mdjh annual report_2013_2014 - macdonald drive …€¦ · web viewannual school development...

Macdonald Drive Junior High Annual School Development Report

2013-2014

MissionOur mission at Macdonald Drive Junior High, in partnership with all members of our school community, is to provide a safe and caring environment that nurtures life-long learning, fosters independence, celebrates student achievement and promotes responsibility as citizens in a changing world.

Annual School Development Report

DIRECTOR’S MESSAGE

June 2014

This school development report for the 2013-14 school year outlines your school’s successes and highlights in matters such as student achievement and professional development.

As the strong foundation of any productive and successful school year, a school development plan must be undertaken by the entire school community to be effectively executed. This important process stands to benefit every member of the school community – in particular and most importantly, the students of your school.

As we continue to come together as a cohesive district and develop and implement a new strategic plan, the Newfoundland and Labrador English School District places a high value on the input and opinions of our administrators, teachers, support staff, school councils and school communities. I sincerely thank all involved for the work undertaken on this plan as well as on previous plans, and for focusing on student achievement and success. Our education system will surely benefit from enhanced collaboration throughout your school community as we work together for the benefit of our young people.

I am encouraged and enthused to see the amazing initiatives outlined within these reports; they will provide the sure footing we can all build upon to ensure a quality education for Newfoundland and Labrador students.

Sincerely,

Darrin PikeCEO/Director of Education of the Newfoundland and Labrador English School District


Message from Principal

The Annual School Report focuses on progression of Macdonald Drive Junior High through the School Development Model. It also highlights and celebrates the considerable achievements of our students and the contribution of our entire school community. The 2013-2014 school year was both a busy and productive year for MDJH. This was the third year of our school development process and our school community has put a lot of effort into carrying out the goals and objectives of our plan.

Within the three identified areas for school development progress has been made. Our breakfast program and Student Council are two of the most important and beneficial groups in our school. Teacher professional days were focused on three areas: PowerSchool implementation, academic interventions and implementing the new Safe and Caring Schools Policy from the department of Education

Academically the school has excelled in all subject areas with achievements in English language arts, sciences, arts, mathematics and social studies. As reflected in the Provincial Assessment results our students have performed above both the district and provincial levels in Mathematics in all areas. All departments, under the guidance of the Special Services Division, have specifically identified students who were experiencing academic difficulty, whether they were on a support plan or not, and implemented an intervention plan that had a very positive impact for these students.

Overall, the staff has worked hard to ensure that optimal educational benefits have benefitted our students. The list of extra-curricular activities at our school is very extensive and our students have many opportunities to develop and share their talents. We are very fortunate to have a very supportive and encouraging parent base at our school and many of our parents volunteer their time to help out in a variety of activities. I would like to thank the staff, students, and the entire school community for their ongoing efforts. MDJH is a great place to learn and work!

Please take the time to read over this report. We are committed to providing the best possible learning opportunities for our students. Your continued informed support and involvement will assist us greatly in this regard.

Leo EtchegaryPrincipal (2013-2014)Macdonald Drive Junior High

Sarah OsmondPrincipal (2014-2015)Macdonald Drive Junior High


Message from School Council

Macdonald Drive Junior High School is committed to the principles of academic excellence, community partnerships, and life-long learning.

As members of the Council, we know getting families and the community involved in our children's education not only improves a school's standing within its community, it also helps advances student learning and achievement.

On behalf of this year’s School Council we would like to extend a huge thank you to the staff and volunteers who contribute their time and energy to our school committees and events; building a nurturing culture of belonging for our students. School, family and community dedicated in enhancing the school experience and creating a culture of success for all our students: academic, athletic, and in the arts.

MDJH achieved great academic success this year, and we thank our dedicated team of administration, staff and teachers who inspire our students every day to achieve their best.

Our school community can also take pride in its accomplishments in building a supportive and respectful school culture as seen by its many clubs and activities such as: green apple alliance, social justice outreach, LGTBQ-ummunity, comic book, chess, knitting, Lego robotics, after school jazz band & choir, competitive sports groups and lunch time intramurals, student council, math homework haven, green apple alliance wall of celebration, our breakfast program, community garden, school band and drama performances to name just a few!

We look forward to serving our school in the coming year.

