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TURNER VALLEY SCHOOL2010/11 Education Plan

School Improvement Plan

Foothills School DivisionAnnual Education Results ReportTurner Valley Schools education plan for the three years commencing September 1, 2010 was prepared under the direction of the board in accordance with responsibilities under the School Act and the Government Accountability Act. This education plan was developed in the context of the provincial governments business and fiscal plans. The board is committed to achieving the results laid out in this education plan.Message from the Administration Team

We are pleased to present this vision for the Turner Valley School Community. This plan addresses the goals and aspirations that we have for our students, staff and parents. Our plan is clearly focused on high quality learning for all and excellence in student outcomes, and is supported by our collective beliefs and commitments. Turner Valley School continues to improve because of the exceptional contribution that our staff makes every day and our desire to address the needs that we see as critical to improvement and ultimate success.

Rob Bennington Principal Deb Bearance Vice Principal

Our VisionA community of lifelong learners prepared to succeed in the 21st Century through dynamic and engaging school experiences in a respectful and supportive environment.

Our MissionEach learner, entrusted to our care, has unique gifts and abilities. It is our mission to find out what these are, explore them, develop them, and celebrate them!

Annual Education Results ReportP.A.T. ResultsAccountability SurveyWDYDIST SurveyA.I.S.I Survey

GoalMeasure CategoryMeasure Category EvaluationMeasureTurner Valley Elem Jr High SchAlbertaMeasure EvaluationCurrent ResultPrev Year ResultPrev 3 yr AverageCurrent ResultPrev Year ResultPrev 3 Yr AverageAchievementImprovementOverallGoal 1: High-quality learning opportunitiesSafe and Caring SchoolsGoodSafe and Caring87.183.386.587.686.985.4HighMaintainedGoodStudent Learning Opportunitiesn/aProgram of Studies85.179.284.380.580.379.4Very HighMaintainedExcellentEducation Quality87.471.484.989.289.388.4HighMaintainedGoodGoal 2: Excellence in student learning outcomesStudent Learning Achievement (Grades K-9)GoodPAT: Acceptable92.486.883.379.178.377.2Very HighImprovedExcellentPAT: Excellence13.619.113.719.418.318.2IntermediateMaintainedAcceptableWork Preparation81.316.752.779.979.678.9HighImprovedGoodCitizenship78.470.076.881.480.378.3HighMaintainedGoodGoal 4: Highly responsive and responsible education systemParental InvolvementGoodParental Involvement82.257.175.780.080.178.6HighMaintainedGoodContinuous ImprovementIssueSchool Improvement69.783.383.079.979.477.6LowDeclinedIssueACCOUNTABILITY Alberta Education ResultsHigh Quality Learning Opportunities Culture of respect is well established.. Implementation of Kelsos Choice has empowered students to solve small problems. Bullying reports are virtually nil.

Program of Studies The program we are offering covers all academic areas as per the guide to education and is enhanced by our RTI / improvement effort and a fairly broad extra-curricular program of sports & fine arts.

Student Learning Opportunities We continue to be pretty solid on achievement tests. Our concern/area of focus is on having more students achieve excellence. (See PAT analysis)Goal 3 High School stuff is removed

Highly Responsive and Responsible. We have excellent parent participation in our school at the academic co-curricular and extracurricular levels.

The issue of continuous improvement is contrary to what our reality is. Our PATs WDYDIST survey results, and Reading Improvement data all tell a different story. 4 of the 9 parents surveyed obviously were not aware of our results. I believe this is a communication challenge. We report results to Parent Council . We are considering a web page report, using email and possibly even facebook as a means to communicate and celebrate our successes.

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We are above Prov. Ave for Reading and below for excellence.We are also higher for Number of student not making acceptable. (When looking at the students one was a new student who came in the late spring and one had a melt down from the testing situation. I a small school 2 students represent 10 %.Using Poetry for Reading comprehension , understanding text features and diserning facts from text are all growth areas for grade 3. 6

Generally lower results here. Sentence Structure, Content, and Vocabulary. Are areas of focus.

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Success in the language arts section is likely due to intensive focus on reading improvement at the school level. Another area of strength is that 100% of eligible kids in Grade 6 wrote the test.

