Annual School Development Report lsa/files/LSA 2013... · 1 Labrador Straits Academy Annual School...
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Labrador Straits Academy
Annual School Development Report
2013 - 2014
P.O. Box 10
L’Anse au Loup, NL
A0K 3L0 Vision The vision of Western School District is of a learning organization in which all students achieve their maximum potential.
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Message from the CEO / Director of Education School Development Report Message June 2014 This school development report for the 2013-14 school year outlines your school’s successes and highlights in matters such as student achievement and professional development. As the strong foundation of any productive and successful school year, a school development plan must be undertaken by the entire school community to be effectively executed. This important process stands to benefit every member of the school community – in particular and most importantly, the students of your school. As we continue to come together as a cohesive district and develop and implement a new strategic plan, the Newfoundland and Labrador English School District places a high value on the input and opinions of our administrators, teachers, support staff, school councils and school communities. I sincerely thank all involved for the work undertaken on this plan as well as on previous plans, and for focusing on student achievement and success. Our education system will surely benefit from enhanced collaboration throughout your school community as we work together for the benefit of our young people. I am encouraged and enthused to see the amazing initiatives outlined within these reports; they will provide the sure footing we can all build upon to ensure a quality education for Newfoundland and Labrador students. Sincerely, Darrin Pike CEO/Director of Education Newfoundland and Labrador English School District.
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Message from the Principal My position as Administrator of Labrador Straits Academy for the fourth year has been very positive.
Students of our school achieved above both the Province and the former, Western School District.
Our school council was very active this year, with a focus on the growth of the school, participating in a 2-
day / week breakfast program, a refined cafeteria menu, and daily physical activity.
Students of Labrador Straits Academy have a real competitive spirit, both in terms of academics and also
sports. We had students attend Provincials for senior boys’ and girls’ volleyball. Students in senior high
have been awarded scholarships and other bursaries, as sponsored by IODE & IGA.
Another key focus this year was on encouraging and promoting student leadership. We had students from
our school travel to Ottawa for the Federal Youth Forum, and the formation of our student council. We
also had students interested in serving on our school council.
Labrador Straits Academy’s extra-curricular program was very full. Our music program engaged students
in an elementary choir, the continuation of a junior / senior high band and GLEE. With the assistance of
our music teacher, our younger students were interested and excited to continue with our Just Dance
group, lead to increased movement and physical activity. Through collaboration and connection to
outside agencies our school ran an after school broomball and basketball program. These initiatives have
lead to high teacher morale and an increase in student and staff spirit.
LSA’s School Development Plan, in its first year focused on STUDENT ACHIEVEMENT, and we
continue to recognize and fully support NLESD / Western School District in its initiatives to place
ACHIEVEMENT at the epitome of all learning. The year did not go by without its challenges, but we
have weathered the storm, with much help and support from our school district staff. All goals set for this
year are about 95 % fulfilled.
My Annual School Development Report includes academic and non-academic achievements, for the
school year, 2013-2014.
Our vision, mission, beliefs and values, and goals for this school year are included. A complete analysis
of CRT’s, Common and Public Exams, for June 2014 will be added into this report in the Fall of 2014,
along with a thorough analysis of board and provincial assessments, resulting in action plans and base-line
targets completed for each.
This year was fast moving with my own professional learning goals aligned with our school goals. I am
thoroughly pleased with the support and direction we have received from both our school / board
community, and as administrator I will continue to work hard, focus myself on team building, and
continue to search out ways to maximize instructional time, leading to increased student achievement
levels.
Mr. Terry J. Casey / Principal
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Message from the School Council Chairperson
WOW… hard to believe it is already June! Soon it will be summer break and a more
relaxed routine for many of us.
At Labrador Straits Academy for the 2013-2014 school year, the school council consisted
of the following members: Mr. Vernon Buckle, Chairperson & Forteau Community
Representative; Ms. Gaye Jones, Vice-chairperson & L’Anse au Clair Parent
Representative; Dana Butt, Secretary & Student Representative; Mr. Terry Casey,
Principal; Ms. Sheila Park, Teacher Representative; Ms. Mary Ward, Teacher
Representative; Ms. Kali Jones, Student Representative; Mary Ellen Butt, West St.
Modest/Pinware Community Representative; Vicki Hancock, LAse au Loup Community
Representative; Angie Normore, L’Anse au Loup Parent Representative; Denise Flynn,
Forteau Parent Representative; Shelly Griffin, L’Anse au Clair Parent Representative.
Our school council addressed several issues through the school year:
Graduation for 2013 came under budget. It has been decided that the remaining
funds, along with addition fund raising, will be used to purchase a large video
screen for use in the gym.
Discussed the breakfast program, and it continues to be very successful. The
structure will remain the same, with shared responsibilities, alternating
responsibility amongst the community groups on a monthly basis.
Play area vs. playground – Playground equipment has been purchased. The initial
location chosen for the playground does not meet playground standards, so an
alternate location is being considered.
NLESD Strategic Plan was discussed at length. After discussing what makes
LSA a good place to learn and how learning can be improved, the following were
point deemed as areas to focus on in the future: student achievement; a safe and
caring environment; connectivity between school and home.
School discipline with a focus on bullying/anti-bullying.
Labrador Straits Academy School Council would like to thank all the students, teachers
and administration, parents, and volunteers for their continued support throughout the
past year.
Vernon Buckle
Chairperson, LSA School Council
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Labrador Straits Academy’s
Mission Statement Labrador Straits Academy actively encourages the participation of parents, teachers,
students, and the community whereby every student has equal opportunity to reach his /
her fullest potential in an environment conducive to learning and growth.
Vision The vision of Labrador Straits Academy is to foster independence, creative &
constructive thinking, to best prepare them to become active, positive, and contributing
members of society.
Beliefs and Values
Students:
All students have a right to a quality education.
All students need to feel safe and secure.
All students are equal and unique.
All students have a right of expression, recognizing that they are accountable for their
actions.
All students have the responsibility to contribute to society.
* We value the contributions that all students make.
Learning:
It is continuous.
It should be a positive experience.
It is individualized.
Learning results from experience.
* We value the results of learning.
Teaching:
Teaching is a learning process.
Teaching gives one a sense of satisfaction.
Teaching brings frustrations and rewards.
Teaching is sharing knowledge and experience in order to produce the best individual
possible.
Teaching is instilling knowledge.
Teaching is spreading a belief.
* We value the process and the end results that teaching provides.
School:
It is one of the environments where Teaching and Learning occurs.
It is a venue where social and academic interaction occurs.
It is a microcosm of society.
It has to be inviting with a pleasant yet structured environment.
* We value the social, emotional, academic and physical environments in which
learning occurs.
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PROFILE OF OUR SCHOOL COMMUNITY
Labrador Straits Academy
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Our School Community:
Location / Enrolment per grade at Labrador Straits Academy:
For 2013 – 2014 Labrador Straits Academy became part of the
Newfoundland & Labrador English School District, following
Western School District, in a transitional year.
Labrador Straits Academy has a professional staff of 18 full-time
teachers, 2 half-time teachers, including two Instructional Resource
Teachers and specialist teachers in the areas of guidance, music,
physical education, and technology; also, a school secretary, two
student assistants, a half-time maintenance / caretaker and a full-time
caretaker.
In school year, 2013-2014, Labrador Straits Academy had an
enrolment of 180, Kindergarten to Grade 12, with the following
breakdowns, per grade:
Grade # of Males # of Females
K 6 5
1 7 4
2 4 5
3 6 7
4 8 2
5 6 2
6 3 5
7 5 4
8 12 9
9 5 7
10 12 12
11 10 11
12 15 8
TOTAL – 180 99 81
Labrador Straits Academy serves the following communities:
Pinware West Ste. Modeste Capstan Island
L’Anse au Loup Forteau English Point
L’Anse au Clair
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Programs Provided:
Our school offers the entire provincially prescribed curriculum, in
Kindergarten through Grade 12. We also ran our Kinderstart Program, and
our school houses the local Family Resource Centre. At the senior high
school level, 43 courses were offered, including Mathematics 3201, Biology
3201, Physics 2204, & Chemistry 2202 at the classroom level, along with
Physics 3204 & Chemistry 3202, offered via CDLI.
