DistrictAchievementContract! 2014–!2015! Learning!for!aNew ...

District Achievement Contract 2014 – 2015

Learning for a New Tomorrow

1 District Achievement Contract

July 15, 2014

Introduction

The Cowichan Valley School District Achievement Contract is a public statement of our on-‐going commitment to improving success for each student with a focus on vulnerable learners in our school district. Developed collaboratively from an evidence-‐based assessment of the needs and priorities of the students in our school district and input from school growth plans, the 2014-‐15 District Achievement Contract identifies standards for student performance and establishes plans for continuous improvement in the key areas of literacy and transitions. Each area of focus includes clear educational goals, objectives, specific performance targets and strategic action plans for the continuous improvement of student achievement K-‐12. These action plans are closely aligned with our common vision, mission, and core values.


July 15, 2014

Vision, Mission and Core Values

Vision We believe that all students can learn and together we are responsible for their learning.

Our goal is for every student to graduate with dignity, skills and opportunities.

Mission To deliver learning opportunities that ensures the individual success of all students within a safe, caring, and supportive environment.

Core Values • Responsive instruction • Honouring the uniqueness of individual learners • Connections with family and community • Shared leadership • Professional Learning


July 15, 2014

Table of Contents INTRODUCTION ...................................................................................................................................... 1

VISION, MISSION AND CORE VALUES ............................................................................................... 2 VISION .......................................................................................................................................................................... 2 MISSION ....................................................................................................................................................................... 2 CORE VALUES ............................................................................................................................................................. 2

DISTRICT CONTEXT .............................................................................................................................. 4 COMMUNITY DEMOGRAPHICS: ................................................................................................................................ 4 SCHOOL DISTRICT 79 PROFILE: .............................................................................................................................. 5 DISTRICT STRENGTHS ............................................................................................................................................... 6 WE ARE PARTNERS IN LEARNING . . . ...................................................................................................................... 6 DISTRICT AND SCHOOL CONNECTIONS .................................................................................................................. 7 EARLY LEARNING ....................................................................................................................................................... 8 DISTRICT LITERACY PLAN ....................................................................................................................................... 8

DISTRICT GOALS ................................................................................................................................. 10 GOAL 1: LITERACY -‐ TO IMPROVE STUDENT LITERACY SKILLS K-‐12. .......................................................... 10 GOAL 2: TRANSITIONS -‐ TO IMPROVE GRADE-‐TO-‐GRADE TRANSITIONS AT THE SECONDARY LEVEL (8-‐12) AND INCREASE THE NUMBER OF STUDENTS SUCCESSFULLY TRANSITIONING THROUGH GRADE 12 WITHIN SIX YEARS. .................................................................................................................................................. 18 RESPOND AND ADJUST ........................................................................................................................................... 25

SUMMARY .............................................................................................................................................. 25


July 15, 2014

District Context

Community Demographics: The Cowichan Valley is predominately a rural community of approximately 70,000 people. It is located on the east coast of central Vancouver Island, extending north to Saltair, south to Spectacle Lake on the Malahat, and west to the Lake Cowichan region, including Honeymoon Bay and Youbou.

Who are we?

• 67,858 Cowichan Valley people

• Predominately rural (63%)

• 7,407 K-‐12 students

• Approx. 619 part time adult learners

• 1100 staff

• 286 alternate school students

• 1374 Aboriginal students

• 19 per cent of student population is Aboriginal

• 342 ELL students

• 262 SSA/ ACE-‐IT/ Academic Dual Credit participants

• 255 low incidence/ high cost students

• 644 high incidence/ low cost students

• 928 French Immersion students

• Approx. 215 FTE international learners


July 15, 2014

School District 79 Profile: The School District now consists of K-‐7 elementary and 8-‐12 secondary configurations as a result of the restructuring that took place last year. Middle school facilities were repurposed to elementary and in one case became the site of a dual campus secondary school. Six elementary schools were closed and the populations consolidated with near-‐by schools.

Details of these decisions and the educational rationale behind them can be found through the following links:

http://restructure2013.sd79.bc.ca/files/2013/02/Restructuring-‐Plan-‐Master-‐Copy.pdf

http://restructure2013.sd79.bc.ca/files/2013/02/Appendix-‐C-‐Education-‐Initiatives.pdf

We believe these decisions are leading to improved student achievement through reduced transition challenges, and increased availability of resources to directly support student learning.

