DRAFT Sun West School Division Strategic Plan, 2014 … reports and plans... · DRAFT Sun West...

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DRAFT Sun West School Division Strategic Plan, 2014-2015 Cycle 1

S:\A - Administrative Modules\Division Improvement\2013-2014\Level 2 A3 Documents April 2014\SWSD Level 2 A3s\ESSP Level 2 Matrix Template Sun West SD 140630 Blackboard Upload revised 140902

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t By 2018, all Sun West students will increase student engagment levels to at or above the Canadian average on the 2014 TTFM survey results.

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3 3 3 3 3 2 By June 2020, 90% of students exiting Kindergarten will score within the appropriate range in 4 of the 5 domains as measured by the Early Years Evaluation (EYE).

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0 1 0 2 1 3By 2017, the increase in operational education spending will not exceed the general wage increases and inflationary costs within the sector while being responsive to the challenges of student need, population

growth, and demographic changes.2 1 3 1 3 3 1 1 0 3 3 3 24

3 3 3 3 2 2 Saskatchewan's graduation rate will be 85% by 2020. 2 1 3 2 2 0 3 3 1 2 1 2 22

3 3 3 2 3 2 By June 2020, collaboration between FNM and non-FNM partners will result in significant improvement in FNM achievement and graduation rates.

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3 3 3 3 2 3 By June 2020, 80% of students will be at grade level or above in reading, writing, and math. 3 3 3 3 2 0 1 2 1 2 0 0 203 3 3 3 3 2 In partnership with FNM stakeholders, develop a FNM student achievement initiative. 1 1 1 1 0 0 1 2 1 2 1 2 13

2 3 3 3 2 2 Identify and implement a unified set of provincial high impact reading assessment, instruction, and intervention strategies in 2014-15.

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Last revised: 2014 - 09 - 02

By June 2018, all Sun West Schools will report student engagement levels at or above the Canadian average on the TTFM survey results.

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By June 2020, all students report high levels of engagement in their learning.

Achieve accumulated operational savings by 2016 to reassign to system strategies.In 2014-15, all school divisions will administer the Early Years Evaluation to all Kindergarten students to establish

baseline data.

By June 2015, align the work of the Education Sector Strategic Plan with the SK Child and Family interministerial table.

Improvement TargetsBy June 2015, at least 78% of Grade 3 students will be reading at or above grade level.

By June 2018, 80% of grades 5 and 8 students will be proficient on identified numeracy outcomes on the provincial math assessment.

By June 2020, at least 80% of grades 4, 7, and 10 students will be proficient on the provincial writing assessment.

Achieve a ??% increase in the FNM graduation rate per year. Achieve a 3% total increase in the provincial graduation rate per year.

Strategic Intent: I am ready to learn: I am safe, healthy and hopeful.

I am valued: I have a voice and am supported in my ways of learning. I belong: I contribute, am respected and respectful.

I am successful: at levels appropriate for my ability and aspiration. I am preparing for my future: in education, in employment, in my community and in life.

Correlations 3 - Strong Correlation2 - Moderate Correlation1 - Weak Correlation

Resourcing Correlations Lead

3 - Significant Draw on Resources2 - Moderate Draw on Resources1 - Minimal Draw on Resources

2014-15 Project Plan Engagement Sector Outcome TITLE: Student Engagement – By June 2018, all Sun West Schools will report student engagement levels at or above the Canadian average on the TTFM survey results. Date of Original Draft: April 17, 2014 Date Last Updated: May 9, 2014

Primary Owner: Darren Gasper Secondary Owner: Jade Ballek

Lead Unit/Branch: Technology Other Team Members: Erin Jones, Kyle Hutchinson, Terry Epp, Carole Butcher, Carter Shaw, Jason Low, John Collins

1. Problem Statement (Current state and the reason for action.) [Explain what and how big the problem is and why strategic action is required to address it.]

4. Implementation Plan (What are the high-level actions that will be taken to address the problem within the given timeframe? How will the future state be achieved?) [More detail can be included in the Detailed Implementation Plan.]

As a school division, our stakeholders (students, parents, staff, community) are not fully engaged in the preparation of students for the 21st Century.

• TTFM survey information • U of S Digital Literacy data From Grades 10, 12 students (Jay Wilson) • CAIT Survey 2013

Actions Deliverables Lead Start Date Completion

Date Resources Required (Human and Financial)

Risk/Mitigation

Promoting Innovation SWISI – PBL at Elrose, Collaboration (LL/Dinsmore); Moodle; Early Learning, Heart Rate Monitors/FitStats, Blended Learning Project 21st Century Educator PD 1:1 Classrooms Innovative Classrooms TEL Committee

Darren Applications – May 1st Implementation – Sept 1st

June 30th Technology Coaches Learning Coaches SWISI Personnel SWISI Budget

Budget Teacher Overload Bandwidth Usage

Communication Current Methods • Friday File – all staff

(posted on website) • Group Admin email • Monthly School

Newsletters • Power School Daily

Bulletin • Bits and Bytes Technology

Newsletter • RCHS and KCS Piloting

Parent Communication Programs (push to cell phones)

Deliverables • Make a communication plan

(system Review will help inform gaps in communication)

• SCC Communication – website

• Push notification?