We had 8 students out of twenty in the excellence area. There is a fair range of marks in this group. There were 4 Students on academic IPPs so the fact that we are well above acceptable and everyone achieved is a good news story. Text organization and vocabulary are the focus areas here.9

Functional Writing was lower overall.

Organization and Conventions were the keys issues in grade 6 writing.10

Generally pretty good. Sky Science was an issue (surprizingly). They were highly engaged in a lot of great activities, went to the Rothney Astrological Observatory. Etc. 11

Fall 200827 - Gr 6Spring 200926 - Gr 6Fall 200950 - Gr 4-6Spring 201045 - Gr 4-6Skill VS Challenge in LA & Math(WDYDIST SURVEY)

Students feel challenged in their work and confident in their skillsSurveys show continuous improvement in this area.Flow We continue to increase the number of students in the Flow zone. Most of these students are coming from the Boredom quadrant. We have managed to stay lower than the nation on the anxiety level recognizing that a certain level of anxiety is motivating.

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Fall 200827 Gr 6Spring 200926 Gr 6Fall 200950 Gr 4-6Spring 201045 Gr 4-6INTELLECTUAL ENGAGEMENT(WDYDIST)Students find their work interesting,enjoyable and relevant.Results are consistently higher than the national average. Complete Survey We have been working in the areas of assessment, design, differentiation and technology for the past several years. Teachers are on a learning curve and are becoming more comfortable in all of these area. Having Matt as our learning coach gives the rest of the staff a model of engagement. Enthusiasm and willingness to help is contagious. 14Summative Teacher-based (report card) Grade/IPP results

Students achieving at: Beginning Acceptable Proficient Mastery2077115112620Turner Valley Quantitative Measures

School Student Learning Goal(s)MeasuresSchool Baseline In % June 2010TargetActualTargetActualSchool Number / Percentage of Responses10-1110-1111-1211-12Summative Teacher-based (report card) Grade/IPP results% of students achieving At or Above Grade level94%97%Indicator: % of students who indicate that they are intellectually engaged in learning (Learning Bar Survey) Very Well58% Well Marginally*Evidence: We have now completed four WDYDIST surveys and each one has shown and increased number of kids in flow. Also, we are significantly above (12%) the national average for this indicator.Indicator: 80% of teachers indicate that their students are intellectually engaged in learning. Very Well Well MarginallyEvidence: Student feedback and teacher responses have been very positive.Indicator: Provincially determined Survey Education Quality Detail (Accountability Jurisdiction Surveys)44% of parents (Gr.4) who strongly agree or agree that their child finds school work challenging. 100% of teachers (Gr.4) who strongly agree or agree that their students find school work challenging.

Very Well Well MarginallyEvidence: Large discrepancy between teachers and parents tells us that we need to look at our avenues of communication. Continue to evaluate our planning for work we are asking students to do.

Evidence: 78% of parents (Gr. 4) and 100% of teachers (Gr. 4) who strongly agree or agree that their students find school work interesting. Very Well Well Marginally WDYDIST measures clearly show that our students identify and are engaged and connected to our school.

Survey Measures (Accountability and Learning Bar Surveys)55% of parents strongly agree or agree that their child clearly understands what he/she is expected to learn at school. Very Well Well MarginallyEvidence: We see a communication gap here.100% of teachers indicate that they always or frequently work together in collaborative teams to design common summative and/or formative assessments.

How well was the above success indicator achieved?100% Very Well Well Marginally

Evidence: AISI reflectionsSurvey Measures cont. Strategic PlanningGoalsBest PracticesCritical EvidenceStrategiesAISI Reading improvement Implementation

School Community Involvement Who participates in the consultation process.Participants involvement in the consultation and planning process. How the participants will be involved or support the implementation of the project.Parents:Through assemblies, parent information exchange nights, web pages, newsletters.Advisory, provide feedback on the progress of their own children. Volunteering at the school in a variety of ways. (eg. Precision reading, materials preparation etc.) Principal(s)/Assistant Development of the plan in consultation with staff, students, and parents.Leadership of the process and implementation of the plan. Support the staff in their efforts with advice and work with students.School Council: Advisory participation

