School Division Our Mission To recognize the individual needs and potential of our students and to provide these "dedicated to the pursuit of excellence" students with the opportunity to undertake schooling experiences that will contribute June Report for the 2016-2017 School year to the development of their full potential. Schooling experiences will give consideration to the future demands that will be placed upon society by our rapidly changing world.

http://www.plpsd.mb.ca/ Superintendent: Todd Cuddington Assistant Superintendent: Pamela Garnham Director of Student Services: Rochelle Rands

Division Staffing Profile Portage la Prairie is located on Treaty One Land, the traditional territory of the Ojibway, Dakota, Full-Time Equivalents Number Full-Time Equivalents Number Speech Language Cree and Anishinaabe, and homeland of the Métis nation in the of , Principals 13 5 Pathologists with a population of just over 13 000. Portage la Prairie is located approximately 75 km west of Vice-Principals 7 Reading Clinicians 0 Winnipeg along the Trans-Canada Highway and is situated along the Assiniboine River.

Teachers 213.745 Occupational Therapists 0.5

Counsellors 10.35 Physiotherapists 0.09

Resource Teachers 9.6 Psychologists 4 Teachers supporting special 17.5 Social Workers 1 needs low enrolment classes Educational Assistants 128.76 Coaches/Consultants 4.75

Student population 3120 Mental Health Facilitator 0.5 (Sept. 30, 16)

Outreach Facilitator 3 Career Coordinator 1

1 Our Schools Our Division is composed of eighteen schools, seven located within the city of Portage la Prairie, one in the town of Oakville and ten Hutterite Colony Schools in the surrounding areas and offers both English and French Immersion Programming K-12. Our division population at September 30, 2016 was 3120. English as an Additional Language at Sept. 30, 2016- Students funded as of September 30, 2016= 64 representing 2% of the total student population. As of the end of May 2017 an additional 17 students registered =81 students. Self-Declared Indigenous Students at Sept. 30, 2016- Students who have declared Indigenous Identity represent 43% of the student population. Our High School campus hosts an average of just over 1100 students annually with about 180 graduates. Students may graduate with supplementary diplomas for the French Immersion Program and the Vocational Program. Two of our schools, Ḗcole Crescentview School and Ḗcole Arthur Meighen school offer Dual-track French Immersion/English programs. With a diverse variety of culturally and linguistically rich backgrounds within its catchment borders, Portage la Prairie School Division has developed a wide variety of innovative programs to serve its students. From its modern power mechanics facility at the high school campus, to the delivery of innovative programs in special education, university and technical skills preparation, Aboriginal Education, and English as an Additional Language programming. Portage la Prairie School Division is recognized province wide as a leader in the development of programs for students from multiple cultural backgrounds, varying interests, and wide-ranging academic abilities. Enrollment Projections Portage la Prairie School Division enrollment continues to grow. Recent announcements (spring 2017) of a new industry and a new housing facility will continue to support the rising numbers in both French Immersion and English programs. Our Story COMPREHENSIVE VOCATIONAL TRAINING ACADEMIC PROGRAMS Variety of courses in Sciences and Humanities Business Education, Industrial Arts, Human Ecology, Power Mechanics French Immersion Program, K-4 at École Crescentview School, Building Construction Trades, Hairstyling, Health Care Aide Grades 5-8 at École Arthur Meighen School, and 9-12 at Portage Collegiate Institute Media and Game Design Basic French Program from Grades 4-12, Français offered at our High School Campus Music Program K-6, Band Program Grades 7 to 12 FACILITIES Advanced Placement Courses offered in our High School Modern Computer Labs with, Leading Edge Software Computer Technology, Apprenticeship programs in Power Mechanics & Hairstyling Mobile Device Carts, High Speed Internet Access with WiFi Integrated Physical Education & Sports Programs Science Labs, Automated Libraries Modern Gymnasiums INNOVATIVE PROGRAMS School Hockey Academy, Mature Student Program STAFF Walking School Bus, Youth in Philanthropy, Roots of Empathy Highly Qualified, Dedicated, Innovative Archiving Program, SmArts, High School Apprenticeship Program Credits for Employment, Bring Your Own Device Division strengths, equity issues, challenges Together we celebrate… -Opportunities for collaborative learning and coaching in the areas of literacy, numeracy and instruction -A variety of Social Justice groups and opportunities including such events as: Breakfast for Breakfast, WE Day, Fair Trade -A culturally diverse population -Supports and partnerships created between the schools and our community -Schools are equipped with teams of students supports including Administration, Resource, Counsellor -Support for Mental Health and a community connection with Southern Health/Santé Sud and Teen Clinic offering support for medical care until age twenty-one

2 -An Infant Lab to supports families who wish to continue education -A career focused transition opportunity for all high school students including Huttarian school students including vocational opportunities -Collaboration with communities including a liaison support person for Long Plain students -Integrating Indigenous Perspectives in student learning -Providing employment opportunities and internships (coordinated by the AAA Facilitator and the division Career Coordinator) -Integrated technology via “Bring your Own Device” initiative and Google Classroom -Consultant for English as an Additional Language-increasing numbers of students from diverse cultures and linguistic experiences. Our consultant initiates first steps between our Newcomer families and our schools to strengthen school and community relationships. The consultant shares information with school teams to ensure a healthy transition into new educational settings. -A variety of school based Social Justice initiatives that directly impact our community -Community connections through our 3 Outreach Facilitators We strive to meet the challenges of… -Poverty within our community and lack of public transportation with a significant distance between schools -Transitions from feeder school at critical times of development -Creating barrier-free environments for all students within our schools and classrooms Education for Sustainable Development All eighteen schools have embedded education for sustainable development within their school plans. We believe that working together to protect our environment and the land we live on is a foundational message that is delivered to our students daily through projects, lessons and community activity.

Data Summary-Literacy Literacy- Data Reports Expected Outcomes 1.1 To increase scores on the Data collected for 1.1, 1.2, 1.3 Observation Survey Summary of professional development to support teacher instruction and student learning for the 2016-2017 school year: Kindergarten Professional Learning Community, 1.2 To increase reading and Grade 1 Professional Learning Community, Early Literacy Professional Learning Community, Administrator Book Study, mRLC Network Intensive Support for Literacy, Leaders with Faye comprehension levels for Brownlie, Regie Routman in Residence- Using Mentor Texts in the Classroom, Supporting Literacy Learners, Adolescent Literacy Summit, Penny Kittle Workshop, mRLC Network “High early years’ students Impact Literacy Strategies and Assessments for Middle and Sr. Years” facilitated by Faye Brownlie, Tanny McGregor- Professional Development opportunities, Inspirations from Donalyn Miller Grades 3-8.

Kindergarten Letter ID 1.3 To increase teacher capacity 0 – 5 letters known 50 + letters known Despite very low results from September entry assessment; significant gains had been made by year end. with literacy instruction and Sept ’16 ENTRY 36% 6% However, the final assessment is still at 44% (much lower than a 50% + target). The low entry scores are also assessment strategies reflected in the low Divisional EDI results. May ’17 END OF YEAR 4% 44%

Hearing and Recording Sounds (not formally tested in Kindergarten though, information is collected during the initial grade 1 assessment) Sept ’16 ENTRY 68% score LOW This data has been used to support direction with both the K and Grade 1 PLC. Some challenges have been noted with test accuracy. All teachers are being trained to improve accuracy and validity.

