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2017 – 2018Learning Improvement Plan(Level 3)Clive Draycott School

Leadership inLearning and Life

The Learning Improvement Plan

I. School CelebrationsReading levels according to F and P, on average are fairly strong. Our attendance is high, and our “Our School Survey” results are strong in many areas.

II. School Outcomes for the 2017 – 2018 school yeara. School-level actions must be written with targets determined for all division-level outcomes listed in the Learning Improvement Plan.

b. Additional school-level outcomes and actions separate from division outcomes may also be determined as a result of careful data analysis.

Our RAD scores are not where we would like them to be for students entering Grade 8. Our Grade 6 class is doing very poorly in the Math strand testing. As an area of focus we are hoping to work together on the Reading and Writing strategies according to Jennifer Seravello to help develop common practices for student from 1-8 which will help show improvement in RAD. Grade 6 students will be targeted for Instructional supports and intensive help in Math. We hope to look more closely at discovering reasons why all students don’t feel a sense of belonging at CDS and what we can offer that may help to include everyone. We are promoting ways to help students to self identify their own areas of strengths and weaknesses in Life Skills areas to help promote stronger work habits.

III. Learning Improvement Plan Development and Monitoring

Briefly describe the processes used for:a. Developing the Learning Improvement Plan and determining local outcomes.

All staff examines the PVSD Data booklet during the start up days to identify areas of need. We then brainstorm ideas of what we have done in the past

that worked and new ideas to help support the students in these areas.

b. Monitoring progress on the school’s identified outcomes as well as other areas in the Learning Improvement Plan. Staff will be sharing student progress monthly on areas of focus. Staff contribute to visibility wall and participate in frequent wall walks as a staff

as well as reviewing the wall with students.

c. All schools are expected to have a comprehensive visibility wall. Amongst other purposes, a comprehensive visibility wall is one which tells the story of the school for the purpose of encouraging reflection, providing evidence of student progress and identifying learning gaps for continuous school improvement. School visibility walls should provide evidence from multiple sources (Division, teacher, student, school, parents) and are to be posted within public view. Regular visibility wall walks also are to occur with staff.

Explain the plans for your visibility wall for 2017-2018.

We have developed our wall together, setting out goals as identified in the ESSP. We are showing where we are at for a starting point and teachers are posting photos of students in action using strategies to promote progress. It is a “learning in action” wall and we hope to have the students become invested in the process of seeing how we work together as a staff to build upon their development from year to year by practicing common strategies.

IV. Professional Development as a Support to the Learning Improvement Plan

School: TOTAL PD Decentralized PD budget: $Date Initiatives

(where)DeliveryModel

Area ofAlignment(LIP, LAP,Student Need,

System Need)

Approximate

DollarsAllocated

(how much)

Approximate% of DECE PD

NumberOf Staff

MembersAttending

Actual orProjected

November14 Saskatoon Reading conference LIP, LAP $750.00 2

October Copy of resources for conference

LIP LAP $450.0 4

V. Additional Supports to the Learning Improvement Plana. Describe your school improvement structure. For example, how you organize your professional learning community or create a learning

improvement team.As a small staff we are all part of the learning improvement team and spend much of our PLC time as one entire group trying to develop a school wide approach to our areas of need. This year we are sending two staff members to the reading and writing conference. Because this conference focuses on grades 1-8 we plan on returning back to our school and sharing the info with the other three staff members. We will be purchasing a copy of the resources for each staff member to use in their classroom to implement the strategies.

b. If your school receives Instructional Support as per staffing guidelines, please explain how they will be utilized.Our instructional support is .25 and we use it for LLI time and math intervention. Our focus to start the year will be the Grade 6 math class.

VI. SCC Involvement in the Learning Improvement PlanThe following is for the SCC President to complete. How will the school community council support the school in achieving the goals in the school improvement plan?Our SCC is very active in helping to sponsor events that support our LIP goals. They fund activities such as One Book, One School, purchase the Willow Award books, plan and purchase prizes for Summer Reading, Reading Fair and Math night. They purchase Birthday books as well as a book for each student to give as a gift for Education Week. They help to promote CDS as a welcoming and caring place to be by sponsoring the Open House barbecue, hot lunches on a monthly basis and other events throughout the year.