We are places to learn... Enrolment for September 2014 is projected to be 7369 (K-‐12) students attending in:

• 14 Elementary schools • 4 Secondary schools • 3 Alternate programs, 4 Open Learning and one Distributed Learning program • A newly created Trades Facility in cooperation with Vancouver Island University Similar to many other districts in the province, over the past 10 years, the district has experienced a steady decline in enrolment and it is anticipated to continue until approximately 2015. The right sizing of the district from a facility perspective from a capacity to service 11,000 students to 8,000 was also a significant factor in our decision to restructure. This will align facilities and enrolment for many years into the future. Award winning athletics and fine arts productions are a big part of the community pride that goes with excellent academic achievement and growing dual credit and Distance Learning opportunities with both Camosun College and Vancouver Island University in trades and academic areas

To facilitate the needs of a variety of learners several new academies will be offered over the course of the next two years including hockey, climbing, rugby, soccer and Fine Arts. An emerging blended learning approach to the Graduation program is offered at all high schools in the District to provide increased choice and flexibility for students.


July 15, 2014

District Strengths We are very proud of the following . . .

Our first year as a restructured district, with consistent grade configuration across fourteen K-‐7 elementary schools, four 8-‐12 secondary schools with open learning programs, in addition to three Alternate Education programs, a Distance Learning program, an Adult Education program and a thriving International Student program.

An increased number of Aboriginal students who have graduated with a Dogwood certificate; in 2009 – there were 78 graduates, 43 with Dogwood certificates (55%) to 2014 – 103 graduates, 98 with Dogwood certificates (98%).

Improving our graduation rate trend line: a 10% increase in our Six Year Completion Rate for all students from 2009-‐10 (70%) to 2012-‐13 (80%) with an even greater increase in our Aboriginal students’ Six Year Completion Rate over the same period (more than 23% increase).

An increased focus on using our data and evidence of student progress to track student success, inform instruction and inform levels of intervention.

The creation of a new Early Learning Centre, ‘Wendy’s House’, supported through our community partnerships.

Ever expanding partnerships at the secondary level with Vancouver Island University and Camosun College to offer programs including, first year university courses, cook training, cosmetology, residential framing, carpentry, HVAC, and welding.

A vibrant French Immersion program (K-‐12) exists at three sites: two single track, early immersion elementary schools and one dual track secondary school.

An International Student program offering both short term and long term options that has grown from 12 students in 2008 to 215 FTE plus today.

The commitment to continuous improvement with an increased focus on inquiry based learning as an approach to school growth plans as well as professional and staff development.

We are partners in learning . . . Re-‐established and enhanced our Distance Learning Program to increase opportunities for small secondary schools and provide home-‐schooled elementary-‐aged students with an opportunity to connect with public education.


July 15, 2014

Recently signed a new 10-‐year Memorandum of Understanding (MOU) with Vancouver Island University (VIU), Cowichan Tribes and the School District to provide enhanced learning opportunities for all students with a focus on Aboriginal learners. This partnership expanded in 2013-‐14 to include a Trades Facility offering a variety of apprentice-‐able trades with VIU and Cowichan Tribes.

Actively support community and school based activities that introduce parents to activities that they can do at home with their children to improve school readiness.

Work collaboratively with community partners (i.e. Success by 6, Aboriginal Success by 6, Child Resource Referral (CRR), Cowichan Family Life, etc.) to design a comprehensive and cohesive approach to early learning.

Work collaboratively with Ministry of Children and Family Development (MCFD), Island Health Authority (IHA), and local RCMP police detachments to provide service and support to schools.

