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September 2013

DUCHESS PARK SECONDARY SCHOOL PLAN

Table of Contents 1. DPSS Staff Vision pg. 2 2. Introduction pg. 2 3. Context pg. 2 4. Teaching and Student Learning Inquiry pg. 3 5. Social Responsibility Inquiry pg. 7 6. Aboriginal Inquiry pg. 9 7. Technology Inquiry pg. 12 8. Evidence pg.15

“This is Condor Country”

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DPSS STAFF VISION: “To foster an adaptive learning community that supports the growth of all learners to meet the demands of a changing world” INTRODUCTION: The administration and staff at Duchess Park remain committed to improving student learning and teaching. The 2012-13 year was very productive for the learning teams at Duchess Park Secondary. We look forward to an equally promising inquiry this year. Duchess Park teachers have formed two additional assessment learning teams this year, bringing the total to four. Nineteen teachers research current promising practice and integrate their new learning into their current practice. This approach has significantly altered current belief and practice in grading, student assessment and best practice instruction. Last year we had substantial interest in our technology inquiry. Teachers who successfully integrate technology with their instruction were keen to share their expertise with their colleagues. Teachers continue to collaborate each week for 45 minutes within instructional time. Teachers take this time seriously and most report that their collaboration time is meaningful. Significant professional development funding is made available for teachers or groups of teachers to attend professional development in the areas of grading, student assessment and best practice instruction. CONTEXT: Duchess Park Secondary School (DPSS) is an inner city school located on Winnipeg Street in downtown Prince George. The school’s total population exceeds 970 students who attend both part time and full time programs. Duchess Park is unique in that it is a triple track school serving regular program, French Immersion, and Francophone (Conseil Scolaire Francophone, School District No. 93) students. Our school staff includes 52 teachers, 12 educational assistants, three administrators a business manager, three counselors, two aboriginal education workers, one aboriginal social worker and two youth care workers. The student body is culturally diverse and programming is varied to meet a variety of student needs including: eight blocks of skill support, four blocks of senior pre-employment, eight blocks of learning assistance and seven blocks of alternate education. Other supports and structures to enhance student learning at DPSS include: Peer Tutors, Homework Club, Departmental Tutorial sessions, Thursday School, Students’ Council and weekly teacher collaboration meetings during instructional time.

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TEACHING AND STUDENT LEARNING INQUIRY LEADERSHIP TEAM: Admin team, POSR, Learning Team Teachers CONTACT: Mr. S. MacRae, Principal QUESTIONS:

1. Will a focus on individual/group professional development around the Big 6 Strategies of Assessment improve student learning at Duchess Park Secondary?

2. Will the implementation of Differentiated Instruction improve student learning at Duchess Park Secondary?

RATIONALE:

1. Professional development focused on research-based promising practice has been shown to improve student achievement.

2. With the number of students “adapted below grade level” (Grade 8 student CAT scores show that many learners are entering Duchess Park well below grade level) entering Duchess Park in Grade 8, teachers are faced with incredible challenges to differentiate their instruction to meet the vast learning needs of their students.

STRATEGIES: Teachers and/or Administrators will:

• embed “The Big 6 Strategies” into our school-wide staff development sessions throughout the school year.

• continue to observe whole class lessons and engage in a professional dialog with each teacher observed, regarding the lesson and how it relates to the “Big 6 Strategies of Assessment”.

• continue with two existing assessment teams and establish two new assessment teams (facilitated by Tom Schimmer) that will focus on the compilation of information and learning resources in the following areas:

o Assessment for Learning (including the “Big 6 Strategies of Assessment”) o Differentiated Instruction

• expand the collaboration model to include cross-curricular, school wide and departmental sharing of ideas.

• continue to collect current Grade 7 CAT scores as baseline data • ensure professional development funds will be made available to teachers intending to

participate in professional development that directly relates to teaching and student learning.

• work with our district math support teacher to ensure articulation across the elementary grade levels to close the learning gap in math as early as possible.

• Phase-in online posting/access of marks for students and parents. • Continue to offer our “Condors Pathway to Learning” project-based learning program as

a Grade 7 feeder school enrichment program. • continue to teach Math 8 for 3 out of 4 quarters for students identified as requiring this

adaptation.

