Mary Queen of Peace Elementary 400-345 Annual School ... · PDF file1/1/2015 ·...

Annual School Development Report

Mary Queen of Peace Elementary

400-345


Guidelines and Template

The Annual School Development Report is completed by the principal in accordance with the Schools Act 1997. It is submitted

annually, usually in October or November, to the Director of Education, the School Council and the Department of Education.

The primary purpose of the report is to give an update on the current School Development Plan. Through an evaluation of the

previous year’s plan and an analysis of current assessment data, priorities are established for the plan for the new school year.

The following template, with guidelines for completing the Annual School Development Report, is designed to assist principals and

other school staff in preparing the report.


Mary Queen of Peace School

2015-16 School Development Report

Mission

École Mary Queen of Peace School is committed to improving student learning and achievement through high quality instruction in a

culture that fosters leadership, respect, collaboration, and safety.

L’école Mary Queen of Peace s’engage à améliorer l’apprentissage et la réussite de ses élèves en leur offrant un enseignement de

haute qualité dans un milieu qui favorise le développement du leadership, le respect, et la coopération.


Message from Director

DIRECTOR’S MESSAGE June 2016

This school development report for the 2015-16 school year outlines your school’s successes and highlights in areas such as student

achievement and professional development.

Significant planning must be undertaken by an entire school community to structure an effective school development report. This plan is an

important foundational document, as it provides the basis for a productive and informative school year for each and every member of the

school community, our students, in particular.

Collectively, we continue to make great progress on the Newfoundland and Labrador English School District’s Strategic Plan which is now

concluding its second year. While our focus has been primarily on student achievement and success, it is equally important that we continue

to instill hope and confidence in our province’s young learners, as well as in our employees. I have immense confidence in the skills, abilities

and dedication of those working so hard within our education system. The views and opinions of administrators, teachers, support staff,

school councils, parents, guardians and students who make up our school communities are unquestionably valued, particularly as we move

forward and begin to form the District’s next strategic plan – we look forward to hearing your input.


As we take this time to reflect on the last school year, I am excited and encouraged to see the many amazing initiatives and discoveries

uncovered by our province’s young people. Each piece of knowledge unearthed by our students provides us with a seed from which

innovative ideas and approaches will grow and ensure the continuation of a quality education system for Newfoundland and Labrador.

Sincerely,

Darrin Pike

CEO/Director of Education

Newfoundland and Labrador English School District


Message from the Principal

Message from Principal

Mary Queen of Peace Annual School Report 2014-2015 outlines our programs and services, as well as our successes and challenges

through the context of our school development plan. Together with our District and Staff, we completed our internal and external review

process this year. Following our review we developed our 3 year school development plan, as well as our 1 year school development

plan based on the recommendations brought forward. Our focus will be on increasing student achievement in the areas of literacy and

numeracy and there are a wide variety of objectives and strategies in place to achieve this goal. As for safe and caring schools, we will

continue with our Positive Behavior Supports/Reward System which continues to work really well for our school. In addition, we will

have recently transitioned to Power School so we will be embracing Review 360 as a means of tracking and monitoring student behavior.

We will also continue to seek, implement and promote programs that support mental health awareness.

As we enter into our fourth year as the administrative team of MQP, we look forward with excitement and enthusiasm in continuing to work

with our entire school community for the best interest of all students. Thank you to staff, parents, families, community members and school

council for your continued support, interest and cooperation. We value your input and we thank you for working with us to ensure that we

have rich learning environments equipped with the necessary resources to support learning in the 21st century! Our priority is in moving

students forward in their learning so that each child is provided with the opportunity to develop and grow to his/her fullest potential. Together

we can make a difference!

We look forward to another fantastic year at MQP!

Kimberly Leonard

Principal

Kimberley French

Assistant Principal


Message from School Council School Council Members: Kimberly Leonard (Principal) Kimberley French (Assistant Principal) Valerie Hynes (Co-Chair) Seamus Breen (Co-Chair) Tony Roche (Parent Representative) Hugh Keenan (Teacher Representative) Paulette Emberley (Community Representative) Mary Oates (Community Representative) Karen Healey (Parent Representative) Looking back now I cannot believe I have been a member of the Mary Queen of Peace (MQP) School Council for six (6) years. Beginning first as a parent representative and then as Co-Chair of MQP School Council this past year, I have had the sincere pleasure of working with an incredibly talented and dedicated group of administrators, teachers, and parent volunteers. These individuals give endlessly of their time in order to make sure our children are receiving the most out of their school experience. At every opportunity the members of the MQP School Council have advocated for the School and the needs of the students. In particular, I would like to highlight the efforts of our administration led by Ms. Leonard and Ms. French who have brought tremendous enthusiasm and leadership to the school. We were thrilled when Ms. Leonard was awarded a prestigious national award, as one of the Principals of the Year for 2015/2016. It is a well-deserved award for a special administrator at MQP.