3 Kindergarten Phonological Assessment 63% LOW range, 45% AVERAGE range, 2% Scores indicate steady and reasonable growth throughout the school year. Efforts will continue to reduce the Sept ’16 ENTRY HIGH number of students in the low range and increase achievement in the high range.

May ’17 END OF YEAR 14% LOW range, 72% AVERAGE, 57% HIGH

Grade 1 Hearing and Recording Sounds (not formally tested in Kindergarten though, information is collected during the initial grade 1 assessment) Sept ’16 ENTRY 68% score LOW, 33% AVERAGE/ABOVE This data has been used to support direction with the PLC for grade one and grade two teachers. 55% BELOW AVERAGE, 45% May ’17 YEAR END Goal is to reduce the number of student in the LOW category. AVERAGE/ABOVE Grade 1 Phonological Assessment 17% LOW range, 33% AVERAGE range, 50% *NB The achievement at each testing period is based on incremental increases in achievement while students Sept ’16 ENTRY HIGH/ABOVE may make progress; it may not be significant enough to be considered higher achievement. There is no 16% LOW range, 84% AVERAGE range, N/A HIGH/ABOVE average score in May assessment. May ’17 END OF YEAR HIGH/ABOVE (50 maximum score) Grade 1 Letter ID (see table below) 0-49 letters 50-51 letter 52-54 letters Though growth and achievement throughout the year is noted our challenge is to increase the growth in the (low) (avg.) (abv) first part of the year which will in turn increase end of year achievement. Sept ’16 ENTRY 64% 14% 22% 0-49 letters 54 letter (avg.) N/A (low)

May ’17 END OF YEAR 38% 62%

1.4 To improve the outcomes for Early Childhood Developmental Instrument Data Collection: preschool children who have, Data Sources and indicators or are at-risk for What evidence confirms that the actions had the desired effect toward achieving expected outcome? communication, speech, language, hearing, and/or 1.1 This equivalent position has been of long-standing importance for the PlaP school division and continues to be prioritized and filled. This equivalent position is dedicated to: monthly emergent literacy difficulties preschool parties at each elementary school site, TSFRC “Book Buddies” groups 2 mornings each month, and whole-group language learning through play-based activities 3 afternoons per 6 day school cycle at the North Memorial School-Preschool program. by providing early intervention supports. 1.2 SLPs met respective partners and schools to plan “early communication enhancing” programs. In order to meet the individualized needs of each site, SLPs put forward topics/themes/strategies that would be beneficial to the preschool children of that particular site.

1.3 This goal continues to be ongoing. SLPs continued to plan individual communication and emerging literacy enhancing sessions that meet the needs of each community/school partner. The “Book Buddies” sessions (at the TSFRC) have been quite popular as indicated by families’ requests to increase the number of sessions offered. The preschool program at North Memorial School has run its second year of having SLP facilitated services, with frequency of service provided at three afternoons per week.

1.4 The SLPs continue to identify preschool children who may benefit from speech, language, and/or communication supports through various informal means including conversation with parents at preschool parties, discussions with resource teachers who have an established relationship with families, and discussions with school social workers and attendance officers. Referrals are conducted on a continuous basis to CTI to the appropriate clinician (SLP, OT, PT etc.) with the awareness that there may be a waitlist for preschool SLP services in the Portage la Prairie area.

1.5 At the end of the Preschool PD event this year, surveys were distributed and collected to determine overall satisfaction with the content and presentation of the PD. Evidence collected indicates overall “strong” sense of satisfaction with the content of this year’s PD. There were a few suggestions related to the need for more foundational information with regard to speech and language as many of the attendees are fairly new to the childcare profession. Other suggestions indicated the need for a more “formal PD format”.

4 2. Discussion with PHN indicated that there was an excess of infant bags from previous years and that no new infant bags were required for this current school year. 3. There were 3 preschool bags and 2 infant bags requested by one school Social Worker in this current school year. Social Workers continue to use this opportunity to share information about accessing SLP services, attending preschool parties. Additionally, SLPs developed “welcome to K” bags for distribution to all in-coming kindergarten student in the PLPSD during the kindergarten information session offered at all schools in the spring of 2017; 225 bags were developed and distributed to schools. 4.2 To increase cultural 4.2 proficiency and promote an The following goals were established as a part of implementing French Communication and Culture into programming. Both French Immersion schools and the English schools were awareness of French asked to provide feedback on the divisional goals through a survey. language Goals: A. To increase teacher competence and confidence in teaching the new French Communication and Culture curriculum as intended with the balanced literacy B. Provide authentic activities to promote understanding and appreciation of French culture C. To promote French and increase parent awareness of the value of learning French Disaggregation and interpretation: What does our assessment data tell us? -Kindergarten PLC-The Kindergarten PLC has received overwhelming support from teachers and there is a strong desire to continue meeting to reflect and improve practice. Discussions have grown beyond sharing ideas and what individual teachers do in their classrooms to discussions & questioning practices centering around focused intentional teaching that matters most for K students - The PLCs are extremely powerful opportunities for educators to build capacity and establish instructional direction to improve achievement for all students -Provincial assessment results (fall 2016) for grade 3 and 4

Performance in reading shows consistent achievement between 62-64% “Meeting Expectations” for Non-Self-Declared Aboriginal students (between the years of 2009-2016). Our Self-Declared Aboriginal students are  23-27% below the performance of Non-Aboriginal student during this same time period. Student In-Care achieve between 31 and 35% lower than Non-CFS students

 When considering the provincial average for grade 3 non-Aboriginal student our division performance is slightly higher French Immersion results for grade 3 and 4 is slightly higher than the provincial average for non-Aboriginal students. There is a gap between our non-Aboriginal and our Aboriginal students of 12% for the French  Immersion students “Meeting Expectations”. All results are constant between the years of 2009- 2016 Further observations with the population of gr. 3 students is a very high level of transiency. Many of these students have one or more placements during the school year which directly affects their performance (currently  138 Students in Care within our division overall (K-12) with 7 additional students registered for the fall term) -A pilot was implemented at two schools collecting instructional text level with grades 4-6 - Individual schools are doing their part to promote French and increase parent awareness of the value of learning French. It is important that as we move forward, we are able to collaborate throughout the division to promote French in our community Planning and next steps -A decision to pilot the full day kindergarten has been made as a result of literacy data and EDI data

-Following implementation of the pilot instructional text level in grade 4-6 a decision to increase the collection for the upcoming school year to grade K-8. This also means our Strong Beginnings will increase up to grade 8. Our division has recognized the effectiveness of the Strong Beginnings initiatives. It provides time for teachers to meet individually with each student to assess literacy strengths and challenges