Partnerships:
The following is a list of key PARTNERS we have developed with our school
community last school year, 2013 - 2014:
Western School District
Family Resource Centre
Kid’s Eat Smart Foundation
Newfoundland & Labrador Teachers’ Association
Roman Catholic, Anglican, United Church, Gospel Hall & Pentecostal Churches
Labrador Fisherman’s Union Shrimp Company Ltd
Eagle River Credit Union
LSA Parents
Labrador-Grenfell Health Authority
Ms. Lisa Dempster, MHA NL
TMN Bussing
Labrador Marine – MS Apollo
Forteau Lion’s Club
Government of Canada
Government of Newfoundland & Labrador
Diversified Rentals / CASTLE
Ms. Yvonne Jones, MP Labrador
Labrador Wholesaler’s Ltd
C & T Enterprises
Earle’s Grocery
Hancock’s Pro Hardware
Normore Enterprises
William Normore Ltd.
Cohen’s
Forteau Town Council
Moore’s Handicraft
L’Anse au Clair Town Council
Pinware Town Council
West Ste. Modeste Town Council
L’Anse au Loup Town Council
Community Youth Network
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Christopher’s Trucking
Northern Light Inn
Woodward Motors
Forteau Sales & Services
Rosita’s Beauty Salon
Dot’s Bakery & Coffee Shop
Normore Enterprises
Glenda’s Hairstyling
Hancock Distributors
Our Lady of Labrador Parish community
O’Brien Sales & Services
Sandra’s Hairstyling
Labrador Straits Public Library
RSK Grocery
Newfoundland & Labrador Art’s Council
Oceanview Resort
RCMP – Forteau Detachment
IGA – International Grenfell Association
Provincial Airlines Limited
Air Labrador
IODE – Imperial Order Daughters of the Empire
Northern Pen
Having such an extensive range of partners makes our school
culture a collaborative educational experience.
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Student Achievements, 2013 – 2014, key highlights:
Academics
Strengths
- A greater percentage of students are enrolling in academic & advanced courses
- Students have improved on their work ethic; showing a greater commitment to learning
Reasons for such successes:
- Students are given every opportunity to complete their assignments and submit work
- Students are given a second chance with redos
- In this media age students are in tune with technology and more engaged in their
work through this mode
- Teachers are utilizing smartboard and other multi-media tools in their
instruction
- Teachers are placing a greater emphasis on protecting instructional time
Mathematics Successes:
- Similar reasons to success reasons given previously
- Students are engaged more in their learning
- A great commitment by teachers, in providing one-on-one instruction in tutorials
- Students are availing of on-line, in-school and CDLI tutoring initiatives
English Language Arts Successes:
- The language arts program has been revamped and students are given more
diversity in learning, to adapt to the mindsets of all students
- Students are being exposed to a wider degree of choice
- The language arts curriculum is developed so that students have a greater
opportunity to write & interpret multi-media forms, outside the regular essay answers
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Science Successes:
- Greater exposure to hands-on activities
- Increased use of multi-media tools in instruction
- Students have access to on-line databases of sample selected & constructed response
type items.
- Students, for study purposes, can use on-line exemplars
- Increased instruction in the classrooms, with disruptions to class minimized
EXTRA-CURRICULARS:
Cross Country Running
LSA participated in Cross Country Running Regionals’ at St. Lewis Academy, with a junior boys’ team,
a junior girls’ team and one senior girl runner. Both junior team’s won the Regional Qualifiers and
attended the Provincials in Stephenville [Strategy 3.1.1]
Girls’ and Boys’ Volleyball
-Due to school size, no qualifiers
-Our Senior Boys’ Volleyball team, travelled to Random Island for Provincials and finished 4th
-Our Senior Girls’ Volleyball team, travelled to Lascie for Provincials and finished 4th
-Both our senior girl’s & boys’ volleyball teams participated in the Digger’s Tournament in
Roddickton, placing in the top three [Strategy 3.1.1]
Girls’ & Boys’ Ball Hockey
-In ball hockey the senior boys had a team, but due to weather conditions they did not get to travel to qualifier.
-The girl’s travelled to Twillingate for Provincials and placed third overall. Strategy 3.1.1
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ROOTS OF EMPATHY
At the heart of the program is a neighborhood infant and parent who visit the classroom every three
weeks over the school year. A trained Roots of Empathy Instructor coaches students to observe the
baby's development and to label the baby's feelings. In this experiential learning, the baby is the
"Teacher" and a lever, which the instructor uses to help children identify and reflect on their own
feelings and the feelings of others. [Objective 3.1]
MUSIC GROWTH AT LABRADOR STRAITS ACADEMY
We continue to build our music program at LSA, by opening our extra-curriculars to a wide diversity of
the student population. [Strategy 1.1.1]
DESIGN & FABRICATION
-Students have been involved in the planning and design of a variety of products, in Art & Design 1201
class and Robotics Technology 3205. [Strategy 1.1.2]
-Students & Staff were quite priviledged last school year to accept a donation of a 3-D Printer to our
school,
from an anomysous donor. Students are really enjoying it now, with its usage in their technology
courses. [Strategy 1.1.2]
IRT: Wall Murals / displays [creating an engaging school climate] [Strategy 1.3.1]
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AFTER SCHOOL PHYSICAL ACTIVITY INITIATIVE [Strategy 3.1.1]
This program was a conjoint initiative between Labrador Straits Academy and Regional Recreation
In the Labrador Straits Region. This year was the third and final year of this program.
The program focused on two sports: girl’s broomball in Grades 4 to 9 & basketball for boys
and girls, in Grades 4 to 9.
The Provincial Government committed $20,000 for the program, and equipment purchased is the
Property of the school.
Extra-Curricular Intramural Program [Strategy 3.1.1]
A strong focus was placed on our intramural program, with every opportunity available
for physical activity: 10 minutes in gym before class in the mornings, recess time, lunch
time in the off times, and after school, two evenings per week, supervised by Mr. Rick
Turley
Fitness Room Activities [Strategy 3.1.1]
The Forteau Lion’s Club sponsored an event during the Winter of 2014,
whereby they purchased a 46” TV and pieces of software to be used on a WII,
in our IRT Room, for students with special needs in our school. [Objective 3.2]
Students were free to use fitness room equipment during physical education class time
and during other unstructured times.
Since the beginning of this school year, from our collected funds we purchased three
extra tennis tables.
Funds collected through rentals allow us to purchase supplies to maintain our gym /
fitness room equipment.
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Awards Program [Objective 1.3]
Annual Awards Night was held in December 2013 to recognize students'
achievement at the junior and senior high levels.
Students received and were recognized for...
Academic Honours
Promotional Certificates & Diplomas
Bursaries and Scholarships
Personal achievements (academic and co-curricular)
On an average, $4,500 was awarded through scholarships, from community sponsorships
and support from local businesses & organizations. This is set to be an annual event to
recognize student achievement in our school. [A goal of our School Development Plan]
Parents, community stakeholders and PR personnel are invited to this yearly event. As per
our School Development Plan our number one goal focuses on student achievement and, in
turn, recognizing students for such.
Leadership Opportunities [Objective 3.1] - Labrador Straits Academy, for its fourth year, had a very active student council, with
representatives from each of the junior / senior high grades; a goal achieved from our
school development plan, to promote student leadership. The student council elected
an Executive, consisting of a President, Vice-President, Secretary, & Treasurer, and a
student representative, Grades 7-12. LSA’s Student Council’s Teacher Liaison was
Ms. Maisie Groves. Ms. Groves took on this initiative to promote leadership within our
school. A number of events were organized & lead by students this year; for example
the Stand-Up to Bullying Day, among others.
- Four of LSA’s students this year attended Youth Forum in Ottawa, for a week, with a
theme of their own choosing.