The education of our children is at the core of the all work we do at MQP, so as the time drew closer for the Province to implement Full Day Kindergarten in Newfoundland and Labrador, our administration identified a serious space issue at MQP. Thankfully through cooperation, consultation and the support of the Newfoundland and Labrador English School District and the Province of Newfoundland and Labrador, MQP was approved for a two story extension on our school. Certainly, the 2015-2016 School year had its logistical challenges due to the construction, but the school community with the leadership of our administration persevered and thankfully the extension was completed on time. The new classrooms look fabulous and the additional space is being put to good use! Establishing a solid foundation through academic excellence, creative pursuits, healthy activities and community involvement would not be possible without the combined efforts of the school staff, the School Council and the PTA. The School Council and the PTA have engaged in numerous fundraising pursuits to further support the educational goals of our school and we are very grateful to the parents and school community for your ongoing support


in this regard. For decades now, MQP has been known as a school of the highest quality, but to maintain that high quality it takes support from the entire school community and we are very grateful to have that support at MQP.

On behalf of the School Council, I would like to thank everyone – the parents, teachers, and especially the wonderful students – who make MQP what it is today. It is through our shared passion and commitment that MQP will continue on its path of educational excellence. I have enjoyed my time on the MQP School Council very much and encourage all parents to volunteer their time and talents to our School in any way they can, it is a truly rewarding experience. Valerie Hynes, Co-Chair School Council Member 2010-2016


Overview of School

Our School Community

Mary Queen of Peace is a K-6 school located at 137 Torbay Road, St. John’s. We offer English and French Immersion Programs, as

well as an Intensive Core French Program at the grade 6 level. Our current enrollment is 691. In kindergarten, there are two streams

of English and three streams of French Immersion; Gr. 1: two streams of English and two streams of French Immersion; Gr. 2: three

streams of English and 2 streams of French Immersion; Gr. 3: three streams of English and two streams of French Immersion; Gr. 4:

three streams of English and two streams of French Immersion; Gr. 5: two streams of English and two streams of French Immersion

including a Gr. 5/6 Combined Class of French Immersion; Gr. 6: two streams of English, one Intensive Core French class and one

French Immersion class.

Our staffing allocation is as follows: Classroom units (30.5); Special Services: 6.75 units; Guidance: 1.75 units; Music: 1.85 units;

Physical Education: 1.85 units; Learning Resources: .70 unit; Administration: 2.0 units; Band: .25 units; and 7 Student Assistants

providing a total of 33 hours of student support daily. In addition to staff based at the school, we have regular access to district based

itinerant personnel in the areas of Speech Language, Autism, ESL, Special Services and Educational Psychology. Our support staff

includes two secretaries, a day-time maintenance custodian, a night-time custodian and three part-time cleaners.

Key Highlights/Special Projects

Positive Behavior Supports

We are continuing to have great success with full implementation of our Positive Behavior Supports System (PBS). PBS includes a

behavior matrix, consequence guide, as well as a reward system which enables staff to issue “Way to go Cards” that recognize student

success. This also consisted of weekly prize draws which truly enlighten the children.


Friends for Life Program

Our grade 5 students participated in the Friends For Life Program. This program assists students in learning important skills and

strategies to cope with and manage anxiety. Some of the goals of the program include helping students develop life skills to cope with

difficult situations, to help normalize the experience of feeling anxious, to build resilience and problem-solving skills, and to support

students in building peer and other support networks. This met with great success at the grade 5 level.

Chess Club

We have a chess club for students in grades 1-6 that operates 3 lunch times per week. It begins in October and runs until the end of

April. This program is suited for students at all levels of chess and is run by parent volunteers. It is a fabulous program that our students

look forward to on a weekly basis.

Indoor Soccer Program

We have an indoor soccer program that runs from January to the end of April each year. It is for students in Kindergarten to grade 6

who are divided into teams. A schedule is developed and distributed to the students so that they know when they have to play. It is held

at MQP on Friday evenings and Saturday mornings. This program is run by parent volunteers.

