David Bouchard Public School

SCHOOL IMPROVEMENT PLAN FOR STUDENT ACHIEVEMENT AND WELL-BEING2016-2017

Needs Assessment If we engage in a continuous process of learning by collecting data and analysing relevant and meaningful data for the purpose of making decisions that are in the best interest of our students, then we will be able to replicate and share successes while continuing to focus on areas of improvement.

Numeracy: A needs assessment of data sources indicates:Achievement DataReport Card Data

Number Sense and Numeration: % and # at standard or above First Term Report Final Report

Grade 3 41/67 = 61% 51/67 = 76%Grade 6 33/49 = 67% 33/50 = 66%

Predictions for 2015-2016 EQAO Prediction Actual 2013-2014 Actual 2015-2016

Primary Assessment 78% of students will be @ or above Standard

77% of students were at or above Standard

Junior Assessment 55% of students will be @ or above Standard

43% of students were at or above Standard

Process DataSchool Self -Assessment Data -> Link to SSA from January Link to SSA from May

Most of the time students could articulate what they are learning, connected to curriculum (76 students *94% of responses) Few students were able to show evidence of self-assessment related to learning goals and success criteria, when observed, student engagement was high Some evidence of students being able to articulate the learning that showed higher level thinking Less than half of students could articulate why the learning was important to them, 30% of students explained they were doing the task out of compliance (e.g. teacher

told them to, preparing for a test, because it was ‘math’ class). 60% of students shared that talking with peers helped them learn (e.g. I can hear others repeat what was said or share it in their thinking, I can teach a concept to

another student, 40% indicated that talking wasn’t perceived to be a learning support or helpful)

May 2016, SSA

and Superintendent Feedback indicates a need for:

SO feedback from Walk to Learn(s):-continue to support student metacognition through the assessment loop (use of interactive walls, peer and self-assessment and descriptive feedback)-continue to make thinking visible (e.g. co-create a proportional reasoning and/or fractions continuum) to support the learning increments across grades -continue to build engaging tasks in mathematics that are relevant and meaningful to students and enable higher level thinking to occur.-continue to use project work to support collaboration among staff and co-planning and co-reflection of student thinking to plan for next steps

Literacy: A needs assessment of data sources indicates: Achievement DataReport Card Data

Reading: % and number of students at standard or above First Term Report Final Report

Grade 3 12/22 = 55% 15/22 = 68%Grade 6 31/50 = 62% 35/50 = 70%

Writing: % and # of students at standard or above First Term Report Final Report

Grade 3 2/22 = 10% 8/22 = 36% Grade 6 31/50 = 62% **17 @ level 2 26/50 = 52% **24 @ level 2

Predictions Actual 2013-2014 Actual 2015-2016Primary Assessment Reading: 65% of students will be @ or

above standard

Writing: 64% of students will be @ or above standard

48% were @ standard or above

67% were @ standard or above

Junior Assessment Reading: 67% of students will be at or above standard

Writing: 65% of students will be at or above standard

64% were at standard or above

65% were at standard or above

Process Data School Self Review Data and Superintendent Feedback indicates a need for – students to use classroom charts/walls more interactively - small group work needs to be more guided in all classrooms

- LLI needs to be more embedded and used more effectively as a tool for guided practice - Greater use of Descriptive Feedback, self and peer assessment to help students improve their work

Demographic Data Social Index Data: Most of our community lives in medium risk to high risk areas

Student Learning Needs:

Questions to Consider;1) How do our students feel about reading and writing? (Perceptual/Attitudinal Data)2) How do our classrooms reflect a growth mindset? (Process Data)3) How is oral language in our classrooms evolving? (Process Data)4) How do we promote higher level thinking in our students? (Process Data)

How are the above impacting student achievement for all of our students? How do we know?

How can we continue to move from accountable talk to rich classroom discourse to increase student engagement, thinking and communication?

How will teacher discourse model and support student discourse and support literacy and numeracy achievement?

How will discourse support the assessment loop – a focus on descriptive feedback and personal goal setting?

‘The most powerful single modification that enhances achievement is feedback (Hattie)

DBPS – Goal # 1 ‘Beyond the mathematics classroom, proportional reasoning is evident in other subject areas like science, geography and music and everyday life… the ability to think and reason proportionally is one essential factor in the development of an individual’s ability to understand and apply mathematics. Susan Lamon estimates that over 90% of students who enter high-school cannot reason well enough to learn mathematics and science with understanding and are unprepared for real applications in statistics, biology, geography or physics (Paying Attention to Proportional Reasoning, Ministry of Education)’ DBPS Goal # 2

Demographic DataSocial Index Data: Most of our community lives in medium risk to high risk areas

Questions to Consider;1) How do our students feel about math? (Perceptual/Attitudinal Data) http://bit.ly/1TUEar1

Fall of 2016

2) How do our classrooms reflect a growth mindset? (Process Data)3) How is the discourse in our math classrooms evolving? (Process Data)4) What is our biggest area of need in terms of math content? (Process Data) E.g. What are we learning about proportional Reasoning and how are we shifting our practice to reflect this?

