2008-2009 School Report
Message from the Director
The
This year, through the School Development process, our district has
continued its focus on student assessment and professional development
initiatives to improve student learning, and to enhance teacher sharing of
effective instructional and assessment strategies.
As you review the indicators of success for goals contained within the
School Development Plan and the results that students in this school have
achieved on various assessments, I invite you to reflect on the role that
the school and the home need to play to ensure success for every student.
To provide the very best learning opportunities for students, we must
focus on teaching and learning, and we must work together as a team to set
and achieve these goals. That team includes students, teachers, support
staff, administrators, parents, and the community.
As parents and community members, you are crucial to the success of schools
and of the school district. I
thank you for your support in all of its forms - helping students with
homework, valuing education in the home, and supporting the school in so
many ways. Preparing our young
people for the future is an important and rewarding mandate that we all
share together. Thank you for
being partners with us in reaching toward our goals.
As we move into the 2009-10 school year, I take this opportunity to thank
the school community for your cooperation with, and support of, the
Ross Elliott, PhD
Director of Education
Principal’s
Message
At Xavier our
primary focus is providing a safe, caring and effective student learning
environment that fosters the creation of a well developed lifelong learner
who is capable of positively contributing to society. We believe that every
child has the potential to learn. We pride ourselves on offering a positive
academic, co-curricular and extra-curricular environment that promotes
cooperation, achievement, respect and effort. This, coupled with a focus on
parent and community involvement, enables us to offer our students a unique
and enriched learning experience.
The 2008-09
school year saw many changes at Xavier. Staff worked hard at developing
school development goals and we met with much success in this area. From
establishing a Positive Behavior Supports (PBS) model to address school-wide
culture and student discipline, to increasing home-school communications, to
creating a safe & caring school document, to focusing on teacher wellness,
to establishing a “Risky Business” program for high risk students, to
formalizing an in-school and out-of-school suspension process, the year has
been very busy, but productive. Additionally, Xavier staff continued a
strong emphasis on academics that was heavily supported through teacher
professional development and the purchase/deployment of strategic curriculum
resources.
Xavier has a
staff that is focused on providing the very best for the students entrusted
to our care. To make this work, we need parents and the local community as
partners in the educational process. Together, we can build a stronger
learning community at Xavier and subsequently, afford our students the very
best education possible.
As we move
into the 2009-2010 school year we look forward to further success and
encourage parents to invest in their child’s future by taking an active role
in their education. Help us to help your child. Together we can build a
brighter future for our youth.
Aurèle Beaupré
This year our school council
had a few incidents, leaving us to miss a few meetings.
During our meetings we had
we discussed items such as our Principal’s report, having a motivational
speaker come and talk to students about cyber bullying, positive behaviour
supports and student academic achievements and awards. Early in the year our
council went through the structure and guidelines of school council and we
then set terms of office for 1, 2 and 3 year terms. This would leave us with
both new and older members each year on council. Council also discussed our
school development plan.
Betty Gilley
(vice-chairperson) went to the AGM in Mary’s Town representing our schools
here in
Loriann Gillingham
Through our unique and enriched curriculum the mission of
Our school
offers the entire provincially prescribed curriculum in grades six through
nine. At grade 6, two classes
received Intensive Core French, a fabulous program that is highly
interactive and better prepares students for the core French program in
junior high. At grades 7-9, in
addition to the regular curriculum, students engage in module courses where
they have access to interest courses like band, recreational physical
education, choir, home economics, theater arts, art enrichment, and
technology enrichment.
Our school is extremely proud of the culture of student achievement that has been established. Our students generally achieve at or above the District and province in common exams and Criterion-Referenced Tests (CRTs). We continue to analyse all aspects of our school, celebrating successes and implementing strategic interventions to address areas of concern.
This year two classes of grade six students participated in the Intensive Core French (ICF) program. The program is so successful and rewarding for students that we hope to offer three ICF classes in the up-coming year. We look forward to the continued success of this program and these students as they continue through junior high.
1. We conducted two major assemblies for Thanksgiving and Remembrance Day.
2. Students raised $275.00 for the Kids Eat Smart Foundation in support of our school’s breakfast/lunch program.
3. Students and staff supported the local Coats for Kids program.
4. During Thanksgiving students and staff had a successful food drive to support the local food bank.
5. One of our grade 6 students won the District Christmas card contest.
6.