Clive Draycott 2017 – 2018 Learning Improvement Plan

The following outcomes align with the Education Sector Strategic Plan:

Outcomes

Prairie Valley School DivisionLevel 2

Clive DraycottLevel 3

Actuals Actuals Targets Targets Actuals Actuals Targets2015-2016 2016-2017 2017-2018 2020-2021 2015-2016 2016-2017 2017-2018

By June 30, 2020, 80% of students will be at grade level or above in reading, writing and math.

Reading (Grades 1 – 8) Reading (Grades 6 – 10) Writing Math (Grades 2 – 9)

73%76%NA

84%

75%76%NA

86%

77%78%75%87%

80%80%80%88%

82%74%

76%

85%92%

82%

87%93%80%84%

1. Improvement TargetsBy June 2018, at least 75% of students will be at or above grade level in reading and writing. Reading – Fountas & Pinnell

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

65%68%74%78%76%75%70%82%

71%71%75%74%82%77%76%77%

75%75%75%77%76%83%78%77%

75%78%80%80%80%80%80%85%

100%70%75%50%

100%82%88%92%

75%100%

100%%60%71%

100%77%

100%

75%75%77%75%75%80%80%80%

2. Reading – RAD Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

69%78%82%75%75%

75%72%81%79%75%

75%76%75%83%80%

75%80%82%80%85%

86%56%76%

83%52%71%

75%76%75%

3. Writing Grade 4 Grade 7 Grade 9

NANANA

55%52%NA

75%75%75%

80%80%80%

60%38%

75%75%75%

4. By June 2019, at least 75% of students will be at or above grade level in math.

Grade 2 NA 95% 95% 95% 100% 80%

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9

89%87%76%83%73%74%67%

95%89%81%86%81%84%70%

95%93%88%81%87%84%82%

95%93%89%85%85%85%80%

100%93%86%80%50%73%

100%83%43%

100%85%57%

80%80%80%75%80%80%

School Actions1. By June 2018, at least 75% of students will be at or above grade level in reading (Fountas & Pinnell and GB+).

2. Reading – RAD SCHOOL ACTIONS: At home reading programs Leveled literacy intervention Daily 5 Buddy reading Hearbuilder online Raz kids Café strategies used throughout the school Strategy group intervention to reinforce CAFÉ and Daily 5 as well as Guided Reading lessons Fluency program/buddy and teacher Expanding expressions Snap words Sight word activity/practice with Stacey Story line online/Tumble Books Read a louds Audio books Shadow reading program Notice and Note program Reading Power Jennifer Serravello strategies – these will be taught to students but also part of the school wide PLC Text feature skill building – ITC and Library Assistant Consistent language from K-8 in regards to strategies and also key language used in the RAD Grade 3 RAD practice

3. Writing Grades 4, 7 and 9 Daily 5 and Café strategies Journal writing Writing power Poetry units Expanding expressions program Jennifer Seravello writing strategies Morning message

4. By June 2019, at least 75% of students will be at or above grade level in math. SCHOOL ACTIONS as follows: Mad Minutes- school wide will be used to reinforce math facts Math flashcard groups during intervention time Mathletics- purchased school wide

Guided math Math manips Number of the day – school wide NHL Math online 100 day activities Power of 10 program ( two teachers are trained in this and will help to train other staff members) Touch math program Math journals Math games Math night during education week – exposing parents to some games with dice and cards, etc to promote Math skills

Year-end Progress (Explain Results) Success/Specific Roadblocks1. By June 2018, at least 75% of students will be at or above grade level in reading (Fountas & Pinnell and GB+).

2. Reading – RAD

3. Writing Grades 4, 7 and 9.

4. By June 2019, at least 75% of students will be at or above grade level in math.


Outcomes




By June 30, 2020, collaboration between First Nations, Métis and Inuit and non-First Nations, Métis and Inuit partners will result in significant improvement in First Nations, Metis and Inuit student engagement and will increase the three-year graduation rate from 35% in June 2012 to at least 65% and the five year rate to at least 75%.

Improvement Targets1. Achieve an annual increase of 4 percentage points in the

FNMI three-year graduation rate. 56% 53% 65% 65%

2. Increase the FNMI five-year graduation rate. 65% 65% 70% 75%3. By 2018, school divisions will achieve parity between

FNMI and non-FNMI students on the OurSCHOOL engagement measures.

