FOREST RUN Public School

2013-14SCHOOL IMPROVEMENT PLAN (S.I.P) – working draft

School: Forest Run Public SchoolPrincipal/Vice-Principal(s): Vincent Anania and Josie O’Hara

Superintendent of Education: Consultant(s): Barbara Klerer-Goldenberg (FDK Liaison)

J. ParapallyNetwork:– “embedding critical thinking/literacy into all curricular areas and strands (instruction and assessment)

Leadership Teams: Student Success, AIM Project

Literacy/Numeracy: Julia Waiser, Mary Mezzatesta, Marco Morra (TLT), Michael Ricci

PC4L/EQUITY: Michael Ricci, J. Simm,

PLAN, DESIGN, AND IMPLEMENTATION STRATEGIES / MONITORING STRATEGIES
NEEDS ASSESSMENT
ANALYSIS OF DATA / SMART Goal
Specific, Measurable, Attainable, Results-based, and Time-bound
Specify a few SMART learning and achievement goals from the school’s needs assessment and relate the targeted evidence based / actions to the four pillars / SCHOOL EFFECTIVENESS
FRAMEWORK
INDICATORS / TARGETED, EVIDENCE- BASED STRATEGIES/ACTIONS / Literacy / RESOURCES / PROFESSIONAL LEARNING / MONITORING OF THE ACHIEVEMENT OF THE SMART GOALS
(TIMELINES) / RESPONSIBILITY / EVALUATION
Numeracy
Programs & Pathways
Community, Culture, & Caring
•EQAO Data indicates that students had difficulty formulating written responses to open ended reading questions and math questions
•Previous PM Benchmarksindicate students in early Primary Years require early interventions and support due to number of At-Risk determined learners / By June 2014, each student will demonstrate an improvement in critical thinking over baseline data as measured by common assessments (1.5 -1.9 reading section, respond both by both oral and written response).. There will be a 5% increase in each grade. / 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning
2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning
4.4 Learning is deepened through authentic, relevant and meaningful student inquiry
1.3 students and educators build a common understanding of what students are learning by identifying, sharing, and clarifying the learning goals and success criteria / •Evidence of opportunities to engage in critical thinking challenges (LNC)
•Behaviours of Conversation classroom environments (LNC)
-Literacy and Numeracy Coaching and Support (LNC)
•Teacher prompts and anchor charts reflect integration of Critical Literacy and Higher Order Questioning (L)
•Assessment for and of learning tasks infuse elements of inquiry based learning and engage students in the critical thinking process
•Teacher role as facilitator and Student role as active thinker (C)
•(K-8) work collaboratively to facilitate children’s ability to communicate by listening and speaking to others for a variety of purposes and in a variety of contexts (LNC)
•Use questioning and instructional prompts as feedback to provoke deeper levels of student thinking (LN)
•Teacher Inquiry and Knowledge-Building Cycle to Promote Valued Student Outcomes (LNC)
•Co-creation of reading/writing/math goal by each division /
  • How to Assess Higher Order Thinking Skills in your Classroom, Susan M Brookhart
  • Primary, Junior & Intermediate BWW Curriculum and Instruction Sites
  • Ministry of Education Monograms:
-Grand conversations in Primary Classrooms
-Junior Purposeful Conversations
-Teaching Learning Critical Pathways
  • Fosnot Kits
/ -Job Embedded Professional Development, Cross Curricular Planning, Purposeful Conversations and Critical Inquiry
-Kindergarten TeamLiteracy@School Visitation
-Developing and Embedding Critical Challenges into Assessment of learning Culminating Tasks
- / Whole school
•Running Record
•DRA
•PM Benchmarks
•Report Card Data
•E D I (SK – 2012)
•ObservationAnecdotal Notes
•SEF Walkthroughs Data
Grade Teams
•Observation
•Data Collection
•Pre & Post Tasks / •Leadership Teams
•Grade Teams
•Administrators
-Whole School / Whole school
•Running Record
•DRA
•PM Benchmarks
•Report Card Data
•ObservationAnecdotal Notes
Grade Teams
•Observation
•Data Collection
•Pre & Post Tasks of Teaching Learning Critical Pathway Data Walls
Early Development Instrument:
The 2008-2009 EDI data indicate a need to work with community partners to decrease percentage of young children who are vulnerable in the domains: Physical health and well being and Social competence. / By June 2013, all Senior Kindergarten students will demonstrate an improvement by reducing the number of children below the tenth percentile by 10% in areas of physical well being and social competence. / 4.7 Timely and tiered interventions, supported by a team approach, respond to individual student learning needs and well-being
6.4 Learning opportunities, resources and supports are provided to help parents support student learning and have productive parent-teacher-student conversations / -differentiate supports for vulnerable students and students at risk drawing on school, board and community supports and resources (E.I.S., Early Years Learning Centre, York Region Child Services) (LNC)
- Monthly TRT support to work with students/classes/teachers on differentiation of SEA Equipment accessibility to curriculum
- Lego Club / •Triple P Partnerships
• York Region Early Years Centre
•Welcome to Kindergarten event
-Healthy Schools
-Food For Learning
-Early Years
-Roots Od Empathy / -ongoing in-school team meetings to determine and set realistic goals and supports with our community support partners / -consecutive years EDI data
-teacher observations
-increased identification and support / -Leadership Team
-Classroom Teachers
-Administrators
2010 Student School Climate Survey indicates a need for the provision of welcoming, respectful, and safe learning environments in our schools.