Winter 2015-2016

How are the above impacting student achievement for all of our students? How do we know?

Learning Needs Summary:

1) Some of our students struggle with perceptions of themselves as mathematicians and/or the relevance of math to the real world and personal engagement. They struggle with risk taking and their perception that math is about right and wrong answers’. (see Professional Learning Needs for action plan # 1)

2) Students often struggle to use learning tools interactively to support their learning and self-assess their work (see Professional Learning Needs for action plan # 2)

3) Students struggle with proportional reasoning and fractional thinking:

(see Professional Learning Needs for action plan # 3)

Professional Learning Needs, Based on Student Learning Needs, in Numeracy: Action Plans:1)

All teachers to engage students in ‘The 20 First Days of Math,’ Jo Boaler’s 7 Norms/week of math https://www.youcubed.org/week-of-inspirational-math/ (Support Goal #3)

Explore inquiry based mathematics and developing engaging, real-world tasks where students can answer the question ‘why this learning is important to me?’

2) Explicitly teaching how to use math tools (including digital) to understand math at a deeper level (support Goal #3) Explicitly teach students how to peer and self-assess, as well as act on oral and written descriptive Feedback (support Goal #1) Make interactive performance boards and math walls the third teacher by explicitly teaching students how to use the boards to support their learning and engage in

peer and self-assessment (training at staff meetings and BCI’s using videos of students using these tools) (Monograph: The Third Teacher) (support Goal #1) http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ThirdTeacher.pdf

Ensure Learning Goals and Success Criteria are updated regularly and promote higher order thinking. Ensure these are co-created with students (supported at staff meetings, BCI’s and projects) (support Goal #1)

Review assessment practices through increased opportunities for moderation based on co-planned lessons (support Goal # 1)

3)Proportional Reasoning and Fractional Thinking, Number talks) – Paying Attention to resources to support (Support Goal #2)

Deepen the use of effective questioning to promote higher order thinking (Monograph: Asking Effective Questions ~ October staff meeting) http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_AskingEffectiveQuestions.pdf

1) Some of our students struggle with perceptions of themselves as readers and writers and struggle to articulate why the learning is important to them (see Professional Learning Needs for action plan # 1)

2) Some of our students struggle to know when and where they need to go for help in literacy. see Professional Learning Needs for action plan # 2)

3) Some of our students struggle with communicating their thinking in reading and writing (see Professional Learning Needs for action plan # 3)

Professional Learning Needs, Based on Student Learning Needs, in Literacy: Action Plans

1) -Review 20 First Days of Reading to increase student confidence as readers (Support Goal #3)-Ensure that co-created Anchor charts (from ’20 First Days’) are posted in classrooms to help students -By reading a wide variety of genres, students can tune in to their particular interests in reading and value its purpose and be able to answer the question ‘why is this learning important to me?’-By writing for authentic purposes and audiences students will value writing as helpful and/or enjoyable toolhttps://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_StrugglingWriters.pdf (Supporting struggling writers)

2) -Further training in interactive performance boards so that they become the third teacher (through videos used at staff meetings) (Support Goal #1) http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ThirdTeacher.pdf -Revisit Learning Goals and Success Criteria (through videos and PowerPoint sharing) to ensure that they are updated regularly and promote higher order thinking. Ensure they are co-created with students -Further training by SERTs in differentiation to support student individual needs (portion of every staff meeting) -Greater use of Diagnostic Data to drive instruction and inform guided groups (monitor at Case Conferences) -participation in guided groups at least 2 times per week *daily for those in-risk

-Deepen the use of effective questioning skills to promote writing tasks using higher order thinking 3) Classrooms will value rich talk/discourse and see the benefits it has to all other areas of the curriculum (support Goal #3)

-Explicit instruction in Accountable Talk to help students work more effectively and cooperatively in group situations – use of the 5 talk moves -Review ways to teach writing so that students are able to write for an intended purpose and audience (Support Goal # 3)

Target Areas/Smart Goals If we develop intentional and precise goals which are drawn from our needs assessment, and monitor our progress toward established targets, then we will be able to measure our success and further refine our practice.