Catherine ShortallCatherine Shortall Chairperson


Our School Community

Macdonald Drive Junior High School is part of the Newfoundland and Labrador English School District and is located on 110 Toronto Street in St. John’s. The school has a population of 690 students and offers programming from Grade 7-9 in English, Early French Immersion and Late French Immersion. It serves the communities of St. John’s, Logy Bay, Middle Cove, Outer Cove and edge of Torbay. Its feeder system includes Macdonald Drive Elementary, Rennies River Elementary, Roncalli Elementary, St. Francis of Assisi and Vanier Elementary.

Our school had a total of 48 teachers including two administration units, 1.35 guidance counselors, 29 classroom teachers, 0.70 learning resource teacher, 5.0 specialist teachers in art, home economics, music (choral and band), physical education and technology, and English as a second language. 7.5 Instructional resource teachers and 4 student assistants. In addition to staff based at the school, we have access to District office staff including program specialists for language arts, French, mathematics, social studies, science and technology, a speech language pathologist, itinerant teachers for hearing and visually impaired, a behavioral itinerant teacher and educational psychologists. The school also has the services of two secretaries, one day-time custodian and two nighttime maintenance custodians and two cleaners. The school’s cafeteria is run by an outside organization, Chartwell’s, Compass group.

Key Highlights/Special Projects

Mathematics Department

Students continue to do well in the various mathematics competitions that are held annually.

Pascal Competition• Zone Team Champions (Score 346)

• Andrew Dawson, Thomas Wright, Alex Darmonkow, Philip Edwards

• Provincial Team Chanrions (Score 346)• Andrew Dawson, Thomas Wright, Alex Darmonkow, Philip Edwards

• Highest Individual Score in Province (Score 126)• Andrew Dawson

Gauss Grade 7• 50 Students Participated

Canadian National Math League Grade 7

• 50 Students Participated• Top Scores

• 1st Zaid Mujtaba - 24• 2nd Alan Alcocer - 23


• 3rd Jacob Ryan and Laxman Saravanakumar - 22

Gauss Grade 8• 50 Students Participated

Canadian National Math League Grade 8• 50 Students Participated• Top Scores

• 1st Oishi Hawlader - 27• 2nd Jonathan Collett and Lindsey Gover - 17• 3rd McCrae Best and Emma MacDonald - 16

Junior High Math League• Comp 1

1st place team - Alan Alcocer, Andrew Dawson, Laxman Saravanakumar

• Comp 2• 1st place team - Alan Alcocer, Andrew Dawson, Mackenzie Rowe, Laxman Saravanakumar• 2nd place team - Alex Darmamkow, Zaid, Muijtaba, Amir Shaikh, Rine Zaman

French Department

Our students participated in French Week activities whereby they pretended that they were living in a full French environment for one week. The activities included baking, wearing French clothing, French plays and songs. Announcements were presented in French and Mr. Connolly incorporated activities for Core French students. The grade 8 and 9 students presented a school-based Concours Oratoire within their classes. Prizes were warranted for students who displayed dominant oral and writing skills. The grade 8 students went to Quebec in May where they viewed many exhibits and cultural aspects of the French culture. The grade 9 students went to Europe with Mr. Park. They enjoyed themselves greatly and viewed many cultural aspects in English and French throughout Italy and Paris. Students of grade 7, 8, and 9 were met by Patrice Cormier of the Ice Caps. He demonstrated to the kids the importance of learning a second language and he spoke with the kids in French. They thoroughly enjoyed the visit as they talked about Patrice's life in a French cultural environment, his hockey skills, and how he has managed to converse in both languages playing in arenas around Canada. Students in grade 9 participated in a French for the Future morning with Susan Forward who discussed the importance of continuing on with French in high school to achieve Bilingual status at the end of grade 12. She also offered the students opportunities to attend French summer camps in Nova Scotia and Quebec for three- six week periods. The grade 7's were taken to Ecole des Grands Vents to experience Le Petit Nicolas, a French Play.


English Department

The English Language Arts department enjoyed another productive and exciting year. Listed below are four highlighted areas.

In March and April, grade 7 students participated in a character education program entitled “Turning Points”. Students, along with their English teachers, completed activities culminating with students selecting a turning point in their lives and writing about it in a reflective, personal essay. Two of our students went on to represent the school in a district-wide completion. Justin Nolan placed first with his Turning Points essay and Nicole Bussey also placed in the top 9

Emma Hayden - then in grade, 8 won the Arts & Letters competition for short fiction under 14.

The school Improv team placed 2nd in a district wide competition.