District and School Connections Families of Schools There are four Families of schools in Cowichan Valley school district, each composed of a secondary school and its elementary feeder schools: • The North Family – Chemainus Secondary, Chemainus and Crofton Elementary

schools; • The South Family – Frances Kelsey Secondary, Discovery, George Bonner, Cobble Hill

and Bench elementary schools; • The West Family – Lake Cowichan School and Palsson Elementary; • The Central Family – Cowichan Secondary, Maple Bay, Alex Aitken, Alexander,

Khowhemun, Drinkwater, Mt. Prevost and Tansor Elementary schools. We are moving towards seamless pre-‐K to 12 families of schools that connect feeder elementary schools to their secondary school in order to facilitate common goals, action plans, and transition between schools. School Growth Plan and District Achievement Contract Connections A School Growth Plan is a living document focused on the student achievement of a school that reflects its unique strengths and challenges. Individual school plans are developed annually in response to the needs of our learners through an inquiry process that includes the School Planning Council (SPC). It is our intention in 2014-‐15 to work collaboratively with our District Parent Advisory Council (DPAC) to provide an in-‐service opportunity for our School Planning Councils to enhance understanding of and involvement in School Growth Plan development. School Growth Plans are aligned with the district and provincial directions. Our District Achievement Contract is created in response to the set of needs outlined by our schools in their growth plans and forms the foundation for improvement initiatives.


July 15, 2014

Early Learning In order to meet the needs of individual learners along a continuum of learning 0 to 8 years, the district recognizes the importance of partnering with families and caregivers in providing these early learning experiences.

In our District, we recognize and support the principles of early learning for our culturally, and socially diverse students so that they become successful and lifelong learners. Making the most of young children's capacity for learning, their natural curiosity and their desire to learn in the early years, is central to success for our students.

In working towards success for our students the District works in partnership with community organizations to support early learning/ literacy. Initiatives include:

• Ready, Set, Learn • Strong Start Centres • Fun Family Literacy Nights • Parents As Literacy Supporters (PALS) • Aboriginal PALS • Mother Goose • Welcome to Kindergarten

(Ready, Set, Go)

The District continues to implement and strengthen the above programs, as well as connections with families, caregivers and the community.

District Literacy Plan The District Literacy Plan is a statement of our commitment to work collaboratively with key community stakeholders to improve literacy for all residents of the Cowichan Valley. Dialogue, positive working relationships and consensus building with our community partners have enabled both Literacy Now Cowichan and the school district to identify specific needs and priorities that are reflected in the literacy goals of the District Literacy Plan. Goals relating to K-‐12 literacy were carefully reviewed and considered in the development of the District Achievement Contract.


July 15, 2014

Aboriginal Education

Grounded in the belief that cultural safety will increase academic results, the Aboriginal Education staff work within all schools to help build inclusive classrooms where Aboriginal history and worldview are integrated into content and learning experiences.

During the spring and summer of 2008, the seven local Aboriginal bands and the Métis community organized into a council known as the Hwulmuhw Mustimuhw Education Council (HMEC). This group is recognized as the official voice of the local Aboriginal people in matters relating to the educational services provided to children of Aboriginal descent in SD79 (Cowichan Valley).

HMEC and the school district agreed upon three areas of focus for Aboriginal Education; culture and language, family and community engagement, and increasing the number of Aboriginal people working in the district.

In 2010, HMEC and the school board agreed on four goals:

1. Increase the number of Aboriginal people working in the schools 2. Increase Aboriginal language and culture in schools 3. Create and maintain a strong and vibrant K-‐12 Hul'q'umi'num program 4. Increase family engagement in student education

The school district has continued to develop programs and services directed to students based on these goals. Some examples include:

• Understanding the Village Sessions; • Coast Salish exploratory for grade 8's; • K-‐ 12 Hul'q'umi'num'; • Continuation of our Métis cultural teaching assistant position; • Expanded programs including knitting, dance, beading, carving, FN technology,

Leadership camp; • Revitalized development of resources and lesson plans to support teachers in

integrating Aboriginal ways of knowing and being into curriculum; • A Spuptitul hosted by Nanaimo district this year with the support of our SD 79

Spuptitul team.

SD79 (Cowichan Valley) is strongly committed to improving the success of all of our Aboriginal students and is working hard to achieve this goal in a collaborative and focused manner.


July 15, 2014

District Goals

District Goal: To Improve Success For Each Student With A Focus On Vulnerable Learners

Our District goal has grown out of our work that is guided by an inquiry framework for meeting the needs of each learner. Collaborative conversations at the school and district levels about how to enhance student achievement focus on key questions at each point of the learning cycle from Scanning: What is going on for our learners and why does it matter? Focusing: Where are we going to place our attention? Developing a Hunch: What’s leading to this situation? How are we contributing to it? Learning: How and where can we learn more about what to do? Taking Action: What will we do differently? Checking: Have we made enough of a difference?, to What’s Next? What is going on for our learners, how do we know? (Halbert & Kaser, 2013)

Our multi-‐faceted District approach to improvement in student achievement encompasses three significant concepts. First is Intervention in which we plan specific strategies to improve in those targeted areas identified by our data. The second is Building Capacity in which we focus on improved instructional and assessment for learning strategies. Third is Increased Program Opportunities in which we continue to move toward a more personalized learning environment for all students.