Basketball Program:

We have a basketball program that runs from October to April each year. It is for interested students both boys and girls in grades 4, 5

and 6. Thank you to our parents for volunteering their time to make this program a reality for our school.


MQP Parent Volunteer Group

We have a very active parent volunteer group at MQP. This group of parents is active in our school and members are truly dedicated to

helping build upon our resources to further enhance the resources and opportunities needed to improve student success in all areas of

the curriculum. This group is devoted to providing educational rich experiences for the students and they work hand in hand with the

administration and school council to ensure that we have a team approach at all times.

Hockey Program:

We have established a street hockey program for our students in grades 4-6 that takes place during lunch time on a daily basis on our

newly constructed outdoor street hockey rink. This was the first year and it was a huge success. Students are already looking forward to

continuing with this for the new school year.

Partnerships

Mary Queen Of Peace Parish

o use of Church and parking lot when needed

Royal Newfoundland Constabulary

o DARE program, Anti-Bullying

Knights of Columbus

o free throw competition

City Wide Bus/Taxi Service

o Use of school buses when needed for Field Trips and Outings

o Partnership to enhance upcoming school auction

o Support for School Breakfast Program


Tim Horton’s, Torbay Rd. Location

o Donations to school wide activities

o Annual Spring Clean up

Eastern Health

o Immunizations, vision, hearing screening, resource personnel

The Singing Legionnaires

o Special functions, events and various school activities.

Young Rembrandts

o Art Program for Children grades 1-6.

Brick 4 Kidz

o Lego Building for students in grades 1-3

Achieva After School Program

o This partnership allows parents the option of an after school program at Mary Queen of Peace. This program services

approximately 30 children and it is going extremely well.

Milestones

o This partnership allows us to enhance our fundraising initiatives and organize various school wide activities for our

students throughout the year.


Summary Report on the School’s Most Current Data

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 = 99

2012/13 2013/14 2014/15 2015/16

School Region Province School Region Province School Region Province School Region Province

81.0 60.2 59.3 38.5 54.7 54.0 91.0 56.5 54.7 58.6 57.1 55.1

What do these results tell us?

The results tell us that the majority of our students are reading at or above the Provincial benchmark at the completion of grade one.

However, while we are above the region and the province over a four year trend, as a school we are experiencing an up and down

effect in student scores. The drop from 2015 to 2016 indicates that 25.9 percent of our students are reading at F-H with 15.5 percent

of our students reading at levels A-E. This will be addressed through our new school development plan where there will continue to

be a focus on increasing student achievement in literacy. Also, we will be implementing the Levelled Literacy Intervention Program

to increase student achievement in this area.


Grade 2: Percentage of Students (in June) at or above the Provincial benchmark


2012/13 2013/14 2014/15 2015/16


92.7 66.9 65.5 84.4 61.6 60.5 78.9 61.2 59.2 82.5 56.5 57.4


The results tell us that the majority of our students are reading at or above the Provincial benchmark at the completion of grade two.

Over a four year trend we are above the region and the province. While we experienced a slight decrease in last year scores, we

experienced an increase this year. Our new school development plan will continue to place an emphasis on student achievement in the

area of literacy.


Provincial Assessment data by strand for grades 3, 6 and 9

Grade 3 English Language Arts


2012/13 2013/14 2014/15 2015/16


Multiple Choice

Reading 76.0 73.0 72.7 88.2 84.0 83.6

Constructed Response: Percentage of students meeting/exceeding grade level expectations

Demand

Writing 82.2 65.3 64.4 81.6 75.3 73.6

Poetic/Fiction 83.8 66.9 65.2 90.5 72.0 71.0

Informational

Non-Fiction 91.9 80.3 80.1 95.6 82.7 82.5

What do these results tell us? The English Language Arts Assessment was not completed this year.


Grade 3 Mathematics


2012/13 2013/14 2014/15 2015/16


Multiple Choice

Number Concepts

82.7 71.7 72.9 88.7 79.0 79.1

Number Operations

72.5 64.3 65.5 77.6 71.4 70.9

Shape& Space

80.1 73.9 74.8 86.2 76.8 77.2


Number Concepts

91.0 73.7 75.9 96.0 83.9 83.9

Number Operations

69.7 53.5 55.4 90.7 69.5 69.0

Shape & Space

73.0 61.9 64.5 94.9 78.7 79.3

Mental Math 89.9 82.2 83.8 94.9 89.4 89.4

Problem Solving

76.2 54.2 56.4 87.9 62.4 63.2

Reasoning and Communication

48.5 31.9 34.4 46.5 34.1 35.1



Mary Queen of Peace scored higher than the Province and the Region in all strands of Math (Number Concepts, Number Operations,

Shape and Space, Mental Math, Problem Solving, and Reasoning and Communication).