A grade 7 student placed 4th in the
District mathematics contest and attended the awards ceremony at
Presentation Junior High in
7. Four students and a teacher attended the Student Leadership Conference in Port Aux Basques.
8. Students participated in the annual Christmas and spring concerts.
9. We re-established a choir group in grade 7 and they performed in the Festival 500, as well as at the local senior’s home.
10. Four grade 9 students placed first in a national poetry contest where $500.00 was given to the school and the student’s poems were placed in book format with other winners from across the county.
11.
Students participated in a Sandals for
12. At the local Royal Canadian Legion annual Remembrance Day awards ceremony for junior and intermediate essay, poem and poster contests, 21 of Xavier’s students won awards.
13.
Our school welcomed two international students for
the school year. Their home country is
14. Two of our students received Canadian citizenship this year, congratulations!
15. Grade 9 students participated in a drug awareness presentation at the school.
16. The public health nurse visited our school on Wednesdays and provided a wide range of health supports to students and teachers.
17. We established a “Risky Business” program to help high risk students find success in school.
18. Our school held a wellness day for students where community representatives presented ideas/skills to students on how they could maintain a healthy lifestyle.
19. Students from grades 7-9 participated in a Drunk Driving presentation conducted by the local RCMP.
20. Xavier held the annual grade 9 social which was a resounding success.
21. Our school held its annual awards night and recognized students for their outstanding academic and athletic successes.
Our school is involved in a number of partnerships.
The
Our students and staff once again showed their
compassion and social consciousness. Our
annual Thanksgiving Day assembly netted a fine harvest of fresh vegetables
and non-perishable food items for the local food bank. We raised $1800 for
the
The local Deer Lake Sea Cadets participated in our
Remembrance Day assembly. The
Sea Cadets have office space in our school and use our facilities regularly.
Most of the cadets are Xavier students.
Many received achievement awards at their annual spring inspection
and year-end dinner. The
administration was presented with a plaque of appreciation for the school,
for our on-going support.
Our partnership with
Three Year School
Development Plan 2008-2010
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Goal 1: To increase academic achievement at Xavier Junior High |
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Objective 1.1: To increase student motivation in the learning process |
Objective 1.2: To increase performance in the poetic and demand writing areas of the Language Arts curriculum |
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Indicators of Success: Increased achievement in CRT results, increased scores on internal assessments; survey, a decrease in the number of detentions assigned, classroom observations, and a teacher survey of classroom observations. |
Indicators of Success: An increase in CRT results; classroom observations; increased scores on internal assessments, and student survey feedback. |
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Strategies: (Student as
learner) 1.1.1 Develop a student monitoring program, with a system of consequences, for work ethic within the school day 1.1.2
To develop a reward system for positive work ethic (ex.
Class rewards) (Teacher as
facilitator) 1.1.3 To implement a school wide approach to teaching using 7 multiple intelligences and co-operative learning strategies. 1.1.4
Making connections from curriculum to real life of
students. ( In Class and Field Trips, Community Programs) 1.1.5
Use technology as a motivational resource whenever
possible. (Teaching tool etc. e-pals/etc.)
1.1.6
Provide more Enrichment
opportunities (mini courses, etc. Co –op/ Student as teacher)
1.1.7
Review our use of pep rallies, assemblies (student centered) to
boost student morale. 1.1.8
Parenting seminars in consultation with School Council. 1.1.9 To implement/strengthen current policy with respect to student performance and participation in extra-curricular activities. 1.1.10
Increase emphasis on
multiple choice type questions by…
a.
Teaching students how to read, interpret and answer multiple
choice questions like seen on CRT’s and common exams.
b.
Increasing the number of higher order multiple choice questions
on internal assessments.
c.
Using multiple choice questions as class warm-up exercises.
1.1.11
Teach students how to read, interpret and use rubrics to enhance
their academic skills in ELA and mathematics.
1.1.12
Model best answers in the classroom, showing students how to
better their writing and math skills.
1.1.13
Increase classroom emphasis on visuals and process writing, and
increase exposure to these on internal assessments.
1.1.14
Develop multiple choice exam banks.
1.1.15
Emphasis on vocabulary so that students are not surprised by
terminology found on CRT’s and district common exams.
1.1.16
Acquisition of resources to supplement student understanding in
ELA and mathematics. |
Strategies:
1.2.1
Increase the amount of poetry exposure (a minimum of 20 poems
for intensive study per grade)
1.2.2
Provide increased opportunity for poetry writing. 1.2.3
Include an unseen poem/constructed response questions
according to CRT format on the mid-year exam at each grade level
1.2.4
Provide increased opportunity for demand writing with feedback
using the holistic scoring rubric (a minimum of 5 pieces per
grade per year)
1.2.5
Include a demand writing component on the mid-year exam at each
grade level
1.2.6
Use of a “marking panel” for formal exams.