FNMI Students Non-FNMI Students All Students

60%64%63%

63%68%66%

70%70%70%

NANANA

4. PVSD Improvement TargetsBy June 2018, the percentage of FNMI students who successfully attain at least:

8 credits in Grade 10 8 credits in Grade 11

TBDTBD

TBDTBD

TBDTBD

TBDTBD

5. By June 2018, the percentage of self-declared FNMI Grade 12 students who are eligible to graduate as of September will graduate.

68% 74% 75% 80%

School Actions Work with Reila Bird to promote FNM activities for our students. Collaborate with neighboring schools for any activities or presentations Participate in Orange Shirt day to help bring more awareness ITC and Library tech will help support with resources

1. Achieve an annual increase of 4 percentage points in the FNM three-year graduation rate.

2. Increase the FNMI five-year graduation rate.

3. By 2018, school divisions will achieve parity between FNMI and non-FNMI students on the OurSCHOOL engagement measures.

4. By June 2018, the percentage of FNMI students who successfully attain at least 8 credits in Grades 10 and 11.


Year-end Progress (Explain Results) Success/Specific Roadblocks1. Achieve an annual increase of 4 percentage points in the FNM three-year graduation rate.

2. Increase the FNMI five-year graduation rate.

3. By 2018, school divisions will achieve parity between FNMI and non-FNMI students on the OurSCHOOL engagement measures.

4. By June 2018, the percentage of FNMI students who successfully attain at least 8 credits in Grades 10 and 11.



Outcomes




By June 30, 2020 Saskatchewan will achieve an 85% three-year graduation rate and a 90% five-year graduation rate.

Improvement Targets1. Achieve an annual increase of 3 percentage points in the

provincial three-year graduation rate.85% 85% 88% 91%

2. Increase the five-year graduation rate. TBD TBD TBD TBD3. By June 2018, students will report a 5% increase in

intellectual engagement measured by OurSCHOOL. 63% 66% 71% 76%

4. PVSD Improvement TargetsBy June 2018, the percentage of students who successfully attain at least:

8 credits in Grade 10 8 credits in Grade 11

TBDTBD

TBDTBD

TBDTBD

TBDTBD

5. By June 2018, the percentage of Grade 12 students who are eligible to graduate as of September will graduate. 91% 92% 93% 95%

School Actions Grade 7/8 students participate in LHS transition activities West side Math PLC to help improve math skills coming in to high school to improve data in this area Attend extra curricular activities with LES and SS students to promote new friendships and personal relationship growth prior to high school.

1. Achieve an annual increase of 3 percentage points in the provincial three-year graduation rate.

2. Increase the five-year graduation rate.

3. By June 2018, students will report a 5% increase in intellectual engagement measure by OurSCHOOL.

4. By June 2018, the percentage of students who successfully attain at least 8 credits in Grades 10 and 11.

5. By June 2018, the percentage of Grade 12 students who are eligible to graduate as of September will graduate.

Year-end Progress (Explain Results) Success/Specific Roadblocks1. Achieve an annual increase of 3 percentage points in the provincial three-year graduation rate.

2. Increase the five-year graduation rate.

3. By June 2018, students will report a 5% increase in intellectual engagement measure by OurSCHOOL.

4. By June 2018, the percentage of students who successfully attain at least 8 credits in Grades 10 and 11.

5. By June 2018, the percentage of Grade 12 students who are eligible to graduate as of September will graduate.


Outcomes




1. By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.Early Years Evaluation domains: Overall students ready to learn

Awareness of Self Social Skills Cognitive Skills Language Physical Development

88%98%93%91%95%95%

83%97%92%90%94%94%

TBD98%95%95%95%98%

TBD98%98%98%98%98%

90%90%90%90%90%

100%80%80%

100%90%

90%90%90%90%90%

2. By June 2018: 75% of Pre-K educators will have completed

Responding to Children’s Interests (SPDU) workshop

75% of Kindergarten educators will have completed Literacy Practices in Kindergarten

NA

NA

NA

NA

75%

75%

NA

NA

School Actions1. By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades. SCHOOL ACTIONS as follows:

EYE program Work with our community based preschool teacher to help with transitioning to Kindergarten Jolly phonics Buddy activities and buddy reading OT skills

