School Goals

School Goals Report 2016 – 2019

School: West Royalty Elementary School
School Chairperson(s): Carrie MacMillan

Charlene Zakem

School Team Members: Nancy MacPhail, Joanne Cameron,

Carla Callaghan, Geraldine Keoughan, Renee Blanchette, Gloria Whalen, Debbie Dodds, Shelley Lamphier-Flood, Cathy Hendricken Cameron, Sarah Dickie, Linda Inman-Hyson

School Principal: Marilyn MacLean
Due Dates: School Goals – Calendar of Events 2016-2019
Supporting Documents: School Goals Supporting Documents
Reeves Quartiles: According to The Leadership and Learning Centre, percent increases should reflect the following:

  • Student achievement in the 1st quartile (<25%), the percentage increase should be at least 20%
  • Student achievement in the 2nd quartile (25-49%), at least 12%
  • Student achievement in the 3rd quartile (50-74%), ~7%
  • Student achievement in the 4th quartile (75-100%), ~4%

High Quality Education – Literacy and Numeracy Goals

  • Literacy and Numeracy Achievement
  • Instruction and Assessment
  • Professional Learning, Development and Growth
Grades K-3 Reading Smart Goal:

The 2019 West Royalty Provincial Assessment and school based data results will demonstrate an increase in the percent of students in Primary (Gr. K-3) meeting expectations for reading nonfiction text from 77% to 81% as measured on the Primary Literacy Assessment.

Collaborative Inquiry Question:

How can our students become more proficient in their understanding of nonfiction text through the implementation of learning goals, success criteria and descriptive feedback?

Data Sources:

-provincial assessment

-reading records

-observation

Action or Strategy: 1

View and Discuss Data

  • Review all provincial and school based data results on reading and presented the reading goal and inquiry question for Grades K-3.  It was determined that for the 2016-2017 school year the goal will be to have 81% percent of students meeting expectations.
Timeline (start and completion dates): Oct. 3, 2016
Action Result Updates (include the date for each entry):

  • October 3, 2016 – Reading goal was discussed and accepted.
Action or Strategy: 2

Collecting Baseline Data

  • Fall term formal reading records to be completed using nonfiction texts to determine baseline data
  • Reading records to be completed prior to first reporting period
  • Results submitted to administration
  • Reading data to be used for data walls
  • Budget: 5 days to support teachers due to time-sensitive data collection period
Timeline (start and completion dates): Due October/November 7, 2016
Action Result Updates (include the date for each entry):

  • Baseline data to be collected by Administration and Literacy Coach on November 7, 2016.
Action or Strategy: 3

Going Deeper:Teaching Nonfiction Text/Lesson Study Session

  • Professional reading
  • Reading will be done at grade level meetings
  • Grade levels will meet after school to discuss teaching using nonfiction text
  • Examine grade level expectations for nonfiction texts using CAMET Standards, Curriculum Guide and Continuum of Literacy Learning
  • One teacher per grade level will plan a demonstration lesson to co-construct criteria. Teacher will:
    • Be provided with a full day to unpack and prepare the lesson, select mentor texts for demonstration and shared reading
    • Give it a go in classrooms
    • Be provided a full day to reflect and develop a plan to share with staff
  • After school PD for sharing and developing learning goals appropriate to each grade level K-3
  • Investigate ideas for descriptive feedback
  • Budget:  8 sub days = 2 days for each grades K-3 teachers, 4 days for coach to lead each day
Timeline (start and completion dates): November/December, 2016 – based on acceptance of budget
Action Result Updates (include the date for each entry):
Action or Strategy: 4

Book Study – Reading Strategies Book by Jennifer Serravallo

  • Focus on nonfiction lessons
  • Grade 3 teachers
  • Literacy Coach support needed for teachers in leading them through going deeper with non-fiction text and selecting learning goals and/or mini lessons for reading workshop
  • Budget: – Cost of resource = 3 resources + 1 for Literacy Lab
Timeline (start and completion dates): TBD – based on acceptance of budget
Action Result Updates (include the date for each entry):
Action or Strategy: 5

Moderated Marking (Feb. 1)

  • Prompts from previous year will be used to allow students an opportunity to write a recount.
  • Nonfiction mentor text will be read prior to the assessment
  • Students will be supported with an explanatory nonfiction text to improve reading and writing vocabulary
  • Students complete writing assessment the week of January 23
  • Collection of samples Friday, January 27, 2016
  • Moderated Marking February 1, 2016
  • Budget: nonfiction winter related mentor texts to activate background knowledge
Timeline (start and completion dates): January 9 – February 1, 2017
Action Result Updates (include the date for each entry):
Action or Strategy: 6

Building Nonfiction Resources

  • Gathering more resources to support guided reading in nonfiction
  • Leveled reading texts in the area of nonfiction
  • Budget:  Scholastic boxed set

                        Nonfiction texts – content focus can be varied (math, nature, etc.)