16% of Students indicated that Staff did not take suggestions from students and 16% of students did not find school working interesting
63% of students indicated they felt comfortable discussing a problem with all or most teachers
62% of students indicated they are comfortable speaking up and class and sharing their opinions
47% of Grade 7&8 male students indicated that they were not satisfied with prevent and responses to bullying/harassment incidents
60% of girls do not feel that their teachers are aware of their strengths and personal interests. / By June 2014, to increase by 5% student responsibility for positive attitudes, character development, and behaviours within an inclusive and restorative model. Office referrals, in-school and out of school suspensions will decrease by 10% (60 less students as per a school population of 600). / 3.1 The teaching and learning environment is inclusive and reflects individual student strengths, needs and learning preferences and cultural perspectives
3.4 Students demonstrate a wide range of transferable skills such as teamwork, advocacy, leadership, and global citizenship /
  • Active enforcement of the Safe Schools Policy and School Code of Behaviour using a restorative approach
  • Outside services will be accessed as appropriate and as needed e.g. CAYRE, York Centre, Blue Hills, Youth Awareness & Safety, Jewish Child and Family Services
  • Positive student behaviour which focuses on Touchstone initiatives through Recognition Awards Assemblies
  • Formation of grade level support teams incorporating classroom teachers, SERTs and CYWs
  • Girls Leadership Club for self-esteem (JF&C)
  • LTT
  • Tech Busters
  • Healthy Schools
  • Touchstone Assemblies
  • Student Voice – ‘Speak Up’ in a box Ministry of education of a Resource
  • Student Led Assemblies
  • School Touchstone Assemblies
  • Monthly Newsletter
  • VIP Program with the York Regional Police
  • Restorative Practices – language for classrooms and for dealing with recess conflict (ie. What happened, what was I thinking at the time?, what do I have to do to make things right?)
  • Food Drive
  • Fundraising
  • Athletic Committee
  • Athletic Teams
  • Art Club
  • Band
  • Eco Club
  • Bullying Prevention Week
/
  • Safe School Policy and Police Protocol
  • School Behaviour Code
  • Community resources
  • All staff and students
  • Assistive technologies
  • Learning for All
  • PC4L-BWW
  • SEAL document
  • Community Partnerships (JF&CS, Arts Performances, VIP)
/ -Positive Climates for Learning
-Equity and Inclusivity Symposium
-Ontario’s Equity and inclusive Education Strategy 2009
-Eco Certification Workshop / -Teacher observation
-Student behaviour logs
-Parent and student
Feedback
-Student involvement in leadership roles
-Student and parental feedback
-SEF Walks /
  • Administrators
  • All staff
  • Parents
  • Students
  • EA/CYW
  • PC4L Team
  • School council
  • Student Forums
  • Focus Groups
/ -Teacher observation
-Student behaviour logs
-Parent and student
Feedback
-Student involvement in leadership roles
-Student and parental feedback
-Bully Survey
-Learning Skills
Junior Mathematics results, as measured by the EQAO assessments have decreased in particular in the areas of Number Sense and Numeration, Measurement and Patterning. / A 15% increase (from 47% to 62%) in Junior Math:
Students will participate actively with other students and the teacher as they persevere to solve mathematical problems and demonstrate mathematical thinking in different ways as measured by 2013 EQAO. / 2.1 Collaborative instructional leadership builds capacity to strengthen and enhance teaching and learning
2.4 Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning
4.4 Learning is deepened through authentic, relevant and meaningful student inquiry /
  • Teachers teach through problem solving using a three-part lesson structure (N)
  • plan instruction informed by the EQAO Items Information Report
  • (IIR), CIL-M strategies and critical thinking approaches. (N)
  • teach through problem solving using a three-part lesson structure (N)
  • create safe and inclusive “math talk” learning communities in the classroom
  • teacher release time to co-create math min-unit based on divisional goals
  • classroom that support the social, emotional and academic well-being of the students
  • learning needs of students (e.g. Congress) (N)
  • Use questioning and instructional prompts as feedback to provoke deeper levels of student thinking. (N)
  • engage students in Accountable Talk.(N)
  • build shared understanding about math content in teacher professional learning sessions during staff meetings (N)
  • acquire and develop a consistent and effective use of manipulatives
  • implement the IEPs for students with specialeducation needs, through demonstrated alignment of individual targets and success criteria with IEP goals/learning expectations (N)
  • facilitate the planned, consistent and effective useof Assistive Technology by students as an integral part of teaching and learning programming. (NC)
  • provide targeted accommodations to the learner. Particularly the
Special Needs Learner, the English Language Learner and males (LNPC) /
  • Manipulative Cart
  • Math Literacy @School Demonstration Classroom Team Visit
  • AIM Project Team
  • Acquisition of manipulative resources both manual and virtual
  • Integration of technology in mathematics (e.g. Smart boards, I-Pads)
/ -Assessment Inquiry in
Math (A.I.M.)
-Collaborative Inquiry
of Learning
-Visitations to a Literacy@
School Learning
Centre focused on the Three Part Lesson / •Report Card Data
•Observation & Anecdotal Notes
•Ongoing assessment as, for and of learing / •Leadership Teams
•Grade Teams
•Administrators /
  • Report Card Marks
  • EQAO Data