1.2.7
Include a question of the month |
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Goal 1. Support Plan |
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Financial |
Professional Development |
Communication |
Time Allocation |
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As needed for reward system and technology requirements. |
3.3.4 More time for teacher collaboration for developing lessons on specific poems at each grade level |
3.3.4 May need letters sent to parents. |
1.1.1 |
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Goal 2:
To promote a healthy and respectful school culture and climate |
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Objective 2.1:
To decrease the incidents of bullying among students. |
Objective 2.2:
To decrease the number of smokers and/or those taking up
smoking. |
Objective 2.3:
To increase students’ respect for property (littering, marking,
and spitting) by making them more respectful of their school’s
environment. |
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Indicators of Success:
2.1.1
Survey students’ awareness
2.1.2
Survey parents
2.1.3
Document exposure to education on topic
2.1.4
Observation of students’ behavior. |
Indicators of Success: 2.2.1
Survey students 2.2.2
Observation of students’ behavior |
Indicators of Success: 2.3.1
Survey students. 2.3.2
Observation of students’ behavior. 2.3.3 Count
the number of names in the incentive box. |
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Strategies:
2.1.1
In conjunction with the board’s initiative establish a Safe and
Caring Schools Committee.
2.1.2
To teach students strategies to cope with bullying.
2.1.3
To create a mechanism for reporting incidents anonymously
(protection for the victim).
2.1.4
Bring in role models to talk about their past experiences in
junior high school.
2.1.5
Implement a Good Deeds Program
2.1.6
Schedule a Wellness Day.
2.1.7
Begin implementation of new Guidance
program. |
Strategies: 2.2.1 To teach students strategies to handle peer pressure. 2.2.2 To make students aware of the effects of smoking. 2.2.3 Educate students about the consequences of selling cigarettes. 2.2.4 To make |
Strategies: 2.3.1
Encourage more students and teachers to get involved in the
Clean and Green program. 2.3.2. To
offer random incentives for students who make an effort to keep
their building clean (put names of students seen doing a ‘clean
deed’ in an incentive box). |
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Goal 2. Support Plan |
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Financial |
Professional Development |
Communication |
Time Allocation |
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2.1.1 Apply
for funding to have a Wellness Day |
2.1.1
Time for staff to discuss these issues |
2.1.1
Inform students, parents and staff through newsletters, emails,
web page, media and other forms of communication |
2.1.1
An ongoing process starting now |
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Goal 3:
To Improve home
and school communication |
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Objective
3.1: To improve methods
of communication with parents |
Objective
3.2: To encourage student
responsibility in relaying messages |
Objective
3.3: To increase
communication between parents and students |
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Indicators
of Success: 3.1.1
Attendance at parent/teacher meetings 3.1.2 More
returned newsletter ballots 3.1.3 Measure
the hits on the web site |
Indicators
of Success: 3.2.1 More
response from parents regarding messages 3.2.2 An
increase in the amount of homework being done 3.2.3 An
increase in the students’ performance on tests |
Indicators
of Success: 3.3.1 More
returned signed tests, report card tabs and absentee notes 3.3.2
Participation in parenting sessions 3.3.3 More
parent volunteers in the school |
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Strategies: 3.1.1 Send
newsletters home with contest encouraging students to get parents to
read.
3.3.4
Teachers send more notes to parents
3.3.4
Teachers make more phone calls to parents 3.1.4 Office
sends more memos to parents 3.1.5
Radio/newspaper – school reports 3.1.6 Home work
web site to be established by technology teacher and utilized by
teaching staff |
Strategies: 3.2.1 Provide
random incentives for relaying messages 3.2.2 Let
parents know there will be messages during the year that they should
read 3.2.3 Offer
more opportunities for students to display their sense of
responsibility (writing weekly school news articles for local
newspaper) |
Strategies: 3.3.1 Have
students return signed test 3.3.2 Have
students return signed report card tabs 3.3.3 Have
students return absentee notes from parents 3.3.4 Offer
parenting sessions on parent/child communication and expectations |
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Goal 3. Support Plan |
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Financial Financial support to purchase incentives for students returning newsletter slips.
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Professional Development Staff learn how
to use homework website.