Specific areas of intervention include:

1. Literacy -‐ Improve student literacy skills K-‐12.

2. Transitions -‐ Improve grade-‐to-‐grade transitions at the secondary level (8-‐12) and increase the number of students successfully transitioning through Grade 12 within six years.

Goal 1: Literacy -‐ To improve student literacy skills K-‐12.

Focus 1 – Improve phonological skills for Kindergarten and grade one learners

Focus 2 – Improve grade K-‐3 reading achievement

Focus 3 – Improve reading for information skills at grades 4-‐7


July 15, 2014

Rationale:

In general, we consistently have 75% of our students meeting or exceeding expectation and 25% not yet meeting or approaching expectations for their grade level in reading and writing in grades 1 through 12.

76% of our grade 10 students and 72% of our grade 12 students are obtaining a blended mark of C+ or better for their final mark in English 10 or 12 respectively.

Trends and patterns in grade 4 – 9 DART* data shows that just over 60% of our students meet or exceed expectations in reading for information (non-‐fiction). This result is substantially lower in schools that have a high degree of vulnerability. * DART is a district wide non-‐fiction reading assessment.

Our District early success screening data indicates 27% of our students ‘at risk’ and 20 – 25% of our grade one students are ‘at risk’ in reading. The number of students who are ‘at risk’ in reading is substantially higher in schools that have a high degree of vulnerability. Overall 68% of all students are meeting expectations in reading by the end of grade 3.

Our Early Years Development Instrument (EDI) results indicate that 32% of our students coming into Kindergarten are ‘at risk’ on at least one scale, and 19% are at risk on two or more scales.

The ability to read and write is fundamental for full participation in 21st century society. We know that without strong literacy skills, the opportunities available to our students are severely limited. We believe that 90% of our students should be reading at grade level by the end of grade 3 and that when they leave our schools, they will have the literacy skills to fully participate in society.

Current research tells us “ . . .there is an 88% chance that a child who is struggling in reading at the end of one will be struggling at the end of grade 4” (Juel, 1988). “A child’s reading level at the end of third grade is a more accurate predictor of school success that any other variable-‐ including family income, educational attainment of parents, ethnic or cultural identity or home language” (Carter, 1984). Additionally “ . . . there is an impressive growing body of evidence showing that many of these reading problems, which all too frequently become permanent, are preventable if provided with effective intervention in early kindergarten through third grade” (Pikulski, 1998).


July 15, 2014

Focus 1 – Improve phonological skills for Kindergarten and grade one learners

Target: • Increase percentage of grade 1 students’ success in Phonological Awareness to 85%

or higher by 2015. (June 2012: 80%, June 2013: 80%)

Engage and Act Intervention: • Improve the systematic school process for identifying and responding to students with learning challenges

• Support the implementation and use of the Early Success Screen (ESS), focusing on the Phonological Awareness sub tests for all grade K and 1 teachers.

• Use data from the ESS, to inform instruction addressing the areas of greatest literacy needs

• Provide language development strategies and approaches such as: Talking Tables, Picture Word Induction Method (PWIM), and “Playing with Words” to all schools.

• Create a digital tracking of kindergarten learning continuum Build Capacity: • Provide support and staff development for Kindergarten and grade 1 teachers in oral language, and play based learning, through both in-‐school modeling and afterschool sessions.

• Provide support for Kindergarten and grade 1 teachers through inquiry based learning teams that focus on oral language and phonological awareness.

• Provide support through ongoing workshops, and conversations with for Kindergarten and grade 1 teachers from each school.