- LSA’s Recycling Program [Led by our Special Education students]
- Healthy Foods & Snacks – Grade 2’s
- Operation Christmas Child / Samaritan’s Purse – Grade 2’s
- Play & Learn
- Labrador Grenfell Health Authority – Public Health, Sanitizing
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- In February our student council led, along with the Labrador Straits Anti-Bullying Coalition, Violence Prevention Labrador, Forteau’s Detachment of the RCMP, and
our local CYN - Community Youth Network, the Stand-Up To Bullying Day for all
students / staff in our school.
-In November, Labrador Straits Academy’s high school students and staff, in partnership
with the Forteau Detachment of the RCMP, Labrador South Health Centre personnel,
local clergy, Department of Wildlife Officers & local personnel participated in a MAZE;
several scenes or scenarios where students were engaged in the actual events, making
drug usage, more specifically driving while impaired, a reality for them.
In December student council hosted a Christmas Ball, for students in Grades 7 – 12.
Overall, it has been a very successful and rewarding year for our 4th Student Council
at Labrador Straits Academy. We are anxiously looking forward to next school year.
Labrador Straits Academy continued with its PBIS – Positive Behavior Intervention
Support’s Program. There is a Matrix of Expectations that students follow. When a
student is recognized for positive behavior, a staff member completes a High 5 ballot,
places it in the High 5 Box, where at the end of the month, on the last school day in the
month, there is one High 5 drawn from each division in the school – Primary, Elementary,
Intermediate & Secondary, where the student is recognized,, for their positive deed & behavior
with a prize. These prizes are donated, most generously, through the support of
partnerships developed in the community, to the value of $2,000. This program
will continue into the 2014-2015 school year, and it is very positive among students
and staff, and fully supported by the parent population. Our plan for next school year,
is to take PBIS to a whole new level, linking the program directly with student discipline.
[As per Safe & Caring School’s Policy, Revised 2013 & Objective 3.3]
Hosting Events [Objective 2.2] LSA has formed a Hosting Committee of teacher volunteers, and it ran successfully.
LSA has hosted sporting events and tournaments at The Regional & Provincial levels – Cross-Country
Skiing.
LSA’s Administration accepted a MUN Intern, from January – April 2014, under the direction of our Grade
3 teacher, but in the picture below she is posing with the Kindergarten Class .
In December of 2013, LSA, along with community & regional partners sponsored & held a Safe
Spaces Training Program, for students, teachers, parents & community stake-holders
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Community Support [Objectives 2.1 & 2.3]
Grants Funds were committed last year, for the development of a school playground. Equipment has been purchased and
we are continuing to await a decision on the land from Crown Lands [see below].
Last year a grant of $2,000 was received from the local Family Resource Program to be used for the purchase of a
piece of playground equipment & this year additional money was provided for playground equipment purchases.
A commitment was made by our local credit union, Eagle River Credit Union, where staff committed monies
raised this current year would be contributed to the school, for the purpose of purchasing a piece of playground
equipment, and presented the school with $1,000.
Playground equipment was purchased this year by donations from: Family Resource Centre, RCMP Foundation,
Western School District.
As reported in last year’s 2012 – 2013 Annual School Development Report, we were thinking that our playground
would be developed and being used by the students; however, it is still in the making and delayed due to a
submission to Crown Lands, for a section of land to develop for such playground use.
An After School Physical Activity Initiative Program money was utilized again this year by the after school
female broomball and male basketball teams.
A partial grant of $3,000 was approved through Western School District to begin a cross-country / skiing trail,
adjacent to the school property – this is still ongoing, as we are awaiting approval from Crown Lands.
Canadian Junior Rangers Program – prepares students for survival tactics. This program is run in the school and
coordinated throughout the community by LSA school/community personnel. Each year they lead our
Remembrance Day Assembly.
Local businesses & organizations contributed money in the form of certificates in the amount
of $2,000 to support our PBIS – Positive Behaviour Intervention Supports Program
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Music Program – GLEE Club & Just Dance [Strategy 1.3.1]
We have an active music program for K – 9 students. Our junior and senior high band, along with
individual guitar, players & singers, have performed at various functions in school & throughout our
Labrador Straits Region during this school year.
Linked to our music program was the formation of LSA’s GLEE Club. This has been a huge success,
with Gr’s 4 – Level III involvement.
The commitment to the junior and senior choir has flowed over into the creation of a Junior / Senior
High Band. The Music Room is open for four days in the 14-Day cycle, for student use beyond the
regular curriculum.
Miscellaneous
Labrador Straits’ Academy’s Kindergarten Graduation, May 29, 2014 – eleven graduates [Strategy 1.3.1]
Labrador Straits’ Academy’s Grade 12 Graduation Ceremonies, May 23, 2014 – twenty-three graduates [Strategy 1.3.1]
SSNL – School Sport Newfoundland Labrador awarded Labrador Straits’ Academy with a BRONZE star, for its participation and
performance in school sports this year, 2013-2014 [Strategy 1.3.1]
Recyclying Program – K-12 [Led by our IRT & special needs students with monies raised assisting those students with special needs]
[Strategy 2.2.2]
Year End Student Barbecue, June 27, 2014 [organized by school council representatives] [Strategy 3.2.1]
Meet & Greet Curriculum Night, held September 20, 2013 [Objective 2.1]
Students held a Christmas Concert, in December 2013, along with staff serving a Christmas Turkey Dinner to students on their last day of
school before Christmas vacation [Strategy 3.2.1]
Hosted a Book Fair, as a fundraiser for the school, where points / credits accumulated went back into the primary / elementary wing, to
purchase engaging educational materials to supplement their curriculum. [Objective 2.3]
2014 – 2015 School Calendar fundraiser [Objective 2.3]
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Students in Elementary participated in Math Enrichment [Strategy 1.3.2]
Students at our school participated in the Sip & Crunch Campaign & Physical Activity, with one of classes being selected as the winner
[Strategy 3.1.2]
Students in our school from Kindergarten to Grade 9 participated in Rachel’s Challenge, and event sponsored by the Citizen’s Crime
Prevention Association of NL, with one of our Kindergarten students being chosen as the winner for Labrador. This student won $500 for
the school + an IPad for himself. [Strategy 3.2.3]
Held at our school was the KinderStart Graduation Ceremony. [Section 1.3.1]
Money was raised by students & staff whereby they gave the equivalent of their recess for the Janeway Miracle Network Telethon and
$300 was committed to this cause at its annual event. [Strategy 3.2.3]
Two of our Grade 6 students were winners – both a provincial & a regional winner, in the Provincial Annual Forestry Contest, winning
IPads for themselves and two for their classroom. [Strategy 1.3.1]
Summary Report on the School’s Most Current Data
School Development Plans are revised yearly using the most current data available to the school. In this section, include an analysis
of the school’s most current data, including both quantitative and qualitative data gathered at the provincial, district and school level.
This data, along with the evaluation of last year’s objectives for each goal, help inform the development of the plan for the current
year. If the reporting of any of this data compromises the anonymity of students, it should not be included.
The data presented in this section should be summarized using bullet statements as well as tables (see templates). Appropriate
comparisons should be made to district and provincial data and standards where relevant. Explanatory notes should be included where
applicable to assist in the interpretation of data.
Though all raw data pertinent to a school should be analyzed thoroughly at the school level, not all data needs to be reported in this
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section. This section should include:
Provincial Assessment Data
Reading Records for Grades 1 and 2
Grade 1: Percentage of Students (in June) at or above the Provincial benchmark Grade 1 Enrolment = 11
2010/11 2011/12 2012/13 2013/14
School Region Province School Region Province School Region Province School Region Province
44.4 62.0 64.6 30.8 64.6 60.2 70.0 65.2 59.3 81.8 53.8 52.7
What do these results tell us?
These results clearly indicate that the percentage of Grade 1 students reading at or above the provincial benchmark in
June has increased significantly in the past four years.
Grade 2: Percentage of Students (in June) at or above the Provincial benchmark
Grade 2 Enrolment = 9
2010/11 2011/12 2012/13 2013/14
School Region Province School Region Province School Region Province School Region Province
100.0 73.1 73.8 80.0 67.5 66.9 71.4 69.5 65.5 77.8 64.0 58.3
What do these results tell us?