The four year trend indicates an augmentation in scores in the Multiple Choice section in Number Concepts (+6%), Number

Operations (+6%), and Shape and Space (+6%). The Primary Provincial Math Assessment also shows an increase of 12% (76% -

88%) in the number of our students meeting or exceeding provincial grade level expectations in Problem Solving. We have, however,

noticed a decline in the percentage of students meeting or exceeding provincial grade level expectations (49% - 46%) in the area of

Reasoning and Communication (-3%).

Mary Queen of Peace has 90% of its primary students meet or exceed provincial assessment standards in 2016, an increase of 15%

from 2014.



2012/13 2013/14 2014/15 2015/16


Multiple Choice

Reading 86.6 79.0 78.5 86.2 81.5 81.0


Demand

Writing 90.5 78.9 76.5 96.8 85.9 85.1

Poetic/Fiction 93.8 83.6 82.1 96.4 86.6 86.3

Informational /Non-Fiction

92.7 83.9 83.6 98.1 89.6 89.2


What do these results tell us? The English Language Arts Assessment was not completed this year.

Grade 6 Mathematics


2012/13 2013/14 2014/15 2015/16


Multiple Choice

Number Concepts

74.4 57.2 58.0 72.8 63.9 64.3

Number Operations

79.1 63.3 64.1 71.4 65.2 65.4

Patterns & Relations

65.3 53.8 54.6 67.3 61.9 62.0

Shape& Space

79.7 68.7 69.7 62.8 62.1 61.8


Number Concepts

86.9 60.0 61.6 81.9 71.5 72.0

Number Operations

84.9 66.1 66.4 79.5 74.6 74.9

Patterns & Relations

70.4 49.7 52.6 68.7 60.5 61.1

Shape & Space

75.5 60.4 61.5 66.3 62.2 61.9

Mental Math 95.0 76.1 76.7 95.2 84.3 84.2


Problem Solving

81.2 60.4 62.1 69.9 65.6 65.8

Reasoning and Communication

69.3 50.7 52.7 56.5 47.9 49.1


We scored higher than the Region in all strands of Math (Number Concepts, Number Operations, Shape and Space, Patterns and

Relations, Mental Math, Problem Solving, and Reasoning and Communication). The school scored higher than the Province in all of

these strands except for Number Operations. The school scored 58.6% compared to the Province 58.8%.

The four year trend indicates a decline in performance in the Multiple Choice section in Number Concepts (-1%), Number Operations

(-8%), and Shape and Space (-17%). The school does, however, show an increase in Patterns and Relations (+2%) over this time

period. The school has had a significant drop in both Reasoning and Communication (-13% - 69% to 56%) and in Problem Solving (-

11% - 81% to 70%).

We have 68% of our students meeting or exceeding provincial standards in Math.



2012/13 2013/14 2014/15 2015/16


Multiple Choice


56.7 55.9 68.7 68.4



Demand

Writing 93.6 92.7 86.1 85.3


87.5 86.2 80.7 80.6


Grade 9 Mathematics


2012/13 2013/14 2014/15 2015/16


Multiple Choice

Number 66.1 66.6 68.0 66.9

Patterns and Relations

71.0 71.3 65.3 64.4

Shape &Space

72.8 73.3 65.3 65.0

Statistics and Probabilit

y

63.2 65.4 72.5 72.3


Criteria 64.0 65.5 67.5 65.5


Public Exam data (4-year trend data (average final mark))

Course 2012/13 2013/14 2014/15 2015/16


Français 3202 76.0 75.7 74.6 75.0 75.4 75.7 75.1 75.4

Mathematics

3205/3200 79.8 79.8 77.8 77.9 76.2 77.4 76.1 77.3

Mathematics

3204/3201 60.6 61.3 63.5 63.8 66.1 66.1 65.9 66.4

World Geography

3202 68.2 70.0 68.9 70.1 68.8 69.7 69.5 70.4

World History

3201 67.6 68.6 69.9 70.4 69.7 69.7 69.3 69.5

Histoire Mondiale

3231 74.8 72.7 71.7 70.9 73.5 72.2 71.3 71.5

Biology 3201 67.5 66.5 65.2 65.3 68.1 67.6 67.6 68.0

Chemistry 3202 71.6 71.9 72.4 72.8 72.0 72.8 72.5 73.7

Physics 3204 74.8 75.0 72.8 73.3 72.5 73.4 75.4 75.9

Earth Systems

3209 60.3 60.3 62.5 61.8 60.9 61.1 62.8 62.2

English 3201 69.6 69.3 70.8 70.6 70.6 69.9 71.3

70.9

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.