• Promotional Videos (DLC) – report in BrainShark (in-house and professional videos)

• School Strategic Plans – checklist of completion

Guy Darren

Current Ongoing Roxan Foursha Jade Ballek Aaron Biberdorf Darren Gasper Sondra Green

Info Overload

Infrastructure Wireless mapping Cabling Project

James Current August 2015

James Lowe IT Staff Sasktel IT Budget

Completion Failure will delay other projects

Professional Development 21st Century Workshops (4 half days with 100% of Sun West teachers)

Darren Shari Jade

Current June 2015 Learning Coaches Tech Coaches

Coach Availability

Opportunities for Collaboration

21st Century Workshops – Division wide PLTs School Collaboration Projects – Dinsmore/LLake, Kenaston/Elrose

Darren Shari Jade

June 2015 Learning Coaches Tech Coaches

2. Root Cause Analysis (What is causing the problem and what evidence can be provided to support the analysis?) [Highlight baseline data and analysis that helps clarify the magnitude of the problem statement and narrow the focus for the future state statement. What are the barriers impeding change or success?] For 21st Century Learning

- Comfort with traditional style of content delivery - Lack of flexibility in differentiating instruction - Communication about options - Technology Roadblocks - IT Infrastructure (e.g. bandwidth, cabling,

wireless, equipment capacity) - School Set up for computer access - PD Support – do we have enough? Do we have the right things going

on? Speed of change is scary for some/lots - Lack of connecting learning to the students’ needs – starting with

the “why” - Parent engagement tied to student engagement; welcoming -

Community involvement - Lack of technology at home? - How and what we communicate to parents (e.g. assessment)

Based on Home Environment

- Disengagement due to home environment – parent involvement? - “Students may not be attending due to complex social, family,

health and economic issues such as: - Addictions and substance abuse; - Mental health issues; and/or, - Dysfunctional family situations

S:\A - Administrative Modules\Division Improvement\2013-2014\Level 2 A3 Documents April 2014\SWSD Level 2 A3s\Level 2 A3 Engagement Sun West SD 140630 Blackboard Upload revised 140910.docx

Programming

Identifying student/school needs and wish list (how do we know we are providing what they need and want?) When do we do this? (e.g. video game development) Parent involvement/ information Summer Schools Individualized Learning Opportunities (differentiated – flexibility in timetabling/calendar) Moodle access for teachers and parents (and communication plan to go with it)

Darren DLC Admin

April-May 2015 Ongoing – Reviewed Yearly in May

Darren Gasper Aaron Biberdorf Kurtis Heath CWEX Teachers

DLC Capacity in Course Developments

Partnerships Develop more partnerships (e.g. dual credits, local welding, Industry placements/supports, power engineering steam time)

Darren Guy Board CWEX Admin

Current Ongoing Darren Gasper Vanessa Lewis CWEX Teachers Administrators

Site visit load on CWEX

Shifting Models of Instruction - activator

Build rubric (e.g. NESD) Connect Teacher Professional Practice Handbook

Jade Coach Team Tracy

Current June 2015 Darren Gasper Jade Ballek Shari Martin Tracy Dollansky Learning Coaches

3. Future State (How will the situation will be different because of the actions taken to improve it?) [List targets that address the problem(s) in the problem statement.]

5. Metrics (How will you know a change has been an improvement?) [Identify outcome and process metrics that will indicate the project success and include balancing measures to ensure the project doesn’t negatively affect other metrics. These should relate to the actions noted above in the implementation plan. Identify measures that are anticipated to change monthly.]

6. Engagement (How is this plan informed by the lens of Student First? How will children, parents, and stakeholders, etc., be engaged in this work?) [Name any target groups required for success.]