0

20

40

60

80

100

Kindergarten Grade 1 Grade 2

District Early Success Assessment

Jun 11 Jun 12 Jun 13 Jun 14

*June 2014 data not available *June 2014 data not available

0 20 40 60 80 100

Male Female Male Female Male Female

Kindergarten Grade 1 Grade 2

Success Rate -‐ Male/Female

Jun 11 Jun 12 Jun 13 Jun 14

District Early Success Assessment (% successful in one or more areas of oral language, phonemic awareness, concepts or print Gr 1&2 Reading & Writing)


July 15, 2014

• Focus on the Early Learning Framework, inviting StrongStart facilitators to engage in joint professional learning opportunities with Kindergarten and grade 1 teachers.

• Target support by Early Learning Coordinator with resources, coaching, and staff development, at our most vulnerable schools.

Focus 2 – Improve grade K-‐3 reading achievement

Target: • Increase percentage of grade 1-‐3 students fully meeting and exceeding in reading to

75% by 2015 (June 2011: 66%, June 2012: 65%, June 2013: 60%) • Increase percentage of K-‐2 students successful on the Early Success Screen to 85% by

2015. (June 2012: 73%, June 2013: 73%) • All students are meeting expectations in reading by the end of grade 3. (June 2013:

68%)


• Reinforce the learner support team model to foster LST/classroom teacher collaboration to address learner needs.

• Encourage the use of Allington’s “Every Child, Every Day: Six Elements of Effective Reading Instruction.

• An intervention plan must be in place for children who are not meeting expectations.

0 20 40 60 80 100

All Students Aboriginal All Students Aboriginal All Students Aboriginal

Grade 1 Grade 2 Grade 3

% Fully Meeting & Exceeding -‐ All Students/Aboriginal

2011 2012 2013 2014

0 20 40 60 80 100



% Fully Meeting & Exceeding -‐ Male/Female

2011 2012 2013 2014

0 20 40 60 80 100



% Fully Meeting & Exceeding -‐ Male/Female

2011 2012 2013 2014

0 20 40 60 80 100

All Students

Aboriginal All Students

Aboriginal All Students

Aboriginal


% Fully Meeting & Exceeding -‐ All Students/Aboriginal

2011 2012 2013 2014

District Primary Reading Assessment (based on BC Performance Standards % fully meeting, & exceeding)

*June 2014 data not available *June 2014 data not available


July 15, 2014

Build Capacity: • Continue to build on the “Changing Results for Young Readers” (CR4YR) initiative; invite K – 3 teachers to join a district inquiry project that focuses on reading success for vulnerable learners.

• Provide time for teachers to co-‐plan, co-‐teach and reflect with a Literacy Helping teacher and colleagues to specifically focus in on vulnerable students in reading

• Provide support for the implementation and use of the data gained from the K-‐3 Early Success Screen

• Target support by the Literacy Helping Teacher with resources, coaching, and staff development, at our most ‘at risk’ schools.

• Create and support teacher networks that invite engagement in conversations around practices that support reading instruction.

Focus 3 – Improve reading for information skills at grades 4-‐7

Target: • Increase percentage of grade 6 students fully meeting/exceeding in reading for

information based on report card data to 80% by 2015. (June 2012: 62%, June 2013: 62%)

• Increase percentage of grade 4-‐9 students fully meeting or exceeding expectations in the DART to 70% or higher by 2015. (June 2012: n/a, June 2013: 59%)

• Increase percentage of grade 4-‐9 Aboriginal students fully meeting or exceeding expectations to 60% by 2015. (June 2013: 30%)

DART (Snapshot Assessment of Reading Data -‐ % fully meeting & exceeding)

*June 2014 data not available

0 20 40 60 80 100

All Students

Abor All Students

Abor All Students

Abor


2010 2011 2013 2014

0 20 40 60 80 100

All Students

Abor All Students

Abor All Students

Abor


2010 2011 2013 2014



July 15, 2014

Grade 4 FSA Reading % of students meeting/exceeding expectations

Grade 7 FSA Reading % of students meeting/exceeding expectations



0

20

40

60

80

100

2010 2011 2012 2013 2014

Grade 4 Reading All

Grade 4 Reading Aboriginal


0 20 40 60 80 100

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

Male/Female 2013

Male Female

0

20

40

60

80

100

Grade 5 -‐ 2010 Grade 6 -‐ 2011 Grade 8 -‐ 2013 Grade 9 -‐ 2014

All Male All Female

DART (Snapshot Assessment of Reading Data – Male/Female % fully

meeting & exceeding)