In June 2014, 4 out of 9 students were at a “strong” comprehension level. (44%)
In June 2014, 3 out of 9 students were at an “adequate” comprehension level.
Approximately 78% of students were at a strong/adequate comprehension level.
In June 2014, 7 out of 9 students were at Level M in their reading, the end of year benchmark (or grade level expectation).
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In June 2014, 2 out of 9 students were at a “limited” comprehension level, approximately 22%.
In June 2014, 2 out of 9 students were at Level L in their reading. Levels K-L is the mid-year benchmark.
For the past four years (2011-2014), LSA has been above both the District and the Province in the percentage of students at Level M.
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Provincial Assessment data by strand for grades 3 and 6
Grade 3 Mathematics Grade 3 Enrolment = 13
2010/11 2011/12 2012/13 2013/14
School Region Province School Region Province School Region Province School Region Province
Multiple Choice
Number
Concepts 75.9 77.4 78.2 88.8 77.0 78.3 92.9 75.2 72.9
Number
Operations 78.4 73.3 74.6 78.6 70.6 72.5 81.7 67.9 65.5
Shape and
Space 77.3 77.4 74.8
Constructed Response: Percentage of students achieving at grade level or above
Number
Concepts 90.9 78.7 75.9
Number
Operations 90.0 59.1 55.4
Shape &
Space 72.7 70.7 64.5
Mental Math 100.0 86.2 83.8
Problem
Solving 87.5 74.3 77.1 71.4 78.2 82.6 63.6 59.0 56.4
Reasoning 87.5 58.2 61.1 57.1 68.2 72.2 81.8 37.2 34.4
Communication 75.0 57.4 60.5 71.4 69.2 73.4 81.8 37.2 34.4
What do these results tell us?
In terms of M/C items, Number Concepts & Number Operations have had a steady increase over the years, at our
school level.
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Our students scored above the region & province on all areas of the CRT Constructed Response items.
Trend is our students scored above the region & province on all areas of the Primary Math assessment, with the
exception in 2011 / 2012 in problem solving and reasoning, but have remained above the Region & Province.
School scored below the region & province in 2010 / 2011 on multiple choice Number Concepts, but the trend was to
increase their scores, in the year’s following.
Recommended intervention is to expose primary students to more problem solving & mental math, thus to increase
their scores by teaching problem solving & mental math strategies.
Grade 6 Mathematics Grade 6 Enrolment = 8
2010/11 2011/12 2012/13 2013/14
School Region Province School Region Province School Region Province School Region Province
Multiple Choice
Number
Concepts 84.6 74.3 74.9 61.6 67.3 67.2 46.3 56.4 58.0
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Number
Operations 64.8 69.0 67.4 66.0 63.6 62.4 54.2 61.8 64.1
Patterns &
Relations 46.9 53.0 54.6
Shape&
Space 76.0 68.9 69.7
Constructed Response: Percentage of students achieving at grade level or above
Number
Concepts 28.6 58.8 61.6
Number
Operations 28.6 62.4 66.4
Patterns &
Relations 0.0 51.6 52.7
Shape &
Space 85.7 59.2 61.5
Mental Math 62.5 74.0 76.7
Problem
Solving 90.9 70.0 68.1 81.3 66.8 65.6 75.0 62.6 62.1
Reasoning 81.8 56.9 52.3 62.5 60.2 58.9 12.5 52.1 52.7
Communication 81.8 50.3 44.3 62.5 56.9 56.6 12.5 52.1 52.7
What do these results tell us?
Our students scored above the region & province in M/C & C/R RE: Shape & Space & Problem Solving , yet below on all
other categories on the test
In some cases they scored significantly lower than the District and Province while in others the difference was not a lot.
Students scored above the District and Province in MC items for Number Concepts for the following outcomes;
Select integer that best fits description,
Demonstrate an understanding of place value through base ten representations
Demonstrate an understanding of percent as ratio
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Students scored above the District and Province in criteria items for Number Concepts for the following outcomes;
Solve a problem involving factors
Solve a problem that relates improper fractions to mixed numbers
Students scored above the District and Province in MC items for Number Operations for the following outcomes;
Solve a problem that involves division of decimals
Estimate the solution to a subtraction problem
Determine number expression represented by base ten blocks
Students scored above the District and Province in MC items for Patterns and Relations for the following outcomes;
Identify the value of an unknown term in a table of values
Identify an error in a given table of values
Students scored above the District and Province in criteria items for Patterns and Relations for the following outcome;
Represent an equivalent equation for a given equation
Students scored above the District and Province in MC items for Shape and Space for the following outcomes;
Classify a given angle according to its measure
Estimate the measure of an angle
Identify a given triangle according to its angle measures
Sort a given set of polygons according to given attributes
Identify congruent triangles
Identify the coordinates of 2 given points on a Cartesian plane
Describe the single transformation performed on a 2-D shape
Identify the successive transformations performed to create a design
Students scored above the District and Province in criteria items for Shape and Space for the following outcomes;
Plot ordered pairs to create a triangle
Draw an angle of a given measure
Solve measurement problem involving volume
Draw rectangles for a given perimeter
Represent the result of combining transformations
25
Students scored above the District and Province in criteria items for Mental Math for the following outcomes;
Solve a multiplication fact
Solve a division fact
Give a mixed number for a given improper fraction
Estimate the quotient for division of decimals by a divisor from 1-9
Students scored above the District and Province in Process Standards for Problem Solving for the following outcomes;
Solve a problem involving factors
Solve measurement problem involving volume
Students scored above the District and Province in Process Standards for Reasoning and Communication for the following
outcomes;
Write and solve a story problem that requires division of decimals
Focus for this year will be on such topics as: selecting integers, solving problems involving selecting integers, factors, values,
and continuing with excellent mathematical strategies being taught and brought in as exemplars
26
Grade 9 Mathematics Grade 9 Enrolment = 11
2010/11 2011/12 2012/13 2013/14
School Region Province School Region Province School Region Province School Region Province
Multiple Choice
Number
Concepts 81.6 68.3 64.4 85.7 72.8 68.0 79.2 68.2 66.6
Number
Operations 81.6 68.3 64.4 85.7 72.8 68.0 79.2 68.2 66.6
Patterns
and
Relations
74.6 67.9 66.0 85.0 73.8 70.7 81.8 72.1 71.3
Shape
&Space 87.0 76.0 73.3
Statistics
and
Probability
97.6 89.8 87.9 80.0 87.5 85.5 68.2 73.0 65.4
Constructed Response: Percentage of students achieving at grade level or above
Patterns
and
Relations
61.6 61.1 59.5 58.3 57.9 55.2
Number 68.0 58.5 53.6 79.6 71.5 68.1
Criteria 90.9 67.9 65.5
What do these results tell us?
School scored above the district and the province on all Multiple Choice areas of this assessment, with the exception of
Statistics & Probability.
Statistics & Probability trend has been showing a great percentage downwards over the years, for all regions – school,
district & province
27
Public Exam data (4-year trend data (average final mark))
Course 2010/11 2011/12 2012/13 2013/14
School Region Province School Region Province School Region Province School Region Province
Mathematics 3205/3200 99.0 80.5 79.3 89.7 79.1 79.1 97.0 79.7 79.8 70.0 77.1 77.9
Mathematics 3204/3201 75.2 63.0 62.0 80.4 62.5 62.8 74.6 62.9 61.3 55.6 63.0 63.8
World Geography 3202 79.0 68.9 68.0 78.3 69.8 68.8 75.9 72.0 70.0 69.1 71.6 70.1
Biology 3201 55.3 62.1 64.0 78.2 66.3 65.9 66.4 65.3 66.5 64.6 63.3 65.3
Chemistry 3202 84.3 69.8 71.1 82.0 71.2 71.3 74.8 72.3 71.9 37.0 74.1 72.8
Physics 3204 71.8 74.0 72.2 74.5 73.0 75.9 75.0 62.8 72.6 73.3
Earth Systems 3209 60.1 61.7 64.8 60.5 62.6 60.8 60.3 64.4 59.1 61.8
English 3201 69.9 66.4 66.2 68.8 65.1 65.0 71.5 69.9 69.3 66.3 69.9 70.6
What do these results tell us?