Consult and advise on implementation of the plan.Provide feedback and resources for learning materials.StudentsConsultation through WDYDIST/FSD surveys and through our conversations with students.Assist teachers and administrators with the implementation.Support StaffProvide input into the process in terms of needs and resources.Working with specific students on reading improvement and reading recovery.TeachersSet the course of the improvement effort through their assessment data, and personal experience with students.Designing learning activities that support reading improvement in their classroom.Other eg. Business/CommunityLocal media.Partner with local business to provide support. Celebrate success in the media.Eg. Pizza Hut book it program rewards students for reaching reading targets.Research - Informing Teaching PracticesAuthorYearTitleSource (if not a book)Brief description of how this research informs your school planGood, R.H., &Kaminski, R.A. (Eds).2007Dynamic Indicators of Basic Literacy Skills (6th Ed.) http://dibels.uoregon.edu/Research based system of assessment and analysis of reading skills.Tomlinson, C.A.,2003Fulfilling the Promise of the Differentiated Classroom. Strategies and tools for responsive teaching.Reithaug, D.,2002Orchestrating success in ReadingApplication of research in reading development. Buffum, A., Mattos,M., Weber,C., 2009Pyramid Response to InterventionDevelopment of a learner response system.Florida Center for Reading R2002Florida Center for Reading Reasearchhttp://www.fcrr.org/Reading Strategies and activities.Reeves D. 2007Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning2010/11 book study on assessment practices.Hall S. L.2006Ive DIBELd, Now What?Helping teachers plan more targeted interventionssMcKewan-Adkins E. K.201040 Reading Intervention StrategiesIntervention ideas.20AISI Reading ImprovementOur overall goal is to improve reading so that all Div 1 students are reading at grade level by the end of grade 3. For students in grades 4-6 our goal is improved reading fluency and comprehension each year.

It is impossible for a school or district to develop the capacity to function as a professional learning community without undergoing profound cultural shifts.Rick Dufour

Essential Cultural Shifts AnalysisFocus on overall school performanceFocus on individual student performance1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10Embedded collaboration informal and focused on events and activitiesFormalized embedded collaboration focused on student learning and progress1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10Student progress and programming is the sole responsibility of the teacher Student progress and programming is the responsibility of a collaborative team1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10Reading assessments primarily summative with limited impact on learning Ongoing formative assessment that drives instruction and programming (diagnostic)1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10Assessments done annually or sporadically in the classroomAssessments happen school-wide for all students (benchmarking) and frequenting for at-risk students (progress monitoring)1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10Interventions for struggling readers are given through EA support program Interventions for struggling students are school wide and systematic1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10At-risk readers pulled out of LA instructionAt-risk readers receive interventions that are both inclusive during LA instruction and additional time and instruction1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10

TRIP (Tigers Reading Improvement Program)

A 40 minute period in the timetable every day, dedicated to reading improvement.Differentiated activities designed to address the needs of the students. (Tier 1&2 RTI) 2+ below grade readers get small group instruction from their teacher. (RTI Tier 2).Another teacher pushes in to support the other students in the class and works directly with : (1+ grade level below in reading) and (at grade level) doing targeted literacy activities.

1+ above grade level work at independent literacy projects.

TRIP is in addition to Regular Language Arts instruction and activities. (RTI Tier 1)Green StudentsRed StudentsYellow StudentsBlue StudentsCollaborating for Improved Student LearningTVS Timetable MondayTuesdayWednesdayThursdayFridayWarning 8:40- 8:50Home Room PeriodPeriod 18:45 Period 2- 9:40Period 39:40 - 10:10RECESS10:10 10:25Period 410:25 10:55Period 510:55 11:35RTI/TRIPRTI/TRIPRTI/TRIPRTI/TRIPRTI/TRIPPeriod 611:35 12:05DIV 1 Team Meeting12:05 12:25Outside or IntramuralsOutside or IntramuralsOutside or IntramuralsOutside or IntramuralsOutside or Intramurals12:35 - 10Eat Lunch in ClassroomPeriod 71:00 1:30DIV 2 Team MeetingPeriod 81:30 - 2:00Period 92:00 2:30Period 102:30 - 300Dismissal27ASSESSMENT DRIVES DECISIONS

Common Assessments

DIBELS (Diagnostic Indicators of Early Literacy Skills) Benchmark Sept., Jan. June. Progress monitoring (Red & Yellow) at 2-3 week intervals through the year.