By June 2015, Sun West will (What is our picture?) • No technological barriers to learning - Technology being used to

support learning (not sitting in the corner!) – including devices, smartphones, bandwidth, cabling, wireless; home access

• All students/teachers/parents have access to individualized learning opportunities – whenever, wherever; access to PD to support learning

• Access to Programming • Shift in the Learning in the Classroom – teacher moving to learner,

facilitator, teacher as activator, real-world problem solving; irresistibly engaging (Fullen)

• Informed stakeholders - Communication flows both out and in, seamless,

• Impact on Teachers – collaborative teams in addition to PD (e.g. Sue and Loretta; grassroots PLTs; co-teaching between schools;

• 21st Century Competency Workshops – teacher exit survey (Google Forms), tracking attendance, Admin input (Taking the Pulse survey), artifact from each teacher (student engagement prompt in the artifact (checklist), teacher participation checklist

• CAIT Survey- locally developed survey • TTFM – student engagement survey • 1:1 – currently collect anecdotal information about classroom transformation • Communication – checklist of methods • Attendance Data – PowerSchool generated data (premise is that if students are engaged,

they will miss less school) • Student Survey – satisfaction survey, programming, technology, innovating teaching

strategies (e.g. Minecraft) – get into a class that he is interested in; instructional

The outcome focuses on students – who is involved and what are they doing? Coach Team – workshops, PD supports, Technology Team Carter School Administration - Senior Admin - Students – complete survey, which students SCCs - Parents

S:\A - Administrative Modules\Division Improvement\2013-2014\Level 2 A3 Documents April 2014\SWSD Level 2 A3s\Level 2 A3 Engagement Sun West SD 140630 Blackboard Upload revised 140910.docx

Sun West School Division 207

2014-20 Project Plan for Sun West SD Outcome: At Grade Level in Reading, Writing and Math

TITLE: By June 2020 80% of students participating in the provincial assessment will be at or above grade level in reading, writing and math Date of Original Draft: April 30, 2014 Date Last Updated: August 18, 2014

Primary Owner: Shari Martin

Secondary Owner: Kathy Grad

Lead Unit/Branch: Expert Advisor:

Team Lead(s): Danielle Jamieson Other Team Members: Wendy Martin, Cathy Morrow, Laura Willner, Jessie Haapala, Susan Munchinsky



Provincially, there is a goal for 80% of students to achieve at or above grade level in math, reading and writing. Sun West as a division is already close to this target according to evidence collected from several different assessments currently used to monitor student reading levels and progress. Having more than one type of assessment and using teacher data helps provide evidence of learning and different snapshots of student growth. Sun West to date, has good records of classroom and school data, but has not always had a consistent way to drill down and look at individual student data. In the next few years, Sun West will work to create a more detailed picture of student progress and growth to assist teachers in supporting learning needs. The current overall findings for students in Sun West are as follows: 1. Early years: EDI data indicates that 23.4% of the students who enter

school in Sun West are considered 'vulnerable' and EYE data indicates that 43% are not fully ready to succeed in school.

2. Reading: Schools have been using the Developmental Reading Assessment (DRA) to track student reading achievement for grades 1-5 students the past 6 years. In 2012-13, 80.1% of grades 1-5 students were reading at or above grade level. Specifically, 83% of students in grade 3 were reading at or above grade level. Other sources of evidence to 2013-14 Canadian Achievement Test (CAT 4) data indicates that 83.7% students in grades 3, 78.6% of students in Grade 6 and 74.5% of students in grade 9 were considered to be at or above grade level.

3. Writing: Several school PLTs selected writing as their two year target for improvement in the 2012-14 SLIP Cycle. The last AFL data for Sun West was in 2011-12 indicated that 77% of grade 5 students, 80% of grade 8 students had overall writing skills at or above grade level. 2013-14 Canadian Achievement Test (CAT 4) data indicates that 73.6% students in grades 3, 81.7% of students in Grade 6 and 77.2% of students in grade 9 were considered to be at or above grade level.

4. Math: Several school PLTs selected math as their two year target for improvement in the 2012-14 SLIP Cycle. The last AFL data for Sun West in 2010-11 indicated that 82% of grade 5 students and 74% had math content skills at or above grade level. 2013-14 Canadian Achievement Test (CAT 4) data indicates that 74,8% students in grades 3, 77.6% of students in Grade 6 and 77.2% of students in grade 9 were considered to be at or above grade level in Math computation; 2013-14 Canadian Achievement Test (CAT 4) data indicates that 87.2% students in grades 3, 81.4% of students in Grade 6 and 85.6% of students in grade 9 were considered to be at or above grade level in overall Mathematics concepts.

Actions Deliverables Lead(s) Start Date Completion

Date Resources Required (Human and Financial)

Risk/Mitigation

Introduce the use of Pearson Inform Data Warehousing tool to track student achievement in Sun West.

