Message from the Principal

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N E L L E

2009-10 C ANNUAL SCHOOL DEVELOPMENT REPORT X E

F O

S R E P E

Dorset Collegiate E P.O. Box 10, Pilley’s Island, NL A0J 1M0 K

Telephone: (709) 652-3190 -

Facsimile (709) 652-3172 www.dorset.k12.nf.ca Nova Central School District S O T S U

Mission Statement C

Dorset Collegiate is dedicated to meeting the educational needs of all students for S

lifelong learning by fostering a positive, mutually-respectful environment and by utilizing I all available resources and talents. T

Vision Statement A

Dorset Collegiate will provide a positive, supportive, educational atmosphere T I where each student will experience success. Students will be independent, take

responsibility for their learning and exercise positive leadership. Teachers will facilitate, N monitor, and evaluate learning processes and outcomes. A team Message G

approach will provide for the participation of all partners. I D

From The Principal

As part of a continuing commitment to accountability in public education, I am pleased to present Dorset Collegiate’s 2009-10 Annual School Development Report. This Report outlines our students’ achievements, programs and services, and our School Development Plan. It provides information designed to be used as a tool to facilitate and positively influence student achievement and the entire school development process.

In order to facilitate an environment of success and to live our motto: Dignitatos Custos “Keepers of Excellence”, it is vital to operate within a collaborative framework that enhances the educational opportunities for all students. We (students, parents/guardians, teachers, school council members, clergy, Nova Central School District personnel and the general public) must all work together as a unified team because Together Everyone Achieves More (TEAM).

We must all work together to foster educational and all-round excellence. In 2009-10, there were many successes to highlight the educational and all-round excellence of Dorset Collegiate students. Some highlights included:

 Grade seven students, under the guidance of Ms. Jill Warren and Mr. Shawn Grimes, and as part of the Nova Central School District’s Intermediate Pilot, enjoying a great year of classroom-based instruction, quality daily physical activities, differentiated instruction and technology integration across the curriculum.  The establishment of a Dorset Collegiate Math Help Center and Math League by first year teacher Mr. Alex Hutchings; a tremendous support for the students of Dorset Collegiate.  The development of a Skilled Trades suite, and the addition of four modular classrooms (including a Challenging Needs suite); providing extra supports and opportunities for our students.  Thirteen students from grades 9 and 10 (chaperoned by Ms. Danielle Wells and Ms. Darlene Terry- Payne) having a trip of a lifetime during their three day tour of Montreal and Quebec City.  Dorset Collegiate being well-represented by table tennis, badminton, and hockey players at the NL Winter Games in Grand Falls-Windsor.  Physical Education Teacher/Athletic Director Mr. Chad Legge being selected as the School Sports Newfoundland and Labrador Central West Region Recognition Award Winner for 2010.  Dorset Collegiate Huskies, for the third year in a row since the inception of the School Sports Newfoundland and Labrador SPORTS-STARS program, capturing the School Sports Newfoundland and Labrador highest level, the GOLD STARS banner, epitomizing what the Sports Stars Program and School Sports Newfoundland and Labrador is all about.  Two successful rural internships (Ms. Jessica Crocker for Math and Physical Education, and Mr. Matt Crummey for History and English); supporting our students at a critical time of the year.

Reflection on other significant events of the 2009-10 school year, on such cooperative events as donations under our Happy Tree, to the Janeway, to our foster child, to the children of Afghanistan, medical supplies to Ethiopia, funds to help Haiti’s recent earthquake victims, and to such positive initiatives as healthy eating, active living and smoke-free environment, once more we truly realize that as we strive to our ultimate goal of improving student achievement, this goal can only be realized if we all work together to support our students. Special thank you and appreciation to EVERYONE who helps in any way to support our mission and live our motto, “Dignitatis Custos ~ Keepers of Excellence”.

Message from the School Council Chairperson

I would like to take this opportunity to, once again, thank all those who have made our children and their education a top priority. All your time and efforts have certainly not gone unnoticed. The theme for school councils in Newfoundland and Labrador is Educational Excellence, and we count it a privilege to be able to work in conjunction with other school councils to achieve this investment, on behalf of our students. A positive attitude is felt in working closely with students, staff, parents, and the community to help attain positive results, such as: understanding and identifying the different levels of education priorities, determining which direction, in the future, you feel the school should proceed with, ensuring student achievement is always a priority, encouraging parents in their crusade to help their children, and, finally, to evaluate and document any growth in our school system.

