Student Success Plan and School Annual Reportreca.srce.ca/sites/default/files/RECA's SSP-Annual... · (assessment for learning, instruction, learning team focus, and PD) Grade 5 to

Student Success Plan and School Annual Report Page 1 of 5 08312017

Student Success Plan and School Annual Report • Student Success Plans are to be submitted at the beginning of the school year, and updated throughout the year as needed.

• Annual Report sections are to be completed and submitted annually to communicate the achievement of your students and to identify next steps.

• Tables and rows can be added and deleted as needed.

School: Richmond Education Centre/Academy School Year: 2018-2019

Principal: Jason MacLean Student Enrollment: 360

Literacy Goal: To increase students’ written and spoken ability regarding current media events by 8% by June of 2019, as measured by provincial assessments and/or teacher surveys.

Student Success Plan ANNUAL REPORT

Student Evidence (performance measure(s))

Where did you begin? (baseline year and results)

Where do you want to be? (target)

Where are you now? (progress)

Teacher Survey Baseline November 2016 Baseline Improvement noted Teacher Survey/PLANS Data June 2017 3% improvement Improvement noted Teacher Survey/PLANS Data June 2018 3% improvement Improvement noted but we

have to find a way to correct for changes in staff lists

Teacher Survey/PLANS Data June 2019 2% improvement

Strategies—What will you do this year to support this goal? (assessment for learning, instruction, and learning team focus) Introduce/expand journal writing about current events

Incorporate research about current events using various technologies

Increase use of local media to familiarize students with the area

Create Google Doc and/or increase use of school website for announcements so students will be more attentive to school news

Responding to current news items in class discussion

Increase invitations to guest speakers

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Increase use of Twitter (school and student council accounts)

Encourage students to voice opinions via age-appropriate surveys about current affairs (e.g., Garbage Poll)

ANNUAL REPORT—What did you do this year to support this goal? (assessment for learning, instruction, learning team focus, and PD) Gr. 5 to 8 made plans to use an integrated and interactive approach to learn about the 2018 Winter Olympics in PyeongChang.

• Introduce students to the location of the games – mapping, country, location (Social Studies, Geography, spoken)

• Introduce students to the sports of the games (art)

• Familiarize students with the Canadian team and respective sports (reading, listening, writing, multi-media)

• Timeline and graphing/tracking of Canadian sport medals (math, art, reading, writing, multi-media)

• Timeline and graphing/tracking of PyeongChang weather (math, art, reading, writing, multi-media)

• Torch history and design (art)

• STEM (Science, Technology, Engineering, Math) activities

• QR Codes activities (math, technology, art)

• Specific articles on specific Canadian athletes and their sport (reading comprehension, research, writing)

• Daily journal starters (writing)

• Winter Carnival Activity will align with the Olympics – skating, mini-olympics afternoon (phys ed)

• Present writing activity to class – ex. Act as a reporter with specific athlete (speaking, presenting, commentator)

• Student Coaches Corner (multi-media, spoken)

• Other cross-curricular activities to be determined

Resources:

• Multi-media (newspaper, TV, Internet, Social Media, etc)

• Canada and the Olympics – Canadian Tire and Bell

• Various Teacher Pay Teachers resources

• Videos and PowerPoints

• Materials are multi-lingual – English/French

Grade 9 to 12 are focusing on the following ideas:

• Make it a game. Teach students how politics really works in the world by teaching them how to play games. These games, even when

modified or simplified, can help shed new light on the world’s interconnectedness

• Challenge students to think from different perspectives. Check out science news articles and choose one topic. Share that topic with

students and then have them pick scientific roles written on slips of paper. Each student must write and share about how that particular

kind of scientist would view and use the science topic chosen.

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• Read differentiated news stories. Meet non-fiction reading and writing outcomes by sharing news articles that are already leveled for

students and they are able to have a choice in the articles they read and respond to because every topic has articles written at different

reading levels. This also means that two students of different reading abilities can buddy up on the same topic. The articles cover every

content area including music and the arts.