-Divisional data will be collected at the grade 8 level to compare to the provincial assessment data -Additional assessments will be included at the Kindergarten level to target a need for more students to achieve at a higher level -Changing the dates and increasing assessment at the Kindergarten level to provide a more comprehensive analysis of student’s literacy achievement -Continue the format for PLCs, Early Literacy Intervention, including another book study with the Administration team

- Kindergarten PLC will continue and provide additional 1-1 time with all Kindergarten teachers with a focus on teachers new to Kindergarten with emphasis on interpretation of data and emergent literacy practices

-The grade one PLC will continue next year to finish the book study and to continue to reflect & refine literacy instruction and assessment practices with three main goals: 1. incorporating daily writing opportunities that are meaningful & authentic 2. including multiple non-fiction texts 3. reviewing data and planning next steps Some discussions in this year’s PLC centered around what A & B books are designed for and with support from Reading Recovery teachers and Reading Recovery principles a division-wide focus to ensure our grade one students are moving quickly to Level C has been established. -To provide opportunity for summer PD (Miriam Trehearne Aug. 17, 2017). An invitation was sent to all K-2 teachers. Teachers participating in this workshop will receive her book titled “The Essence of Effective and Engaging Literacy Learning K – 2: What we Really Know” that will be used as a book study -To continue to participate in the mRLC Literacy Leader Learning network -To implement a division-wide literacy assessment at the gr. 7, 8 and 9 levels to enhance planning and programming for the individual needs of students (RAD/OCA) -To increase conversation between teachers/consultants about the criteria for the completion of Provincial assessments at the grade 8 level -Divisional data will be entered though our Student Services secretary for the upcoming year to ensure consistency and accuracy when reporting and identifying Aboriginal Self-Declared identity 5 -To include a plan for documenting and monitoring the inclusion of the French language into our planning process (i.e. How PLPSD fosters and creates a rich linguistic program in all schools including French Immersion). A goal will be established to formally address on the Division Continuous Improvement Plan, the school based work that is being recorded on the individual School Plan that relates to Cultural Proficiency and awareness of French language. Data Summary-Numeracy Numeracy Data Reports Expected Outcomes 2.1 To increase math fact Professional development -85% of all grade 3-6 teachers have received math fact PD on all operations. knowledge in addition and Student results divided by grade, operation tested and AAA student progress → related subtraction to 18, and Grade 3 summary of results: addition data shows an increase of 10-30% inclusive of all strategies from Sept 2016 to June 2017, subtraction data shows an increase of 20- multiplication and related  40% inclusive of all strategies from Sept 2016 to June 2017 division to 81 for Grades 3-6 Grade 4 summary of results: addition data shows an increase of 20-30% inclusive of all strategies from Sept 2016 to June 2017, subtraction data shows an increase of 20-  40% inclusive of all strategies from Sept 2016 to 2017, multiplication data shows an increase of 30-40% inclusive of all strategies from Sept 2016 to June 2017, division data shows an increase of 35-40% inclusive of all strategies from Sept 2016 to June 2017 Grade 5 summary of results: addition data shows an increase of 5-20% inclusive of all strategies from Sept 2016 to June 2017, subtraction data shows an increase of 10-  20% inclusive of all strategies from Sept 2016 to June 2017, multiplication data shows an increase of 15-30% inclusive of all strategies from Sept 2016 to June 2017, division data shows an increase of 20-30% inclusive of all strategies from Sept 2016 to June 2017 Grade 6 summary of results: addition data shows an increase of 5-10% inclusive of all strategies from Sept 201 June 2017, subtraction data shows an increase of 10-15%  inclusive of all strategies from Sept 2016 to June 2017, multiplication data shows an increase of 10-30% inclusive of all strategies from Sept 2016 to June 2017, division data shows an increase of 15-20% inclusive of all strategies from Sept 2016 to June 2017 2.2 To form a Divisional A committee was formed consisting of 1 representative from each school. Areas of focus was math facts, structures of problems and teaching through problem solving for K-8 teachers. Numeracy Committee 2.3 To increase teacher capacity Data collected in 2.1 reflected into 2.3. with numeracy instruction -It is evident that there are significant differences with the delivery and the recording of the results for the provincial assessment and assessment strategies Action Research Project 2 pilot schools have been (MRLC -2 schools grade 6 and 9) 2 - year commitment for K-9 students PLPSD has been involved in the Action Research project (MRLC) 2 grade 6 teachers and 2 grade 9 teachers at 2 PLPSD schools (PCI and LVS) as well as the Numeracy Coach and 2 administrators have been participating in this 2-year project. Data collected has been used to track student progress and plan for instruction that is reflective of student needs.

Professional Learning Communities

Teachers have been involved in book studies, professional development opportunities during the school year and summer months as well as mentorship with the numeracy coach.

6 Disaggregation and interpretation: What does our assessment data tell us? Division Math Facts Data: (inclusive of AAA and French Immersion students and English Language Learners) -Data reflects higher achievement in the years where new concepts are introduced (I.e. grade 4 multiplication is introduced) -In all grades there were gains in every area assessed -Despite positive growth the data supports further continued emphasis on math fact mastery by grade 6 Provincial Data Grade 3 Results, inclusive of French Immersion and AAA, comparing school years 2015-16 to 2016-17 show a slight increase in the number of students meeting expectations

Grade 7 The English program results inclusive of AAA, show a slight increase in the number of students meeting mid-grade 7 level of performance when comparing results for 2015-16 to 2016-17. When comparing the same results for the French Immersion program the data shows an overall decrease in meeting mid-grade 7 level of performance.

-The data presents a need to support teachers more in the area of provincial assessment delivery and understanding -Noted increased levels of participation in PLCs, Book studies and invitations for classroom mentorship Planning and next steps -Fall 2017 all math fact professional development will be mandatory for all K-8 teachers in the division. Supplemental PD will be offered to teachers who have attended previous sessions through books study -To continue to monitor progress using the current divisional assessment for grades 3-6 (basic facts and problem solving) -To continue to meet at each school in a triad meeting (teacher, numeracy coach and the administration) following the Sept and February round of data collection to review results, discuss instructional planning and offer coaching or other supports as needed -To continue to implement assessment timelines division wide (basic facts and problem solving)

-To continue to establish consistency with the implementation of the provincial assessment (common understanding of what is being assessed and the need for divisional timelines) beginning with the grade 3 teachers

-To continue to meet with the Numeracy Committee (1 representative from each school, and an additional French Immersion representative) as arranged by the Numeracy Coach. -Continued participation in the MRLC Pilot project for grade 6 and 9 -Fall 2017, all grade 6 and 9 teachers will be required to follow the pacing guide as recommended by the Action Research project (MRLC) -French Immersion Teachers K-8 will participate in the mRLC project for numeracy (K-2 Place Value, 3-8 Multiplicative Thinking) -To train 50 additional staff with the Guided Math framework -To continue to offer PD through the book study format with interested staff -To increase the 1st Steps in Math PLC to a 3rd focus group of 8 additional teachers -To provide summer PD workshops to support building teacher capacity in all areas of math -To support the math residency at La Verendrye School (Nov. 6-8, 2017) with John and Jane Felling (Number sense K-8) Data Summary-AAA Data Reports Aboriginal Academic Achievement

Expected Outcomes 3.1 To develop a Divisional An Ad Hoc Committee has yet to be formed. Our goal is to have the Policy completed by June 2018. The AAA Facilitator continues to meet with the AAA Urban Network Team to Indigenous Education Policy establish a foundation for the new policy and gain information necessary for the planning piece.