Note, in some cases, performance below the Provincial average can be attributed to a particular area or areas in the curriculum. These
areas can be identified by analysis of “sub-test” results. These areas if they exist should be identified.
For Math 3201 the school scored lower than the district & the province. Areas in the curriculum that were identified, where
increased work has to be instructed are: application of set theory; solving problems involving the fundamental counting
principle, pre-mutations and combinations; solving problems involving the probability of mutually exclusive and non-mutually
exclusive events, as well as, the probability of two events; solving problems involving rational equations [limited to
numerators and denominators that are monomials and binomials, polynomial functions, exponential functions, logarithmic
functions and sinusoidal functions]; solving problems that involve compound interest in financial decision-making and analyze
costs and benefits of renting, leasing and buying.
For Math 3201, the focus this year will be increased instruction & practice in those areas named previously
28
For World Geography 3202, students of our school scored slightly below both the province in the overall average; scored
above the province in the categories of World Climate Patterns & Secondary / Tertiary Activities.
For World Geography 3202, the focus this year will be on engaging students more with multi-media & hands-on activities, and
during instruction real examples will be used from Newfoundland & Labrador to better explain climate patterns.
For Biology 3201, students of the school scored slightly above the district and slightly below the province. The trend is slightly
down from the previous year.
For Physics 3204, students scored below the district & the province.
For Earth Systems 3209, the school scored slightly below how they scored from the previous year, in their overall average;
scoring above both the region & the province; specifically scoring below the province in one area this past year (Forces Within
the Earth); focus for the upcoming year is to instruct with real life examples from this province.
For English 3201, students overall, performed slightly below the district & the province; school scored below the district &
province in the Personal Response section; two areas of concern were in Poetry & Contemporary Media.
For English 3201, the focus this year will be to do an analysis of specific areas of concern on the public exam; use of similar
questions to focus on areas of concern; breakdown specifics necessary to address areas of concern; and make use of exemplars
to display appropriate & inappropriate answers and to increase instruction in all those areas.
In relation to identified areas of concern, RE: Poetry & Contemporary Media, teaching in those two areas will be stepped up;
with students taking part in activities that actively incorporates poetic terminology, going through sample exams to practice
similar questions; focusing students’ attention on terminology across all areas being addressed in ELA; incorporating a variety
of instructional practices in relation to poetry & poetic terms including incorporating modern songs to teach poetic
terminology. The focus this year for Contemporary Media is to incorporate more examples of contemporary media elements
into daily instruction & to incorporate a variety of instructional practices in relation to Contemporary Media activities & terms.
29
Advanced/Academic/General Enrolment
Percentage of Students enrolled in Academic/Advanced/General Level III courses
High School Enrolment = 77 [Grades 10, 11, & 12]
2010/11 2011/12 2012/13 2013/14
School Region Province School Region Province School Region Province School Region Province
Advanced Mathematics
(Math 3200) 4.8 19.6 20.3 11.5 22.7 21.2 6.3 22.8 19.6 10.5 12.7 21.7
Academic Mathematics
(Math 3201) 85.7 59.6 58.0 88.5 60.4 58.4 93.8 64.5 62.5 89.5 66.2 56.8
Applied Mathematics
(Math 3202) 9.5 20.8 21.7 0.0 16.9 20.5 0.0 12.7 17.9 0.0 21.2 21.5
Academic English
(English 3201) 65.5 73.0 74.2 89.3 77.4 76.6 94.1 80.3 76.5 78.3 80.3 79.2
General English
(English 3202) 34.5 27.0 25.8 10.7 22.6 23.4 5.9 19.7 23.5 21.7 19.7 20.8
What do these results tell us?
Our school promotes academic achievement among all students; however, due to learning difficulties there is a small
percentage that enrolls in general courses. At our school last year we had a combination of general, academic & advanced,
with a much larger percentage of students enrolled in academic courses.
30
Graduation Rate and Status
Percentage of Eligible Graduates that Graduate and Percentage of Graduates with Honours, Academic, or General
High School Enrolment = 68
2010/11 2011/12 2012/13 2013/14
School Region Province School Region Province School Region Province School Region Province
Graduation Rate 100.0 92.8 91.7 100.0 93.4 92.7 100.0 95.5 95.7 100.0 93.9 93.7
Graduation Status
Honours 30.4 22.5 26.3 46.2 28.1 27.7 40.0 31.8 28.7 8.7 28.4 29.8
Academic 17.4 42.1 40.8 38.5 38.5 40.1 46.7 37.5 38.2 43.5 40.1 40.3
General 52.2 35.4 32.9 15.4 33.4 32.2 13.3 30.7 33.2 47.8 31.4 29.9
What do these results tell us?
52.2 % achieved academic / honors status
Trend in terms of General Status – when we amalgamated in September of 2010 we had a high number of general students, but
after that year, we encouraged and promoted students enrolling in academic /or advanced courses, with low numbers in general
courses. Statistics prove our numbers who achieved in year’s after. An anomaly existed this year, when reviewing the
students, as really there were only four students on general status, but because of failing either Math 3201 or English 3201 in
their last year, and writing a supplementary, and further meeting graduation requirements, resulting in graduating with General
Status.
31
Internal Assessment Data / What do these results tell us?
Students at Labrador Straits Academy for last school year, 2013 – 2014 were enrolled in 36 non-public exams courses.
With the exception of the courses named here, 100 % of students passed each course: Math 1201, Math 2201, Physics 2204, and
Science 2200.
Of the 36 non-public courses that students were enrolled in, the results indicated that students were either on par or above the province
& district in 17 of them.
Of the 36 courses offered there was a diversity of needs meet; for example, to meet graduation requirements there were Math, English,
& Science courses, along with the languages, skilled trades, music, physical education, social studies & technology based courses.
Of the 36 courses there were only 7 courses offered in the general status category, with 28 in the academic category and 1 in the
advanced category [Mathematics 3208]
32
Labrador Straits Academy’s
School Development Plan, 2013 - 2014
Goal 1: To improve student achievement across the curriculum in all grade levels in an inclusive learning environment.
Objective 1.1: Increase the use of diverse teaching
techniques and strategies in the classroom to
improve levels of student achievement.
Objective 1.2: Continue the collation and analysis
of student achievement data to inform instruction
and increase levels of achievement.
Objective 1.3: Increase student motivation and
active engagement in their learning to improve
levels of student achievement. Evaluation 1.1: Satisfactory progress was made on this
objective:
Several teachers were engaged in diverse team
teaching ; in primary & intermediate
Through the LITE Program and generally overall there was an increase in the use of technology
among students & staff for educational usage. It was
quite common to see various aspects of technology utilized in the classroom for instruction
Diverse teaching techniques were observed in the
classrooms by Administration when there were walkthroughs
An all-out effort was made to build in collaboration
time into the teacher’s schedules, but we were most successful in establishing this time in Primary &
Elementary. This time was often used for teachers to
share best practices. It was also noticeable to observe discussions around best practices, while in
the classrooms
This year we were in the infancy stages of implementing the K – 6 Literacy Plan. It was
observed that teachers were indeed following the
structure for specific pieces of work. Teachers in
primary & elementary were discussing various
aspects of the literacy plan in divisional meetings.
Administration, in working through the schedule for next school year has created some dedicated time for
literacy planning. Teachers & Administration are
really pleased with that focus Carts were utilized for art storage, and specific
places were created in teacher’s homerooms
Evaluation 1.2: Satisfactory progress was made on this
objective:
Because provincial assessments are no longer
available I have noticed that teachers are finding
creative ways to develop and use exemplars in the classrooms. I have noticed more samples of student’s
work being graded by teams of teachers within the
school, especially in divisional meetings and then used by others in their classrooms
In early fall of 2013, all assessments were evaluated,
where teachers identified strengths & challenges, to aid them in this year’s instruction.