• Have students create a podcast rather than do a research paper.

• Share ideas in a circle. Watch a video or listen to audio news and give each student a turn to respond and reflect on the content.

• Interview other Students: Ask students to generate a question related to an issue they’re reading about, and then conduct a one-question

interview with their classmates. The room will be buzzing with students asking and answering questions.

• Look outside of mainstream news (vlogs, blogs, youtube, etc.) especially controversial topics that may not make it to our regular

sources of news.

• Fake vs. Real News provide examples of fake and real news stories and have students determine whether it is accurate or factual. This

can turn into a conversation about validity of sources, strategies to determine if the news is real and fact-based.

• Using films/video to reinforce classroom lessons.

• New York Times for Teachers. Includes videos, lessons, student activities, etc.

• Political Cartoons. Have students respond via journals, blogs, class discussions to question the purpose of the cartoon and the

perspective of the artists.

• Exploring bias in news.

• Roundtable Discussions. For each module or unit of study, groups of students can be responsible to lead discussion on that topic.

Resources

• The World Peace Game

• Fantasy Geopolitics

• https://www.livescience.com

• https://newsela.com

• Brain On! (NPR)

• CBC News, CNN

• Google Forms

• Youtube, Vimeo, Vice

• Various websites (listed in google doc)

• TED talks

• Study.com

• The Nature of Things

• Doc Zone

• Bruce MacKinnon

• NY Times

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• Edhelper.com (proofreading)

Math Goal: To include hands-on activities that link mathematics to every-day life in 20% of instructional time by June of 2019 as measured by teacher surveys.

Student Success Plan ANNUAL REPORT

Student Evidence (performance measure(s))

Where did you begin? (baseline year and results)

Where do you want to be? (target)

Where are you now? (progress)

Teacher Survey Baseline November 2016 Baseline Improvement noted Teacher Survey June 2017 7% improvement Improvement noted Teacher Survey June 2018 7% improvement Improvement noted but we

have to find a way to correct for changes in staff lists

Teacher Survey June 2019 6% improvement

Strategies—What will you do this year to support this goal? (assessment for learning, instruction, and learning team focus) Card Games and Sporting Statistics/Counting for Number Sense skills

Cooking and Carpentry tools for Measurement skills

Fibonacci Series in Nature for Relations skills

Loans, Budgeting, Stock Market Challenge, RRSP and Investments Competitions for Finance/Data Management skills

Minecraft, Lego, SketchUp for Geometry skills

ANNUAL REPORT—What did you do this year to support this goal? (assessment for learning, instruction, learning team focus, and PD) Grade 5 to 8:

The following is a list of mathematical activities and concepts that link to everyday life, through hands on activities focusing on

diverse learning styles, multiple intelligences and cross-curricular approaches.

Fractions

• Music (beats)

• Measurement using Imperial measuring tape, speed, distance food (chocolate bars, pizza)

• Recipes

Percent

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• Taxes

• Nutritional fact label (measuring sugar in cereal or pop, compare size of serving to amount of sugar)

• Explain testing scores

• Student demographics

• Weather forecast

• Color wheel

Decimals

• Money

• Measurement (precipitation amounts)

• Distance (race times using Spheros, long jumps)

• Viscosity (flow rates)

Volume:

• Recipes

• Science experiments

• Unit prices based on volume (better to buy in bulk?)

• Swimming pools

Perimeter and Area:

• Housing materials (painting, deck)

• Gardens

• Swimming pools

• Pizza (which pizza gives you more)

• Base lines and foul lines on ball field (help line the fields)

Rates and Ratios:

• Student demographics

• Food comparisons (equivalent ratios)

• Student created survey results

• Television screen size

Gr. 9 to 12: General Discussion:

• Students becoming more dependent on calculators, manipulatives, etc…

• How can we encourage students to become less reliant on these manipulatives at high level math/ science classes? Do they

belong in these courses if they can’t?