PD provided by technology teacher and administration at staff
meeting or PD day. Tech
teacher offer PD to parents |
Communication Inform parents
by memo or newsletter of new homework website. |
Time Allocation |
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Report on most Current
Data (2008-09)
English Language Arts (ELA)
Grade 6 CRT
The 2008-09 ELA
CRT revealed that Xavier students performed below the district and province with
reading and listening on the multiple choice section of the exam. This challenge
showed up on all external tests this year. On the rubric section, our grade six
students scored above the district and province in demand writing, informational
reading, poetic reading, visual reading and listening. Three year trend data
shows an increase in most areas of the CRT.
Grade 7
District Common Exam
Once again, Xavier
students scored below the district on multiple choice questions. That being
said, our students performed above the district on the exam as a whole.
Additionally, 90.91% (district 80.26%) of our students scored a 3 or better on
the rubric for informational, 93.94% (district 81.13%) for poetic, and 95.45%
(district 84.44%) for demand writing.
Grade 8
District Common Exam
The grade 8 common
exam reveals that Xavier students scored below the district on informational
multiple choice questions, and above the district on poetry multiple choice
questions. On the exam as a whole, Xavier students scored above the district
with 81.68% (district 73.40%). Additionally, 98.89% (district 86.90%) of our
students scored a 3 or better on the constructed response rubric for
informational, 91.11% (district 84.85%) for poetic, and 97.78% (district 88.03%)
for demand writing.
Grade 9 CRT
On the CRT, Xavier
students scored above the district and province on poetic multiple choice and
below on informational multiple choice. On the rubric section, our students
scored above the district and province in demand writing, but below for poetic
and informational reading. Four trend data for multiple choice generally shows a
decline in scores for poetic, but shows a gradual increase for informational.
The trend data for rubric scores show an increase over four years in demand
writing, but a small decrease in poetic and informational reading.
Mathematics
Grade 6 CRT
Xavier students
performed above the district and province in six out of nine strands on the CRT.
We showed the most challenges with multiple choice, something which the data
revealed in all external assessments from grades
Grade 7 & 8
District Common Exams
Both common exams
at these grade levels reveal that Xavier students scored below the district
average. Two important statistics coming from the data indicate that our school
had a much higher failure rate than the district, and the difference between
what students scored on the exam and what the school submitted was too large.
Trend data for the past three years show that our school has scored below the
district each year.
Grade 9 CRT
Xavier students
scored below the district and province on this exam. Of the eight strands
tested, Xavier students were below the district and province on six. Trend data
shows a decline in most sub-test scores over the past four years.
Interventions to Address
Areas of Concern
Mathematics
Grades 6-9
The math department and school are planning the following interventions to address challenges our students are experiencing in mathematics.
a) CRT questions will be used for in class work/tests/assignments. This will provide greater exposure to the type of questions students will see on CRTs and common exams.
b) Provide a more extensive review for students in June
c) Increase teacher collaboration amongst those teaching the same course
d) The school will attempt to reduce the loss of math classes to school activities/events
e) Work with the district to restructure the order of units
f) Provide students with strategies on how to answer questions he/she will see on CRTs and common exams
g) Increase the use of word walls to help improve student vocabulary in mathematics
h) Spend more time reviewing all tests with students, showing them how to solve the problems
e) Teach and emphasize with students the showing and checking of questions (working backwards)
f) Devote time with students on studying and test taking
g) Give bonus points on tests and assignments for inverse operations (checking)
h) Develop a school-wide approach to multiple choice. All subject areas will provide multiple choice questions on tests and exams. These MC questions will follow appropriate multiple choice wording and format.
i) Conduct challenges/fun daysfor mathematics in the school (ie: math Olympics, pi day)
j) Continue to participate in math leagues/fairs
k) Teacher use a variety of strategies – PD surrounding differentiating instruction
l) After school tutoring sessions
m) Where possible place non-calculator sections on tests
b) On tests, have space for students to show workings, even for multiple choice
c) Give students bonus points for showing their workings
English Language Arts Grades 6-9
The following
interventions will be attempted by ELA teachers and the school to address
challenges shown in school external assessment data.
a) Model CRT and Common Exam questioning techniques on all assignments/tests (Hands/Head/Heart).
b) Modeling how to come to the “Best” answer: Give students techniques and strategies for answering Selected Response Questions.
c) Ensure that students are familiar with all required literary terms: Creative games (trivia, hangman), posters, software games, etc.
d) Break down terms by grade level to structure what needs to be learned at each grade.
e) Increased team effort in the making and grading of exams.