The Drama Club participated in the Drama Festival. They, under the direction of Donna Mills, wrote and performed the play "Junior High for Dummies". They won "Best Satire", "Best Visual Presentation", and "Best Collective Group Presentation". Nicholas Conway won "Best Male Actor".

Science Department

The Science Department is very proud of all students who participated in the Science Fair. Around 260 projects were registered, and students did a wonderful job of presenting their work to the judges who commented on how they thoroughly enjoyed the experience. Congratulations to all students on a job well done, and for representing our school so well.

Projects representing MDJH at the Regional Science Fair on April 11-12, 2014 will be:

Grade 7Chris Edwards and Jacob Ryan (7-4)Matthew Rogers (7-10)Sam Pollett (7-6)Nicole Bussey (7-9)Andrew Harris (7-1)

Grade 8Keagan Brown (8-7)Noha Shehota and Abrielle Winsor (8-4)Jack Daly (8-6)Kyle McBay (8-2)Laura Elliot (8-10)Alex Chaulk and Jethrel Pormento (8-10)Mark Mclean and Matthew Bishop (8-8)


Grade 9Sarah Caddigan (9-8)Emily Keeping (9-7)Hannah Cooke (9- 6)Claire Borgaonkar (9-8)Andrew Dawson (9-7)Rebecca Harris (9-6)Ayden Winsor (9-9)

Regional Science Fair 2014 MDJH Results

Macdonald drive Junior High continued its long tradition of high performances in the annual regional science fair listed below:MDJH students won 14 medals/awards in total! 2 students also received special awardsWe had 3 winning projects of the possible 4 division awards. Note: Junior Division is Gr.7&8 and Intermediate is Gr.9&10.We had 19 participants total.

Project category: Physical ScienceSilver Medal (Junior):

• Andrew Harris• Keagan Brown

Gold Medal (junior)• Jack Daly

Project category: Life SciencesBronze Medal (Junior):

• Matthew RogersBronze Medal (intermediate)

• Emily Keeping• Sarah Caddigan

Silver Medal (Junior)• Kyle McBay• Samuel Pollett

Silver Medal (Intermediate)• Andrew Dawson• Rebecca Harris

Gold Medal Winner (junior)• Laura Elliott

Special Awards (plaques and cash prizes)


MUN Department of Biology: Best Overall Life Sciences Projects in Junior, Intermediate and Senior Divisions (only one winner from each division for the entire fair)

Matthew Rogers (junior) Rebecca Harris (intermediate)

Psychology Department of MUN and the Association of Psychologists of NL Rebecca Harris (Intermediate)

.A team of students participated in the underwater robotics competition at the Marine Institute as well as the robotics competition at Skills Canada.

Safe and Caring Schools

For the 5th consecutive year, the students and parents of Macdonald Drive Junior High showed tremendous school spirit in the support of Pink Day during its Spirit Week Activities. A partial wall of pink was created in the school’s main entrance where students were invited to sign an anti-bullying pledge, offered in both English and French. Above the pledge table, a huge banner made of pink tulle netting read “We pledge to take a stand against bullying”. .Every student received a pink cupcake and the school was a sea of pink! There was a competition on Pink Day as students from each homeroom were encouraged to “Accessorize your Teacher”. Most activities were student-driven. Each day had a special theme such as Twin day, Silly Hat Day and also included Rainbow/Pride Day with a lunch time rally and walk.During the week, teachers were encouraged to show short videos and have some discussion about bullying awareness.

On March 26, 2014, Macdonald Drive Junior High showed support for people who have epilepsy. The school used purple to align itself with the Epilepsy NL to help create more awareness and understanding of epilepsy and seizures. Posters were made by members of the Student Council and there were daily announcements made on the PA system leading up to the day. School Council members used purple themed jars to collect donations. Students and staff were encouraged to wear purple clothing and students also wore purple ribbons.

The first annual Green Apple Days, as our spirit week was renamed, was a big step forward in solidifying the logo/brand with the kids. We had another pretty big event when we used a fundraiser to aid in relief of the storm that hit the Philippines to launch the Green Apple Alliance as an initiative based on caring for others. Gay-Straight Alliance Group

This was the first year that MDJH had a Gay-Straight Alliance group, under the sponsorship of teacher Nathalie Brunet. The group met once a cycle at lunchtime, with a fluid membership of around 10-20 students. Highlights of its activities included handing out Pride Flags for homerooms to use in decorating their classroom doors during Olympics, in support of LGBTQ-identified athletes and Russian citizens; a t-shirt tie-dyeing workshop to which students in the ESL program were also invited; and the first-ever MDJH Pride Day as the opening of Spirit Week. The group also took part in a collaboration to organize a public benefit concert with singer Molly Thomason, which included GSA groups from several schools in the St. John’s area and the support of organizations such as EGALE Canada and St. John’s Pride Committee.