Division and school Dashboards Administrators and teachers are trained in how to use Inform Data is collected and uploaded

Shari Martin, Danielle Jamieson

September 2014

June 2015 Implement in all schools in division ongoing

Cost of Inform program Time to work with administrators and teachers Teacher Training on data collection/use School division staff to enter data and prepare reports

School division and school based staff resource capacity Perception of change and technology

Develop a Sun West “toolkit” for teachers that clearly identifies a model for best practices in curriculum, instruction, and assessment for Tier 1 (differentiated), Tier 2 (targeted) and Tier 3 (intervention)

Instructional model (for Reading, Writing and Math) and toolkit of strategies for teachers Data on use of best practices in instruction and assessment Clear diagram with all tiers and interventions at each level

Shari Martin, Cathy Grad, Danielle Jamieson, Learning coaches

September 2014

Reading; June 2015 Math : June 2016 Writing: June 2017

Experts to develop the toolkit – A committee comprised of Sun West teachers with experience with teaching reading to primary students will be created. This committee will lay the groundwork for developing the toolkit model. Research and supports in place in schools to enable this initiative

School division and school based staff resource capacity

Offer differentiated professional learning opportunities for teachers, administrators and educational assistants.

Learning coaches for schools PD menu

Shari Martin Learning coaches and consultants School based administrators

September 2014

ongoing Experts to develop/present the professional learning sessions – some will be division based personnel and others will be provincial leaders in the field. Webinars with educators (national and international) will also be offered.

School division and school based staff resource capacity


Investigate options regarding common math assessments for use with K-10 in Sun West

Assessments for use in division Staff are trained in their use; data is collected

Shari Martin, Danielle Jamieson Will coordinate a team of teachers with expertise in teaching math

January 2015

ongoing Teacher training and education about the common math assessments Data collection/use

Training to use the resources and assessment tools

Implement provincial numeracy assessment in grades 5 and 8

Assessment resource is used by schools and data is collected

School Based administrators and teachers

2016-17 ongoing Teacher training Data collection/use

Training to use the resources and assessment tools Perception of standardized tests

Implement provincial writing assessments in grade 4,7 and 10

Assessment resource is used by schools and data is collected

School Based administrators and teachers

2016-17 ongoing Teacher training Data collection/use

Training to use the resources and assessment tools Perception of standardized tests

Develop a “handbook/website” for Parents that explains what school looks like today and gives background on assessment, instruction that might be occurring and an overview of the curriculum at each grade level

Handbook or website resource for parents Articles for newsletters/papers

Shari Martin, Kathy Grad, Learning coaches and consultant; Handbook Committee

September 2014

September 2015

Teachers, learning coaches Committee to meet and create the handbook/resource Website and graphic design Publication/distribution

Public perception of standardized tests and media view of curricula and instruction (ie: “new Math)

2. Root Cause Analysis (What is causing the problem and what evidence can be provided to support the analysis?) [Highlight baseline data and analysis that helps clarify the magnitude of the problem statement and narrow the focus for the future state statement. What are the barriers impeding change or success?]

Currently Sun West students and teachers are doing well with regard to scores on tests and with pockets if excellent instruction going on in the division. There is a need to examine current practices and document the strategies and tools used by schools and classrooms that are having particular success. This will be used to create a toolkit for teachers that clearly outlines strong instructional techniques and strategies and provides a roadmap or guide to assist teachers in Sun West to have access to the best practices. This will not be a cookbook, but will support the good work already being done and will ensure more consistency across the division with regard to the strategies being used for tier 1,2 and 3 students. In 2014-15 Sun West is switching to a database to house the student achievement data and bring it in the hands of the teachers. The data base will allow schools/teachers to track data for students on a yearly basis and drill down to individual students. Switching to this new platform will require training for administrators and teachers in use of data and how to use Pearson Inform effectively and how to use data to create differentiated instructional plans designed to meet the needs of students and to continue their progress and improvement In order to provide the best supports for students, Sun West teachers must continue to grow, learn and refine their current instructional practices. In 2013-14 Sun West began using differentiated PD for teachers, allowing them a choice in what they learn and the ability to tailor the PD to their needs. This also ensures equitable access to quality PD for all teachers regardless of location or weather.





Teachers will develop a consistent approach to teaching reading, math and writing within Sun West School Division, learning and adopting best practices. Parents will develop a greater understanding of processes used to support learning and will partner with schools to improve student outcomes and learning. Students will continue to be successful and to achieve high levels of learning. Even though students are progressing at or above provincial targets, there is always room for improvement and ensuring the needs of all students are met. Specific Improvement Targets:

1. By June 2015, at least 80% of grade 3 students will be reading at or above grade level. (This number to increase by 1% each year until June 2020. )

2. By June 2018, at least 80% of grade 5 and 8 students will be proficient on identified numeracy outcomes on the provincial Math Assessment

3. By June 2020, at least 80% of grade 4,7 and 10 students will be proficient on the provincial Writing Assessment

Process Metrics Completion of teacher toolkit and parent resource/handbook Reading Reading achievement will continue to be recorded annually for grades 1-5 at beginning and end of the school year Grades 1- 3 reading achievement will be sent to Ministry in June. Math Pending – this metric will be developed as more is learned about the provincial goals Writing Pending - – this metric will be developed as more is learned about the provincial goals