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• allow increased enrollment in peer tutoring classes. • plan staff development on how to differentiate instruction for students entering Duchess

Park more than one grade level behind. PROFESSIONAL LEARNING

• Assessment Learning Team Meetings to develop an information base and learning resources for:

o Assessment for Learning (including the “Big 6 Strategies of Assessment”) o Differentiated Instruction

• Staff-development and professional development sessions on differentiated instruction • 1 Admin. Learning Team with 30 minutes of dedicated learning time per week.

RESOURCES

• Release Time Funding • Professional/Staff Development Funding • Literature that addresses:

o Assessment for Learning (including the “Big 6 Strategies of Assessment”) o Differentiated Instruction

EVIDENCE OF MONITORING AND ADJUSTING:

• Baseline data on grade to grade transition rates will be established and examined for upward trends.

• Baseline data on Grade 8 success rates by subject will be established and monitored for upward trends.

• Baseline data on graduation rates will be established and examined for upward trends. • Baseline data on English 10, Science 10, A&W Math 10 F&PC Math 10, Social Studies

11, Communications 12 and English 12 success rates will be established and examined for upward trends.

• AFL teaching strategies utilized in more classes • More wide-spread knowledge of the “Big 6 Strategies of Assessment” • AFL examples and strategies were regularly shared at staff meetings • A successful AFL staff development session was implemented • One collaboration group created a rap based on the “Big 6 Strategies of Assessment”

PROGRESS: TEACHING AND STUDENT LEARNING INQUIRY Learning Team Meeting Date: 10 October 2012 (am) Team II Team Leader: S. MacRae Pre-reading: N/A Discussion: Norms/Purpose Learning Team Meeting Date: 19 October 2012 (pm) Team I Team Leader: S. MacRae Pre-reading: N/A

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Discussion: Norms/Purpose, Sharing of promising initiatives from the prior two years of learning.

Implementation of homework completion strategies that are not summative. Implementation of effective feedback strategies that “work in the classroom”. Commitments: The group agreed to continue to implement their learning resulting from their last

two years of participation in this learning team. This group agreed to meet at least yearly.

Learning Team Meeting Date: 29 October 2012 (pm) Team II Team Leader: K. Jurista Pre-reading: Brownlie Chapter 1,2 Discussion: Chapter Contents, sharing of initiatives tried in class. Learning Team Meeting Date: 18 January 2013 (am) Team II Team Leader: P. Ghosh Pre-reading: Brownlie Chapter 3,4 Davies: Chapter 1,2 Clarke: Chapter 1,2 Discussion: Chapter Contents Commitments: Be ready to share a tried AFL strategy Commit to a staff-d session on the big 6 strategies of assessment (Feb. 27, 2013)

Amy, Pam and Rebecca volunteered to create final projects instead of final exams for June 2013

Faye Brownlie Workshop: 26 Feb 2013 Attending: Chante Reddeman, Chelsea Shimoyama, Krista Jurista Commitment: Utilize “A Poweful Question” strategy to illicit student engagement Staff Development Workshop on the Big 6 Strategies of Assessment: 27 Feb 2013 Organizers: Ms. Reddeman, Ms. Rose, Ms. McCormick, Mr. MacRae Audience: All Teachers (attendance mandatory)

Learning Intention: All teachers will be able to explain how the Big 6 Strategies of Assessment were incorporated in a real-time art lesson. Summary: Teachers were reluctant to participate at first, but became involved in the lesson and were able to accomplish the success criteria for the lesson. The group was a little rushed for time. This was a first-time ever exciting experiment in staff development. Ms. Rose followed up with teachers at our March staff meeting

