10 February 2016

School Improvement Plan for Student Achievement 2015-16

School: Rothwell-Osnabruck Public School Principal: Ewen McIntosh

Vice-Principal(s): Peter Onstein

Goal: By the end of June 2016, 70% of marker students in the Primary Division will increase achievement by one increment on the achievement chart in literacy (reading), based against historical report card data.

School Effectiveness Framework Indicators: 1.1 Assessment is connected to the curriculum, collaboratively developed by educators and used to inform next steps in learning and instruction.

1.2 A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and to determine next steps.

1.7 Ongoing Communication about learning is in place to allow students, educators and parents to monitor and support student learning.

4.1 A culture of high expectations supports the belief that all students can learn, progress and achieve.

4.2 A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.

4.3 Teaching and learning in the 21st century is collaborative, innovative and creative within a global context.

4.4 Learning is deepened through authentic, relevant and meaningful student inquiry.

2.1 Collaborative instructional leadership to build capacity to strengthen and enhance teaching and learning

PLAN ACT OBSERVE REFLECT Needs Assessment Evidenced-Based Strategies/Action OBSERVE: Monitor/Gather Evidence Analyze/Reflect

Where are we now? What are we going to do? How are we doing? How did we do? Where to Next? What does student achievement data indicate?

2014-15 Grade 2 Report Card Language Achievement indicates:

o 15% of cohort at level 1 o 19% of cohort at level 2 o 67% of cohort at level 3 or 4

2014-15 Grade 2 PM benchmark data indicates that

41% of cohort is reading at or above grade level

Concerns:

Historical Grade 3 EQAO Reading Data has been erratic, but overall is trending downward

Year Percent at Grade level

07-08 82

08-09 34

09-10 55

10-11 50

11-12 76

12-13 54

13-14 32

Overall Goals

Exploration of high-yield instructional approaches;

Group based review and exploration of new/next approaches

Exploration of critical literacy and critical discourse;

Increased use of Growing Success to inform over-arching messaging and direction for assessment.

What will be observed? From Staff:

Development of consistent perceptual data collection protocols for both staff and students

Deepening understanding of curriculum expectations for teaching staff; how might we translate expectations into learning goals that are easily understood by students?

Deeper focus on staff-wide embracing of observation and conversation as tools for both assessment as learning (feedback to inform next student move) and assessment of learning (feedback to inform next instructional move)

From students:

Using multiple approaches to representing understanding

Increased frequency of self-advocacy in response to stated learning goal

10 February 2016

26-point gap between PM benchmarking and report card achievement rates at or above grade level.

Professional Learning

2014/15 in-house PLC at Primary Division; focus on use of knowledge-building circles and their implementation

Recent staff-wide focus on school design (K.Robinson) as well as growth mindset (C.Dweck) when collecting student observations

1st CYCLE OF INQUIRY

If teachers learn and apply high yield teaching strategies, then students will learn to use a variety of strategies to improve their learning in literacy (reading).achievement, with 70% of marker students increasing by one increment on the achievement chart. Measures:

Choose marker students

To be completed by March 25, 2016 To be completed by April 1, 2016

2nd CYCLE OF INQUIRY To be completed by April 4, 2016 To be completed by June 10, 2016 To be completed by June 17, 2016