Fundraising

This past year, the school identified a need to upgrade its wireless capabilities so that more students and staff would be able to access the internet for use in classrooms. Additional need for access to technology for research purposes was explored and a portable laptop cart and laptops were purchased. Replacement furniture was acquired for both seating and portable tables in the LRC. The school council raised $11,114.38 through calendar and a 50-50 Spring draw.

School Partnerships

The school has partnered with a multitude of organizations over the past year to expand its outreach as well as expose our students to the larger community. The community organizations and groups that we have partnered with this year include: The MacMorran Community Center, Avalon Dragon Boaters, Junior Achievement, RealTime Cancer, VOCM Coats for Kids, College of North Atlantic Recreation Department, St. John’s Department of Recreation, Memorial University Faculties of Education, Science, Music and Mathematics, Newfoundland and Labrador Multicultural Association, Association for New Canadians, Avalon Woodturners Guild, Macdonald Drive Elementary through the Legacy Fund Charity, Royal Newfoundland Constabulary, Community Food Sharing Association, CFL Co., Mealy Mountain Collegiate, RCMP, Public Legal Information Services, Husky Energy, Lifetouch National School Studios, Thrive, Easter Seals, The Learning Disabilities Association, Mental Health Association, Autism Society, and Planned Parenthood to name a few..


Summary Report on the School’s Most Current Data

The school’s most current data is a summary of school, district and provincial results. It reflects the progress made in our school’s goal areas and identifies areas that need to be addressed. We use the data to guide our professional development at the school level and o assist teachers in targeting potential areas within our own professional growth plans.

The data presented throughout this report represents the base for which all learning takes place within the school. Whether it is reflected upon at the departmental or staff meetings or serves as a basis for our leadership team to discuss specific target areas within the school. The information gathered is analyzed and is imperative to our success as a school

Provincial Assessment Data

Grade 9 English Language Arts - Grade 9 Enrolment = 2302010/11 2011/12 2012/13 2013/14

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

Multiple Choice

Poetic 66.2 65.4 64.7 72.1 67.3 66.6

Informational 75.2 72.3 71.2 79.4 77.1 76.8 60.3 56.7 55.9

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand Writing 83.0 82.7 83.3 92.6 91.5 90.6 96.0 93.6 92.7

Poetic 59.1 62.9 61.4 92.0 92.6 91.9

Informational 70.0 69.6 69.2 90.5 90.9 88.8 89.1 87.5 86.2

What do these results tell us?No Provincial Assessment completed during the 2013/14 school year.


Grade 9 Mathematics - Grade 9 Enrolment = 230

2010/11 2011/12 2012/13 2013/14

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

Multiple ChoiceNumberConcepts 66.9 64.2 64.4 75.6 68.0 68.0 77.5 66.1 66.6

NumberOperations 66.9 64.2 64.4 75.6 68.0 68.0 77.5 66.1 66.6

PatternsandRelations

65.8 66.5 66.0 75.1 70.8 70.7 78.4 71.0 71.3

Shape&Space 79.9 72.8 73.3

StatisticsandProbabilit

y

92.4 88.2 87.9 89.6 85.8 85.5 70.9 63.2 65.4

Constructed Response: Percentage of students achieving at grade level or above PatternsandRelations

62.9 60.5 59.5 61.8 55.2 55.2

Number 56.7 52.8 53.6 75.4 68.1 68.1

Criteria 77.6 64.0 65.5

What do these results tell us?Our school performed above District and Province in all areas tested on the provincial assessment. Results are reviewed are by the Math department and discussions were held at the end of each unit. A plan is put in place to see where improvements could be made and changes made accordingly. All areas have seen improvement over time however there appears to be declining


results in the statistics and probability section primarily because it is the last unit covered in the grade 9curriculum and it tends to be rushed.


Internal Assessment Data

Macdonald Drive Junior High has a long history of promoting and achieving academic success. This is evident in the number of students who were successful in achieving the learning outcomes at each grade level and those who demonstrated academic excellence by making the honour roll or the principal’s list.