Timeline (start and completion dates): TBD – based on acceptance of budget
Action Result Updates (include the date for each entry):
Action or Strategy: 7

Implementing the Big 3

  • Teachers will be trained in and will implement the Big 3 instructional strategies (setting learning goals, co-constructing success criteria, and giving descriptive feedback) in their instruction for reading workshop.
Timeline (start and completion dates): September 2016 – June 2017
Action Result Updates (include the date for each entry):

Co-construct success criteria

September 2, 2016

  • PD Session Using a Demonstration Lesson
  • Unpacking instructional design through sharing/modelling a demonstration lesson
  • Teachers focused on instructionally significant FLs as starting points for developing success criteria
  • Teachers to give demonstration lesson a try

September 23, 2016  

  • Provincial Professional Learning using the Big 3 in reading

    

November 10, 2016

  • All staff (including educational assistants and support staff) worked with Sandra Herbst to develop common understanding of descriptive feedback
  • Key Messages:
    • Criteria needs to be shared with students for areas and topics of instructional significance (can be co-constructed)
    • Modelled lesson with sample (demonstration) of proficiency and quality, breaking down the steps in a lesson
    • Use a variety to strategies to improve peer and self assessment by increasing opportunities for  student to student feedback and student to teacher feedback

February 10, 2017

April 28, 2017

Action or Strategy: 8

Study and implement each of the components of reading workshop

Timeline (start and completion dates):
Action Result Updates (include the date for each entry):
Grades 4-12 Writing Smart Goal:

The 2019 West Royalty Provincial Assessment and school based data results will demonstrate an increase in the percent of students in Elementary (Gr. 4 – 6) achieving at levels 3 and 4 in all three traits (ideas, organization and conventions) from 85% to 89% as measured on the Elementary Literacy Assessment.

Collaborative Inquiry Question:

How can our students become more skillful writers in all three traits of writing (ideas, organization and conventions) through the implementation of learning goals (FLs), success criteria and descriptive feedback?

Data Sources:

-provincial assessment

-school based moderated marking

-observation/conferencing notes

Action or Strategy: 1

View and Discuss Data

  • Review all provincial and school based data results on writing and presented the writing goal and inquiry question for Grades 4-6.  It was determined that for the 2016-2017 school year the goal will be to have 89% percent of students meeting expectations.
Timeline (start and completion dates): October 3, 2016
Action Result Updates (include the date for each entry):

  • October 3, 2016 – Writing goal was discussed and accepted.
Action or Strategy: 2

Collecting Baseline Data

  • Grades 4-6 teachers will score an initial piece of writing for ideas, organization and conventions
  • West Royalty School rubrics for writing will be used for scoring
  • Scores for ideas, organization and conventions will be collected by Administration
  • Completed prior to Parent Teacher Conferences (November 9)
  • Writing data wall will be completed at grade levels using these results
Timeline (start and completion dates): October/November, 2016
Action Result Updates (include the date for each entry):
Action or Strategy: 3

Book Study- Assessing Writers, By Carl Anderson

  • Book study is continuing from previous school year
  • Focus on Chapter 5 – Assessing Students’ Writing Processes
  • Reading will be done at grade level meetings
  • Book Club will then meet after school to discuss writing territoires (instructional strategy for helping students develop ideas)
  • Budget: – Resource (To be purchased only for those teachers that do not have the resource), blocks of Coaching time.
Timeline (start and completion dates):January 9, 2016 – February 14, 2016
Action Result Updates (include the date for each entry):
Action or Strategy: 4

Moderated Marking (Feb. 1)

  • Prompts from previous year
  • Students complete writing assessment the week of January 23
  • Collection of samples Friday, January 27, 2016
  • Moderated Marking February 1, 2016
  • Opportunity to review data and adjust plans and develop next steps
  • Coach time with co-chairs and new teachers to prepare and train as required (4 sub days and 2 coach days)
  • Budget: winter related mentor texts to activate background knowledge, 2 sub days to prepare assessment packages (Co-chairs), Coach time with co-chairs and new teachers to prepare and train as required (4 sub days and 2 coach days)
Timeline (start and completion dates): January 09 – February 1, 2017
Action Result Updates (include the date for each entry):
Action or Strategy: 5

Unit of study How do authors use punctuation in their writing?