Numeracy: Primary: Increase the success rate of grade 3 students who achieve level 3 or 4 on the Primary EQAO Assessment in 2015-2016from 76% to 81% (To be updated 2016 EQAO results)

Junior: Increase the number of grade 6 students who achieve level 3 or 4 on the Junior EQAO Assessment in 2015-2016 from 44% to 60%. (To be updated 2016 EQAO results)

Continue to increase attitudes towards mathematics (parents, educators and students) while sustaining growth mindsets towards learning math (as measured by Attitudinal/Perceptual data, e.g. surveys, exit tickets, excel survey) – Grade 4,5, 7 and 8

Literacy: Reading: Primary: Increase the percentage of grade 3 students who achieve level 3 or 4 on the Primary EQAO Assessment in 2015-2016 from 48% to 58% Predicted to be at 65% and 64%, Junior:Writing:Primary: Increase the percentage of grade 3 students who achieve level 3 or 4 on the Primary EQAO Assessment in 2015-2016 from 57% to 65% (through daily implementation of guided writing). (English students only)Junior: Increase the percentage of grade 3 students who achieve level 3 or 4 on the Junior EQAO Assessment in 2015-2016 from 69% to 76% (through daily implementation of guided writing).

Theory of Action If we are precise in our focus, implementation and monitoring of our specific goals based upon our student needs then educators will be able to a) articulate the goals; b) show in a variety of ways how the goals are being implemented; and c) describe the impact the goals are having on student learning and engagement.

Teaching & Learning: curriculum and program delivery:

Goal # 1 - Assessment Loop:If our learning and teaching process is focused on the assessment loop, ensuring that descriptive feedback is connected to rich learning goals and success criteria and lead to personal goal setting then more students will increase their ability to engage in metacognition.

Goal # 2 - Proportional Reasoning, Fractions and Number Talks If our educators build their capacity and confidence in the learning and teaching of mathematics through big ideas (proportional reasoning, fractional thinking) and using strategies such as number talks (to support computational fluency) then our students will be experience more opportunities to develop a conceptual understanding.

Goal # 3 - Student Engagement If our students are engaged in classroom discourse (talk moves) and thinking is made visible (teacher documentation, anchor charts, bump it up walls) then students will have more opportunities to consolidate their learning and build their self-efficacy as a learner.

Curriculum & Programs: school and classroom practices:

SEF indicators:1.1 Assessment is connected to the curriculum, collaboratively developed by educators and used to inform next steps in learning instruction1.3 students and educators build a common understanding of what students are learning by identifying, sharing and clarifying learning goals and success criteria 1.4 – during learning, timely ongoing, descriptive feedback about student progress is provided based on student actions and co-constructed success criteria 1.5 – students are explicitly taught and regularly use self-assessment skills to monitor, improve and communicate their learning

2.2 – processes and practices are designed to deepen understanding of the curriculum and refine instruction to improve student learning and achievement4.1 – a culture of high expectations supports the belief that all students can learn, progress and achieve

Equity Continuum Indicator:Lessons are co-developed based on ‘BIG IDEAS’ and Use of Prioritized Curriculum Expectations to support learning (embedding social justice, collaboration and proportional reasoning)

SEF Indicators:3.1 – the teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects individual strengths, needs, learning preferences and cultural perspectives 3.3 – students are partners in dialogue and discussions to inform programs and activities in the classroom and represent the diversity, needs and interests of the student population

Responsive Educator Mindset Characteristics:Constructivist Approach to learning and Culturally Responsive Teaching Practices (e.g. students’ have a voice in the learning process, learning is relevant and meaningful to students)

School-level Professional Learning: initiatives and resources:

-Common learning goals co-planned with grade partners based on big ideas and clusters of expectations, co-moderation co-reflection of student learning and planning for next steps (guided practice, interventions, descriptive feedback and personal goal setting) – supported during BCI process and each staff meeting)-Common preps for co-planning, co-observation, co-reflection and co-moderation -Project initiatives to support curriculum mapping and identifying big ideas and co-creation of common learning goals and rich success criteria

-paying attention to mathematics (Proportional Reasoning, Fractions) (see action plan)

-Number Talks Resource to support to support -BCI focus on pedagogical content knowledge building -staff meetings to support content building -project work to support content building and implementation -proportional reasoning book club to take place in Fall 2016

-5 talk moves continued -Making Thinking Visible in the K-12 Math Classroom (see action plan)

-CRP monograph to support learning about a constructivist approach to learning -continue to build math classrooms that support Jo Boaler’s 7 Norms (see action plan)

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MONITORING STUDENT SUCCESS AND ACHIEVEMENT If students are provided with a variety of assessment opportunities that are monitored for the purpose of gathering current and meaningful information and data, then we will be able to develop and implement plans to improve instruction, support individual student needs and increase student achievement.