Advanced/Academic/General Enrolment

Percentage of Students enrolled in Academic/Advanced/General Level III courses

High School Enrolment = _____

2012/13 2013/14 2014/15 2015/16


Advanced Mathematics (Math 3200)

20.5 19.6 25.1 21.7 26.1 22.7 27.3 24.1

Academic Mathematics (Math 3201)

62.6 62.5 56.4 56.8 57.1 58.4 54.7 53.7

Applied Mathematics (Math 3202)

16.9 17.9 18.5 21.5 16.8 19.0 18.0 22.2

Academic English (English

3201)

79.0 76.5 81.7 79.2 82.0 79.3 81.3 78.2

General English (English

3202)

21.0 23.5 18.4 20.8 18.0 20.8 18.7 21.8



Graduation Rate and Status

Percentage of Eligible Graduates that Graduate and Percentage of Graduates with Honours, Academic, or General

High School Enrolment = _____

2012/13 2013/14 2014/15 2015/16


Graduation

Rate 96.0 95.7 94.9 95.2 95.3 95.4 95.4 95.6

Graduation Status

Honours 30.5 28.7 30.7 29.3 32.3 30.3 33.7 31.5

Academic 39.4 38.2 42.4 40.2 42.2 40.7 39.9 38.8

General 30.1 33.2 26.9 30.5 25.5 29.0 26.4 29.7



Advanced Placement Results (Include all courses offered. Those listed are examples)

Average Score (max = 5)

Course 2012/13 2013/14 2014/15 2015/16

World Canada School World Canada School World Canada School World Canada School

English Literature

Calculus AB

Music Theory

European History

Psychology

Biology

Percentage of Students scoring 3 or better (include enrolment by course in the School cells)

Course 2012/13 2013/14 2014/15 2015/16

World Canada School World Canada School World Canada School World Canada School

English Literature

Calculus AB

Music Theory

European History

Psychology

Biology



Scholarships

Number of Level III students = _____

Provincial Government Scholarships

2012/13 2013/14 2014/15 2015/16

Junior Jubilee

Electoral

Centenary

Moss

Total Scholarship/Bursary Offers

2012/13 2013/14 2014/15 2015/16

Number of Students Awarded a

Scholarship or Bursary

Total (estimated) Dollar Figure Offered

(all students)



Internal Assessment Data (Report Card Data)

Percentage of Students Performing at Level 3 or greater in Math (Term 3) broken down by strand:

Kindergarten Term 3, 2015-2016:

Number Sense: 100% (81% achieving 4)

Understanding of Patterns: 98% (91% achieving 4)

Understanding of Geometry / Measurement: 100% (91% achieving 4)

Grade 1 Term 3, 2015 – 2016:

Understanding of Number: 95% (68% achieving 4)

Understanding of Patterns and Relations: 97% (77% achieving 4)


Grade 2 Term 3, 2015 – 2016:




Understanding of Statistics and Probability: 97% (68% achieving 4)

Grade 3 Term 3, 2015 – 2016:






Grade 4 Term 3, 2015 – 2016:





Grade 5 Term 3, 2015 – 2016:





Grade 6 Term 3, 2015 – 2016:






Percentage of Students Performing at Level 3 or greater in English Language Arts (Term 3) broken down by strand:


Speaking and Listening: 92% (51% achieving 4)

Reading and Viewing: 97% (69% achieving 4)

Writing and Representing: 90% (62% achieving 4)

Grade 1 Term 3, 2015-2016:




Grade 2 Term 3, 2015-2016:




Grade 3 Term 3, 2015-2016:





Grade 4 Term 3, 2015-2016:




Grade 5 Term 3, 2015-2016:




Grade 6 Term 3, 2015-2016:





Percentage of Students Performing at Level 3 or greater in French Language Arts (Term 3) broken down by strand:





Grade 1 Term 3, 2015-2016:




Grade 2 Term 3, 2015-2016:




Grade 3 Term 3, 2015-2016:




Grade 4 Term 3, 2015-2016:





Grade 5 Term 3, 2015-2016:




Grade 6 Term 3, 2015-2016:





These results indicate that the objectives and strategies outlined in our school development plan have been successful. At all grade

levels, we have well over 90% of our students achieving a minimum of three in all strands of Language Arts and Math. Within the

context of our new three year school development plan, we will continue to focus on enhancing student achievement in these areas.