  • Professional development and support by coach to create a unit of study on conventions
  • Using CAMET Achievement Standards and Appendix 12 (Curriculum Guide)
  • Using student writing samples to complete convention tally
  • Identifying Learning Goals for conventions
  • Select mentor texts to use for developing success criteria
  • Use of DOT strategy for feedback (teacher- student, student-student, self assessment)
Timeline (start and completion dates): TBD
Action Result Updates (include the date for each entry):
Action or Strategy: 6

New Resource

  • Teachers to receive Professional Development on the Lucy Calkins resource Units of Study for Grades 4,5, and 6.
  • Budget: – 6 Sub. days, 6 Coach days – 2 days for each Grade level teacher to work with the Coach on planning a lesson and sharing with grade level staff at PD session.
Timeline (start and completion dates): TBD
Action Result Updates (include the date for each entry):
Action or Strategy: 7

Professional Development on Writing Continuum

Timeline (start and completion dates): TBD
Action Result Updates (include the date for each entry)
Action or Strategy: 8

Study and implement each of the components of writing workshop

Timeline (start and completion dates):
Action Result Updates (include the date for each entry):
Action or Strategy: 9

Implementing the Big 3

Teachers will be trained in and will implement the Big 3 instructional strategies (setting learning goals, co-constructing success criteria, and giving descriptive feedback) in their instruction during writing workshop.

  • Create learning goals based on foundational learnings for writing for each grade level
  • Select mentor texts and student samples to co-construct success criteria
  • Investigate ideas for descriptive feedback (Carl Anderson conferring about ideas)
  • Develop mini-lessons based on student needs
Timeline (start and completion dates): September 2016 – June 2017
Action Result Updates (include the date for each entry):

Co-construct success criteria

September 2, 2016

  • PD Session Using a Demonstration Lesson
  • Unpacking instructional design through sharing/modelling a demonstration lesson
  • Teachers focused on instructionally significant FLs as starting points for developing success criteria
  • Teachers to give demonstration lesson a try

September 23, 2016  

  • Provincial Professional Learning using the Big 3 in writing.

    

November 10, 2016

  • All staff (including educational assistants and support staff) worked with Sandra Herbst to develop common understanding of descriptive feedback
  • Key Messages:
    • Criteria needs to be shared with students for areas and topics of instructional significance (can be co-constructed)
    • Modelled lesson with sample (demonstration) of proficiency and quality, breaking down the steps in a lesson
    • Use a variety to strategies to improve peer and self assessment by increasing opportunities for  student to student feedback and student to teacher feedback

February 10, 2017

April 28, 2017

Action or Strategy:
Timeline (start and completion dates):
Action Result Updates (include the date for each entry):
Grade 4-12 Numeracy Smart Goal:

The 2019 West Royalty Provincial Assessment and school based data results in mathematics will demonstrate an increase in the percentage of students in Elementary (Gr. 4 – 6) meeting expectations in mathematics from  86% to 90% as measured on the Elementary Mathematics Assessment.

Collaborative Inquiry Question:

How can our students become more proficient in their skills with regard to the numeracy strand, Patterns and Relations, through the implementation of learning goals, success criteria and descriptive feedback?