f) Continue the use of literature circles
g) Use more independent novels that appeal to student interests (high interest materials)
h) Build classroom library with a variety of texts (i.e. magazines, novels (fiction/non-fiction), newspapers, and comics)
i) Literature Chair
j) Scholastic/Second Hand Book Sales/Book Fairs
k) Establish a school Book Club
l) Have students become involved in “writing” questions for in-class texts (encouraging student ownership)
m) Modeling of constructed response answers.
n) Rubric work and scoring of other student’s work.
o) Encouraging “risk-taking” – a safe environment for students to take chances when answering questions (Constructive Criticism)
p) Descriptive Feedback (Less pieces in = more feedback)
q) Requiring that students use the R.A.C.E technique in answering constructed response questions
r) Build banks of examples (posters, magazine articles, cartoons, informational texts, poetry) with CRT style questions.
Other School Data
(2008-09)
Positive Behavior Supports (PBS)
In April 2009
Xavier Junior High began the implementation of a Positive Behavior Supports
Model which is designed to add structure to managing student discipline and
promote a positive school climate. To date, the program is contributing to a
positive change in school culture and student discipline. Our school has adopted
the acronym C.A.R.E. which represents; Cooperation, Achievement, Respect and
Effort. Additionally, we have adopted a house system where all students and
staff have been associated with a particular house (Tigers, Panthers, Lions,
Cougars). When students exhibit
good behavior, help others, show acts of kindness, get involved in school
activities, or follow school expectations they are given a CARE card and this
can be placed in their respective house box. Once a week the school has a draw
from each box and students can win a prize if their name is drawn. In addition,
each CARE card that is submitted to a house box is counted as a point for that
house. Twice a year, the school has larger prizes set aside for house winners.
To date, the program is proving to be successful in curbing inappropriate
student behaviour. Its impact on student learning is yet to be determined.
Professional Learning Community (PLC)
In September 2009
our school launched a new process that would see us increase our focus on
analysis of external and especially internal school data. The process is called
Professional Learning Communities (PLC) and it is focused on collaborative data
analysis, collaborative planning, developing common exams, collaborative
correction of exams, and collaborative implementation of strategic interventions
to address areas of concern around student learning. The program is still in its
infancy, but we have high expectations that it will assist us in increasing
student achievement.
Report on School
Development Plan for
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Goal 1.
To maintain
and/or increase academic achievement levels at all grade levels. |
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Objective
1.1
By June 2009, to
improve work ethic and student motivation to learn. |
Objective
1.2
To continue
improving poetic and informational reading at the Elementary and
Junior high levels by 3%. |
Objective
1.3 Continue to improve student achievement levels
in Demand Writing at the Elementary and Junior High levels by 3 %. |
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Recommendations 1.1
We
implemented the Positive Behavior Supports (PBS) model late in this
school year. It is recommended that this objective be maintained
into the next school year. Teachers implemented class reward systems
in addition to PBS. |
Recommendations1.2
Our
school increased the number of poems that students were exposed to
during the school year. Each student in English Language Arts were
required to complete a minimum of 20 poems. |
Recommendations1.3
Increased emphasis was placed on demand writing, providing students
with specific instruction on how to improve writing skills by
focusing on the writing rubric. |
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Commendations 1.1
During a
7 week trial period for the PBS model, we have seen positive change
in student motivation. |
Commendations 1.2
The
number of Xavier students scoring 3 or higher on the rubric
increased by 3.6% in poetry from the previous year. |
Commendations 1.3
The
number of Xavier students scoring 3 or higher on the rubric
increased by 0.2% on demand writing from the previous year. |
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Goal 2.
To promote a healthy, safe, caring and respectful learning
environment. |
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Objective
2.1
To decrease the incidents of bullying among students. |
Objective
2.2
To decrease the number of smokers and/or those taking up smoking. |
Objective
2.3
To increase students’ respect for property (littering, marking, and
spitting) by making them more respectful of their school’s
environment.
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Recommendations 2.1
We
implemented the Positive Behavior Supports (PBS) model late in this
school year. It is recommended that this objective be maintained
into the next school year. |
Recommendations 2.2
Number
of smokers reduced naturally. It is recommended that this objective
be maintained in the new school year. More educational interventions
are needed in the new year. |
Recommendations 2.3
We
implemented the Positive Behavior Supports (PBS) model late in this
school year. It is recommended that this objective be maintained
into the next school year, |
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Commendations 2.1
During a
7 week trial period for the PBS model, we have seen positive change
in student behavior. School administration and guidance addressed
bullying with greater vigor and this had a positive impact. The
school purchased a series of posters that had an anti-bullying
theme. The school did presentations on bullying as educational
pieces. |
Commendations 2.2
We are
seeing fewer students smoking. |
Commendations 2.3
During a
7 week trial period for the PBS model, we have seen positive change
in student respect for their school. Next year we will be initiating
new school cleanliness policies/practices. |
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Goal 3.