7 3.2 To improve academic Language Enrichment Group data (SLPs) success for Indigenous Data Collected student from grades K-12 LEG Screener Total Averages Sequencing Following /Lang. Story Story Name Concepts Directions Grammar Vocabulary Sample Comp. Retell Total Percentage /12 /4 /11 /26 /2 /15 /26 /96 % Kindergarten Fall 3.5 1.9 3.8 3.8 0.2 2.6 1.8 17 18% Kindergarten Spring 4.2 3.0 5.5 6.6 0.4 5.3 2.8 28 29% Grade 1 Fall 6.3 2.9 6.6 6.5 1.4 6.8 4.3 35 36% Grade 1 Spring 7.7 3.4 8.6 12.1 1.8 9.0 6.9 49 52% Grade 2 Fall 6.5 2.8 6.6 8.3 1.4 7.9 5.0 39 40% Grade 2 Spring 8.9 3.7 8.3 13.2 1.9 10.4 10.1 56 59% Grade 3 Fall 7.3 3.5 7.9 7.0 1.5 8.8 7.3 43 45% Grade 3 Spring 9.0 3.9 8.9 11.8 1.9 11.1 12.3 59 61% Results achieved through program implementation:

-The program was implemented with 13 kindergarten students, 32 grade one students, 21 grade two students, and 16 grade three students, for a total of 82 children. The Speech- Language Pathologists made a concerted effort to keep group sizes smaller to offer more opportunities for interaction, more individualized attention, and to establish rapport. Pre-testing took place in October 2016 and those scores were taken as a baseline. These scores are presented as group averages in the table above. Post testing was completed in May and June of 2017 to calculate growth. Progress and increased scores were indicated across group averages for all grades and target areas. Results of testing continue to indicate that small group instruction carried out by professional instructors is extremely beneficial. Specific teaching in small group settings allows additional practice with concepts and vocabulary and enables students to participate to a fuller extent in classroom activities.

Disaggregation and interpretation: What does our assessment data tell us? AAA Coordinator summary -Teacher prior knowledge is being evaluated and professional development sessions on Indigenous topics are being delivered as a result. Teachers are requesting this information so they can enhance their classroom instruction. -Attendance for Aboriginal Identified K-8 students is highest in grade 3 and lowest in grade 8. Our attendance data shows a decrease in attendance as students transition from grade 7 to grade 8. -Student feedback survey from the Indigenous elective courses at the high school indicate that the majority of students are happy with the structure of the courses, gained knowledge, believed that the instructor was effective and knowledgeable and coursework was reasonable. Students did express very strongly that Indigenous based courses are important and should be taught at P.C.I.

Speech and Language Pathologist interpretation: -Criteria for choosing students: Initially-in consultation with teachers, followed by more in-depth pre-screening with potential students to select small groups that would benefit from the language areas being targeted. There are various reasons that a child who was initially screened and was deemed to be appropriate for the group may not have been a part of the post-testing: the students that we work with are highly transient and may have moved (if the student moved within the division, they were then included at their new school), behaviour, further testing indicated a language disorder instead of delay. -The Speech-Language Pathologists in PLPSD have been implementing Language Enrichment Group for 16 years. During that time, we used standardized testing which repeatedly proved the efficacy of the implementation of groups. What does our Language Enrichment Group data tell us?

-All grade groups improved across all targeted domains. The SLPs would like to see further increases in sequencing abilities as they have a direct link to classroom language abilities. Next year the SLPs intend to plan more LEG sessions that target narratives and meaningful sequencing activities to increase the students’ overall oral language abilities. This will in turn assist these students in successfully participating in classroom discussions, following directions, understanding both oral stories and stories that they read themselves, and understanding curricular content. Focus of individual groups will be adjusted based on Fall screening data.

8 Planning and next steps AAA Coordinator next steps for planning: -To ensure the progression of Divisional Indigenous Education Policy due to be established by June 2018 and implemented beginning Fall 2018 -To continue to extend Professional Development experiences to division staff on Indigenous Education including the to increase teacher capacity to educate students -To continue to provide cultural opportunities to increase self-identity of Indigenous students and an awareness and appreciation of Indigenous culture for Non-Indigenous students (ex. to offer the Blanket Exercise to all grade 5 and 6 students in PLPSD, grade 6 students to the Indigenous Awareness Day) -To continue to build literature into school libraries that have Indigenous perspectives -To continue to support the partnership with Southern Health Santé Sud “Indigenous Health Internship Program”. Though the number of available spots fluctuates each year, PCI students have always had a lot of interest in this program -To increase Home and school collaboration through Family Rooms (LVS, NMS and PCI) and the Outreach Facilitators

-To target attendance and reduce attendance challenges across the Division and examine transportation options (“A” Block shuttle- NMS, FLR shuttle to LVS and PCI and “B” Block shuttle to support a later start to the day)

Speech and Language Pathologist-next steps: -Devise more specific directions for the examiner at the beginning of each subtest to ensure continuity in testing between examiners -The pictures for the concepts subtest will be reviewed to try to find more culturally appropriate pictures -New books with a focus on Indigenous representation will be purchased to be read, sequenced, and discussed with students during LEG sessions -Other screen items will be examined individually to determine if changes need to be made. Outcomes for next year (how we respond to the data) The SLPs will continue with the new test format, adapting test items as needed. They will continue to use pre-testing data to drive instruction. Data Summary- Student Engagement/Wellness Strong Kids initiative Expected Outcomes -PLPSD hired a .4 FTE to establish a Mental Health Facilitator role (Sept 2016-17) 4.1 To plan and support for the Fall 2016 marked the start of a new position within the Portage la Prairie School Division. To date, the Mental Health Facilitator’s (MHF) time has been split between five key  successful engagement of areas. students 1. Developing a Job Description 2. Relationship Building 3. Professional Development The MHF also organized a learning session with Jennifer Wood, Healthy Schools Consultant, to assist École Arthur Meighen School in completing the Healthy Schools Planner from the Joint Consortium of School Health.

4. Build Your Mental Health Toolkit 5. Program Development

 Three different social emotional learning curriculums were piloted: Strong Kids, Second Step, and Mind Up

High School Data (9-12) Graduation Rate 2014-15 2015-16 2016-17 2017-18 Calculated based on initial enrollment Sept 30 each year and number of 85.80% 86.5% (0.7% increase) 94% (7.5% increase) graduates at year end

9 Grade 9 Credit Attainment 2014-15 2015-16 2016-17 2017-18 Calculated based on initial enrollment Sept 30 each final credit total at year NA 86% 81.30% end

Vocational Programming Credit Summary- The increase in elective vocational programming at the high school has allowed for an increase in credit attainment. In the 2016-17 school year the average pass rate for elective courses was 92%.