Data Sources:

-provincial assessment

-math check-ins

-formative assessment for instruction

-observation

Action or Strategy: 1

View and Discuss Data

  • Reviewed all provincial and school based data results on mathematics and represented the mathematics goal and inquiry question for Grades 4-6.   It was determined that for the 2016-2017 school year the goal will be to have 90% percent of students meeting expectations.
Timeline (start and completion dates): October 3, 2016
Action Result Updates (include the date for each entry):

  • October 3, 2016 – Mathematics goal was discussed and accepted.
Action or Strategy: 2

Math Workshop model and Patterns and Relations outcome

  • After school Professional Development to review the workshop model
  • Survey to pinpoint areas of support needed in relation to our math goal and student needs.
Timeline (start and completion dates): October 19, 2016
Action Result Updates (include the date for each entry):

October 19, 2016

  • Teachers participated in a 45 minute professional development session on the workshop model for mathematics.  
  • Teachers completed a needs assessment survey to determine next steps.
Action or Strategy: 3

Lesson Planning using the Workshop Model

  • Sessions to develop a deeper understanding of the workshop model for mathematics and how it can be used to teach outcomes related to Patterns and Relations in particular, Foundational Learnings (teachers to look at patterns and relations across the Grades 4-6 levels)
  • Grades 4-6 teachers to participate in developing a sample lesson for one Foundational Learnings or outcome (one per grade level), following the workshop model with Numeracy Coach
  • Back to the classroom to give it a try
  • Follow up time for each teacher to debrief with Numeracy Coach and determine next steps
  • Budget: 10 sub days + Numeracy Coach time to plan lesson(s) that follow the workshop model for 1 outcome/Foundational Learning (related to patterns and relations), Resources to support implementation of workshop model: 2 copies of Making Math Meaningful to Canadian Students, K-8 by M. Small, Cost: $120, 2 Copies of  Good Question:Great Ways to Differentiate Mathematics Instruction by M. Small, Cost $40, 5 Copies of Open Questions for Rich Math Lessons, K-3 by M. Small (One resource for each Grade level). (to support Reach Back at 4-6), Cost $49.95, 5 Copies of Open Questions for Rich Math Lessons, 4-6 by M. Small (One resource for each Grade level), Cost $49.95
Timeline (start and completion dates): TBD – based on acceptance of budget
Action Result Updates (include the date for each entry):
Action or Strategy: 4

Creation Of Data Wall for Mathematics

  • Numeracy Coach to lead teachers in collection of data at grade level to support creation of a numeracy wall
Timeline (start and completion dates): TBD – Late winter 2017
Action Result Updates (include the date for each entry):
Action or Strategy: 5

Teachers will be trained in math foundational learnings

Timeline (start and completion dates):
Action Result Updates (include the date for each entry):
Action or Strategy: 6

Implementing the Big 3

Teachers will be trained in and will implement the Big 3 instructional strategies (setting learning goals, co-constructing success criteria, and giving descriptive feedback) in their instruction during mathematics.

Timeline (start and completion dates): September 2016 – June 2017
Action Result Updates (include the date for each entry):

September 23, 2016

  • Grades 4-6 teachers received professional development in determining learning goals and co-constructing criteria in mathematics

November 10, 2016

  • All staff (including educational assistants and support staff) worked with Sandra Herbst to develop common understanding of descriptive feedback
  • Key Messages:
    • Criteria needs to be shared with students for areas and topics of instructional significance (can be co-constructed)
    • Modelled lesson with sample (demonstration) of proficiency and quality, breaking down the steps in a lesson
    • Use a variety to strategies to improve peer and self assessment by increasing opportunities for  student to student feedback and student to teacher feedback

February 10, 2017

April 28, 2017

Action or Strategy:
Timeline (start and completion dates):
Action Result Updates (include the date for each entry):

Well-being – Supporting High Quality Education Goals

  • Character Development – citizenship, integrity, leadership, etc.
  • Learner Dispositions – learning skills and work habits – persistence, prioritization, task commitment, problem solving, collaboration.
  • Mental Health – positive school policy, safe and caring environments, coping strategies instruction, PMH promotion.
Smart Goal:

By 2019 K-6 students at West Royalty school will demonstrate an increase in positive coping strategies.

Collaborative Inquiry Question:

How can our students become more proficient in their use of coping strategy skills through the implementation of learning goals, success criteria and descriptive feedback?

Data Sources:

-School based observations indicate that students display anxiety around reading, writing, and  math

-SAS attendance data

-Survey students, parents

Action or Strategy: 1

Presentation

  • Knowledge gathering:  Session on what Anxiety looks like in our classrooms/students, and tools for the teacher’s toolbox(coping strategies) – Presenter: Counseling Consultant, Oct. 12th at 2:45pm.
Timeline (start and completion dates): October 12, 2016
Action Result Updates (include the date for each entry):

  • October 12, 2016 – Counselling Consultant presented to staff, answering questions, and suggested some quick strategies (e.g. 60 Second Fix, Big problems/Small problems)
Action or Strategy:
Timeline (start and completion dates):
Action Result Updates (include the date for each entry):

Public Confidence – Supporting High Quality Education Goals

  • Community Engagement
  • Stakeholder Partnerships
  • Communication
Smart Goal:

By 2019 West Royalty school parents will increase their understanding of learning goals, success criteria and descriptive feedback.