Administration and school teams will:

Prioritized Curriculum Expectations:-Meet with teachers in September in regards to the Annual Learning Plans as well as Literacy and Numeracy plans to ensure alignment with the SIP and BIP, providing descriptive feedback and support for personalized growth

Assessment and Evaluation:-Complete an ongoing analysis of data to meet targets (review data every at Case Conferences ~ Faces on the Data) to take place every 8-10 weeks (3 per year)-Complete the Numeracy and Literacy Assessment Pathway templates 3 times per year and receive admin feedback – to be submitted to admin in collaboration with at least one teaching partner

Evidence-Based Instructional Strategies:Admin to collaborate with Facilitator and/or coach to support capacity building at 5 staff meetings with regards to interactive learning walls to support assessment as learning, talk moves and content building.-admin to support with differentiation between small group and guided practice

Monitoring and Targeted Interventions:-Use the School Improvement Plan as a blueprint for guiding and improving student achievement by reviewing and adding to it on a monthly basis based on classroom/report card data, Case Conference Data and Walk to Learn Data- Walking to Learn – co-learn together as admin team (each class to have 15 minute visit each week)-conduct 3 School Self-Assessments per year, using excel survey to collect student voice and plan for next steps. Share with staff. (October, February, and May).Admin to work with School Growth Team to implement Goals and map a plan for monitoring -develop a consolidation years plan to support gap closing, support for Mock EQAO, moderation and planning for next steps (to begin in October)-Admin to model the use of One Note to support evidence collection for sharing of impact of student learning at staff meetings, case conferences and BCI’s -document learning moves and monitor educator learning and impact – shared at administrator meetings (monthly)-Engagement at Home and After School: -Ensure teachers and students conference over the “All About Me’ portfolio and Individual Pathway Plan at least twice per year-Organize parent engagement sessions such as Family Fridays, and Literacy and Numeracy Nights.-organize and gather support for a self-regulation parent engagement evening in November.

Teachers will:

Prioritized Curriculum Expectations:-co-plan and co-moderate 3 tasks that supports an area of mathematical content building (supported by co-planning time at staff meeting and BCI’s) -implement bump it up walls to support personal goal setting, observe other classrooms 3 times per year -implement talk moves and strategies to support classroom discourse, co-observe and co-reflect on classroom discourse 3 times per year

Assessment and Evaluation:-Implement all stages of the assessment cycle by actively engaging students in their own growth, and using this data to inform instruction (self and peer assessment, descriptive feedback, interactive learning walls, interactive math boards)-Implement Leaps and Bounds, PRIME, BAS, PM Benchmark or GB+ diagnostic assessment tools to establish specific learning needs. Utilize prompting guides, PRIME, Making Math Meaningful etc. to develop next steps and precise personal goals. Shared with admin at case conferences and ‘walk to learns’.

Evidence-Based Instructional Strategies:Numeracy-Explicitly teach math language to promote accountable talk/classroom discourse and explanation of student thinking -Ensure that guided practice happens daily beginning in October, with an emphasis on closing the gap for students not meeting the provincial standardLiteracy-Use LLI daily for in-risk students to get them closer to expected levels in reading-guided practice to support literacy learning on a daily basis -implement personal goal setting (supported by ‘All About Me Portfolios’) shared with parents at least 2 times per year Monitoring and Targeted Interventions:-School Growth Team to support with monitoring of data to plan next steps (to meet three times for SIPSAW revisions)-SSA team to meet 3 times to review student voice data and plan next steps -sharing of evidence and data at BCI’s, staff meetings and co-planning time (common preps and admin supported release time)-teachers to document student learning and work collaboratively through the pedagogical documentation protocol at BCI’s

Engagement at Home and After School: -Engage students in literacy activities that reflect Culturally Relevant material so that they can see themselves reflected in the curriculum-involve students in some kind of home reading program-align homework expectations across grades/divisions-organize and participate in Parent Literacy and Numeracy nights

Students will:

-be able to articulate their personal goals connected to the learning to the teachers and administers during learning time -be able to connect why the learning is important to them and what they need to do to improve (ex. Where to go, what to do?)-explain how they feel they have become a better mathematician -share feedback with peers and admin and talk about their personal learning goals related to the subject -use technology at least 3 times per week in a variety of subject areas (one note, one note classroom, sway, explain everything, video and picture recording to show learning)-explain how their interests and backgrounds are included within the learning environment -students to reflect on their own documentation for learning (pictures, videos in Kindergarten) K team to support pedagogical documentation through all grades.

Supervisory Officers will:

a-Participant in Instructional Rounds to provide support, direction and feedback-Provide Professional Learning to support further developing leaders and teachers-meet with Principals and School Growth Teams 3 times per year-provide descriptive feedback on the school improvement plan and throughout the year as a result of their visits