C. Ian McLaren

January 2017

Here is what our data told us…...

Accountability Pillar Results October, 2015

Our targeted response to these results:Intentionally differentiated instructional design

Focus on Reading Intervention

Focus on creating a climate where kids can learn

● Plan to meet kids where they are at in their learning during instruction and assessment

● Work with the Instructional Coach in job-embedded time to plan for meaningful differentiation

● Dedicated one 30 minute block a day to Reading Intervention

● Every teacher planned targeted reading interventions to improve reading outcomes for students

● Dedicated our PLC time to Reading Intervention -brought students reading testing results to the group 3X a year and planned RTI based on results

● Staff moving from knowing to doing by co-teaching peers the principles of Conscious Discipline at strategy sessions at staff meetings

● Grade Six Leadership Retreat followed by Leadership sessions and opportunities

● Friday “Cougar Pride” Assemblies to build community

RTI Grade 6

Mrs. Richardson speaks about her RTI program in grade 6: the highlights of how it has improved student learning.

RTI Grade 3

Ms. Reitsma talks about her RTI program and how it is helping her students.

RTI Grade 1

Mrs. Hewko and her students speak about their work in Response to Intervention.

Did it work?

Goal 1 - Improved Student Learning Through Intentionally Differentiated Design

“Tell Them From Me” Goal: maintain or increase

Effective learning time: maintained – 8.6Rigor: has steadily improved for past two years – 8.6/10Interest and Motivation: Increase by 5% for Boys in Grade 5 & 6 and Girls in Grade 6Increased for boys in grade 5 and girls in grade 6

Provincial Achievement Tests:Goal: Increase Acceptable in Social Studies by 10%Increased by: 14.6 %Goal: Increase excellence all 4 subject areas by 5%Increased by: LA: 9.4%, Math: 3.1%, Science: 12.6%, Social: 6.7%

Goal 2 Data - Improved Reading Achievement through a Comprehensive Response to Intervention Program

Div. I – Goal: Grades 1-3 students move up between a minimum of 5-8 levels by the end of Term 3.83% of students progressed 5 or more levels, grade 1,2,⅔,3

Div. II – Goal: Grade 4-6 students move up by a minimum of 3 levels by the end of Term 3.84% of students progressed 3 or more levels or were reading above grade level in Grade 4,5,6

Students will demonstrate an increase of proficient and mastery categorical grades in reading on the Learner Profile in reading by 20%

Proficient and Mastery- 2% increase in June 2015Proficient Mastery - 11% increase from Nov. 2015 to Nov. 2016

Increase reading excellence scores on the grade 6 PATs by 10%Reading: 18.9% increase in our June 2016 scores

Conscious Discipline at CIM

Parent Perspective

School Council treasurer Jackie McKenzie speaks about her perceptions of our school

Goal 3 Data - Student Success Through a Safe and Caring Inclusive Learning Environment

Accountability Pillar results specifically:Students treat each other well (all stakeholders) by 10%Students: 82% increased to 85% Parents: 69% increased to 75%Teachers: 85% increased to 100%

Your child is taught behaviours and attitudes that will help prepare them for the work world (parents) by 15%Parents 64% increased to 67% (43% in 2014)

Students follow the rules (parents) by 20%Parents: 59% increased to 75%

Culminating in our final data for 2016...

Accountability Pillar Data 2016

Where do we go from here? CIM School Plan 2017

★ Continue our focus on reading improvement -every student reads at grade level - students learn in all subject areas when they can read

★ Continue our progress in creating a safe, caring, and inclusive learning environment - students learn best when they feel cared for and safe “everyone belongs”

Goal #1 - Improve student learning through quality reading instruction, assessment and intervention through evidence based practices:

What have we currently worked on this year? (PLCs, PD days, Staff Meetings)

Align the curriculum across grades so each grade knows what is taught above and below it.

Design responsive instruction at student's’ individual reading level - RTI Response To Intervention

November 2016 Fountas and Pinnell Scores:

Decrease in number below grade level,

Increase in numbers of students above grade level

Remove barriers to communicating learning - assistive technology - Speech to Print programs

Design units of learning based on Lucy Calkins Program - system pilot

Collaborate in PLCs on reading instruction, assessment and response

Goal 2: Improve student success through a safe and caring learning environment

What have we currently worked on this year? (PLCs, PD days, Staff Meetings)

Re-envisionment of our Inclusive Education program

Collaborative embedded time between the classroom teacher and Learning Coach

Revamped Behaviour Education supports (more teacher/classroom based)

Engage in teacher led PD on the book “Creating the School Family” at staff meetings and school council

Implementation of school family strategies of Conscious Discipline program

Grade Six Leadership Retreat

F id S h l F il A bli

Restorative Circles in Grade 5

Kathryn Desrocher, our grade 5 teacher, explains how she has worked with her students, along with Sherry Opas and Angela Thiele, our Family School Liaison Counselor to apply the practice of of Restorative Circles in a class that identified as having bullying and friendship issues last year in our Tell Them From Me Survey.

Mind Up

Emily Miklos, one of our grade three teachers who has several students with complex behaviours in her class this year, speaks about the Mind Up program that she has been working on with Angela Thiele, our Family School Liaison Counselor. This program is a Tier 2 level of behavioural support for students in our school, in addition to the Conscious Discipline program