Collaborative Inquiry Question:

How can our parents develop a deeper understanding of the implementation of learning goals, success criteria and descriptive feedback?

Data Sources:

– Exit slips

-Teacher observation of what parents are commenting on or understanding

Action or Strategy: 1

Presentation Evening/Data Collection

  • promotion of the evening
  • Training of parents in high yield strategies – for understanding
  • Specific tool for data collection needed
  • Determine how to measure understanding of strategies -(e.g.; exit slips)
Timeline (start and completion dates): TBD
Action Result Updates (include the date for each entry):
Action or Strategy:
Timeline (start and completion dates):
Action Result Updates (include the date for each entry):

Budget for School Goals  

Information for Schools: Budget Information to support School Goals 2016-2019

Substitute days use to support Actions and Strategies related to the School Goals

Date: Sub days used How will the substitute support the actions or strategies associated with the school goals? Budget Approval Sub Days Used and Dates
Oct. 2016 – March 2017 18.5 days Training time for teachers to work with the Literacy Coach on FLs, Reach Back, the implementation of Reading/Writing Workshop models and the BIG 3 Nov. 2016 – Approved
Oct. 2016 – March 2017 12 days Training time for teachers to work with the Numeracy Coach on FLs, Reach Back, the implementation of Math Workshop models and the BIG 3 Nov. 2016 – Approved
Oct. 2016 – March 2017 3 days Sub time for the goal committee to meet and plan. Nov. 2016 – Approved
Total 33.5 Days

Coach time to support Actions and Strategies related to the School Goals:

Date Amount How was the time used to support the action or strategy associated with the school goals?: Budget Approval Coaching Days Used and Dates
Oct. 2016 – June 2017 18.5 days Training time for teachers to work with the Literacy Coach on FLs, Reach Back, the implementation of Reading/Writing Workshop models and the BIG 3 Nov. 2016 – Approved
Oct. 2016 – June 2017 10 days Training time for teachers to work with the Numeracy Coach on FLs, Reach Back, the implementation of Math Workshop models and the BIG 3 Nov. 2016 – Approved
Total 28.5 days

Funds allocated to support Actions and Strategies related to the School Goals:

Date Amount How were the funds used to support the action or strategy associated with the school goals?: Budget Approval
November 2016 $54.53 x 4=$218.12 4 copies Reading Strategies Book by Jennifer Serravallo to support the lesson study sessions – one for each of the grade 3 teachers plus 1 copy for the literacy lab. The teacher who does the lesson study session with Literacy Coach will build capacity with other grade 3 teachers during common planning times. Nov. 2016 – Approved
December 2016 $210 Non-fiction winter related mentor texts Nov. 2016 – Approved
December 2016 $46.51 x 4 =

$186.04

Carl Anderson “Assessing Writers” resource Nov. 2016 – Approved
November 2016 2 x $120 =
$240
One copy for each grade level, plus one copy for the Literacy Lab of Making Math Meaningful to Canadian Students, K-8 by M. Small, Cost: $120   Nov. 2016 – Approved
November 2016 2 x $40 =

$80

One copy for each teacher in Gr. 4-6, plus one copy for our Literacy Lab of Good Question:Great Ways to Differentiate Mathematics Instruction by M. Small, Cost $40 Nov. 2016 – Approved
November 2016 5 x $49.95 = $249.75 Copies for each Grade level (4-6) plus one copy for our Literacy Lab of Open Questions for Rich Math Lessons, K-3 by M. Small (to support Reach Back at 4-6), Cost $49.95 Nov. 2016 – Approved
November 2016 5 x $49.95 = $249.75 Copies for each Grade level (4-6) plus one copy for our Literacy Lab of Open Questions for Rich Math Lessons, 4-6 by M. Small, Cost $49.95 Nov. 2016 – Approved
Total $1433.66
Print Friendly, PDF & Email