An analysis of the 2013-14 school report cards showed that over 98% of students were successful in achieving the learning outcomes –100% of grade 7 students, 98.6% of grade 8 students and 98% of grade 9 students successfully completed the learning outcomes. As well, 61% of the student body – 412 students

Our teaching staff works very hard to ensure that all students are achieving o the best of their abilities. This evident by the importance placed on reviewing student performance at the end of each academic term. Academic interventions are used to address those students who are not being successful academically and to encourage them to avail of academic supports provided by teachers.

The school also has positive results on their climate and culture surveys that are administered each year by the Department of Education. Each year these results are reviewed by the teaching staff and assist us in maintaining a safe and caring school environment conducive to student learning through our School Development Plan.


School Development Plan for 2012/13

Goal 1. To meet the needs of all learners through a variety of instructional strategies

Objective 1.1 Critique internal/external data over time to improve achievement

Objective 1.2 Critique collaboration between classroom teachers and IRT teachers for effectiveness

Objective 1.3 Develop and implement a second inter-disciplinary unit at each grade level

Evaluation 1.1Data was extracted from PowerSchool by grade, subject and class. Information was shared with individual departments so as to increase student achievement across the curricula.

Staff will explore the exporting of historical grades from PowerSchool to create a spreadsheet to provide a profile for the overall academic achievement of the school.

Evaluation 1.2A half day of professional development was devoted to exploring the improvement of the implementation of services to support students requiring testing accommodations.

Regular classroom teachers should align their assessment/evaluation practices with the current Service Delivery Model and assume a greater responsibility for students.

Evaluation 1.3This was not addressed this year.

New options for the implementation of cross-curricular units need to be explored.


Goal 2. To create a school culture that promotes citizenship, leadership, communication and healthy lifestyles.

Objective 2.1 Enhance levels of respect within the school culture.

Objective 2.2 Develop student and staff leadership opportunities.

Objective 2.3 Identify opportunities to promote student and teacher wellness.

Evaluation 2.1A GSA club was established. Guest speakers presented to both staff and students regarding sexual orientation, homophobia and trans-gender issues.

The Association for New Canadians worked with staff to better support students from diverse cultural backgrounds.

The Green apple Alliance brand was used to support all Safe and Caring School’s initiatives. Its mission is used to emphasize, promote & reinforce the parts of the school culture that are respectful of self, others, learning and of our school environment. Further work will be conducted as part of this branding process

Evaluation 2.2There were numerous leadership opportunities provided to students such as The Duke of Edinburgh program, Student Council, Student Outreach Group, Environmental Group, the breakfast program as well as the Mayor’s Advisory Youth Council (MACY).

Some staff availed of opportunities to present to colleagues. A number supported student activities such as Lego Robotics, Underwater robotics, Gay Straight Alliance, The Community gardens, etc...

Evaluation 2.3The breakfast program grew significantly last year and was well supported by teachers and parent volunteers. A variety of items were offered and was varied for special occasions.

A yoga program was introduced for staff members. Participation in the student intermural program and afterschool sports programs has increased.


Operational Issues Report 2013/14Year Issue Action Evaluation

2013/14

Lack of computers for research Purchased a portable laptop cart with a class set of laptop computers.

Improved access to technology for research purposes.

Lack of functional workspace in the Learning Resources Centre.

Purchased a portable tables. Portable tables allowed for improved functionality within the LRC.

Lack of seating within the LRC Purchased more chairs. Additional chairs increased the seating capacity.

The elevator to the music/band area is un-operational.

Maintenance request and a tender has been called to replace the elevator.

Incomplete/ongoing.


Actions for Change

In the Actions for Change section, provide a summary of the changes in strategies that will be used for each objective in the current year’s plan. Also, provide an explanation for the change based on the data analysis and evaluation of the previous year’s plan.

Goal 1. To meet the needs of all learners through a variety of instructional strategies Note: Revise the goal for 2014-2015 to make it more reflective of inclusionary practicesObjective 1.1 Critique internal/external data over time to improve achievement



Actions for Change 1.1Continue to find more efficient ways to analyze data using historical grades. Move to common assessments in all departmentsFurther work is required addressing the needs of students-at-risk who fall under gifted and talented

Actions for Change 1.2Further work is requiredRevisit alternate forms of assessing students and increase use of assistive technology in testing situations.