The number one priority of our "Three-year School Development Plan" is, and will continue to be, School Development. The school council has great respect for the role of Dorset Collegiate’s administration, staff, and students, and we will continue to work collaboratively with them to achieve a positive outcome for the school and its students. Some of the School Development goals that we are actively focused on are: preserving student achievement, maintaining a school tradition which invokes a secure, caring and joint learning environment, increased parent support, and restructuring our school system. We feel these goals are important and vital to the everyday success of our school.

We, overwhelmingly, thank the staff, students, and the school community for all their hard work and many achievements over the past year, and we are confident that the coming year will prove to be as successful as in prior years. We look forward to working with everyone in the next school year, and we will continue to show our full support toward the School Development Plan.

Gloria Fudge School Council Chair

Overview of School

Mission Statement

Dorset Collegiate is dedicated to meeting the educational needs of all students for lifelong learning by fostering a positive, mutually-respectful environment and by utilizing all available resources and talents.

Vision Statement

Dorset Collegiate will provide a positive, supportive, educational atmosphere where each student will experience success. Students will be independent, take responsibility for their learning and exercise positive leadership. Teachers will facilitate, monitor, and evaluate learning processes and outcomes. A team approach will provide for the participation of all partners.

Code of Conduct

We . . . Treat each other with respect. Pay attention and work to the best of our ability. Strive for excellence to achieve our goals. Act responsibly towards school rules and property. Display a positive attitude and a proud school spirit.

Our School Community

Dorset Collegiate is named after the Dorset Eskimos, a race of native people who frequented this area sometime between 2700 and 1000 years ago. The school opened to serve the communities of Brighton, Triton, Pilley’s Island and Robert’s Arm on September 6, 1977. It was officially opened on November 25th of that year by Premier Frank D. Moores. To date there have been 1035 eligible graduates at Dorset Collegiate. In the 2005- 06 school year, Dorset Collegiate began serving all grade 7-12 students from Miles Cove to Brighton and in 2007-08 some students from Long Island.

Dorset Collegiate, located in scenic Green Bay South, is part of the Nova Central School District which has 67 schools with a total of 12,493 students and 1,040 teachers. In 2009-10, Dorset Collegiate had an enrolment of 181 students and offered grades 7-12.

Our Staff and Classes: Our school has a total of 14 full-time educational staff which includes 11 classroom teachers and 2.25 special services personnel. We have a part-time guidance counselor, a part-time music teacher, and a part-time librarian. We also have one student assistant. In addition to staff based at the school, we have access to School District office staff including: speech-language pathologist, educational psychologist, itinerant for visually impaired, itinerant for deaf and hard of hearing, itinerant for Math, intermediate and senior high program specialists, school development specialist, and a student support services program specialist. The school also has the services of secretarial, canteen, janitorial and maintenance personnel.

Pupil-Teacher Ratio: Pupil-teacher ratio refers to the number of full-time equivalent students in a school compared to the number of full-time equivalent educators. An educator is a person who holds a teaching certificate and who is employed to deliver educational, administrative, and/or special services to students. School principals and vice-principals, guidance counselors, and other specialists are counted as educators. For 2009-10, the pupil-teacher ratio at Dorset Collegiate was 12.1 to 1. This compares to a pupil-teacher ratio of 11.6 for the Nova Central School District and 12.1 for the Province of Newfoundland and Labrador.

Enrolment Change: School Enrolment 1992 to 2010

92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 252 219 193 189 182 165 225 215 200 172 163 153 155 203 178 07-08 08-09 09-10 175 174 181

The major reason for the increased enrolment at Dorset Collegiate during 1998-99 was the restructuring of the education system in Green Bay South in which all grade 9-12 students from Miles Cove, Port Anson, Robert’s Arm, Pilley’s Island, Triton and Brighton attended our school. The major reason for the increased enrolment during 2005-06 was the restructuring of the education system in Green Bay South in which all grade 7-12 students from the same areas attended Dorset Collegiate. The 31% decrease in enrolment from 1999-2005 may be attributed to smaller family size and the outmigration of young people and families.

Programs Provided: Our school offers the entire provincially prescribed curriculum in grades 7 to 9. At the high school level, 42 courses are offered, including Math 2205, Math 3205 and Math 3207 through Distance Education (CDLI).

Remedial Instruction: Remedial instruction is provided to students who do not qualify for special education but who need some extra help. Such assistance is provided to some students by our Special Education and/or Challenging Needs teachers while Team Teaching with the regular classroom teacher.