Evaluation 1.3: Satisfactory progress was made on this
objective:
At LSA we are continually promoting student, staff
& parental involvement within the school. When
this happens we recognize, announce and show our appreciation of the volunteer hours that people give
to our school
When students participated in sports or other events, either at home or during their travels they were
always recognized among their peers
Through several campaigns within the school this year, it was quite noticeable to see students’ levels
of physical activity increased: for example, several
students who are on bus runs, walk to school regularly; and teachers were seen walking, as well.
With a new food services contractor there were
more healthy foods served, and this flowed over into the food that some students brought to school
The Sip & Crunch Campaign, along with Healthy
Eating & Snacks Campaign were welcomed by students and staff at our school.
Goal 1. Support Plan
Financial Professional Development/Time Required
1.3.1 Funds necessary to purchase awards, incentives, rentals, travel,
games, equipment, etc. Awards ($ 2000) / Incentives ($?), Rentals ($?),
Travel ($?), Games ($?), Equipment ($?)
1.1.1 Collaboration Time for Sharing
1.12 Collaboration for Data Analysis and Sharing
33
Goal 2: To continue to improve communication where all stakeholders share leadership roles.
Objective 2.1: Continue to utilize and integrate
community resources to engage students in
learning.
Objective 2.2: Increase opportunities for
leadership, collaboration and the sharing of best
practices within and outside the school.
Objective 2.3: To acquire new resources and more
efficiently utilize existing resources.
Evaluation 2.1: Satisfactory progress was made
on this objective:
Student Council, under the guidance of a
lead teacher, worked closely with outside
agencies; for example, the local
detachment of the RCMP & Violence
Prevention Labrador to organize the
Stand-Up to Bullying Day
Teacher representatives on the Regional
Anti-Bullying Coalition, working with
outside agencies; for example, RCMP,
CYN, Labrador Grenfell-Health,
Department of Fisheries personnel, local
clergy, organized and held a drug &
alcohol awareness event called the MAZE
Public Health, Firemen, Hydro workers,
just to name a few, were invited into our
school to give presentations. It should be
noted that half way through the year there
were limitations put on inviting outside
agencies into the school, due to the
number of days lost, thus impacting
instructional time
Students in the school, who applied for
the Junior Canadian Rangers, and were
successful worked closely with the school
and engaged students in learning through
their PHASE Program
Evaluation 2.2: Satisfactory progress was made
on this objective:
Keeping to a strict agenda divisional
meetings were held on a regular basis for
Primary & Elementary. At least two were
held for areas in Intermediate & Senior
High, but teachers in those areas were
noticed collaborating during unstructured
times
Students were invited to participate in the
Safe Spaces Training
Student Council, School Council, Grade 12
Graduation Committees were active
Increased opportunity was given to
teachers this year to discuss issues relating
to the running of the school, so they could
have input into decisions, as per allowable
areas
Students in Grades 7 – 12 were given a
presentation by the RCMP on Cyber-
Bullying. One of the main items brought
out in this presentation was how easy it is
to involve oneself in the cyber world.
Students were given tips & tricks to expose
predators in this world.
Evaluation 2.3: Rating of this objective would
be mediocre, with medium progress made:
Funding application were completed, and
for this year’s IGA application we were
not successful
Our local credit union committed a
$1,000 towards the development of a
playground
The local Family Resource Program
donated $2,000 towards the playground
development
Teacher resources were utilized within
the school whereby Administration was
creative, to ensure collaborative times
occurred in teacher’s daily schedules
The Labrador Straits Regional Recreation
Board contributed $1,000 for the
development of our playground
Presently the playground is not developed
as we are waiting on the approval of our
Crown Land’s Application
34
Goal 3: To foster an atmosphere where students and staff learn/work in a safe and caring environment conducive to wellness and
citizenship. Objective 3.1: Increase awareness of, and opportunities for,
staff, students, and
community wellness.
Objective 3.2 Increase students’ and staff awareness of being
valued, cared for and respected in the school environment.
Objective 3.3: Promote and enhance existing school
policies to ensure staff and students feel safe both in and
while travelling to school. Evaluation 3.1: This is an on-going objective, and one that we
feel was satisfactorily met this year, with the exception of one
item – playground development
From Primary up to and including secondary levels
there was an increased amount of physical activity, as
the student’s level of involvement in sport & exercise
extended beyond the curriculum. Today students at our
school have the facilities such as the fitness room that are enticers for them to be active.
With our playground up and running this would
increase the level of healthy activity for preschoolers up to and including Elementary
Our school’s cafeteria menu & daily food items are
scrutinized so that items served fit well with the district-wide nutrition policy.
Campaigns like Healthy Food & Snacks, along with
Sip & Crunch proved to be very beneficial to our school, for both students and staff.
One disappointment this year, was when the board did
not provide funding to continue with SWAT Program – Students Working Against Tobacco usage; one
which was very engaging for our students, as they were involved in this program in previous years. They
were participants & also facilitators who gained
valuable insight into the dangers of smoking & when they gave presentations to other students [both at LSA
& Basque Memorial], they gained an ease in
presenting to an audience. As a staff we would like to see this program reinstated.
Health classes created wellness displays & they were
placed in key locations around the school. As was stated earlier the involvement of our students
& staff with the MAZE Program, brought to light a
greater awareness of substance abuse.
Evaluation 3.2: This is an objective that we feel really good
about, & it progressed well throughout the school year, with both
student & staff involvement
Spirit events were organized & held by students
throughout the school year
Morning announcements were reviewed whereby
emphasis was given to them being positive, & always
ended with an enriching quote to impact students’ lives
Students were made aware that they could become
involved in student council & school council, so that they
could have avenues to voice their concerns and become more involved in the running of the school
The role of the guidance counselor was reiterated to
students and they were more at ease in meeting with him, to discuss personal issues & further enhance their career
choices.
Students were made aware of the Career Cruising Program, so they could rate themselves and focus their
lives, as to a particular career choice, with Career Cruising
Software used specifically in Career Development 2201
Staff members, as well as other outside agencies were
invited to become involved in the Labrador Straits Regional Anti-Bullying Coalition & it culminated in early
December of 2013 with our school hosting a training
session on creating safe spaces. Working closely with the Labrador’s Anti-Violence Coalition we brought in
professional presenters from Central Canada
Principal took on a person goal of teaching students about RESPECT, by meeting with all classes to discuss this.
Also, resources were invested in large posters that were
placed in significant locations in the school
Evaluation 3.3: We were very satisfied with the progress of this
objective
The school’s safe & caring, anti-bullying policy was
promoted such that administration was readily available
to deal with immediate issues around ensuring the safety
of all in the school, & also while travelling to and from
school
Codes of conduct were developed & followed by both students & staff. These codes were also communicated
to the home, so that parents were on board with proper
conduct, while their children were in school, & also while traveling the bus
When bussing issues arose, seating arrangements were
put in place for students. This really resulted in lower levels of disruption by students while traveling to and
from school
Upon review of the new Safe & Caring School’s Policy staff came to the realization that we are current with the
majority of practices listed in this policy, but we agreed
that there is always room for improvement, and that next year we would action more of the items in this policy.
[These will be listed in the Actions for Change section, further on in our school’s annual report]
35
Operational Issues for 2013-14
Operational Issue Intended Action Evaluation
Multi-Purpose Field Secure finances in collaboration with outside agencies and
NLESD to construct a multi-purpose field on the school site.
The only action taken on this is that we worked with
Western School District personnel to apply for a piece of
land through Crown Lands, to develop both a playground
& a ski trail at the North end of the school’s property and
we are waiting for this land application to be approved
before we seek out funds to construct a multi-purpose
field.
Maintain / Increase IRT time to support
student needs & increase allocation of
teachers since this limits course offerings
Display the need to maintain or increase teacher allocation at
LSA to help ensure offering of courses towards graduation
requirements of all students.
This is an ongoing action with the NLESD. Thus far with
our allocation we have been able to offer a program that
meets the needs of all students working towards
graduation.
To increase maintenance / caretaker
allocation time, to ensure caretaking issues /
school cleanliness are dealt with to optimize
the efficient running of the school
To stress the importance and necessity to increase the cleaning
hours allotted to custodians and the need to have a separate
full-time maintenance individual on site.