DART (apparent cohort group – gender comparison)

*no DART data for 2012

0

20

40

60

80

100

2010 2011 2012 2013 2014

Grade 7 Reading All

Grade 7 Reading Aboriginal



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English 10 (% of students whose blended final mark is C+ or better)

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20

40

60

80

100

Dist % Prov % Dist % Prov %

All Students Aboriginal

08/09 09/10 10/11 11/12 12/13


30 40 50 60 70 80 90

08/09 09/10 10/11 11/12 12/13

All Students District

All Students Provincial

Aboriginal District

Aboriginal Provincial



0

20

40

60

80

100

Dist % Prov % Dist % Prov %

All Students Aboriginal

08/09 09/10 10/11 11/12 12/13

30 40 50 60 70 80 90

08/09 09/10 10/11 11/12 12/13



Aboriginal District

Aboriginal Provincial


July 15, 2014


• Reinforce the learner support team model to foster LST/classroom teacher collaboration to address learner needs.

• Create a consistent philosophy and approach as to how the DART is assessed and then used both formatively and summatively at all schools.

• Provide support on how to use fall DART and classroom data to develop instructional goals.

• Encourage the use of Allington’s “Every Child, Every Day: Six Elements of Effective Reading Instruction.

Build Capacity: • Building on the non-‐fiction inquiry initiative started last year, increase the number of teachers participating and continue to use this model to focus on specific strategies that support the reading of non-‐fiction materials.

• Using aboriginal content and perspective, model strategies that support the reading of non fiction materials

• With the support of the Literacy Helping teacher, develop school-‐based networks that allow teachers to engage in collaborative inquiry focusing on their own practice and reading comprehension across the curriculum.

• Provide time for teachers to co-‐plan, co-‐teach and reflect with a Literacy Helping teacher and colleagues to specifically focus in on vulnerable students in reading

• Target support by the Literacy Coordinator, and Literacy Helping Teacher with resources, mentoring, and staff development, at our most vulnerable schools.

Program Opportunities: • To provide for increased opportunities for literacy instruction to happen through cross-‐curricular and project based learning.

• Provide increased opportunities for student choice.


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Goal 2: Transitions -‐ To improve grade-‐to-‐grade transitions at the secondary level (8-‐12) and increase the number of students successfully transitioning through grade 12 within six years.

Focus Area 1 – Develop and promote career and post-‐secondary transition programs.

Focus Area 2 – Integrate Aboriginal content and perspective into our secondary programs.

Rationale The most recent transition (secondary schools) and graduation rate data for the school district tells us we are continuing to show a positive trend upward but the data is still modulating grade by grade year by year. Overall, we are encouraged by the general improvement in transition rates at the upper grades while holding steady at the junior grades. Graduation rates improved for all students and Aboriginal students in particular. This trend is reflective of the general positive movement with some minor fluctuations.

Transition Trends (Grades 8-‐12) • All students transitioning from grades 8 to 9, 9 to 10, and 10 to 11; the rates are staying consistently at or nearly at the provincial average. • All students transitioning from grades 11 to 12; the rates are consistently below the provincial average but improving. • Aboriginal students transitioning from grade to grade are below the provincial average with minor fluctuations up and down from last year. Graduation Trends (Grades 8-‐12) • First time grade 12 students are at the provincial average. • First time grade 12 Aboriginal students are below the provincial average. • Six-‐year completion rates for all students and for only Aboriginal students are still below the provincial average but showed significant improvement this year From the results of our transition and graduation rates, it is apparent that we need to continue to find creative ways to meet the diversity of our learners’ needs. This is partly substantiated by the continual shift of students to our Open Learning Centres in our secondary schools and our alternate programs at the Cowichan Valley Open Learning Centre. The growth of our distributed learning school also informs us that the programs offered in their home secondary school are not meeting the needs of many of our students. In a district that has a large number of private schools offering programs, and a proliferation of “home school learning networks”, there is a constant pull from these competing learning opportunities that provide options to many of our highest


July 15, 2014

performing students. We continue to believe that by placing an emphasis on honouring and supporting the diverse strengths and ways of learning of our students and expanding both inclusive classrooms and diverse learning opportunities, we can keep students better connected to their schools and create more opportunities for them to be successful in achieving their educational goals.