Special Needs Report 2009-2010

Grade 7 Grade 8 Grade 9 Level I Level II Level III Total

Students receiving Pathway 2 0 2 2 5 2 8 19 Supports only Students receiving Pathways 0 0 0 0 0 0 0 2 & 3 supports Students receiving Pathways 0 2 0 0 1 0 3 2 & 4 supports Students receiving Pathways 2, 3, 1 0 0 3 1 0 5 & 4 supports Students receiving Pathway 3 0 0 0 0 0 1 1 supports only Students receiving Pathways 3 0 0 0 0 0 0 0 & 4 supports Students receiving Pathway 0 1 0 0 0 0 1 4 supports only. Students receiving Pathway 0 0 1 0 0 0 1 5 supports

The table on the previous page is an indication of the initiatives Dorset Collegiate has taken to ensure that children of differing abilities are on the appropriate Pathway to Graduation. At Dorset Collegiate we try to promote inclusion as much as possible. We have one full-time Special Needs teacher, a three-quarter time Special Needs teacher, and a half-time Special Needs teacher.

Two Special Needs teachers are Criteria D, E, F, G and Non-Categorical and the third Special Needs teacher is half-time Criteria C.

The non-categorical teaching time involves the Special Needs teachers going into the regular classroom to help all students as well as taking out students from time to time for small group instruction of a particular topic or skill whenever possible. We have also been heavily involved in oral testing whenever possible and scribing for students who have learning disabilities, especially for major evaluations.

In Levels I, II, and III, fifteen students received Pathways 2 Supports. One student in Level II received Pathway 4 Supports in all courses except Pathway 2 Supports in Physical Education. Three Level I students and one Level II student received Pathway 2, 3, and 4 supports. The Pathway 3 and 4 Supports were in Science 2266, English 1266/1273 and Mathematics 1279/2266. One Level III student received Pathway 3 Supports in Mathematics 1266/2266.

Two Grade 9 students had Pathway 2 Supports, and one other student is a challenging needs student (Criteria C) and received Pathway 5 Supports.

Two Grade 8 students received supports in core courses. Another two Grade 8 students received Pathways 2 and 4 Supports. The Pathways 4 courses were support for the regular Language Arts curriculum and another student received Pathway 4 Supports in all courses. Many of these Pathway 4 Courses were taught in the regular classroom with the student’s peers.

One Grade 7 student received only Pathways 2, 3 and 4 Supports. The Pathway 2 Supports were in Science and Social Studies, while the Pathway 3 Support was in Mathematics, and the Pathway 4 was in Mathematics as support with the modified Mathematics Program.

Overall, we had many challenges to provide the necessary supports, however our efforts in the classroom and teachers’ ongoing support have made the 2009-2010 school year a success for our diverse learning population. Next year, it is our goal to be in the regular classroom, team- teaching with the classroom teacher as much as possible to include all students with exceptionalities at Dorset Collegiate.

Key Highlights/Special Projects Assemblies and Programs We held two impressive school assemblies attended by students, former students, teachers, parents, grandparents, members of the clergy and friends of the school: Thanksgiving ~ October 8, 2009 Remembrance Day ~ Cancelled due to H1N1

Easter ~ April 1, 2010

As well, in addition to the Absolute ministries’ presentation, there were three very successful program-type activities with approximately 200, 200, and 300 respectively, in attendance: Absolute Ministries ~ October 14, 2009 Christmas Program 2009 ~ December 9, 2009 Annual Awards Ceremony 2009 ~ December 23, 2009 Graduation 2010 ~ May 7, 2010 Contests and Fairs Math: Euclid (Grade 12) ~ Dillan Lush (1st: School Certificate) Fermat (Grade 11) ~ Brandon Fudge (1st: School Certificate) Cayley (Grade 10) ~ Nathan Burton (1st: School Certificate) Pascal (Grade 9) ~ Zack Pinsent (1st: School Certificate & Medal)

Speak-Off ~ Intermediate Jordan Roberts ~ 1st: “Homework Diseases” Brianna Mayo ~ 2nd “Orphans In Africa” Victoria Roberts ~ 3rd “Teen Self-Esteem And Body Image”

Guidance: Tutoring For Tuition Post Secondary Presentations Gr. 6 Junior High Orientation Session Gr. 9 High School Orientation Session

STUDENT RECOGNITION Student of the Month September ~ Brittany Rice February ~ Emily Williams October ~ Courtney Slade March ~ Tyson Verge November ~ Victoria Roberts April ~ Nakita Whalen December ~ Daniel Roberts May ~ Sara Payne January ~ Courtney Woodford