Actions for Change 1.3The English Language Arts department will integrate components of responsible digital citizenship in Grade 7-9 as part of the outcomes within their curriculum.


Goal 2. To create a school culture that promotes citizenship, leadership, communication and healthy lifestyles.Note: Revise goal to reflect emphasis on the new guidelines under the Safe and Caring Schools Policy (2014)Objective 2.1 Enhance levels of respect within the school culture.

Objective 2.2 Develop student and staff leadership opportunities.

Objective 2.3 Identify opportunities to promote student and teacher wellness.

Actions for Change 2.1Change objective to better reflect on-going work under the new Safe and Caring Schools Policy (2014) and continue efforts around the Green Apple Alliance as a mechanism to promote and create a positive culture/environment. Revise Code of Code and PBS Matrix as to align them with the SACS Policy

Actions for Change 2.2Opportunities continue to be offered to staff and students and are on-going. Change objective to examine the data that will be collected under the SACS policy to fully understand the issues at hand

Actions for Change 2.3Felt that this objective was achieved particularly for students. Breakfast program and intramurals are well established plus a variety of other options for students after school. Objective changed to reflect n-going work with teaching digital citizenship.


MDJH: One Year School Development Plan 2014-2015

Goal 1: To improve student achievement across the curriculum within an inclusive environment

Objective 1.1 Enhance the collection and analysis of student achievement data to drive instruction and improve levels of achievement



Strategies1.1.1 Collective analysis of student achievement data1.1.2 Engage in student specific item analysis to identify individual learning needs1.1.3 Collectively develop and analyze common assessments within the school1.1.4 Create subject/strand specific SMART action plans to address identified instructional / student learning needs gleaned from the data1.1.5 Analyze internal and external data1.16 Identify students-at-risk1.1.7 Devise school-wide approach to address student learning needs

Strategies1.2.1 Extend teachers knowledge of the service delivery model1.2.2 Extend teachers knowledge of instruction and assessment practices1.2.3 Align assessments in each department to common assessments1.2.4 Explore the use of technology for testing accommodations1.2.5 Compile an electronic bank of questions1.2.6 Reduce the number of assessments that rely on IRT support1.2.7 Seek opportunities to team build with staff

1.3.1 Develop an inter-disciplinary unit in Grade 7, 8 and 9 in the English Language Arts program and responsible use of technology.1.3.2 Compile resources needed1.3.3 Integrate opportunities to create an awareness of digital responsibility

Indicators of Success1.1.1 School profile created using historical data in PowerSchool1.1.2 Record of analysis for each subject/grade level1.1.3 File of common assessments and minutes of meetings1.1.4 File of submitted action plans1.1.5 A comparative analysis of internal and external data1.1.6 List of identified students-at-risk1.1.7 A plan to address the learning needs of students

Indicators of Success1.2.1 In-service with program specialists1.2.2 Minutes of meetings with program specialists 1.2.3 Common assessments used in each department1.2.4 Students using assistive technology for assessments1.2.5 Electronic file folder of questions w/I each department1.2.6 Reduced number of assessments requiring IRT support. IRT teachers visible in the classroom1.2.7 List of team building activities, minutes of meetings/discussions, Christmas dinner, social opportunities, Spirit week, webinars, in-service

Indicators of Success1.3.1 Student completion of the unit1.3.2 Electronic file of all resources1.3.3 Students demonstrate the responsible digital citizenship.


Goal 1. Support Plan

Financial Professional Development/Time Required1.2.1.Resouces on inclusionary practices/assessment1.2.4 Laptops (6-10) and headphones (10) /Computers for schools and $700-$1000

1.1.1 In-service needed to use the data effectively1.2.1 In-service with program specialists (Department Meetings)1.2.2 In-service with program specialists (School PD Day)

Goal 2: To create a safe, caring and inclusive culture, based upon the principle of respect for self, others the learning process and the learning environmentObjective 2.1: Implement School Wide Positive Behavioural Supports (SWPBS)

Objective 2.2: The school will collect, analyze and evaluate data regarding implementation of the safe and caring school’s policy

Objective 2.3: Implement a plan to teach digital citizenship

Strategies2.1.1—Revise our school based code of conduct 2.1.2-- Communicate with and encourage all stakeholders to access information about safe and caring schools initiatives and resources.2.1.3-- Identify and facilitate the sharing of school based successful initiatives and best practices.2.1.4--- Review the role and responsibility of staff in the implementation and monitoring of safe and caring schools policy.2.1.5-- Connect safe and caring schools initiatives with curriculum outcomes, whenever possible.2.1.6--Teach, model & practice, positive social behaviors both in person and online and acknowledge students when they achieve same.2.1.7-- Ensure student respect/awareness for the various elements of our diverse school population so as to facilitate an inclusive culture2.1.8 --Encourage students follow the schools code of conduct2.1.9 --Promote the Green Apple Alliance as the mechanism to create a positive culture/ environment to prevent the development and occurrence of problem behavior.