Within our Aboriginal school community, we are hearing anecdotal reports from Aboriginal and non-‐Aboriginal students and staff that indicate positive results from the integration of Aboriginal content throughout much of the curriculum. This content integration focus must continue. As well as connecting Aboriginal learners to their courses through language and culture, we must continue to focus on transitioning our students into career paths through exposure to mentors, career exploration opportunities, and dual credit academic and trades training programs. The local Aboriginal community has supported these initiatives.

Targets: • To meet and exceed the provincial average for

grade-‐to-‐grade transitions within three years (2016).

• To meet and exceed the provincial average for Aboriginal grade-‐to-‐grade transitions within three years.

• To meet and exceed the provincial average for six year completion rates for all students and Aboriginal students within three years (2016).

• Increase the number of Grade 11/12 students (District wide) participating in Dual Credit Programs (240 students in 2012-‐2013) by 10% in 2013-‐2014.

• Increase number of Aboriginal students participating in dual credit courses (both academic and trades training) from 42 students in 2012-‐2013 to 50-‐60 students in 2013-‐2014.


July 15, 2014

Transition Rates – District/Provincial All Students (Percentages)

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 6-‐7

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 7-‐8

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 8-‐9

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 9-‐10

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 10-‐11

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 11-‐12

District Provincial

District Six-‐Year School Completion Rate (Percentages)

First Time Grade 12 Graduation Rates (Percentages)

30

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100

08/09 09/10 10/11 11/12 12/13



Aboriginal Students District

Aboriginal Students Provincial

30

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100

08/09 09/10 10/11 11/12 12/13






July 15, 2014

Focus Area 1 – Develop and promote career and post-‐secondary transition programs. Engage and Act Intervention: • Expand opportunities for Trades students to upgrade academic requirements that lead to graduation

• Continue to work with VIU and Cowichan Tribes as per the MOU to provide opportunities for successful completion of high school and transition to post secondary for all students.

Build Capacity: • Provide regular inservice for high school Career and Planning 10 teachers on the expanding career opportunities to increase communication success with students

• Provide each High school with a Transitions Department Head to promote successful interventions from elementary to high school, and grade to grade within high school

• Increase the number of Aboriginal students participating in programs including academic dual credit, trades training, secondary school apprenticeship and ACE-‐It through career counseling staff and Aboriginal support staff development

Program Opportunities • Develop a Try a Trades program for all grade 7 students to increase awareness and understanding of the opportunities in trades

• Promote the expanded use of Independent Directed Studies (IDS) as an option for elective courses in grades 10-‐12.

• Provide specialty physical education courses (ice-‐hockey, field-‐hockey, rugby, climbing and basketball).

• Promote approved school Academy Programs (Ice Hockey, Climbing and CISCO Systems) and proposed basketball academy.

• Increase student enrollment in Board Authorized Authority (BAA) Courses including those recently approved (sports related, Aboriginal cultural connections).

• Expand the distributed course learning opportunities for local students. • Develop and expand upon programs, which assist in transitioning students to career and post-‐secondary opportunities (e.g. Secondary School Apprenticeship Programs, Ace-‐It, and work experience).

• Develop and expand upon programs, which assist in transitioning students to career and post-‐secondary opportunities (e.g. Academic Dual Credit Programs).

30

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50

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100

08/09 09/10 10/11 11/12 12/13






July 15, 2014

Increasing Enrolment in Skills and Technical Training

One of the results of restructuring and the subsequent closure of some elementary schools was that it created the opportunity to repurpose Koksilah Elementary into the Cowichan Trades Centre in partnership with Vancouver Island University and Cowichan Tribes.

As part of a recently signed MOU, the leased facility has opened up to offer trade opportunities in Heating and Ventilation, Hairdressing, Carpentry, Welding, Culinary, Residential Maintenance, and Introduction to Trades.

In particular two cohorts of Aboriginal students recently completed the Level C welding program and saw 35 of 36 students be successful. Plans to expand program opportunities include, Millwright and Nail Esthetician for the next school year.

Additionally non-‐graduated students have the opportunity to upgrade their English and Math skills in order to graduate with a Dogwood or Adult Dogwood.

A total of 63 students completed trades opportunities with VIU this year with 20 students completing programs with Camosun College.