To further develop a climate and culture of collaboration and open
communication for all stakeholders. |
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Objective
3.1
To improve methods of communication with parents. |
Objective
3.2
To provide more opportunities for collaboration amongst teachers
(divisions, dept., grade levels). |
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Recommendations 3.1
Continue
into another year for further development. Increase number of
newsletters next year, one per month. Develop school webpage. |
Recommendations 3.2
Initiate
PLC components to school schedule to allow for increase
collaboration within work day. Initiate CARE days to allow for
increased collaboration. |
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Commendations 3.1
More
phone calls went home via teachers. The number of written
communications to the home increased dramatically. Number of
meetings with parents increased. |
Commendations 3.2
PD time
given for collaboration. Special times created to allow for
collaboration. Some classes were covered to allow for collaboration.
School teams met during lunch and after school on numerous
occasions. |
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School Development Plan
for Current Year (2009-10)
Over the past year we have addressed our goals through
yearly objectives and strategies. A
comprehensive review and analysis of our 2008-09 CRT and common exam data was
completed on
One Year School Development Plan 2009-2010
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Goal 1:
To maintain and/or increase academic achievement levels at all grade
levels. |
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Objective 1.1: By June 2010, to improve work ethic and student motivation to learn. |
Objective 1.2: By June 2010 students will have increased their scores in demand writing by 3% or more. |
Objective 1.3 - By February 2010 students will have increased scores in the area of Informational Texts by 3% or more. |
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Indicators of
Success:
Increased achievement in CRT results, increased scores on
internal assessments; survey, a decrease in the number of detentions
assigned, classroom observations, and a teacher survey of classroom
observations. |
Indicators of Success: An increase in CRT results; classroom observations; increased scores on internal assessments, and student survey feedback. |
Indicators of Success: An increase in CRT results; classroom observations; increased scores on internal assessments, and student survey feedback. |
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Strategies:
1.1.1 To develop a reward
system for positive work ethic (ex. Class rewards)
1.1.2 Making connections
from curriculum to real life of students.
(In Class and Field Trips, Community Programs)
1.1.3 Use technology as a
motivational resource whenever possible. (Teaching tool etc.
e-pals/etc.)
1.1.4 Provide more
Enrichment opportunities (mini courses, etc. Co –op/ Student as teacher)
1.1.5 Review our use of pep
rallies, assemblies (student centered) to boost student morale. |
Strategies: 1.2.1
Increase the amount of poetry exposure (a minimum of 20 poems for
intensive study per grade)
1.2.2 Provide
increased opportunity for poetry writing.
1.2.3
Include an unseen
poem/constructed response questions
according to CRT format on the mid-year exam at each grade level At Elementary Level, more modeling of answers
1.2.5 At Elementary Level, more visuals with information on them for practice extracting information |
Strategies:
1.3.1
Increase student awareness of
sentence construction using Write Traits.
1.3.2
Increase student awareness of answer styles for Constructed Response.
1.3.3
Increase the number of Demand Writing assignments students are expected
to complete.