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• Creating engaging lessons- we all agree it works, but there just isn’t enough time to plan and organize lessons like this on a

consistent basis.

• How can we teach students to think critically; using class theory and apply them to problem solving situations? We think

approx 20-30% of our students in our academic classes are able to do this on a consistent basis.

Assessing students:

• Students are motivated by marks and not necessarily by learning- they will not complete tasks unless they will be marked.

As a result, we are left with large numbers of assessments that are worth a fraction of the grade. Students know this.

• Is there a better way to set up gradebook? Does setting up in strands really make a difference?

Online resources:

Math Phet- Great for math and science

Figure this- Great for math at work course- Problem solving bank

Safe and Inclusive Learning Environment Goal: To increase student involvement and leadership in clubs/activities/initiatives that help identify and remedy areas of weakness as it relates to feeling safe and included in the school by 10%, as measured by teacher student surveys, by June of 2019.

Student Success Plan ANNUAL REPORT

Student Evidence (performance measure(s))

Where did you begin? (baseline year and results)

Where do you want to be? (target)

Where are you now? (progress)

Getting to Great questions June 2015 Baseline Improvement noted Teacher Survey Baseline November 2016 Baseline Improvement noted Teacher Survey June 2017 3% improvement Improvement noted Teacher Survey June 2018 3% improvement Improvement noted but we

have to find a way to correct for changes in staff lists

Teacher Survey June 2019 4% improvement

Strategies—What will you do this year to support this goal? (assessment for learning, instruction, and learning team focus) Mentor programs between senior high and junior high/elementary students

Celebration of student involvement outside community

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Mock Parliament program

Colour squads for students in grades 5 to 12

Formation of GSA for grades 5 to 8 students

Increased participation of First Nation students in student council

ANNUAL REPORT—What did you do this year to support this goal? (assessment for learning, instruction, learning team focus, and PD) From Gr. 5 to 12 combined:

• Climate can be improved by enhancing our intramurals program. This would involve high school student-leadership

opportunities that would allow for student-led programming with minimal supervision.

• Within this model, junior high intramurals organized by high school students would be rewarded with bursaries/special

acknowledgements (grade 12’s)

• Team captains of school teams would be held to a higher standard by giving back to intramurals thus building capacity for

leadership.

• Distance Ed. Fitness course would fit nicely into this.

• CO-OP/O2 Volunteer hours

• Health & Community Services course

• Special Olympics Day

• Track & Field Day

• Sports Unified Committee

• Regional Jamboree

• Linking a scholarship offer for grade 12’s connected to leadership service within the school

• Creating a SPORT’S COMMITTEE that is active throughout the school year

• Implement a “BUMP” program during intramurals (See A.R. Fraser for details)

• Growing Leaders Program

• Community Outreach with local organizations (e.g., Legion, Lions, Recreation, etc.)

• School Newspaper

• Student Council to take on additional duties

• Monthly Staff vs. Student Activities

• Assemblies

• New identity at RECA

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• Specialty spaces rejuvenated or created

• Continue furniture production

• Friday Shout Out for student who is turning a corner so all staff can congratulate them

ANNUAL REPORT—As you continue this process, what supports do you anticipate needing?

Combined PD days would help considerably. Separate PD days for gr. 5 to 8 and 9 to 12 is problematic.

Focused PD around Student Success Goals early in the year.

Ongoing opportunity to access SSP funds.