We continue to explore opportunities with other Post Secondary institutes in the areas of Auto body and Golf Course Maintenance, and hope to offer these to our students in the near future. We are also creating a Try a Trades program for all Grade 7 students to participate in next year.


July 15, 2014

Focus Area 2 – Integrate Aboriginal content and perspective into our secondary

programs.

Transition Rates – District/Provincial Aboriginal Students (Percentages)

Engage and Act Intervention: • Increase the number of classroom presentations by aboriginal presenters

throughout subjects and grade levels • Increasing access to quality authentic resources that contain aboriginal content and

world view Build Capacity:

• With the support of the Aboriginal Education Department, continue to focus upon developing teacher skills in integrating Aboriginal content and worldview throughout the curriculum.

• Schools will continue to enhance relationships with Aboriginal families and the community through the support of the Aboriginal Education Department.

Program Opportunities: • Encourage the use of Independent Directed Studies (IDS) and local Board Authorized

60

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90

100

08/09 09/10 10/11 11/12 12/13

Grade 6-‐7

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 7-‐8

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 8-‐9

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 9-‐10

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 10-‐11

60

70

80

90

100

08/09 09/10 10/11 11/12 12/13

Grade 11-‐12

District Provincial


July 15, 2014

Authority (BAA) courses that focus on Aboriginal culture and language to improve grade transition and graduation success.

• Expand the Coast Salish program for all grade 8’s throughout the district. • Pilot Understanding the Village workshop for grade 7’s in the central zone of the

district

Engage and Act: Other District Initiatives

While some district initiatives fit neatly within the Goal structure, others are systemic and benefit the entire system Intervention: • The district is engaging each school in discussions about their plans for supporting all students with the development of structures for timely, school-‐based interventions and support services that inform action taken in response to the specific and unique needs of individual/groups of students.

Build Capacity: • In order to promote and support curriculum transformation and build capacity, the district, in partnership with the Joint Curriculum Committee has committed resources for innovative learning design projects. Learning Team Grants offer release time to teachers to collaborate on an inquiry question that is related to one or more aspects of the transformed curriculum. The various criteria include commitment of a school team to collaborative inquiry, involvement in ongoing professional learning, and willingness for teachers to document and share their learning journey.

Program Opportunities: • This year the Central Administration Office began an initiative to develop and share a vision across the departments as well as the District. To this end we have formed a District Learning Team. The team is comprised of the Superintendent, Assistant Superintendents, District Principals of Aboriginal Education and Technology, Secretary-‐Treasurer, and Human Resources Manager. The team is a think-‐tank with an action-‐oriented approach to innovation, learning and student achievement.


July 15, 2014

Respond and Adjust We are responding and adjusting by: • Considering the feedback and data results to make the necessary changes to

strategies and programs etc. • Aligning our resources to support the most vulnerable students (K -‐ 12) • Continuing to implement a collaborative model of support in each school site to

ensure a collective response to intervention • Continuing to support the Helping Teacher model as they collaborate with staffs to

build instructional capacity • Continuing to assisting our instructional leaders with school improvement planning

and implementing We continue to strive for high levels of literacy skill acquisition for ALL students.

We are committed to personalizing the learning for every student.

We are committed to each student being a learner, thinker, innovator, collaborator and contributor.

Summary The Cowichan Valley School District is committed to providing engaging, inclusive, and personalized educational experiences for all of our students. Even with strong instruction and assessment practices and a district-‐wide focus on inclusion to enhance students’ sense of connection and embrace their diversity, some of our learners continue to struggle academically, socially, and emotionally. Supporting students’ learning and progress is a shared responsibility. Through collaborative and shared leadership that includes peers, parents, teachers, support staff, school-‐based and district administrators, school-‐based learning teams and Families of Schools, the Cowichan Valley School District continuously seeks to identify and implement evidence-‐based responsive instruction and assessment practices and interventions to better meet the needs of all learners and ensure their individual success. Our collective focus on improving student achievement requires collaboration, continuous reflection and an inquiry mindset. Through this spirit of collaborative inquiry and a relentless focus on our district-‐wide vision, mission and core values, we will endeavor to deliver learning opportunities that ensure the individual success of all students within safe, caring, and supportive learning environments of the Cowichan Valley School District.

DistrictAchievementContract! 2014–!2015! Learning!for!aNew ...

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