Teachers – teacher toolkit, instructional, assessment, and intervention practices Principals – instructional leadership for the school; leading PD for staff; liaising with parents and community Boards of Education and SCC’s – opportunity to education/message, involve communities and provide parental information Parents – student led conferences, open houses, annual meetings, handbook; articles

2014-15 Project Plan Graduation Rates Sector Outcome

TITLE: Graduation Rates Date of Original Draft: 140414 Date Last Updated: 140618

Primary Owner: Tracy Dollansky Secondary Owner: Kim Hobbs

Lead Unit/Branch: Operations Other Team Members: Ruth Griffith, Michelle Walsh, Kim Johnson, Heath Dionne, Jack Paulson, Tracey Palmer



For the 2010-2011 Cohort, Sun West’s three-year graduation rate was 85%. Non-graduates from the 2010-2011 Cohort can be further divided as follows:

2% of the 2010-2011 Cohort are in the green category (20 or more credits attained in three years).

3% of the 2010-2011 Cohort are in the yellow category (15-19 credits attained in three years).

10% of the 2010-2011 Cohort are in the red category (14 or fewer credits attained in three years).

These numbers are generally consistent with longitudinal data related to Sun West Graduation Rates provided by the Ministry of Education.

Actions Deliverables Lead Start Date Completion Date

Resources Required (Human and Financial)

Risk/Mitigation

Independent Education Programming (IndEP)

Programs in place Shelley Hengen

September 2014

Ongoing 1.0 FTE times four locations = 4.0 FTE plus location rental in four communities

Enable a limited number of school pilot sites related to graduation rate improvement planning.

SLIP Pilot Sites SB Administrators

September 2014

End of next SLIP cycle

School-level PLT groups

Youth Mental Health Curriculum Integration Project

Resource binders for grades 6 to 9; Mental health curricular connections index

Learning Consultants/ Coaches Shelley Hengen

September 2014

June 2015 Teacher release time for three meetings; travel and meal expenses

Middle Level At-Risk Student Identification Project

At-risk student information; attendance contract samples

Tracy Dollansky

September 2014

Ongoing Data consultant time – 2 days yearly; Administrative Assistant time – 2 days yearly

Cohort Identification for SB Administrators

Cohort lists by school and anticipated graduation year

Data Consultant

March, 2015

Yearly in March

Minimal

Interagency Integration Classroom support from student support services and interagency personnel

Shelley Hengen

September 2015

Ongoing Student support service personnel as requested by school staff

Distance Learning Implementation Asynchronous courses “chunked” to suit individual student need.

Ryan Johnson September 2014

Ongoing No additional DLC resources above current levels required (future attention to mod/alt distance courses)

2. Root Cause Analysis (What is causing the problem and what evidence can be provided to support the analysis?) [Highlight baseline data and analysis that helps clarify the magnitude of the problem statement and narrow the focus for the future state statement. What are the barriers impeding change or success?

Many of the non-graduate students in the red category are challenged by mental illness and/or addictions either as individuals or in their immediate family. Interagency supports are sporadic, which complicates an underlying unawareness on the part of students related to mental health issues. Non-graduates lack significant, positive adult role models in many cases. Families of these youth are disengaged or disenfranchised from the school system, sometimes as a result of negative school experiences in the parents’ generation. Many students express a lack of hope in terms of understanding future career and/or post-secondary pathways.




By June 2015, Sun West will establish a baseline for intellectual engagement for at-risk middle level students. By September 2015, improved mental health education will be implemented in the middle level. By June 2018, 90% of Sun West students will graduate in three years after grade 10.

3-4-5 year graduation rate data from Discoverer database (division level)

TTFM subset: Intellectual Engagement measures (individual student level)

Frequency count: Attendance contracts for at-risk students (division level)

At-risk student data – grades 6-9 (determined by individual schools) – report card grades of 1 or 2 in ELA, Math, or Science (school and division level)

Focus will be on putting specific names to graduation rates data and providing differentiated responses to unique groups of non-graduates (green, yellow, red). Staff engagement through school-level improvement planning PD; heightened PD for Graduation Rate Pilot School staff(s); SCC Inservice sessions; school data walls (division-level data)

TITLE: Kindergarten Students Ready to Learn Date of Original Draft: April 14, 2014 Date Last Updated: August 18, 2014

Primary Owner: Shelley Hengen Secondary Owner: Virginia Mireau

Other Team Members: Laurie Slocombe, Tracy Aldridge; Margaret Irwin, Darla Collins, Jackie Krchov



A much higher proportion of children entering grade 1 could be better prepared to fully benefit from the experience and learnings associated with this grade. It is a foundational time upon which future success may depend. Some of the challenges specific to Sun West include:

57% of Sun West students entering Kindergarten in the fall of 2013 scored at the appropriate level (green) for Kindergarten readiness

23.4% of Sun West Kindergarten students (as measured by the Early Development Instrument (EDI 2012/13) are considered vulnerable (low readiness to learn in at least one domain). The provincial rate is 26%

There are insufficient/inconsistent touch points to gather information about children between birth to 5 years of age

There is fragmentation and inconsistent response in the human services sector to intervene and support children who are lagging behind in their development

Actions Deliverables Lead Start Date

Completion Date


Risk/Mitigation

Gather Divisional baseline data of the EYE DA and TA and associated data analysis

Use EYE baseline data to inform Divisional and school level programs and supports

Shelley Hengen Fall 2013 Ongoing KSI; EYE DA/TA materials; Teacher release time; Division-level training & 1:1 follow-up; PreK & K teachers; Student Support Services; Virginia Mireau;

Ministry commitment to funding EYE DA/TA; Board commitment to release time

Explore other potential formative assessments

Bank of effective formative, culturally sensitive assessment tools to allow classroom teachers to determine each student’s needs.

Virginia Mireau/Tracv Aldridge

January 2015

June 2016 Division support/personnel to put on WIKI

Time and funds for assessment/technology supports in the classrooms

Establish a bank of developmentally appropriate targeted supports for children ages 0 to 5

WIKI resource of supports and interventions

Virginia Mireau/Tracy Aldridge

Fall 2013 June 2017 PreK/K teachers; KSI; Interprovincial and provincial materials

Establish an interagency team to develop a model for supports or interventions for children ages 0-5

Model describing supports and interventions that are developmentally appropriate and universally (all who choose) accessible

Shelley Hengen Fall 2016 Fall 2020 Targeted interagency Leads; West Central Early Childhood Coalition

Funding; Ministry/Board approval; Shared vision

Establish a plan & procedures for PreK transportation in Sun West to create universal access for all qualifying PreK children.

PreK transportation plan & procedures

Ryan Smith/Earl McKnight

Fall 2016 Fall 2020 Ministry of Education

Ministry funding

Equitable geographic access for all students who qualify for PreK in Sun West.

Plan and procedures for equitable geographic access

Shelley Hengen Fall 2016 Fall 2020 Ministry of Education; teacher/EA staffing

Ministry funding; Board approval; shared vision


A large number of children are coming to Sun West schools significantly behind expected development in certain domains. There are many reasons for this:

Change in family structure/parenting

Increased vulnerability due to low levels of self-regulation and increased prevalence of mental health issues

Limited quality engagement between adults and children

Lack of equal or increased opportunities for service such as Speech Language, Physical Therapy, Occupational therapy due to geography – isolation and access

Early learning effective practices inconsistently included

Unequal access to quality childcare

Increase in the number of children born with physical and mental impairments (ie: Autism)

Multi-disciplinary consensus difficult to achieve regarding how to support children

Lack of access to high quality prekindergarten

Increase in the numbers of English Language Learners

Lack of societal understanding of the importance of the early years.

Create/Revise existing locally developed Effective Parenting course for all Sun West high school students

Effective parenting class/credit

Shelley Hengen/Virginia Mireau

Fall 2014 Spring 2015 Course developer Teacher PD to teach course

Parent & student ‘buy-in’




By June 2020, 90% of all exiting Kindergarten Children in Sun West will score within the appropriate range (green) in four of the five domains (one of which must be ‘Language and Communication’) as measured by the Early Years Evaluation (EYE).

Those leading early childhood educational environments will be appropriately trained

Access to high-quality, universal (all who choose) childcare and/or prekindergarten. No barriers for who you are or where you live

If our school division was able to achieve the stated outcome, research would support that in the long term, graduation rates would rise.

EYE baseline data collected and targets to be determined . EYE data will allow analysis 2 times per year and EYE data results willshow improvement and move toward our 90% target

The development of a bank of developmentally appropriate, culturally sensitive formative assessments (PreK & K) and associated supports and interventions which include multi-sectorial involvement and support

A model for interagency supports

Increased enrollment for qualified PreK students across the division

Student enrollment numbers in Parenting classes

Parents, students, teachers, support staff, divisional leadership team and various agencies are integral to this outcome. Focused conversations, both formally and informally, to bring the stakeholders together throughout this time will be necessary. There are significant policy, operational and financial barriers to overcome.