Strategies2.2.1-- Engage in safe and caring schools data collection and analysis and use these data to inform daily practice, decision making and professional learning needs.2.2.2-- Ensure staff are familiar with the data collection elements of SWPBS, including the Inappropriate Student Behavior Documentation Protocol Form, as well as the Classroom Management Self Assessment sections of the Safe & Caring Schools Policy.2.2.3-- Develop a continuum of evidence based interventions and supports for academic and behavioral excellence applied to the entire student population.

2.3.1-- Educate all stakeholders as to the elements and risks of the digital environment and the degree to which students are immersed in it.2.3.2-- Staff will teach, model & practice, positive and appropriate digital citizenship rooted in Ribble’s model of Respect, Educate and Protect and the associated nine pillars.2.3.3-- Implement a school wide, non-discretionary safe use electronics policy.2.3.4-- Ensure staff are aware of available resources pertinent to digital citizenship.


Goal 2: To create a safe, caring and inclusive culture, based upon the principle of respect for self, others the learning process and the learning environmentIndicators of Success2.1.1—Revised Code of Conduct2.1.2—Code of Conduct posted for all stakeholders/presented to school council2.1.3—Create icon in MDJH area in First-Class called “Shared Best Practices” ; Allocate time during department and staff meeting for sharing of best practices2.1.4—Administration will ensure safe & caring schools awareness is an agenda item at monthly staff meetings; S.O.S. mentoring of students at risk; Move toward teachers providing individualized accommodations within their own classroom.2.1.5—Staff will review curriculum guides to become familiar with link between outcomes and safe & caring schools concepts, particularly for R.E. & Health, but also for all core subjects.2.1.6-- School will work to ensure the fundamental pillars of SWPBS are entrenched as pertains to modelling, supporting and reinforcing/acknowledging desired behavior.2.1.7—Diversity Fair; Afternoon School Dances; Wall of Celebration; Buddy Program; Grade nine Volunteer Leadership Program; LGBTQ-munity; Diversity survey; Green Apple Days (Spirit Week)

Indicators of Success2.2.1-- Climate survey is administered at the same time each year and staff has dedicated time to review and respond to results.2.2.2-- Ensure staff are aware of and have access to data collection protocols and create process to utilize data for best effect.2.2.3-- Educate students regarding level 1,2, & 3 behavioral expectations, Utilize tools at our disposal as per level 1,2, 3 responses eg. Power School , e-mails, home contact (phone call); meetings; Ensure level 3 responses are consistent depending on behavior; Acknowledge positive behaviors.

Indicators of Success2.3.1—Presentations to staff and other community stakeholders around the risks of the digital environment and the degree to which students are immersed in it.2.3.2--Digital citizenship outcomes integrated in the English Language Arts Program. Students demonstrate appropriate behaviour when using digital tools.2.3.3—Revised electronics policy based on district policies.2.3.4—Icon called Digital Citizenship resources on the MDJH area of First Class


Financial Professional Development/Time Required



2.1.7 Apply for grant to support the initiatives of the Green Apple Alliance under the banner of the Safe and Caring Schools Policy

2.1.1/2 School PD Day /Staff Meeting2.3.1 School PD Day with Itinerant for Safe and Caring schools /school personnel (staff) and Parent Meeting as well as students

Operational Issues for 2014-2015

Operational Issue Intended ActionLack of ventilation in Computer Labs Functional, ventilated rooms for computer lab (upstairs on outside wall and in

technology lab)Replace lift to the music classrooms Functional lift for wheelchairs/moving equipment

Lack of computers for testing accommodations

Computers designated for assessment /student independence

Replace surveillance equipment Functional surveillance equipment

Lack of classrooms Two classrooms created


mdjh annual report_2013_2014 - macdonald drive …€¦ · web viewannual school development...

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