We will continue to work with our Operations Manager
on this. We also find that he is very cooperative &
supports us in cleaning and maintenance issues outside the
regular caretaking duties. We have never been refused
when we ask for extra monies to enhance our school
cleanliness.
To have installed video surveillance
equipment
To emphasize the essential need of having such equipment
installed to help ensure the safety of students and the
protection of property to maintain its pristine condition.
Work is ongoing on this issue. We have approached our
Education Officer and where it is now, it that our
application has been presented to Student Support
Services.
To have all school deficiencies from
construction made a priority and correctly
implemented to enable full & safe use by
students, staff & stakeholders.
To contact appropriate personnel to report those deficiencies
and have them corrected.
Just recently the school’s administration met with our
operation’s manager to get an update on the status of our
deficiency list, and items are being addressed.
To reduce the amount of time taken in the
CRC process.
To inform and acknowledge to appropriate departmental and
board personnel the issues arise from this delay and the need
for change so that students are less impacted.
Our Service Delivery Team met many times this year, and
we discussed the CRC process. Where we currently stand
is that CRC Packages have been completed by our IRT
teachers & have been approved, and we are waiting on
assessments that will be conducted by our educational
psychologist in the Fall of 2014.
36
Actions for Change
Goal 1: To improve student achievement across the curriculum in all grade levels in an inclusive learning environment.
Objective 1.1: Increase the use of diverse teaching
techniques and strategies in the classroom to improve
levels of student achievement.
Objective 1.2: Continue the collation and analysis of
student achievement data to inform instruction and
increase levels of achievement.
Objective 1.3: Increase student motivation and active
engagement in their learning to improve levels of
student achievement.
Actions for Change 1.1
Continue researching effective team teaching
strategies
Work with our cluster schools to enhance instruction,
as to gain insight into best practices being used by
others in our field
Encourage technology usage and bring the LITE
Program to other grades in the school
Teachers are keeping pace with technological
instructional practices and we will encourage teachers
to utilize advances like blogs & continually use their
Western LITE accounts to communicate with students
and parents.
Seek out PD for integration of technology into
teaching
Continue to be creative in structuring collaborative
periods, so that teachers can develop resources to
enhance their instruction and integrate the K-6
Literacy Plan more fully into their instructional
program
Actions for Change 1.2
Encourage teachers to continue to work together to
grade student’s portfolio pieces, so as they can have
their own exemplars to utilize for instruction
Take the results of assessments visually presented to
us, and through discussions see where we can improve
when working with our students
During divisional meetings take specific items from the
curriculum, to seek out commonalities, and then use
materials and ideas offered by teachers to enhance
instruction
Continue to collaborate regarding instruction
Actions for Change 1.3
Work with school district personnel and cluster
schools, or schools of the same population to see how
others are acknowledging student engagement in daily
learning. Then take those strategies and use them to
enhance our own working with students
Leadership is ongoing, so we will always seek out
ways to improve student involvement
An effort was made by the principal & technology
teacher to improve our school’s webpage, to align it
with new technology. This development is ongoing,
and we are aiming to launch the new school’s webpage
at Curriculum Night in the fall. We feel this goal is
achievable.
Encourage staff involvement in the implementation of
PowerSchool.
37
Goal 2: To continue to improve communication where all stakeholders share leadership roles.
Objective 2.1: Continue to utilize and integrate
community resources to engage students in learning.
Objective 2.2: Increase opportunities for leadership,
collaboration and the sharing of best practices within
and outside the school.
Objective 2.3: To acquire new resources and more
efficiently utilize existing resources.
Actions for Change 2.1
Determine needs per student population & add to our
list of programs, that have been sought out
Become more familiar with our new district’s personnel
Continue to implement new programs
Identify regional / community educational resources, as
they too may be changing
Actions for Change 2.2
Continue with quarterly divisional meetings
Dedicate time for teachers to further develop and
implement all aspects of the literacy plan
Ensure teachers use this dedicated collaborative time
to develop & supplement their resources for use
within the classroom
Develop ways to link students for instructional
purposes so they will develop & gain an appreciation
of new ways to learn
Work with students so that they will gain a better
awareness of student leadership opportunities & then
encourage them to become involved
Specific information sessions will be presented to
students, outside of the regular instructional day
Create a virtual suggestion box
Actions for Change 2.3
Continue to develop an updated list of programs
Determine need
As the need arises take the initiative to complete
applications seeking out new resources
Implement newly sought out programs
Encourage teacher to enhance their learning with
continued training
Keep pace with new technological advancements that
teachers can utilize to improve their instruction
38
Goal 3: To foster an atmosphere where students and staff learn / work in a safe and caring environment conducive to wellness and citizenship.
Objective 3.1: Increase awareness of, and opportunities
for, staff, student and community wellness.
Objective 3.2: Increase students’ and staff awareness of
being valued, cared for and respected in the school
environment.
Objective 3.3: Promote and enhance existing school
policies to ensure staff and students feel safe both in
and while travelling to school.
Actions for Change 3.1
Have staff create a network whereby each person seeks
out wellness opportunities and then in staff meetings
dedicate time for sharing of same
Continue to promote healthy food & lifestyle choices
both in school & at home.
Promote student & teacher involvement in
extracurricular programs
Attempt to instill in young & old a changed attitude
related to wellness opportunities beyond sports, so that
other needs of students can be met.
Continue to offer nutritional foods, daily
Programs like “Healthy Food & Snack Choices” will
be implemented regularly
Link proper health practices to the daily curriculum; for
example, in health classes create wellness displays
Communicate these actions and findings to the general
populace
Actions for Change 3.2
Instill time management in students, so that all in the
field of education can work on a good-balanced lifestyle
Continue to involved students in scenarios where they
will value themselves and others
Have all staff members committed & consistent in
applying what it means to be RESPECTFUL
Seek out ways to give students a voice
Work with guidance counselor to establish a
professional connection with students, and enhance his
or her role in the students’ lives
Create a visually stimulating school environment where
students are made aware of being caring & valued
individuals
Actions for Change 3.3
Continue to educate students & parents on school /
district policies, including consequences for non-
compliance
Remind students of proper conduct, through
enhancements in communication modes
Make Codes of Conduct living documents
Ensure there is consistency among all staff members
when responding to specific bullying issues
Utilize the new discipline portal, so that appropriate
personnel at board office are made aware of
discipline issues in regard to students at the school
Use the “Web Awareness Workshop Series” to
educate parents & staff on safety issues, as related to
Internet usage
The principal will make it a priority to establish a
CPI / Non-violent Crisis Intervention team within his
school [keeping staff consistently aware of new
educational research around such non-violent
strategies]
39
Ensure teachers are in the know when it comes to
making their classrooms a safe environment
Have discussions with staff and students so that they
are made aware of positive social behaviors and that
what is appropriate in one setting may not be suitable
in another
Have students work directly with teachers , under the
direction of our guidance counselor in instill in them
a value of diversity
Make it a point to teach staff members “conflict
resolution” so that they can utilize expert strategies
in their learning environments
Establish constant communication with parents, so
that they can play a direct role in improving grades to
lessen intervention strategies
40
Labrador Straits Academy’s
2014 – 2015 School Development Plan Goal 1: To improve student achievement across the curriculum in all grade levels in
an inclusive learning environment.
Objective 1.1: Increase the
use of diverse teaching
techniques and strategies in
the classroom to improve
levels of student
achievement.
Objective 1.2: Continue the
collation and analysis of
student achievement data to
inform instruction and
increase levels of
achievement.
Objective 1.3: Increase
student motivation and
active engagement in their
learning to improve levels
of student achievement.
Strategies:
1.1.1 Engage in team teaching.
1.1.2 Integrate Technology into
teaching.
1.1.3 Use a diverse teaching
technique bi-weekly.
1.1.4 Share best techniques
through collaboration
opportunities
1.1.5Promote active use of
literacy plan / blocks
1.1.6 Provide exclusive spaces
for art & home economics
supplies / instruction
Strategies:
1.2.1 Use exemplars.
1.2.2 Review and use external
assessment results to direct
teaching.