High School Apprenticeship - -Over 30 students enrolled in the high school apprenticeship program earning up to 8 credits each towards high school graduation as well as authentic apprenticeship hours -students enrolled as automotive technicians, ag technicians, plumbers, electricians, heavy duty equipment technicians, truck and transport technicians, cooks, hairstyling, landscape horticulturist, marine and outdoor power equipment technicians, carpenters -121 High School Apprenticeship credits for 2016/17 school year/High School Apprenticeship has grown exponentially in the Portage School Division High School Credits for Employment – -Students had the opportunity to earn up to two Credits for Employment (one at grade 11 and one at grade 12 level). The purpose is to encourages students to explore the world of work/110 hours is one credit.

 A Career Development credit is a prerequisite for workplace experience. -In the 2016/17 school year 66 CFE credits were achieved. -In 2017-18 Career Development will be a mandatory course at the grade 9 level. -Through this programming 287 credits were earned.

10 Health Care Aide Partnership – -Students earn 5 credits towards High School Graduation as well as Health Care Aide Certification -13 participants 2016/2017 on track for earning 65 credits towards graduation

Extended Studies Program (High School Initiative) Total credits achieved in alternative classroom environments from gr. 9-12 =415 Total credits achieved directly related to career development from gr. 9-12 = 287 Disaggregation: What does our assessment data tell us? -Student Engagement provincial results indicate a consistent “below average” performance for both the French Immersion and the English program. This may be due to how students and teachers are interpreting the criteria for what is considered to be “Developing” and “Established”. Increased conversations with teachers about this criterion will need to take place to ensure what is being entered on the assessment is in fact the best representation of the data collected from each teacher. -The implementation of the .4 FTE position for the Mental Health Facilitator has been a welcomed addition to support the needs of our students. It is evident this support must be increased based on the feedback from the current school year -The Photography option course offered at P.C.I. has a growing number of students entering and has become a partnership with the local newspaper. Each week student’s work is featured as a community celebration which also serves as good relations for the program and increasing interest. -The partnership between the high school and the Career Education program and the community continues and is becoming increasingly established and welcomed in the community. There is an increasing number of employment experiences being offered to our students as these connections are made between the teacher and the businesses. -An increase in Graduation rates were noted this past year due to success through our Career Development and Extended Studies program. Planning and next steps -To revisit the criteria for Student Engagement at the gr. 7 level and ensure all teachers completing this document have a solid understanding of the criteria for assessment -To recognize and document the Professional Development provided to increase teacher capacity and promote new resources for Newcomer families and teachers working with students (EAL and LAL) -Continue to promote and celebrate High School Apprenticeship/keep numbers strong and awareness present/continue to partner and work as a complement to current vocational programming/appreciation of the trades and continue to educate students, parents and employers about Credits for Employment as an option -Mandatory implementation of the Career Development course will provide each grade 9 student with the foundation skills to open doors for credits for employment and internship opportunities - To continue to support Mental Health Facilitator’s initiatives and allow for the program to continue to evolve in its second year and increase the time to .5 FTE - To increase technology use Division wide through Google Classroom and BYOD SCHOOL DIVISION PLAN – 2017/2018

Planning Process Factors that influence Division priorities:  Division’s Strategic Planning session that was held on April 30 & May 1, 2015  Provincial priorities and directives  Division data (e.g., early literacy assessment results, attendance and graduation rates, Our School survey, Early Development Instrument)  Provincial assessment results  Division demographics and local community needs  Parent Advisory Councils  Planning and monitoring of the Division’s Strategic Plan by the Strategic Planning Continuance Committee  Student Services Department Review

11 Planning process:

A Strategic Planning session was held on April 30 & May 1, 2015. The session was facilitated by Ken Klassen and the participants included 8 Trustees, 3 Senior Administrators, 8 Principals, 7 Vice-Principals, the Huttarian Schools’ Administrator, Supervisor of Operations, the Division’s Computer Consultant, and the Strategic Initiatives Learning Coordinator (SILC). The Division’s Strategic Plan is monitored by the Strategic Planning Continuance Committee. The Committee met twice during the 2015-2016 school year (Oct. 20/15 & Apr. 28/16). In addition, a sub committee consisting of the Assistant Superintendent, Director of Student Services, and the Division’s Literacy and Numeracy Coaches, the SILC, and Aboriginal Academic Achievement Facilitator, had 3 formal meetings to discuss and develop the Division Plan. The Division is also participating in a pilot with 6 other Divisions on implementing Manitoba Education’s K-12 Framework for Continuous Improvement.

There is a Strategic Plan committee consisting of three Board member, two Principals, the Assistant Superintendent and the Superintendent of the school division. They meet four times during the school year to review and update the plan. Data Sources:  Division data (e.g., early literacy assessment results, attendance and graduation rates, Our School survey, Early Development Instrument)  Provincial assessment results  Division demographics and local community needs School Division Priorities 1. Literacy and Languages 2. Numeracy 3. Aboriginal Academic Achievement 4. Student Engagement/Wellness 5. Instructional Leadership 6. Grant/Initiatives  6.1 Career Development Initiative (CDI)  6.2 Learning to Age 18 Coordinator Grant (L18)  6.3 Technology Education (TE)  1.7 Early Childhood Development Initiative (ECDI) *Reported in Literacy and Languages LITERACY AND LANGUAGES Expected Outcomes (specific, Data Collection (evidence of Strategies (Division Actions, Roles and Responsibilities) Indicators (monitoring progress and timelines) measurable, observable) progress) 1.1 1.1, 1.1.1 and 1.1.2 1.1, 1.1.1, 1.2 1.1, 1.1.1, 1.1.2 To improve student learning with literacy  Literacy Coach, Division-wide PD on Observation Survey  increased results in Divisional data collection (e.g. letter Divisional data collection includes: instruction and assessment strategies for Training; teaching for sound and letter knowledge identification, hearing and recording sounds in words,  K – letter Id & phonological phonological awareness) all K-12 students including French  Running record training and running record analysis workshops awareness (PA), instructional text Immersion and English programs level and writing vocabulary  Literacywill be provided Coaching to (modeling,teachers K-8 demonstrations, mentoring) in  improvements in SRA scores  PLCsclassrooms for Kindergarten, K-2 Grade 1 teachers and Early Literacy  improvements in Divisional results with instructional text levels  1 – letter Id, PA, hearing and Intervention teachers recording sounds in words (HRSW), instructional text levels 1.1.1  Book studies, workshops and coaching to increase literacy  increased results in Provincial Grade 3 assessment knowledge To increase scores on the Observation  increased teacher knowledge and awareness with literacy  2 –8 instructional text levels Survey (Letter Identification, Hearing and  Standard Reading Assessment (SRA) pilots Grade 1 and 2 instruction and assessment  Teacher reflections and feedback Recording Sounds in Words) and on the  Regie Routman Literacy Residency Project at ECVS continue in  teacher teams will have attended the mRLC sessions and from PLCs and book studies, PLPSD Phonological Awareness year 3 networks residency, projects will articulate refined and new literacy learnings Assessment Administrators will have attended the book study sessions  School & Divisional planning as a result of data collection and  and how this has impacted analysis  Division timeline for implementation for the RAD/OCA will be classroom instruction for increased  New teacher literacy coaching and support maintained student results

12 1.1.2  Literacy Coach has been hired at the high school  Literacy leaders will be given a scheduled meeting time to  RAD/OCA Data will be collected by  Miriam Treherne summer workshop on Early Literacy begin conversations about instructional practices within the new To increase reading and comprehension SILC twice during the school year  ELA Curriculum (Day 4 period 8) levels for early years’ students Two teacher teams will attend mRLC sessions with Faye Brownlie – “Intensive Literacy Support for Learning Leaders” and “High  Data will be examined after Impact Literacy Strategies and Assessments for Middle and desegregating by Self-Declared Senior Years” Aboriginal, EAL, French Immersion  and non- declared students The Division will support a 2 full day workshops for each teacher at the gr. 7, 8 and 9 level who implement the RAD/OCA which will enhance instruction and collaborative learning.