Learning Team Meeting Date: 14 March 2013 (am) Team II

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Team Leader: P. Ghosh Pre-reading: Brownlie Chapter 4,5 Davies: Chapter 3,4 Clarke: Chapter 3,4 Discussion: Chapter Contents, Feedback: Faye Brownlie Session, AFL strategies attempted Commitments: To keep trying AFL strategies! Learning Team Meeting Date: 23April 2013 (am) Team II Team Leader: No-leader- Everyone Contributes Pre-reading: Brownlie Chapter 6,7 Davies: Chapter 5,6 Clarke: Chapter 5,6 Discussion: Chapter Contents Learning Team Meeting Dates: August 19 and 20 (Teams III and IV) Teams III and IV administrators (Mr. MacRae, Mrs. Petrisor and Mr. Child) met with Tom Schimmer to receive an overview of the AFL training that the two learning teams would receive. School-wide Collaboration Sessions 19 June 2013: Incoming Grade 8 student information 25 Sept 2013: Grade 8 student information

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SOCIAL RESPONSIBILITY INQUIRY LEADERSHIP TEAM: Ms. L. Pakenham, Admin. Team, Teachers CONTACT: Ms. L. Pakenham, Counsellor QUESTIONS:

1. Will the establishment of an anti-bullying focus for the DPSS Connections Team (25 senior students) reduce the number of bullying incidents at Duchess Park Secondary?

2. Will the re-establishment of Health and Career’s 8 with specific units on anti-bullying including cyber bullying reduce the number of bullying incidents at Duchess Park Secondary?

RATIONALE: Although most students at Duchess Park Secondary report not being bullied, and the school has an excellent reputation for student safety, a few extremely serious, bullying/harassment cases have been investigated by administrators, counselors and the RCMP that could have been solved years earlier with the employment of effective intervention and remediation techniques. Current district and provincial policies are requiring teachers, counselors and administrators to understand the forms of bullying (including cyber bullying) and to intervene, report and remediate cases of bullying and harassment in a timely, responsible and effective manner. STRATEGIES: Teachers and/or Administrators Will:

• post The Social Responsibility Learning Agreement in every classroom (2013). • ensure that all students are aware of the on-line anonymous bullying and harassment

reporting feature on our school website as well as the ERASE anonymous reporting system.

• assist the DPSS Connections Team to impart an anti-bullying message to students in grade 8.

• ensure the DPSS “Me to We” student leadership team facilitate projects that have both a local and international focus on poverty and social justice including:

o funding support for NUDF and World Vision o funding support for the community gardens o food collections for the local food bank o roadside clean-ups o anti-bullying flash mobs o anti-bullying “Pink Day” o 30 hr Famine

• continue to offer school-wide assemblies on: o drinking and driving o anti-gang involvement o anti-bullying including cyber-bullying o substance abuse o student leadership

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PROFESSIONAL LEARNING:

• Counsellors and administrators will continue to learn about victimization caused by bullying, intervention and remediation during collaboration sessions.

RESOURCES:

• Funds for staff to attend workshops on bullying intervention and remediation. • Funds for literature addressing victimization caused by bullying, intervention and

remediation. PROGRESS: SOCIAL RESPONSIBILITY INQUIRY Condor Connection Students Meet with Grade 8 Students Meetings: 4 September 2012: Grade 8 Orientation Night (helped with BBQ and Homerooms) 2 October 2012: Gym Riot 14 December 2012: Spirit Week Explanation 17 January 2013: How Final Exams Work 12 Februrary 2013: Intro and Welcome to Second Semester 4 June 2013: June visit 13 June 2013: End of year BBQ 29 August 2013: 2013-14 school year prep. 3 September 2013: Grade 8 Orientation Night (helped with Assembly and Homerooms) 24 September 2013: Visit to Grade 8 classes: Responsibility Agreement Respect Ed. Training: 22-23 October 2013

• 25 Grade 10-12 students were trained by the Red Cross to present an anti-bullying message to Grade 8 Students

• Students visited Grade 8 class rooms Oct. 29 – Nov. 1st, delivering their anti-bullying message. Students were well received by the Grade 8 students.

• Counsellors were required in some cases to debrief with Grade 8 classes. Personal Protection Systems: Darren Laur and Internet Safety

• Darren met with DPSS parents on 17 April 2013 and met with the whole student body on 18 April 2013.

• Students were presented with detailed knowledge of online “black hatters” activities and how to protect themselves accordingly.

Re-establishment of Health and Careers 8

• This is a mandatory course for Grade 8 students. • This course contains units on anti-bullying including cyber bullying.