1.2.3 Review and use internal
assessment results to direct
teaching.
1.2.4 Share effective teaching
techniques used based on data
analysis.
1.2.5 Develop divisional / subject
specific SMART Action Plans to
address areas of need identified
through analysis of student
achievement data.
Strategies:
1.3.1 Recognition of student
involvement; academics, sports,
music, drama, volunteerism, etc.
1.3.2 Offer more diverse
activities to entice participation.
1.3.3 Offer activities which
address bullying
Indicators of Success:
1.1.1 Team teaching occurs.
1.1.2 Teacher use technology in
classroom instruction.
1.1.3 Documented strategy
shared.
1.1.4 Sharing sessions occur.
1.1.5 Literacy blocks used in
classes
1.1.6 Art / Home economics
space provided
Indicators of Success:
1.2.1 Exemplars used.
1.2.2 External assessment results
reviewed and used.
1.2.3 Internal assessment results
reviewed and used.
1.2.4 Effective teaching
techniques used based on
data analysis shared.
1.2.5 Smart Action Plans
addressing needs resulting from
student achievement data were
created.
Indicators of Success:
1.3.1 Recognized student
involvement.
1.3.2 More diverse activities
offered.
1.3.3 Anti-bullying activities
were created.
Goal 1. Support Plan
Financial Professional Development/Time Required
1.3.1 Funds necessary to purchase awards,
incentives, rentals, travel, games, equipment,
etc. Awards ($ 2000) / Incentives ($?), Rentals
($?), Travel ($?), Games ($?), Equipment ($?)
1.1.1 Smart board & Interactive White boards
Training
1.1.2 Differentiated Assessment PD
1.1.3 Collaboration Time for Sharing
1.1.4 Collaboration for Data Analysis and Sharing
Time for Diverse Activities during Instructional Day
41
Goal 2: To continue to improve communication where all stakeholders share
leadership roles.
Objective 2.1: Continue to
utilize and integrate
community resources to
engage students in learning.
Objective 2.2: Increase
opportunities for leadership,
collaboration and the
sharing of best practices
within and outside the
school.
Objective 2.3: To acquire
new resources and more
efficiently utilize existing
resources.
Strategies:
2.1.1Engage in external programs
such as ArtsSmarts / Visiting
Artists
2.1.2Invite specialized resource
personnel into the school and
classroom
2.1.3Provide students with
learning opportunities within the
community such as field trips
Strategies:
2.2.1 Schedule quarterly
divisional meetings
2.2.2Promote the development
and growth of student leadership
groups such as student council,
grad committee
2.2.3Engage teachers and students
in decision making and policy
development
Strategies:
2.3.1 Apply for funding from
sources such as IGA
2.3.2 Provide PD for the use of
technological resources
2.3.3More flexible scheduling of
specialty rooms
Indicators of Success:
2.1.1 Implementation of
programs
2.1.2Resource personnel in the
school and classroom
2.1.3Students are involved in
community learning
Indicators of Success:
2.2.1Divisional meetings occur
2.2.2More students are involved
in leadership roles
2.2.3 Teachers and students are
involved in decision making and
policy development
Indicators of Success:
2.3.1School receives funding
2.3.2Teachers receive PD
2.3.3Specialty rooms utilized by
more grade levels
Goal 2. Support Plan
Financial Professional Development/Time Required
2.1.1Determined by program
2.1.2 Determined by specialty
2.1.3 Travel and accommodation requirements
Substitute time
2.2.2 Travel/accommodation requirements
2.3.1Determined by program
2.3.2 Determined by need
2.3.3 Determined by need
2.1.1 Time determined by program
2.1.2 Determined by program
2.1.3 Determined by program
2.2.1Meeting length
2.2.2 Determined by program
2.3.1Determined by program
2.3.2 Determined by need
42
Goal 3: To foster an atmosphere where students and staff learn/work in a safe and caring
environment conducive to wellness and citizenship.
Objective 3.1: Increase
awareness of, and
opportunities for, staff,
students, and community
wellness.
Objective 3.2 Increase
students’ and staff
awareness of being
valued, cared for and
respected in the school
environment.
Objective 3.3: Promote and enhance
existing school policies to ensure staff
and students feel safe both in school
and while travelling to & from school.
Objective 3.4: Develop our Safe &
Caring School’s Policy to correlate the existing Safe & Caring School’s
Policy at LSA with the revised 2013
Provincial Safe & Caring School’s Policy, as necessary
Strategies:
3.1.1 Promote and engage in
daily physical activity
3.1.2 Encourage healthy
eating & non-smoking
3.1.3 Have Health classes
create wellness displays
3.1.4 Education on
substance abuse
Strategies:
3.2.1 Hold monthly “School
Spirit” activities
3.2.2 Re-examine morning
announcements
3.2.3 Increase student
awareness of avenues
through which they voice
their concerns
3.2.4 Further educate all
students regarding the
role(s) of the guidance
counselor
3.2.5 Implement Safe Spaces
Training
Strategies:
3.3.1 Develop a more effective procedure
for making students aware of all school
policies regarding safety
3.3.2 Follow a primary/elementary, junior /
senior high code of conduct
3.3.3 Implement seating arrangements on
busses
3.3.4 Develop a holistic approach to action
/ implement recommendations of new
SACS Policy [involving the whole school
community], as per actions listed above, in
the “Actions for Change” section of this
report, so that LSA’s SACS’s Policy is
aligned with the Provincial SACS’s Policy
Strategies:
3.4.1 Review school based
policies to ensure they are
aligned with the Provincial
SACS - Safe & Caring School’s
Policy
3.4.2 Establish good connections
with the district, and keep them
informed of where we are with
the new SACS Policy & at times
seek out new ideas
3.4.3 Link PBIS & Discipline,
so that daily practices can be
improved on & consistency
achieved
3.4.4 Encourage teachers to
make connections between
curriculum outcomes & the
SACS’s Policy
3.4.5 Fully implement the
SWPBS Program – School Wide
Positive Behavior Supports with
students
3.4.6 Integrate safe & ethical use
of the Internet for educational
purposes, in instruction, through
the utilization of such software
resources as “Passport to the
Internet” & “My World”
3.4.7 LSA’s Safe & Caring
School Committee will revisit
our Anti-Bullying Policy & align
it with the Bullying Intervention
Protocol
3.4.8 Establish a team outside of
the LSA’s Safe & Caring
School’s Committee to fully
implement the SWPBS strategy,
following protocol as set out by
the Department of Education
3.4.9 Allot dedicated time with
staff to review forms, as per the
new Safe & Caring School’s
Policy
43
Indicators of Success:
3.1.1 Students and staff
are involved in daily
physical activity
3.1.2 Students make
healthy food choices for
snacks and lunches
3.1.3 Student create
displays
3.1.4 Students have
participated in programs
Indicators of Success:
3.2.1 School Spirit days
are scheduled
3.2.2 Morning
announcements are
revamped to highlight
student, staff and
community achievements
3.2.3 Students take
advantage of existing
avenues
3.2.4 Guidance counselor
periodically visits
classrooms
3.2.5 Staff participated in
Safe Spaces Training
Indicators of Success:
3.3.1 Students demonstrate more
awareness of policies
3.3.2 A user-friendly code of conduct
(complete with visuals) is formulated
and distributed for primary and
elementary students
3.3.3 Assigned seating on busses
Indicators of Success:
3.4.1 Thorough review of
school based policies were
reviewed
3.4.2 Communication lines
opened with the district; they
are informed of our status of
the new Safe & Caring
School’s Policy
3.4.3 PBIS Strategies & the
Discipline policies are linked
3.4.4 Outcomes are connected
with the SACS’s Policy
3.4.5 SWPBS fully
implemented & accepted by
students
3.4.6 Internet used for
educational purposes using
specific software
3.4.7 LSA’s Anti-Bullying
Policy aligned with the
Bullying Intervention Protocol
3.4.8 linked to 3..4.5 above
3.4.9 New forms are in place
and edited as needed