2014-15 Project Plan Operational Spending Sector Outcome

TITLE: Operational Spending Date of Original Draft: 140414 Date Last Updated: 140414

Primary Owner: Ryan Smith Secondary Owner: Craig Vanthuyne

Lead Unit/Branch: Business

Other Team Members: Camille Hounjet, Connie Bailey, Rhonda Saathoff, Jodi Slocombe, Rebecca Deobald



Keeping the funds equitable among all schools in order to maintain and increase current opportunities knowing that operating grants are uncertain Operating grant formula is not clear or complete Ministry request for continuous efficiencies place stress on already lean operation Transfer of inefficiency from financial burden to human resources (time) We have the technology but are we using it properly and to its full advantage for financial savings (time, travel, sub costs)

Actions Deliverables Lead Start Date

Completion Date


Risk/Mitigation

Cost saving analysis for printed materials vs. digital resources

Report complete Internal Auditor

Sept 1, 2014

June 2016 Personnel Lack of personnel

Explore electronic versions of forms, pay statements, EFT, etc.

Implement viable opportunities

Internal Auditor

Sept 1, 2014

June 2016 Technology, Payroll, Business

Lack of information, auditor compliance

Review provincial lean events and see how they can be implemented at the division level

Efficiencies applicable to Sun West would be implemented

Lean leaders Sept 1, 2014

June 2016 Business, Payroll, HR, Administration

No efficiencies found, time required

Program audit DLC cost value vs. student value

Report of successful completion per course / financial

Internal Auditor

Sept 1, 2014

June 2016 DLC Staff Reduction or increase in courses offered

Coordinate PD events and utilize existing resources

Authentic course, subject, or grade related PD library available without travel

Shari Martin/Jade Ballek/Darren Gasper

Sept 1, 2014

June 2016 Technology, Initial cost of creating, Teacher inservice

Shift in mindset

2. Root Cause Analysis (What is causing the problem and what evidence can be provided to support the analysis?) [Highlight baseline data and analysis that helps clarify the magnitude of the problem statement and narrow the focus for the future state statement. What are the barriers impeding change or success?

Change in population demographics and rural population density. Drop in rural population, support, and services 8 schools of necessity and 32,000 square kilometers within our school division Operating grant is incomplete and unpredictable (transportation, supports for learning, efficiency adjustments) Difficult to allocate resources for curriculum implementation and professional development with unpredictable funding




All efficiencies be turned back to school level and classroom resources to increase student learning and engagement

Increased financial savings (postage, supplies, mileage, PD, etc.) Cost savings returned to the classroom will be identified during annual budgets


2014-15 Project Plan for Sun West SD Hoshin: Provincial High Impact Reading Assessment, Instruction, and Intervention Strategies

TITLE: Identify and implement a unified set of high impact reading

assessment instruction and intervention strategies for Sun West in

2014-15.

Date of Original Draft: April 30, 2014 Date Last Updated: June 30, 2014

Primary Owner: Shari Martin Secondary Owner: Kathy Grad

Lead Unit/Branch: Expert Advisor:

Team Lead(s): Danielle Jamieson

Other Team Members: Wendy Martin, Cathy Morrow, Laura Willner, Jessie Haapala, Susan Munchinsky



Sun West schools have been using the Developmental Reading Assessment (DRA) to track student reading achievement for grades 1-5 students the past 6 years. Students have been performing at or above the provincial average/expectations, but there is always room for improvement. Sun West as a division is already close to this target according to evidence collected from several different assessments currently used to monitor student reading levels and progress. Having more than one type of assessment and using teacher data helps provide evidence of learning and different snapshots of student growth. Sun West to date, has good records of classroom and school data, but has not always had a consistent way to drill down and look at individual student data. In the next few years, Sun West will work to create a more detailed picture of student progress and growth to assist teachers in supporting learning needs. In 2012-13, 80.1% of grades 1-5 students were reading at or above grade level. Specifically, 83% of students in grade 3 were reading at or above grade level. 2013-14 Canadian Achievement Test (CAT 4) data indicates that 83.7% students in grades 3, 78.6% of students in Grade 6 and 74.5% of students in grade 9 were considered to be at or above grade level. These test results provide different glimpses of student achievement in reading in Sun West.

Actions Deliverables Lead Start Date Completion Date


Risk/Mitigation

Collect data on grade 3 reading levels for 100% of students in Sun West School

Data Division data base Supports, resources and guidelines in place for Sun West reading assessment and for data collection Data workshops

Shari Martin Danielle Jamieson School based administrators Teachers

Ongoing Ongoing

Database to track and warehouse division assessment information Training for teachers to administer Developmental Reading assessment (DRA) Training for administrators and Teachers to use Pearson Inform to enter and track student data

Database is slow to develop Different skill sets of teachers may affect data collection Time and training for staff to introduce data assessment and Various levels of teacher experience with DRA and use of data, and technology

Develop a Sun West “toolkit” for teachers that clearly identifies a model for best practices in the area of reading instruction, assessment and intervention at the primary grades