 SILC will distribute a common implementation/process guide and summary to all teachers responsible for implementing the assessment.  Emphasis placed on formative assessment and guiding appropriate instruction  Literacy Coach and SILC will establish a team of literacy leaders to represent each school 1.2 1.2 1.2 1.2 To begin implementation of the K-8  The Division SILC will meet with administration to establish a plan  schools will participate in the Pilot Project working directly with  Evidence of professional learning English Language Arts Curriculum for beginning the implementation process for the K-8 ELA Shelly Warkentin will be collected in the work done as Renewal project Curriculum Renewal  Monthly meetings will be maintained by the pilot group to part of the pilot project  Participation in the Pilot Project (Yellowquill School and Oakville ensure continuity of project  Record of learning and direction for School)  Steering committee will meet monthly (at minimum to establish implementation will be maintained next steps for individual schools) during the time allocated D2 by the Literacy Coach and SILC  Formation of a literacy steering committee led by the literacy as scheduled by the Literacy Coach and the SILC coach and the SILC. Meetings will be representative of 1 selected member from each school.

Implementation of a common prep time for planning on Day 2 last period-for steering committee members to meet and discuss next steps 1.3 1.3 1.3 1.3 To begin to explore literacy practice   Opportunity for participation in Reading Apprenticeship will be  Teacher participation in RA Voluntary participation in Reading Apprenticeship (5-day training) offered to all teaching staff at PCI (Summer and fall 2017)  at the high school level Summary of annual initiatives will be  Voluntary co-teaching with the High School Literacy Coach  High School Literacy Coach will attend workshops to support provided by the Sr. Yrs. Literacy literacy at the high school level and will provide direct support Coach to teachers as they request (voluntary participation)

 High School Literacy Coach will work collaboratively with the Reading Apprenticeship participants

13 1.4 1.4 1.4 1.4  New documents: “Le programme d’Immersion Français au   Participant reflections on sessions To support the implementation of two Teachers and administrators in the French Immersion program Manitoba” and “Cadre Curriculaire Français Maternelle à 8e who teacher français will attend the 3 planned sessions as offered. new provincial curriculum documents for année” scheduled. Improved implementation of assessment practices  French Immersion Programming K-12 Increased performance in provincial  SILC to arrange 2-3 full day workshops for the K-4 and 5-8 French to guide instruction (both formative and summative assessment assessment results Immersion Teachers to be in-serviced in the Cadre Curriculaire in will be reviewed) preparation for implementation  Prepare for mandatory implementation 2018-19 school year  Two grade 9-12 French Immersion teachers will be included in the 5-8 workshops  French Immersion teachers will gain new understanding an build instructional capacity in the français program  Teachers will reflect on the implementation of French assessments during Strong Beginnings as a tool for planning and explore potential for a standardized reading/writing assessment in French. 1.5.0 1.5. 0 1.5.0 1.5.0  SILC to work collaboratively with the grades 4-12 teachers of  Committee members will establish a summary report to reflect  Report will be shared maintained in To increase cultural proficiency and French Communication and Culture to ensure the established the 3 goals established for the division plan the committee binder (SILC) and promote an awareness of French goals (2015 plan) are addressed at each school.  Report will be used to identify areas of strength and challenge published in the June /October Language across the division according report to the goals set in the 2015 division plan a. To increase teacher competence and confidence in teaching and set direction for the following school year the new French Communication and Culture curriculum as intended with the balanced literacy

b. Provide authentic activities to promote understanding and appreciation of French culture

c. To promote French and increase parent awareness of the value of learning French

 1.5.1 1.5.1 1.5.1 1.5.1  SILC to arrange at minimum 2 meetings with teachers of French  A French committee will be established including a rep from  SILC will maintain A binder with To create a committee to represent (English program) grade 4-8 to review curriculum and goals and each school (gr. 4-8 including at least 1 French Immersion meeting notes and goals Gr. 4-8 teachers of French including establish a plan for mentorship (Grant received for.25 position) teacher) established at the committee 1 rep from each school across the division  A divisional plan for mentorship will be established by the meetings by the participants. committee  To partner with the French Immersion program teachers to share resources in an effort to increase the French culture and communication for all students

14 1.6 1.6 1.6 1.6 EAL consultant will work collaboratively  English as Additional Language Consultant provides resources  (English as Additional Language Consultant) from student  EAL Consultant maintains a with school teams to ensure necessary and opportunities to schools, groups and individuals to support intake to assisting teachers in the planning process based on summary of documented graduates linguistic and culturally responsive language acquisition and promote student success the draft document K-12 Curriculum Framework for English As from PLPSD supports are provided to students to An Additional Language (EAL) and Literacy, Academics, and promote successful transition into new  Assist with school intake  Number of student intake during Language (LAL) Programming school communities and with MB  To collaborate with school teams to identify who are the EAL school year curriculum learners in our schools  Ongoing monitoring of students who require support  Demographic collection of country of origin and languages spoken in PLPSD  Provincial and divisional assessment results 1.7 1.7 1.7 1.7 Early Childhood Development Initiative  The Director of Student Services will continue to monitor the  Annual reports will be submitted by the Speech and Language  EDI Survey data (ECDI) various projects established to support areas identified through Pathologists to the Director of Student Services noting areas of *Data collected under “Literacy” will the school and community partners in supporting preschool focus as well as projects to support the identified areas. be used to determine target areas for To continue to employ the equivalent of children who are at-risk for communication/language/learning instruction and improve student 75% SLP position to assist community delays based on demonstrated needs/evidence gathered from learning. partners and the school to meet the administration of EDI instrument [in previous years]. identified needs of our pre-school children NUMERACY Expected Outcomes (specific, Strategies (Division Actions, Roles and Responsibilities) Indicators (monitoring progress and timelines) Data Collection (evidence of measurable, observable) progress) 2.1 2.1 2.1 2.1 To increase math fact knowledge in  Division-wide PD on math fact strategies  increased results in provincial Grade 3 assessment  mandatory math fact assessments addition and related subtraction to 18,  coaching in Grade 3-6 classrooms  increased results in divisional data collection will be completed in September, and multiplication and related division to  1:1 meeting with staff and principals to discuss results of data (according to EAL and Indigenous populations) February and May in all Grades 3-6 81 for Grades 3-6 collection classrooms within the Division  all data to be compiled by Division’s Numeracy Coach 2.2 2.2 2.2 2.2 To maintain a Divisional Numeracy  Numeracy coach will network through the members of Numeracy  Ongoing throughout the school year  feedback and communication Committee Committee through the committee members directly with the Numeracy Coach