G.R.A.D.E. (Group Reading Assessment and Diagnostic Evaluation) Annual test of Reading Ability.(Administered in May)

Reading Instruction Survey (Locally developed survey of teaching approaches). Results informing future instructional planning.

Classroom AssessmentChecklistsAnecdotal NotesEvaluationsWeekly Team meetingsAISI Team Meetings (Div. 1 and Div 2 meeting every 5-6 weeks. Every student is discussed in each of these meetings.)TARGETS ACHIEVED so far

Our overall target is to improve reading so that all students are reading at grade level by the end of grade 3. For students in grades 4-6 our target is improved reading fluency and comprehension each year.

Using formative assessments reading performance was analyzed; areas of weakness were identified and addressed.

ALL students improved reading skills.School-wide Grade equivalent reading level increased 1.6 grades in the first year. (G.R.A.D.E. assessemnt).At risk (Red & Yellow) student improvement. Total of 43 at risk students 4 Red to Green1 Red to Yellow8 Yellow to Green

Looking Back & AheadReview 2009/10goalsRefocus key learning priorities

Professional Learning Communities: Working together in Professional Learning Communities both at the school level and across the division - Ongoing

Assessment for and of Learning: Supporting student self-directed learning and understandingand alignment of the process of assessment, evaluation and reporting Students Achieve

Inquiry Lesson Design (design for understanding): Designing open-ended, rigorous, authentic learning opportunities that are enhanced through the integration of technology and meet the diverse needs of all learners Ongoing focus on authentic engagement

Distributed Leadership: Providing shared leadership opportunities within your school L.C., Tech guide, Team Meetings etc.

Pyramid Response to Intervention: Designing and implementing a PRTI once a professional learning community has been firmly established that administers frequent, common assessments to measure student learning and to target interventions Focus on Tier 2 & Tier 3

Technology Integration: Designing technology enhanced student learning opportunities to build, share and collaborate around new knowledge. Ongoing focus on going deeper with technology.2009 GoalsSmart Goals 2010/11Goal One Improve the reading ability of all students so that they read at or above grade level and struggling readers close the gap. (We want all students at grade level by the end of grade 3.)

Measures Decrease in the number of at risk readers school wide. (DIBELS & GRADE data).Grade over grade improvement average greater than 1.0. (GRADE score differential)

Strategies TRIP time daily targeted differentiated instruction.Vocabulary development using word walls, pre-teaching vocab, graphic organizers, FCCR activities. Home reading program, Pizza Hut , recording reading, echo reading, precision reading, Raz-KidsAuthentic writing activities that improve reading. Presentations

Goal Two- Improve the established systematic Response to Intervention RTI system to address struggling readers at the Tier 2 and Tier 3 level.

Measures

Increase the amount of one on one intervention time with at risk readers. Teacher notes, LST notes, Precision reading records).Increase the frequency of monitoring progress to improve alignment of learning targets.(DIBELS progress monitoring booklets).StrategiesScheduled progress monitoring for red and yellow.Precision reading, FCRR activities.LST assessment responses.

Goal Three Improve the use of formative assessments by students and teachers so that learning is enhanced.

MeasuresExemplars for Languge Arts on display in every classroom .Vocabulary word walls all subjects in classrooms.Evidence of use of rubrics (writing non fiction and narrative)Increased use of feedback loops (descriptive feedback, second chances etc.Formative assessment with comments appear in Students Achieve. (S.A.)

Strategies Use backward design process to align assessment with outcomes.All teachers use in S.A. comment boxes for at least one formative assessment in each core subject.Establish word walls.Use rubrics when appropriate.Celebrations 100% of our staff believe that we can make a significant difference in the lives of our students with our school improvement effort.

30% of our at risk readers closed the gap by at least one grade level in our first year of TRIP.

We have increased our Grade Equivalent reading level an average of 1.6 grades in our first year. (Group Reading Assessment and Diagnostic Evaluation G.R.A.D.E.).

Turner Valley School 21st Century Learners

Reading Survey Findings and Recommendations.