Teacher tool kit for teaching reading in early years

Shari Martin, Kathy Grad, Danielle Jamieson Handbook Committee

September 2014

June 2015 Time/funding for committee to meet and create toolkit Committee consisting of primary teachers, coaches and consultant with background and experience in reading. Funding to introduce the toolkit to teachers Supporting professional resources and professional learning

Developing a toolkit that meets the needs of diverse students Inservice and various teaching


Pockets of excellence in schools exist across the division, but no consistent plan as to what could be done to teach reading in the early grades. Sun west has had many new teachers hired in the primary grades, so having a tool kit with recommended reading strategies and how to support or set up your classroom will be an invaluable resource. This resource will also allow the excellent work that is currently going on in schools be captured and reproduced across Sun West to assist with an equitable approach to teaching reading. Sun West currently assessed more that grades 1-3 with DRA as we assess grades 1-5 students. At the present time, we record progress once a year as a division, but this will change to twice a year for grades 1-3


Although Sun West students do well on the DRA, there is not a specified vision as far as the support that should be given to students in tier 1, tier 2 and tier 3. This heightened focus is also an opportunity to fine tune and support he work teachers do, with the provision of professional learning and a chance to meet in grade alike PLTs for grades 1,2 and 3 teachers as they determine the key instructional strategies and examine the reading curriculum to unpack outcomes and discuss and adjust assessment skills Schools will also have an opportunity to work with SCCs and parents to ensure that school and home are working together to support reading

Introduce the use of Levelled Literacy Intervention (LLI) resource for struggling readers as a tier 2 intervention

LLI tracking of Student progress on Pearson Inform Teacher inservice for use of LLI

Shelley Hengen Danielle Jamieson Student support teachers

May 2014 Implementation June 2015; then ongoing

Travel expenses Time to meet Funding for PD on use of LLI Purchase of LLI resource

Human resource capacity Sharing of resources between smaller schools First year with new resource

Introduce the use of a Tier 3 intervention in several pilot site.

Tracking of the tier 3 intervention on Pearson Inform Data on pilot intervention

Shelley Hengen, pilot schools

September 2014

June 2015 Funding for inservice and resources

Pilot sites only; if successful creation of a plan to roll out across schools in the division

Creation of primary grade reading intervention teams for grades 1-3:

Identify needs within Sun West

Provide professional development necessary for the team, the teachers, and school based administrators

Provision of resources to support reading instruction, such as learning coaches, books, PD, etc.

Creation of data walls in schools to track student progress in reading

Teams in place PLT work across the division Data walls in schools

Shari Martin, Shelley Hengen Danielle Jamieson Student support teachers, learning coaches, Grade 1,2 and 3 lead teachers, school based administrators

September 2014

Ongoing Travel expenses Time and funding to meet Funding for Learning coaches

Data walls are a new concept for some teachers Differentiated professional learning

Develop a “handbook/website” for Parents that explains what school looks like today and gives background on assessment, instruction that might be occurring and an overview of the reading curriculum at each grade level and how to support it at home

Handbook or website resource for parents Articles for newsletters/papers Family literacy supports and workshops

Shari Martin, Cathy Grad, Learning coaches and consultant; Handbook Committee

September 2014

June 2015 Teacher committee to meet and create the handbook/resource Website and graphic design Publication/distribution

Human resource capacity Graphic/website design





100% of students in grades 1- 5 will be assessed in Sun West using the Developmental Reading Assessment to inform classroom instruction including individualized goals by June 2015 A Teacher toolkit with strategies for teaching reading in grades 1-3 and best practices for using curriculum, instruction and assessment in the teaching of reading will be created and ready to implement by June 2015 A clear outline of interventions to be used for tier 1,2 and 3 in the instruction of reading in Sun West School Division will be in place by June 2015 A primary reading literacy team for grades 1-3 will be established to provide feedback and assist with the development of school division strategies for teaching reading. A teacher training program to support the reading toolkit and teaching of reading strategies in primary grades will be in place by June 2015

Long Term: Grade 3 reading scores will increase to 85% of students reading at grade level or above by 2020 (Provincial goal is 80%) Short Term:

100% of Grades 1-5 Sun West students will be assessed for their reading levels by 2015 (fall and spring)

Division literacy team in place; PLT meetings for Primary grades

Sun West Tool kit created

LLI Introduced as a tier 2 intervention for struggling readers – guidelines and inservice provided

Creation of a Sun West vision for reading instruction in primary grades

Plan to inservice teachers on the use of high impact reading strategies

Interventions are in place and being used in primary classroom

Schools and the division have a monitoring process in place (data walls, use of inform t track progress, etc)

Teacher practice supports student reading needs

Student will read at grade level and beyond with supports to achieve this goal in place at the school and division level.

Students will set their own goals in reading

SCCs will develop reading goals by working with schools and the community

Parents will be informed of their child’s progress in reading and have information on how to support their child

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