1.3.4
Increase student exposure to the use of Rubric Assessments through
exemplars and have students grade work using rubrics. |
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Goal 1 (cont’d):
To maintain and/or increase academic achievement levels at all grade
levels. |
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Objective 1.4 - By June 2010 students will have increased their scores in reading by 3% or more. |
Objective 1.5 – By June 2010 decrease the number of students scoring at Level 1 and 2
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Objective 1.6 – To increase Selected Response Scores by June 2010. |
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Indicators
of Success:
An increase in CRT results;
classroom observations; increased scores on internal assessments, and
student survey feedback. |
Indicators
of Success: An
increase in CRT results; classroom observations; increased scores on
internal assessments, and student survey feedback. |
Indicators
of Success: An
increase in CRT results; classroom observations; increased scores on
internal assessments, and student survey feedback. |
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Strategies: 1.5.1 Literature Circles 1.5.2 Independent Novels with creative choice options that appeal to students’ interests 1.5.3 Build classroom library with a variety of texts (i.e. magazines, novels (fiction/non-fiction), newspapers, and comics) 1.5.4 Literature Chair 1.5.5 Scholastic/Second Hand Book Sales/Book Fairs 1.5.6 Establish a school Book Club 1.5.7 To increase student exposure to a variety of texts. 1.5.8 To build up banks of examples (posters, magazine articles, cartoons, informational texts, poetry) with CRT style questions. 1.5.9 Holistic Rubric training |
Strategies: 1.6.1 Have students become involved in “writing” questions for in-class texts (encouraging student ownership) 1.6.2 Modeling of constructed response answers 1.6.3 Rubric work and scoring of other student’s work. 1.6.4 Encouraging “risk-taking” – a safe environment for students to take chances when answering questions (Constructive Criticism) 1.6.5 Descriptive Feedback (Less pieces in = more feedback) 1.6.6 Requiring that students use the R.A.C.E
Technique in answering constructed response questions |
Strategies: 1.7.1 To model CRT and Common Exam questioning techniques on all assignments/tests (Hands/Head/Heart). 1.7.2 Modeling how to come to the “Best” answer: techniques and strategies for answering Selected Response Questions. 1.7.3 Ensure that students are familiar with all required literary terms: creative games (trivia, hangman), posters, software games, etc. 1.7.4 Terms broken down by grade level to ensure that both teachers and students know which terms they are responsible for. 1.7.5 Make a team effort of making and grading exams. 1.7.6 All subject areas use selected response on tests |
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Goal 1 (cont’d): To maintain and/or increase academic achievement levels at all grade levels. |
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Objective 1.7 - Improve student achievement levels in Non-Calculator / Closed Response at the Elementary and Junior High level by 3 %. |
1.4.3
Increase the use of
“wordy” problems for students to encourage more reading for
understanding of questions.
1.4.4
At elementary level
teachers will spend more time working with Grade
4 / 5 teachers at Elwood Elementary to ensure program continuity. |
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Indicators of Success: An increase in CRT results; classroom observations; increased scores on internal assessments, and student survey feedback. |
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Strategies:
1.4.1
Increase student
exposure to non-calculator questions on unit tests.
1.4.2
Clarify the use of
proper terminology during tests, assignments and class work.
1.4.3
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Goal 1. Support Plan |
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Financial |
Professional Development |
Communication |
Time Allocation |
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1.1.1
Up to $200 for
motivational prizes and
class rewards.
1.1.2
Up to $4000 toward
the purchase of technology equipment for new Multi Media Room and for
Equipment for East Wing use.
1.1.3
$500 toward the purchase of Class sets of
dictionaries for writing exercises. |
1.4.4
Use 3 Discretionary
Sub Days or internal class
coverage to allow for collaboration among 4, 5 & 6 Math teachers. 1.4.5 Staff participation in any District sponsored PD Sessions related to these issues. |
1.1 Increase to number of Memos / Newsletters going home to parents to inform them of activities at the school |
Internal class coverage by teachers / administrators to allow for grade / course level collaboration |
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School Development Plan –Goal #2
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Goal 2:
To promote a healthy, safe, caring and respectful learning
environment. |
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Objective 2.1:
To decrease the incidents of bullying and cyber-bullying among
students.
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Objective 2.2:
To decrease the number of smokers and/or those taking up smoking. |
Objective 2.3:
To increase students’ respect for property (littering, marking, and
spitting) by making them more respectful of their school’s
environment.
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Indicators of Success:
Survey students’ awareness, Survey parents, Document exposure to
education on topic, Observation of students’ behavior.
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Indicators of Success:
Survey students,
Observation of students’ behavior |
Indicators of Success:
Survey students, Observation of students’ behavior, Count the number
of names in the incentive box. |
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Strategies:
2.1.1
In conjunction with the board’s initiative establish a Safe and
Caring Schools Committee.
2.1.2
To teach students strategies to cope with bullying.
2.1.3 Bring
in role models to talk about their past experiences in junior high
school.
2.1.4
Schedule a Wellness Day. |
Strategies:
2.2.1 To teach
students strategies to handle peer
pressure.
2.2.2 To make
students aware of the effects of smoking.
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Strategies:
2.3.1 Encourage more students and teachers to get involved in the
Clean and Green program.
2.3.2. To offer random incentives for students who make an effort to
keep their building clean (put names of students seen doing a ‘clean
deed’ in an incentive box).