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ABORIGINAL INQUIRY

LEADERSHIP TEAM: Ms. S. Petrisor, Ms. J. Gunn (AEW), Ms. M. Moore (ASW), Ms. S. Dallman (Transition AEW). CONTACT: Ms. S. Petrisor (vice-principal) QUESTIONS:

1. Will introduction of our Elder and Indigenous Knowledge foci improve student retention and grade to grade transition rates at Duchess Park?

RATIONALE: Increased interaction between elders and aboriginal students and increased opportunities for the transmission of indigenous knowledge will result in aboriginal students having a stronger sense of cultural identity and connectedness to the school. Research indicates that students who have strong ties to their culture and a strong sense of identity are more likely to achieve academic success in school.

“School curriculum, practices, and programs that value and incorporate local Indigenous knowledge have proven to be successful in increasing Aboriginal student success and academic achievement” (Pattniak,2004). (Source: Aboriginal Student Achievement and Positive Learning Outcomes in Canadian Schools: Promising Practices Saskatchewan Ministry of Education 2007 p.8)

STRATEGIES: Elders, Aboriginal Education Workers, Aboriginal Social Worker, Teachers and/or Administrators will:

• Support and facilitate the transmission of indigenous knowledge. • Support elders to develop and maintain meaningful relationships with aboriginal

students. o Aboriginal Traditional Luncheon – moose stew and bannock in the ‘Canyon’. o Monthly bannock making. o Elder attending teacher collaboration time to discuss ways to embed more

aboriginal culture into instructional activities. o Social Studies – colonization, residential schools, aboriginal war

veterans, fur trade, food preparation and storage, family structure, governance structure (i.e. clan systems), potlatch system, etc.

o Science – traditional plants and herbs, food preparation and storage. o Art – traditional art work. o Music – traditional drumming. o PE – traditional aboriginal games. o English – traditional legends and storytelling.

o Field Trips to Eskers with elders for students of Social Studies and Science 8. o Field Trip to Ft. St. James National Historic Site with elders for students of

Social Studies 10.

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• provide the social, emotional and behavioural support necessary to allow students to focus on learning while at school.

o meals program (lunch/snacks during day) o home visits o AEW’s, Aboriginal SW’s, School Counsellors and School YCW connecting

students with various community organizations such as SOS, NFC programs, Northern Health Programs, Walk Tall, Intersect, Carrier Sekani Family Services , Nezel Be Hunuyeh.

• provide academic support and interventions for struggling learners.

o Homework Club – operating 4 days per week after school. o Peer Tutoring – aboriginal and non-aboriginal peer tutors assigned to work

with struggling students. o AEW provide academic support in classrooms as available.

PROFESSIONAL LEARNING:

• Sharing of knowledge and resources at weekly Aboriginal Education meetings. • AEW ‘s to attend monthly district meetings with a learning component. • Elder and Indigenous Knowledge foci facilitator share knowledge and expertise.

RESOURCES:

• Honourarium funding for elders and other special presenters. • Travel budget to support field trips.

PROGRESS: ABORIGINAL INQUIRY

Summary of Progress Meeting Dates Oct. 31, 2013 Dec. 17, 2013 DPSS Ab Ed Team Meetings every Monday at 1.15 p.m.

Work Completed as result of Meetings • set up of special events and speakers. • Recruitment of students to attend special events. • Recruitment of students for leadership, peer tutoring/helping, Condor Connections, and

anti bullying sessions.

Actions • Red Cross Anti Bullying 2 day workshop – October 22&23, 2012 - 12 students attended.

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• Ab Launch Party – Nov. 29, 2013 • District Aboriginal Leadership Council – 2 students attending.

• Aboriginal Youth Conference – 7 students attended. • Gathering Our Voices – Mar. 19-22, 2012 – 7 students attended.

• Restitution/Circle Training – Feb. 28 & Mar. 1, 2013 - 12 students attended and completed.

• Food Safe – May 9&10, 2013 – 19 students attended and passed.

• Peer Tutoring 11/Peer Helping 12 – 9 students enrolled.

• Leadership 12 – 2 students enrolled. • Condor Connections – 3 students assisted with Gr. 8 transition work in the school.