2. By June 2018: 75% of Pre-K educators will have completed Responding to Children’s Interests (SPDU) workshop 75% of Kindergarten educators will have completed Literacy Practices in Kindergarten – SCHOOL actions:

School actions:

Expanding expressions Buddy Flashcard Daily 3 Hearbuilder Shared reading Introduction of Daily 3 – Read to Self, Read to Someone, and Listen to Reading

Year-end Progress (Explain Results) Success/Specific Roadblocks1. By June 30, 2020, children aged 0-6 years will be supported in their development to ensure that 90% of students exiting Kindergarten are ready for learning in the primary grades.

2. By June 2018: 75% of Pre-K educators will have completed Responding to Children’s Interests (SPDU) workshop 75% of Kindergarten educators will have completed Literacy Practices in Kindergarten


Following outcomes are Prairie Valley School Division local priorities:

Outcomes




1. Students will demonstrate respect, responsibility and a commitment to learning Students report in OurSCHOOL:

Positive relationships at school Value school outcomes Make effort at school

79%85%83%

78%86%84%

85%90%90%

90%92%92%

86%88%90%

88%85%90%

90%90%90%

2. Student Attendance 90% 92% 93% 94% 95% 93% 95%3. Students and staff will learn, teach and work in safe and

inclusive environments. Students report in OurSCHOOL:

Sense of belonging Feel safe at school

75%72%

74%70%

80%80%

90%90%

84%82%

87%82%

90%90%

4. Students will have equitable and engaging opportunities to learn and grow. Extra-curricular activities by activity type:

Arts, Culture and Academic Competitive Athletic Leadership Recreation and Leisure

NANANANA

TBDTBDTBDTBD

NANANANA

NANANANA

Extra-curricular activities by grade range: Grades 1 – 4 Grades 5 – 8 Grades 9 – 12

NANANA

TBDTBDTBD

NANANA

NANANA

School Actions1. Students will demonstrate respect, responsibility and a commitment to learning.

High expectations Consistency throughout the building Bottom line behaviours Goal setting – Life skills area of report card- students are responsible for setting goals based on identifying areas that need improvement. They must

develop a plan on how to achieve this. Self evaluation and teacher conferencing will determine growth and how to move forward to the next area of

need. This will be ongoing and displayed as visibility walls throughout the classrooms. Classroom jobs Buddy system Continued use of PBIS ladder OTW- Opportunity to Work – (homework club at lunch time)

2. Student Attendance Monitor attendance and post regular updates on visibility wall. Staff and students will do regular wall walks to see progress.

3. Students and staff will learn, teach and work in safe and inclusive environments. Pink Shirt Day Bullying presentations and speakers Buddies and buddy activities Staff and student buddies Diversity workshop SLC spirit days and activities Orange shirt day

4. Students will have equitable and engaging opportunities to learn and grow. Differentiated instruction Fair vs Equal- making students aware that students learn in various ways and require different adaptations. Evaluating extra curr activities and polling students on what areas they would like to participate in. Provide opportunities for student leadership within the class and school wide (assemblies)

Year-end Progress (Explain Results) Success/Specific Roadblocks1. Students will demonstrate respect, responsibility and a commitment to learning.

2. Student Attendance

3. Students and staff will learn, teach and work in safe and inclusive environments.

4. Students will have equitable and engaging opportunities to learn and grow.


The following table can be used for school generated outcomes unrelated to the School Division’s Strategic Plan.

Actuals Actuals Targets2015-2016 2016-2017 2017-2018

Fill in school-specific outcomes 1. Measure2. Measure3. Measure4. Measure




School Actions

Year-end Progress (Explain Results) Success/Specific Roadblocks

Year-end Summary of Progress (be as clear and comprehensive as possible)

1. Through the evaluation of your year-end school data, compare your baseline with your targets. How successful were you in achieving your targets.

2. What were the roadblocks that impacted the school’s efforts?

3. When you reflect back on the organization of your school improvement structure, what worked well and what will you improve for next year?


Fall Signatures:

___________________________________ ___________________________________Principal Date

___________________________________ ___________________________________SCC Chair Date

Spring Signatures:

___________________________________ ___________________________________Principal Date

___________________________________ ___________________________________SCC Chair Date

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