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Goal 2. Support Plan |
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Financial |
Professional Development |
Communication |
Time Allocation |
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2.1.3
Set aside $500 toward expenses for bring people in as guest
lecturers and for volunteers conducting wellness day sessions
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2.1
Use discretionary days as needed for teachers to attend any
available in-service on bullying. |
Increase the number of Memos / Newsletters going home to parents to inform them of activities at the school
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Goal 2 (cont’d):
To promote a healthy, safe, caring and respectful learning
environment. |
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Objective 2.4: To increase student awareness of issues
and health concerns regarding substance/alcohol abuse.
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Indicators of Success: Survey students Survey parents Observation of student behaviors |
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Strategies: 2.4.1 Community meeting with parents 2.4.2 Decision on intervention methods 2.4.3
MADD (or similar) presentation |
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Goal 2. Support Plan (cont’d) |
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Financial |
Professional Development |
Communication |
Time Allocation |
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2.4.3 Each Grade 500.00 for presentations
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2.4.1 Am session (half day closeout for staff
education concerning the drug problems and strategic planning.)
Strategies/interventions to be vetted by ALL. |
2.4.1 Announce on radio (campaign) Increase number of memos/ newsletters going home to parents to inform of activities planned
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Half day closeout completed by the end of 2009. |
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School Development Plan –Goal #3
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Goal 3:
To further develop a climate and culture of collaboration and open
communication for all stakeholders. |
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Objective 3.1:
To improve methods of communication with parents. |
Objective 3.2:
To provide more opportunities for collaboration amongst teachers
(divisions, dept., grade levels). |
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Indicators of Success:
Attendance at parent/teacher meetings, More returned newsletter
ballots, Measure the hits on the web site |
Indicators of Success:
Teachers spending more time together in Course / Grade level
preparation / planning time. |
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Strategies:
3.1.1
Send newsletters home with contests, encouraging students to get
parents to read.
3.1.2
Teachers send more notes to parents
3.1.3
Teachers make more phone calls to parents
3.1.4
Office sends more memos to parents
3.1.5
To encourage student responsibility in relaying messages
3.1.6
Student name entered for prizes when they return slips from
newsletters.
3.1.7
Use school website as a tool for informing parents of school
happenings. 3.1.8
Ten dollars (subway card, etc.) incentive per class as reward
for the return of reports, November and Midterms. Approx. $300.00
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Strategies:
3.2.1
Make all possible attempts to build common preparation time for
grade and course teachers.
3.2.2 Use
in school coverage by teachers and administration to allow for
collaboration among grade / course teachers |
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Financial
3.1.8
Set aside up $160 for prizes for students who return sign slips from
newsletter or memos to parents |
Professional Development
3.2
Encourage teachers to take advantage of any District sponsored PD
for related subject areas.
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Goal 4: To Improve home and school communication |
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Objective 4.1: To improve methods of communication with parents |
Objective 4.2: To encourage student responsibility in relaying messages |
Objective 4.3: To increase communication between parents and students |
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Indicators
of Success: 4.1.1 Attendance at parent/teacher meetings 4.1.2 More returned newsletter ballots 4.1.3 Measure the hits on the web site |
Indicators of Success: 4.2.1 More response from parents regarding messages 4.2.2 An increase in the amount of homework being done 4.2.3 An increase in the students’ performance on tests |
Indicators of Success: 4.3.1 More returned signed tests, report card tabs and absentee notes 4.3.2 Participation in parenting sessions 4.3.3 More parent volunteers in the school |
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Strategies: 4.1.1 Send newsletters home with contest encouraging students to get parents to read. 4.1.2 Teachers send more notes to parents 4.1.3 Teachers make more phone calls to parents 4.1.4 Office sends more memos to parents 4.1.5 Radio/newspaper – school reports 4.1.6 Home work web site to be established by technology teacher and utilized by teaching staff |
Strategies: 4.2.1 Provide
random incentives for relaying messages 4.2.2Let
parents know there will be messages during the year that they should
read 4.2.3 Offer more opportunities for students to display their sense of responsibility (writing weekly school news articles for local newspaper) |
Strategies: 4.3.1 Have students return signed test 4.3.2 Have students return signed report card tabs 4.3.3 Have students return absentee notes from parents 4.3.4 Offer parenting sessions on parent/child communication and expectations |
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Goal 4. Support Plan |
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Financial Financial support to purchase incentives for students who return newsletter slips. |
Professional Development Staff learn how to use homework website. PD provided by technology teacher and administration at staff meeting or PD day. Tech teacher offer PD to parents |
Communication Inform parents by memo or newsletter of new homework website. |
Time Allocation |
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