Date Student Success Plan shared with SAC [DD/MM/YYYY]: November 21, 2017

Date Annual Progress shared with SAC [DD/MM/YYYY]: May 22, 2018

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Appendix: PLANS Data

Provincial Assessment Data: RECA

Students currently in grade 5

RW3 2016-2017 FMEC Board Province

Reading 80 72 68

Ideas 40 74 73

Organization 60 57 58

Language Use 40 65 63

Conventions 40 55 53

Grade 4 Math 2017-2018 FMEC Board Province

Overall Math Not administered in 2018-2018

NR: Provincial marks not reported, but our standing vs. Board and Province is (e.g., red means we scored lower than Board and Province)

Students currently in grade 6

RW3 2015-2016 FMEC Board Province

Reading 89 68 67

Ideas 44 78 73

Organization 33 58 59

Language Use 33 64 63

Conventions 56 50 51

Grade 4 Math 2016-2017 FMEC Board Province

Overall Math 79 75 NR

NR: Provincial marks not reported, but our standing vs. Board and Province is (e.g., red means we scored lower than Board and Province)

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Students currently in grade 7

RW3 2014-2015 FMEC Board Province

Reading 56 69 68

Ideas 89 73 76

Organization 67 61 60

Language Use 56 62 64

Conventions 56 55 53

Grade 4 Math 2015-2016 FMEC Board Province

Overall Math 67 75 76

RWM6 2017-2018 RECA Board Province

Reading 64 74 NR

Ideas 82 73 NR Organization 45 55 NR Language Use 46 59 NR Conventions 55 53 NR Math 72 69 NR NR: Provincial marks not reported, but our standing vs. Board and Province is (e.g., red means we scored lower than Board and Province)

Students currently in grade 8

RW3 2013-2014 FMEC Board Province

Reading 50 73 70

Ideas 62 86 88

Organization 46 74 76

Language Use 54 80 79

Conventions 69 68 66

Grade 4 Math 2014-2015 FMEC Board Province

Overall Math 83 76 74

RWM6 2016-2017 RECA Board Province

Reading 65 75 73

Ideas 80 76 72

Organization 75 61 57

Language Use 75 65 63

Conventions 75 57 53

Math 70 72 70

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Students currently in grade 9

RW3 2012-2013 FMEC Board Province

Reading 68 76 75

Ideas 58 86 87

Organization 42 76 79

Language Use 53 80 82

Conventions 47 74 70

Grade 4 Math 2013-2014 FMEC Board Province

Overall Math 77 80 74

RWM6 2015-2016 RECA Board Province

Reading 73 76 72

Ideas 88 81 78

Organization 73 63 63

Language Use 80 69 68

Conventions 70 63 61

Math 63 77 68

Grade 8 Results to come in fall of 2018

Students currently in grade 10

RWM6 2014-2015 RECA Board Province

Reading 70 78 74

Ideas 87 83 76

Organization 70 67 61

Language Use 70 70 66

Conventions 74 61 58

Math 50 72 69

RWM8 2016-2017 RECA Board Province

Reading

Assessment not written in 2016-2017

Ideas

Organization

Language Use

Conventions

Math

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Students currently in grade 11

RWM6 2013-2014 RECA Board Province

Reading 79 80 75

Ideas 79 90 88

Organization 76 82 79

Language Use 76 82 79

Conventions 59 70 65

Math 54 78 73

RWM8 2015-2016 RECA Board Province

Reading 56 78 74

Ideas 78 92 89

Organization 71 81 77

Language Use 70 83 81

Conventions 63 77 69

Math 56 75 61

Grade 10 Math and English results due in fall of 2018

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Students currently in grade 12

RWM6 2012-2013 WREC Board Province

Reading 79 79 76

Ideas 97 88 88

Organization 97 83 80

Language Use 94 84 81

Conventions 76 74 72

Math 67 79 72

RWM8 2014-2015 RECA Board Province

Reading 75 82 73

Ideas Writing Assessment not written in 2014-2015 Organization

Language Use

Conventions

Math 72 73 55

NSE 10 (Eng,) 2015-2016** RECA Board Province

Reading 75 78 76

Ideas 68 70 67

Organization 65 66 61

Language Use 63 67 62

Conventions 66 69 62

Provincial Math 2015-2016** RECA Board Province

Math 10 at Work 76 61 56

Math 10 Academic 80 75 67

NOTE: Grade 10 assessments results made up students who attended RECA and EREC, as well as transfers from other schools including École Beauport.