Phonics and Phonemic Awareness We are good at using manipulatives and small group games to teach phonics. We should find and share strategies for teaching word families, categories for words and rhyming.Vocabulary We are good at teaching sight words and decoding skills. We need to improve at teaching vocabulary using word walls We need to improve at pre-teaching vocabulary to enhance learning. We need to improve at using graphic organizers, semantic and concept maps to allow students to compare and contrast vocabulary.Fluency and Comprehension We are good at providing opportunities to read aloud. We need to improve at consistently using pre-reading strategies and KWL charts. We should develop literature circles. We should strengthen our recording of student reading as a fluency strategy. We should incorporate echo reading.Other Strategies We generally have high quality classroom libraries. We should look for more ways to get students engaged in purposeful reading and writing. We should increase the opportunities our students have to read with a teacher, other adult or in small groups. We should provide opportunities for students to write or draw in other areas.

Curriculum (Program of Studies)What Does It Mean? Designing Learning (Enduring Understandings) Holistic Rubrics Students Achieve Continued Implementation of new programs (Math, S.S.) Differentiated Instruction PLCs Essential Cultural Shifts

What have we done? Designing Learning ongoing S.A. ready to go (already using a categorical outcomes based report card) Book Study (Fulfilling the Dream) PLCs AISI Div Teams Essential Cultural Shifts Survey (Baseline + year 1)

What still needs to be addressed?

Students Achieve (aligning outcomes) Design process (going deeper + practical implementation) PLCs (continue to develop)

Parking Lot Data drives decisions PLCs Expanding Focus on Curricula

Assessment for & of Learning

What Does It Mean?

Clear outcomes for students Assessment tools for students Assessment targets for students Descriptive feedback for students Meaningful student involvement Appropriate application of assessmentsWhat have we done? Rubrics widely used I can curriculum outcomes AAC conference 2008 Criterion Gr 4-6 DIBELS ongoing GRADE benchmarks Data Cards updated Solution Tree Conference

What still needs to be addressed?

Book Study Ahead of the Curve Students Achieve (ongoing) Word Walls Exemplars divisional approach Feedback

Parking Lot

Elements of Grading

Advancing Technological, Pedagogical Knowledge

What Does It Mean? Authentic engagement using technology Making excellent use of the resources we have.

What have we done? SMARTboards Video Conferencing Web Site development Sentoeos Mathletics, Raz-Kids, Learning AZz Tumble Books etc. DIBELS.

What still needs to be addressed?

Access issues (problem solving) Going deeper pedagogically with SMARTboards Going deeper with software (Mathletics Raz-etc. Parking Lot?

Constructivism Global Issues

Ensuring Response To Intervention )

What Does It Mean? Knowing where are kids are at academically Knowing what students need

What have we done? TRIP Time established AISI Div. teams Established Tier 1-2 Web Site development Sentoeos Mathletics, Raz-Kids, Learning AZz Tumble Books etc. DIBELS.

What still needs to be addressed?

A.

Parking Lot? DIBELS math

Assessment for & of Learning

What Does It Mean?

Clear outcomes for students Assessment tools for students Assessment targets for students Descriptive feedback for students Meaningful student involvement Appropriate application of assessmentsWhat have we done? Rubrics widely used I can curriculum outcomes AAC conference 2008 Criterion Gr 4-6 DIBELS ongoing GRADE benchmarks Data Cards updated Solution Tree Conference

What still needs to be addressed?

Book Study Ahead of the Curve Students Achieve (ongoing) Word Walls Exemplars divisional approach Feedback

Parking Lot

Elements of Grading

Ensuring Response To Intervention

What Does It Mean? Knowing where are kids are at academically Knowing what students need

What have we done? TRIP Time established AISI Div. teams Established Tier 1-2 Web Site development Sentoeos Mathletics, Raz-Kids, Learning AZz Tumble Books etc. DIBELS.

What still needs to be addressed?

Parking Lot? DIBELS math

Advancing Technological, Pedagogical Knowledge

What Does It Mean? Authentic engagement using technology Making excellent use of the resources we have.

What have we done? SMARTboards Video Conferencing Web Site development Sentoeos Mathletics, Raz-Kids, Learning AZz Tumble Books etc. DIBELS.

What still needs to be addressed?

Access issues (problem solving) Going deeper pedagogically with SMARTboards Going deeper with software (Mathletics Raz-etc. Parking Lot?

Constructivism Global Issues