Evidence • number of students taking part in events indicated above.

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TECHNOLOGY INQUIRY LEADERSHIP TEAM: Mr. P. Child, Mr. A. Leamy, Mr. T. Sillence, Mr. B. Cramer, Mr. P. Abra, Ms. C. Reddeman. CONTACT: Mr. P. Child QUESTION: 1. How can teachers use web-based and mobile technology to improve student engagement and

learning at Duchess Park Secondary?

RATIONALE: Today’s learner has greater access to information than any prior generation. Students are in possession of smart phones, tablets and other portable electronic devices which allow full-time and real-time unlimited internet access. Effective teacher utilization of portable electronic devices should make learning more relevant for students, increasing student success rates and graduation rates. STRATEGIES: Teachers and/or Administrators Will Initiate a Pilot Project that:

• Provides a skills class and (identified 1701 students) teacher with tablets. • Utilizes available Apps and AFL teaching philosophy to enhance student learning in

English and Math. PROFESSIONAL LEARNING:

• Classroom teacher to attend workshops on the utilization of tablets in the classroom as required.

• Classroom teacher to be provided with a tablet to establish familiarity prior to their introduction in the classroom.

• Classroom teacher to share their experiences with the pilot project with our staff RESOURCES:

• Release time for workshop attendance • Funds for teacher to attend workshops on the utilization of mobile technologies in the

classroom. • Funds to purchase tablets for student use.

PROGRESS: TECHNOLOGY INQUIRY Summary 2012-13

• An invitation to meet was sent to interested staff members on November 21, 2012 and December 5, 2012.

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• Several presentations to staff were made throughout the school year • In-service and professional development focused on web based and mobile technologies.

work completed

• 10-12 teachers were provided with the resource “Teaching With the Tools Kids Really Use” by Susan Brooks-Young.

• Teachers have been introduced to using various web based resources for use within their classroom; Facebook, Twitter, TodaysMeet (microblog), Aurasma, Wordle, Wikipedia, Teacher webpage development and utilization of eReaders.

• Pro-D Event: Moodle Pro-D Event 30 November 2013 Presenter: Rob Bennett, KRSS 33 DPSS staff chose to attend

actions put into place

• Teachers during the course of the year have been introduced to various mobile technologies and have incorporated these technologies into student learning.

• Learning environments using these mobile technologies engaged student learning.

• Some teachers utilized technology tools within their classrooms and provided opportunities for students to use their personal electronic device for accessing information and assignment completion.

Evidence

• Advanced Placement English Literature eReaders (KOBO) see attached student surveys. • document camera use in Biology 11 and 12

• Biology 11 and 12 lab dissection - pictures using mobile devices • web based search and resources via personal mobile technologies all classes • Moodle student accessed via personal devices

• Communication to students and parents via facebook, moodle, online marks, teacher websites, EDMoto, Socrative App etc.

• Use personal mobile devices throughout lessons as a tool for improving their learning and understanding.

Summary 2013-14 September 2013:

• Funding secured from Mr. Spring for project • Teacher selected for project

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EVIDENCE

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Grade 8 Success Rates

English 07-08 08-09 09-10 10-11 12-13 successful 118 130 109 163 148

total 124 147 119 168 181

success rate 95% 88% 92% 97% 82%

Math 07-08 08-09 09-10 10-11 12-13 successful 86 83 75 104 143

total 98 104 82 120 165

success rate 88% 80% 91% 87% 87%

Science 07-08 08-09 09-10 10-11 12-13 successful 91 99 82 101 158

total 100 108 90 114 173

success rate 91% 92% 91% 89% 91%

Social Studies

07-08 08-09 09-10 10-11 12-13

successful 87 88 84 108 143

total 93 100 85 121 170

success rate 94% 88% 99% 89% 84%

Grade 8 Average CAT Stanines (excluding French Immersion students)

Average CAT Stanines for Grade 8 Students

2010-11 2011-12 2012-13 Reading 5 5 5 Writing 5 5 5 Math 5 5 5

Note: Stanine 5 – average score (40-60 percentile)

Stanine 4 – one grade behind

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