15 2.3 2.3 2.3 2.3  1:1 meeting with Grades 3-6 teachers to discuss how they can  increased results in provincial Grades 3 and 7 assessments  mandatory math fact assessments To increase teacher capacity with analyze their math facts data to inform their teaching  increased results in divisional data collection (EAL, Indigenous will be completed in September, numeracy instructional and assessment  pilot schools (4 teachers, 2 administrators, 2 coaches) will and Gender data can be correlated) February and May in all Grades 3-6 strategies for K-9 students in both participate in an Action Research Project with mRLC to examine  feedback and evaluations classrooms within the Division French Immersion and English programs how to assess the foundational outcomes for the year to inform  all data to be compiled by Division’s their teaching. Current year will see an additional cohort involving Numeracy Coach beginning in five new teachers. January/February 2018, assessments will be completed in Book studies  the pilot schools on foundational  PLCs on First Steps in Math/Prime outcomes  All French Immersion teachers will be participating in 3 days of professional development around numeracy (K-2 place value, 3-8  feedback and evaluations from multiplicative thinking). sessions attended  Select English teachers will be attending 3 days of PD centered around place value and multiplicative thinking *Data collected under “Numeracy” will  Two summer one-day PD sessions for teachers: be used to determine target areas for  instruction and improve student Place Value and Math Facts with Jane Felling for K-3 Teachers; learning. each participant was provided with a kit of manipulatives for their classroom and the training on how to use them with their students

 Place Value including Decimals & Fractions with John Felling for Grades 4-8 teachers; each participant was provided with a kit of manipulatives for their classroom and the training on how to use them with their students ABORIGINAL ACADEMIC ACHIEVEMENT Expected Outcomes (specific, Strategies (Division Actions, Roles and Responsibilities) Indicators (monitoring progress and timelines) Data Collection (evidence of measurable, observable) progress) 3.1 3.1 3.1 3.1 To develop a Divisional Indigenous  AAA Facilitator will form an Ad-Hoc Committee to develop a  The Ad-Hoc Committee will meet to develop a Divisional  The Divisional Indigenous Education Education Policy Divisional Indigenous Education Policy to be chaired by the Indigenous Education Policy Policy will be implemented by June Aboriginal Academic Achievement (AAA) Facilitator 2018 3.2 3.2 3.2 3.2 To improve success for Indigenous  AAA Facilitator will attend professional development (PD)  increased teacher capacity to integrate Aboriginal perspectives  Participant surveys and feedback students from Grades K-12 through sessions to learn and then share strategies for integrating into the learning process from PD sessions and student academic programming and transitioning Aboriginal perspectives with teachers and support staff through  improved literacy skills for Aboriginal students in the grades K-3 initiatives supports presentations and workshops language groups  Language group data (phonological  6 PLPSD staff members will participate in 3 full day mRLC  increased positive Aboriginal self-identity for students taking awareness, receptive vocabulary, professional development sessions titled “Wahkotowin: The Aboriginal-themed courses in grades 9-12 basic concept knowledge, verbal Road Towards Reconciliation)  increased motivation for Aboriginal students taking the sequencing and storytelling, and grammar skills) will be collected for  have Speech Language Pathologists work with language groups Aboriginal Health Internship Program Aboriginal students that are part of from grades K-3 who meet 2-3 times per 6-day school cycle for 30-  increased engagement of Aboriginal students by offering the K-3 language groups 40 minute sessions school-based initiatives that are Aboriginal-themed

16   increased engagement of Aboriginal students by offering a  offer Aboriginal-themed courses for Grades 9-12 such as Current Division-wide Aboriginal Awareness Day data collection on closing the Topics in First Nations, Métis and Inuit Studies , Aboriginal academic gap between Aboriginal  decreasing academic gap between Aboriginal and Non- Beadwork, Ojibway Language, Native History, and Aboriginal and non-Aboriginal students in K-9 Aboriginal students in grades K-9 Culture to promote a positive Aboriginal self-identity for the 2016-17 school year  increased number of Aboriginal students graduating from high compared to previous years  offer the Aboriginal Health Internship Program for Aboriginal school increased understanding of Aboriginal cultural and topics students to gain work experience and to use as motivation to   collect data on the number of graduate from high school  teacher team will have attended the mRLC sessions Aboriginal Identified students who  to have school-based initiatives that are Aboriginal-themed such graduate high school compared to as youth groups, guest speakers, field trips, purchasing Aboriginal- the number of non-Aboriginal themed books and resources, walking school bus, parent drop-in, students who graduate high school etc.

 to have an Aboriginal Awareness Day for grade 6 students consisting of guest speaker presentations and a powwow demonstration  continued conversations and sharing of student data to support programming between grades to support transitioning between schools (including Long Plains) 3.3 3.3 3.3 3.3 To increase language skills for Indigenous  Speech Language Pathologists to create language groups based  K-3, 2-3 times per 6-day school cycle for 30-40 minute  phonological awareness, receptive students from Grades K-3. on assessment data collected sessions. vocabulary, expressive vocabulary, basic concept knowledge, verbal  Pre and post assessment data will be collected to 1. Establish sequencing and storytelling, and groups and instructional direction and 2. To measure progress grammar skills. and achievement STUDENT ENGAGEMENT / WELLNESS Expected Outcomes (specific, Strategies (Division Actions, Roles and Responsibilities) Indicators (monitoring progress and timelines) Data Collection (evidence of measurable, observable) progress) 1.0 4.0.1 4.0.1 4.0.1 To plan and support for the successful  SmArts grant (within division) opportunities to embed the Arts  improved student attendance  Summary of SmArts projects engagement and wellness of students. within the schools through additional funds  improved credit attainment compiled and submitted to Ast. Superintendent at year end  4.0.1 provide and support a  promote vocational education  improved graduation rates variety of opportunities for student  offer alternative education programming including the application  fewer suspensions  Report submitted from the Outreach involvement in community-based of technology-enhanced learning K-12  SmArts grants application due Oct. 5 Facilitator activities  revisit and support differentiation of instruction (see Technology Education plan 6.0)  Division to continue to support the summer program as implemented by the Outreach Facilitator

 4.0.2 planning and support for 4.0.2 4.0.2 4.0.2 successful transitions of Grade 6   (Grade 9 Administrator) at PCI will collect data on Long Plain  (All Students) data analysis of To strengthen transition process between schools across PLPSD students to middle schools and students during and at the end of the year to measure the attendance, credit attainment, following: Participants in extra-curricular activities, attendance, Grade 8 students to high school  To transition the gr. 9 students from Long Plain into PCI instead of graduation, suspension rates academic achievement (credits attained during grade 9 year) grade 10  in 4 years (2021-22) the grad rates  To strengthen a partnership between PLPSD and Long Plain for the first grade 9 Long Plain group through the sharing of resources to support students will be collected