School Development Plan Addressing Trends

We completed an internal and external review this year and based on the recommendations brought forward, as well as analysis of our

four year data trends, we have created a new three year school development plan. Through the context of this plan we have objectives

and strategies in place to address: the decrease in student achievement in grade 1 reading observations; the slight decrease in our

Primary Provincial Assessment scores in numeracy relating to reasoning and communications; and our overall decrease in scores in

the Elementary Provincial Assessment results in numeracy.

Among the strategies to increase student achievement in numeracy are: the establishment of a numeracy team to oversee grade level

and school wide initiatives throughout the year; to make more effective use of our data results to guide instruction and assessment; to

explore implementation of guided math and numeracy blocks at all grade levels; and to encourage grade level collaboration to develop

model exemplars for instruction and assessment purposes.

Among the strategies to increase student achievement in literacy are: full implementation of BAS at all grade levels and to support

teacher professional learning; the purchase and full implementation of the Levelled Literacy Intervention Program; the exploration of

the implementation of guided writing; and the continuation of literacy blocks, guided reading and reading records across all grade

levels.


Report on School Development Plan for Previous Year

Objective 1.1 To continue to promote student achievement

in Literacy by following the guidelines as outlined in the

District’s Literacy for Learning plan.

Objective 1.2 To continue to increase student achievement in

literacy through a continued focus on the Language Arts

Assessment Portfolio.

Evaluation 1.1: We feel that we have successfully achieved

this objective. We established a Literacy Team that

promoted school wide initiatives at various times throughout

the year; we offered professional development on the

implementation of Language Arts Assessment portfolios and

literacy blocks; we provided time for our staff to review,

discuss and develop suitable strategies for academic

interventions; we relied on data collection both internal and

external to inform instruction and to develop strategies to

meet the needs of all students; we purchased a number of

literacy resources as well as an LLI kit to implement in the

new school year as a way to increase student achievement in

literacy.

Evaluation 1.2: Language Arts Assessment Portfolios were

implemented at all grade levels and they were reviewed at grade

level consistently and frequently to assist with academic

interventions and data analysis; we continued to analyze both

internal and external data on a regular basis to monitor student

success; and we have conducted reading assessments at all grade

levels each term with the completion of a school wide tracking

form.


Goal 2. To continue to promote a safe and caring learning

environment for all by following the new Safe and Caring

Schools Policy

Objective 1.1 To continue to create awareness on bullying,

LGBTQ and mental health.

Objective 2.2 Continue to address maintenance issues and

building cleanliness.

We held school wide initiatives on bullying awareness

through participation in Stand up to Bullying Day such as a

student assembly and logo contest; we implemented

programs such as Friends for Life and Dare. Our Positive

Behavior/Reward System has been a great addition to our

school.

Evaluation 2.2 We developed a plan to continue with classroom

painting; we began replacing old furniture in classrooms through

the purchase of new equipment such as student desks/chairs,

teacher desks/chairs, bookshelves, filing cabinets, etc.; and we

have developed a plan to improve on washroom cleanliness.


Operational Issues Report 2014-2015

Year Issue Action Evaluation

Report Glass Basketball Net to be Replaced.

School Extension to accommodate Full

Day Kindergarten

Gym Curtain installed to allow us to

separate the Gym to accommodate two

classes at a time.

Gym Roof to be repaired

We worked with our maintenance

supervisor and developed a plan for

installation.

We worked collaboratively with

District personnel on the building of

the new extension.

District personnel did an assessment

and determined that a curtain was not

needed at this time.

District did an assessment and no

timeline has been determined to have

leaks fixed.

This has been completed.

The new extension was completed on

schedule and was ready for school

opening in September 2016. It is

beautiful.

This will be revisited at another time,

depending upon the need.

This will be carried over into our new

school development plan.


Actions for Change

Goal 1. Continue to ensure that structures and practices are in place to support student success through a focus on

literacy and numeracy. Objective 1.1 Continue to assist teachers

with implementation of literacy/numeracy

plans at all grade levels.

Objective 1.2 To continue to collaborate

with staff to ensure that Language Arts

Assessment Profiles are being used

effectively to support student success.

Objective 1.3 To continue to work with our

school council to effectively communicate

our plans for Literacy and numeracy in the

context of our school development plan.

