record or compilation of DI/DA strategiestried
Indicators of Success:1.3.1 Minutes of meetings1.3.2 Minutes of meetings1.3.3 Share and record use of FirstClass resources atmonthly meetings1.3.4 Record of PL groups teachers are involved in
Goal 1. Support Plan
Financial Professional Development/Time Required1.3.4 A budget for PD of approximately $600 will be allotted forinvitational PD sessions for teachers
1.1.1 Data Analysis Day Oct. 19, 20151.2.1 Track and identify at-risk students (Bird’s Eye Report) Dec. 7, 2015 and
Feb. 5, 20161.2.3 Monthly Service Delivery Team meetings1.2.6 Student intervention including technology at PD on Dec. 7, 20151.3.1 Primary and Elementary Curriculum Meetings
Goal 2: To continue to promote a safe, caring, active, healthy and inclusive school communityObjective 2.1: Continue to develop andcommunicate a proactive school-wide PBSapproach
Objective 2.2: Continue to promote wellnesswithin our school community
Objective 2.3: Continue to foster a safe, caring andpositive school community
Strategies:2.1.1 Continue to teach and model PBS ideals tostudents and staff2.1.2 Continue to consistently reinforce matrixexpectations2.1.3 Promote the consistent use of CougarPaws2.1.4 Continue to communicate the PBS Modelto the school community
Strategies:2.2.1 Continue to develop, communicate andimplement active living opportunities for studentsand staff2.2.2 Continue to provide and promote healthyfood choices2.2.3 Continue to offer and communicate thediverse co-curricular opportunities for students
Strategies:2.3.1 Examine the strengths and challenges tomaintaining a safe and caring school community2.3.2 Identify and prioritize the challenges tomaintaining a safe and caring school community2.3.3 Develop and implement action plans to addressthe challenges to maintaining a safe and caring schoolcommunity as prioritized2.3.4 Continue to promote a proactive approach tobullying prevention including addressing LGBTQissues and digital citizenship.2.3.5 Complete necessary changes to Safe and CaringSchools Policy as per Dept./District guidelines
Indicators of Success:2.1.1 /2.1.2 Lesson plans, visual remindersaround school, videos, etc.2.1.3 Consistent draws and announcements forPAWS, staff reminders, list of recipients withinthe school2.1.4 Memos, curriculum night, schoolnewsletter, school website, in school messages,staff whiteboard messages, email, school councilminutes/agendas
Indicators of Success:2.2.1 List of active living opportunities availableto students and staff2.2.2 List of food choices available to students2.2.3 School website, activities calendar,newsletter, memos
Indicators of Success:2.3.1 List of strengths and challenges for schoolcommunity2.3.2 List of prioritized challenges in maintaining asafe and caring school community2.3.3 Action plan2.3.4 List of strategies used in bullyingprevention/lesson plans2.3.5 Safe and Caring Schools Policy will reflect therequired changes within the designated timelines;revised policy
Goal 2. Support Plan
Financial Professional Development/Time Required2.1.3 Purchase of prizes ($200)2.2.3 Support for Co-Curricular Activities ($400)
2.1.3/2.1.4 Revisit PBS on Oct. 19 & Dec. 7, 20152.3.1/2.3.2 Safe and Caring Schools Policy on Oct. 19, 2015 & April 29, 2016
Operational Issues for 2015-2016
Operational Issue Intended ActionScheduling Intermediate divisionalmeeting in the school day
Review schedule; discuss options with all teaching staff; considering scheduling wholeschool activity
Consider adding outdoor play space Check into use of parking lot until other options are availableCheck with school district around play facilities; check with FRC re: current facilities;form school committee to explore options, funding and partnerships
![5RXWH - nlesd.ca · 5rxwh 2shudwru 3duvrqvdqg6rqv7udqvsruwdwlrq/wg 9hklfoh 5rxwh 'hvfulswlrq 6fkrrov 4xhhq(ol]dehwk5hjlrqdo+ljk 5xq $0 'hvfulswlrq](https://static.documents.pub/doc/80x56/5d31618c88c99342448b6d07/5rxwh-nlesdca-5rxwh-2shudwru-3duvrqvdqg6rqv7udqvsruwdwlrqwg-9hklfoh-5rxwh.jpg)