17  (EAL Coordinator) Support for newcomer students with EAL in K-  Grade 9 data for Long Plain 12 classrooms students (participants in Extra- curricular activity, attendance,  (Outreach Facilitators) to support assist with transitioning between academic achievement) schools

 4.0.3 Provide opportunities for 4.0.3 4.0.3 4.0.3 wellness  provide opportunities for social justice events such as the  (.5 FTE Mental Health Facilitator) activities to mental health  surveys from students participating Manitoba Council for International Cooperation workshops awareness and personal management in Strong Kids  “All Girls Forum” for PCI students  support for middle years students regarding mental wellness through Strong Kids lessons and activities INSTRUCTIONAL LEADERSHIP Expected Outcomes (specific, Strategies (Division Actions, Roles and Responsibilities) Indicators (monitoring progress and timelines) Data Collection (evidence of measurable, observable) progress) 5.1 5.1 5.1 5.1 To increase capacity of our Divisional  Sr. Administration team will participate in the mRLC project titled  3 Sessions will be scheduled by mRLC  Attendance/feedback “Leading Instruction Across a System: The Superintendent’s Role Leadership teams in the Portage la  Follow-up collaboration between the Sr. Admin team  Participation in the workshops will Prairie School Division (inclusive of Sr.  Selected information may be shared with division support the restructuring process within the Portage la Prairie School Administration, School Administrators,  Student Services Director will support a team of 11 Resource administration and other stakeholders Division of the L2/L3 funding dollars Instructional Coaches and the SILC) Teachers to participate in the mRLC workshops titled “Response  3 sessions will be scheduled by mRLC to Intervention: The Changing Role of the Resource Teacher”  Information will be shared at the regularly scheduled Student Services meetings All School Administrators will participate in a 2-day professional   Team meetings will be scheduled following events to follow up development workshop on the RTI model with new understandings and potential directions for future  All School Administrators and Sr. Administration will participate in planning a book study: Visible Learning for Literacy  Literacy Coach, Numeracy Coach and the SILC will participate in a series of ADCD workshops to support their development of instructional leadership practices GRANTS / INITIATIVES Expected Outcomes (specific, Strategies (Division Actions, Roles and Responsibilities) Indicators (monitoring progress and timelines) Data Collection (evidence of measurable, observable) progress) 6.1 6.1 6.1 6.1 and 6.2 Career Development Initiative (CDI) (Career Development Coordinator)  Local employer relationship/partnership education  provide a breakdown of credits  Promotion and development of career development initiatives  earned through various programs  To continue to promote, develop Promotion to parents via “Dispatch” career development including: grade 9 mandatory CDV, High School Apprenticeship offered including Credit Recovery, career development opportunities newsletter program, Credits for employment, Credits for internship, Health SDL, Outreach, Off Campus for all students to support  Care Aide/ Red River College Partnership, Aboriginal Health High Programming and CTP (ESP Co- successful transition in to the Relationships with current vocational programming to establish School internship program, Long Plain First Nation Summer Ordinator) future workforce apprenticeship as a compliment to technical training Student Work Experience Program  provide a breakdown in the number  Attending the professional learning groups (CDC) of credits achieved through Career Development inclusive of  Attending HSAP professional learning groups and career apprenticeship, HSAP, HCA, CFE, development PLG (4 times during the year (CDC) HSIP, CDI and CDV (specific to the  Coordination of in school presentations by Skills Manitoba and grade 9 students) (CDC) Safe Workers of Tomorrow  number of apprenticeship credits

18  Continued relationship with local media to celebrate and share successes  Promotion of myblueprint.ca as a career planning tool 6.2 6.2 6.2 Learning to Age 18 Coordinator Grant (Extended Studies Co-ordinator)  Alternate settings offered: Credit Recovery, Self-Directed (L18) Learning, Outreach, Off-Campus Learning, Long Plain Outreach (1/2 day each week to delivery and support Outreach  To maintain student engagement by offering academic  To continue to promote, develop coursework), Community Transition Program career development opportunities opportunities in an alternate setting and delivery model for all students to support  Connecting students to the work place through arranged field trips  A minimum of 3 field trips will be arranged and open to all successful transition in to the during the year students during the school year future workforce  Providing/facilitating opportunities for volunteer 6.3Technology Education (TE) 6.3.0 6.3.0 6.3.0  (Technology Coach) and implementation team (team consists of 1  meetings each day 4 either through Google Classroom or face  The number of people trained and in teacher rep from each school), the committee collaborates every to face  6.3.0 To implement an what capacity within each school day 4. Teacher reps are granted 1 block at the end of each day 4 instructional (direct support for  School rep/mentor will work within the school and act as a over the year to attend to committee initiatives. teachers) tech support committee liaison between the committee and the schools  Feedback from mentors consisting of 1 representative from  Nomination made by the Assistant Superintendent to include the  School staff will be surveyed for needs (i.e Smart Board each school Tech Coach on a provincial committee training)  Mentoring training/small group training  Coach will be offering monthly workshops  How to use Google Classroom  Bring in a trainer (out of division) to work with the mentors and train them on new apps

 6.3.1 To advance the 6.3.1 6.3.1 6.3.1 implementation of Google  Grades 9-12 (Tech Coach, Tech Coordinator, Network  Teachers have been told they must deliver at least 1 tech  A monitoring system has been Classroom in grades 9-12 Administrator, Ast. Superintendent, Vice Principal) Bring Your infused lesson per semester with Google Classroom established to track teacher use of Google Classroom Own Device inclusive of Google Classroom  Teachers supported by Tech Coach  Marks and attendance will be open to parents online

 6.3.2 To increase instructional 6.3.2 6.3.2 6.3.2 capacity with Literacy with ICT and  Grades K-4 IPad Pilot Project (Ast. Superintendent, Principal of  A budget was received to purchase a cart, 20 IPads, cases,  Student engagement will improve the use of IPads in a K-6 school Fort la Reine School, Tech Coordinator) speakers and Apple TVs for each classroom at Fort la Reine  Increase in student learning will be (Fort la Reine) School reflected in the assessment results and observations at year end.  An application was made to use Apple Manager licensing to monitor and manage

 the IPad  Administrator of Fort la Reine will  provide a summary of teacher Pilot teachers should collaborate and test which configuration feedback and observations of IPad use is most effective for student learning

 6.3.3 To increase the use of an 6.3.3 6.3.3 6.3.3 electronic grade-book across the  Grades 9-12 (PCI only) Opening the Parent Portal on school  Grades 9-12 Mandated by Sr. Administration that all teacher  Administrators will be reviewing division admin system for attendance and marks communication marks must be maintained in the teacher markbook for the mark books current school year. The portal will be open to parents to view  Grades K-4 attendance only  attendance and marks early fall Parents will have access to the 9-12  Grade 5-8 attendance and marks markbooks and attendance  Grades K-4 will be reporting attendance only on Maplewood

Grades 5-8 will report attendance and marks using the  Maplewood mark book Grade 7 and 8 Mark book pilot (Pat L) to determine the most  effective means of collecting assessment data

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