Actions for Change 1.1 To assist teachers

with gathering the resources and materials

they need to increase student achievement

in literacy and numeracy.

1.1.2. Provide time for teachers to share

their ideas and best practices pertaining to

literacy and numeracy.

1.1.3. To continue to work with our

Literacy team to promote school wide

initiatives for literacy and to establish a

numeracy team for the new school year.

1.1.4. To implement guided reading and

writing across grade levels.

1.1.5. To continue to monitor student

success in these areas though analysis of

internal and external data.

Actions for Change 1.2 To ensure that all

teachers are consistent with the use of

Language Arts Assessment Portfolios to

monitor student achievement.

1.2.2. To provide time for teachers to

collaborate at grade level to review their

Language Arts Assessment practices and

profiles.

1.2.3. To continue to analyze both internal

and external data to determine student

success in literacy and numeracy.

1.2.4. To continue to use School Wide

Tracking System to monitor reading levels

at all grade levels.

1.2.5. To purchase a LLI kit to support

student success.

Actions for Change 1.3 To ensure that

school council continues to be involved in

our plans for promoting literacy and

numeracy school wide.

1.3.2. To continue to provide opportunities

for parent and school council feedback on

our initiatives for student achievement

relating to literacy and numeracy.


Goal 2. To continue to promote a safe and caring learning environment with a focus on establishing mental health awareness.

Objective 2.1 To continue to create

awareness on Bullying, LGBTQ and

Mental Health

Objective 2.2 Continue to address

maintenance issues and building

cleanliness.

Objective 2.3 To ensure that practices and

protocols are in place to support Digital

Citizenship.

Actions for Change 2.1.1 To continue to

initiate more programs at all grade levels

on awareness concerning bullying, LGBTQ

and Mental Health.

2.1.2. To continue to participate in province

wide anti bullying days.

Actions for Change 2.2.1 To continue

with our plan for painting of classrooms

and other areas of the building requiring

attention.

2.2.2. To ensure that washrooms are clean

to use and are equipped with the

necessary supplies throughout the day.

2.2.3. To continue with replacing old

furniture with new based on

recommendations brought forward from

our external review.

Actions for Change 2.3 To develop a clear

and concise digital citizenship policy for

primary and elementary.

2.4. Completion of lesson plans at all grade

levels to help mold values of good digital

citizenship among our student population.


One Year School Development Plan

School Development Plan 2015- 2016

Objective 1.1: To continue to promote and implement

literacy best practices to increase student achievement in

reading and writing across grade levels.

Objective 1.2: To promote student achievement in numeracy

specifically number sense and communication of reasoning.

Strategies:

1.1.1. To continue with literacy blocks across grade levels.

1.1.2. Full Implementation of BAS at all grade levels

1.1.3. To implement resources to support academic

interventions (Levelled Literacy Intervention

Program)

1.1.4. To continue with grade level meetings focusing on

using data to inform instruction and best practices

(BAS writing samples, progress reports, school wide

reading record forms, Language Arts Assessment

Portfolios, Academic Interventions, etc.)

1.1.5. To continue to provide opportunities for guided

reading at all grade levels

1.1.6. To continue to use internal and external data to

monitor student success in literacy

1.1.7. To Implement Levelled Literacy Intervention Program

1.1.8. To provide the opportunity for staff to avail of

professional learning for LLI

1.1.9. To explore the implementation of guided writing at all

grade levels.

Strategies:

1.2.1 Establish a Numeracy Team to develop school wide

numeracy/mathematics related initiatives throughout the year.

1.2.2. To collect and organize resources to support numeracy that

are accessible and pertinent for all grade levels.

1.2.3. To continue to collect and analyze both internal and external

data to demonstrate student success in numeracy.

1.2.4. Provide teachers with examples of “strong reasoning and

communication” to be used as models for the class.

1.2.5. Professional/ peer support provided by teachers with

experience on the Provincial Assessment marking panel.

1.2.6. To schedule grade level meetings which focus on data

analysis to inform instruction and develop numeracy intervention

plans.

1.2.7. To promote schoolwide numeracy activities at various times

throughout the year.

1.2.8. To support professional learning in this area.


Indicators of Success:

1.1.1 Classroom schedules to reflect literacy blocks that

incorporate guided reading.

1.1.2. Implementation of BAS at all grade levels

1.1.3. Implementation of Levelled Literacy Intervention

Program

1.1.4. Sharing of best practices for guided reading and

writing during grade level meetings/Staff meetings

1.1.5. Collection of digital resources and learning resources

to enhance literacy

1.1.6. Submission of School Wide Running Record Tracking

forms.


1.2.1 Sharing of best practices including the discussion around use

of manipulatives/strategies for student success.

1.2.2. Intervention plans developed and implemented

1.2.3. Action team minutes

1.2.4. List of school wide Math centered activities

1.2.5. Effective reasoning exemplars

1.2.6. Active numeracy team established.

Goal 1. Support Plan

Financial Professional Development/Time Required

1.1.1 Purchase of LLI Resource Kit

1.2.3. Purchase of required resources to support the

implementation of literacy and numeracy initiatives (Literacy

blocks, Guided reading, Creative Writing, Math Resources,

etc.)

1.1.1. Collaborate with other schools to further enhance practices in

Literacy, Numeracy and the Language Arts Assessment Portfolio.

1.1.2. Time allotted for teachers to share best literacy and numeracy

practices at grade level; and to discuss academic intervention plans

for literacy and numeracy.

1.1.1. BAS Training for new teachers

1.1.4 Training for new teachers in Literacy Blocks and Guided

reading practices.

1.1.5. Professional Learning for teachers in LLI


Goal 2: To continue to enhance a school climate and culture that fosters a safe, caring and socially just learning

environment for all. Objective 2.1: To create and mold good

digital citizens with emphasis on digital

literacy.

Objective 2.2: To continue to foster

awareness, support, respect and

understanding of, among other things,

mental health, bullying, LGBTQA.

Objective 2.3: To continue to promote

positive, respectful behaviors through use

of SWPBS and the school’s code of

conduct. Strategies:

2.1.1 To continue to provide support for

students to avail of technology for

curriculum related activities.

2.1.2. To develop a clear and concise

Digital Citizenship Policy for Primary

students (K-3) and Elementary students

(4-6) with emphasis on literacy, etiquette

and digital communication.

Strategies:

2.2.1 To continue to avail of community

services for presentations and programs

(Roots of Empathy, DARE, Friends for

Life, Diversity in Families, etc.)

2.2.2. To provide a presentation on “safe

zone”.

2.2.3. To continue to participate in Anti-

Bullying week.

2.2.4. To continue to promote school wide

activities for Friendship Month (February)

that emphasizes Positive student behaviour.

2.2.5. To continue to provide CPI training

or recertification for identified staff.

2.2.6. To have administration and other

staff members trained in Mental Health

First Aid.

Strategies:

2.3.1 To continue with “Way To Go

tickets” and weekly prize draws.

2.3.2. To continue to ensure visibility of

behavior matrix throughout the school

2.3.3. To continue to enforce behavior

matrix as a school wide focus during staff

meetings, school assemblies and daily

announcements.

2.3.4. To continue to practice the student

Code of Conduct.

2.3.5. To embrace Review 360 as a

schoolwide initiative to track student

behavior.



2.1.1 Class sets of iPads and mobile tech

carts available for classroom sign-out.

2.1.2. Digital publication of student work.

2.1.3. A clear and concise policy regarding

portable digital devices shared with the

school community


2.2.1. Successfully implemented programs

and presentations communicated to the

school community


2.3.1. Behavior Matrix and Code of

Conduct visible in classrooms and

throughout the school.

2.3.2. Code of Conduct communicated

with all school community.

2.3.3. Increase the teacher participation in

Way To Go tickets - number of tickets

submitted each week.

2.3.4. Schoolwide use of Review 360

2.3.5. Minutes from Safe and Caring

Action Team meetings

Goal 2. Support Plan

Financial Professional Development/Time Required

2.1.1 Purchase of needed resources to support digital

publications and other curriculum related technological uses.

2.1.1 Professional Learning for staff on use of Review 360 in

Power School.


Operational Issues for 2015 - 16

Operational Issue Intended Action

To continue with painting of classrooms

and other areas within the school requiring

attention.

To continue to work with our School Custodians and District Maintenance Supervisor

to determine a time line.

Extra Custodian for new extension To work with the District on application for extra custodian for new extension,

September 2016.

To remove part of the rusty fence entering

onto the playground and fixing the ground

in that area so that it is not a large drop to

get onto the playground.

To continue to work with District Maintenance supervisor to develop a plan and

timeline.

To develop a safe outside play area for

kindergarten students.

To work with our maintenance supervisor to develop a plan of action and timeline.

Mary Queen of Peace Elementary 400-345 Annual School ... · PDF file1/1/2015 ·...

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