Attendance Recognition (missed 5 days or fewer) Corey Noseworthy (0), Miguel Roberts (0), Nicholas Simms (0), Shawna Wiseman (0), Nicholas Henstridge (1), Mckenzie Roberts (1), Ryan Burton (1.5), Carlie Mayo (2.5), Danette Wiseman (2.5), Victoria Fudge (3.5), Ashley Roberts (3.5), Nicholas Roberts (3.5), Jesse Rideout (4), Amina Roberts (4), Laura Ryan (4), Ryan Osmond (4.5), Isaiah Roberts (4.5), Roman Roberts (4.5), Felicia Whalen (4.5), Chelsea Burton (5), Julia Colbourne (5), Daniel Fudge (5), Jonathan Rideout (5).

Varsity Sports Teams 2009-2010

Cross-Country Running Girls Softball Boys Softball Neila Roberts Courtney Woodford (Captain) Brady Winsor (Captain) Kelsey Oake Victoria Roberts Dillan Lush Adam Miller (Captain) Keira Roberts Dylan Vincent Carlie Mayo Samantha Morey Jesse Heath

Christopher Cull Sabrina Fifield Daniel Fudge

Marshall Roberts Mallory Slade Josh Hicks Samantha Morey (Captain) Tia Morey Jarvis Elliott

Nick Callahan Natasha Rideout Jarvis Budgell

Natasha Rideout (Captain) Jade Winsor Kyle Roberts

Victoria Roberts Erica Roberts Jonathan Rideout Jeremy Vincent Rebecca Canning Nick Callahan Hayley Ryan Brianna Mayo Mckenzie Roberts Abel Tizzard Shae-Lynn Roberts Ryan Burton Emily Winsor Clinton Roberts Ryan Burton Coaches ~ Tonya & Chad Legge, Nathan Fudge Coaches ~ Nathan Fudge, Trent Antle Coach ~ Mark Warren Teacher Sponsor ~ Chad Legge Teacher Sponsor ~ Kevin Flynn Teacher-Sponsor ~ Mark Warren

3A Girls Volleyball 3A Boys Volleyball Table Tennis Girls Ball Hockey Samantha Morey (Captain) Brady Winsor (Captain) Courtney Woodford (Captain) Natasha Rideout (Captain) Courtney Woodford Dylan Vincent (Captain) Jade Winsor Jessica Roberts (Captain) Keira Roberts Dillan Lush Emily Winsor Keira Roberts (Captain) Hilery Roberts Dylan Winsor Amina Roberts Amina Roberts Erica Roberts Jarvis Budgell Natasha Rideout Carlie Mayo Danette Wiseman Kyle Roberts Tia Morey Neila Roberts Emily Winsor Tyson Verge Kris Fudge Jessica Vincent Natasha Rideout Nick Callahan Daniel Roberts Samantha Morey Mallory Slade Zach Pinsent Miguel Roberts Victoria Roberts Tylia Pittman Daniel Roberts Zach Henstridge Brianna Mayo Shera Rowbottom Mckenzie Roberts Ryan Burton Sarah Hewlett Nicholas Callahan Rebecca Canning Coaches ~ Chad Legge, Tonya Legge Coaches ~ Tonya Legge, Rochelle Roberts Teacher Sponsor ~ Chad Legge Chad Legge Coach ~ Mark Warren Sasha Winsor Teacher Sponsor ~ Chad Legge Teacher Sponsor ~ Mark Warren Laura Ryan

Coaches ~ Kevin Flynn, Trent Antle Teacher-Sponsor ~ Kevin Flynn

Boys Ball Hockey 3A Badminton Ice Hockey (Causeway Cup) Brady Winsor (Captain) Courtney Woodford Brady Winsor (Captain)

Dillan Lush (Captain) Tia Morey Dylan Vincent (Captain) Dylan Vincent (Captain) Natasha Rideout Dillan Lush (Captain) Jesse Heath Samantha Morey Jarvis Budgell Daniel Fudge Victoria Roberts Daniel Fudge Nathan Jones Dylan Winsor Jesse Heath Jarvis Budgell Zach Pinsent Kyle Roberts Mckenzie Roberts Daniel Roberts Adam Miller Kyle Roberts Abel Tizzard Josh Hicks Dylan Burton Jonathan White Nick Callahan Adam Miller Max Anthony Nick Callahan Coaches ~ Robert Hendricks, Dylan Burton Luke Hewlett Denzil Reid Zach Henstridge Teacher Sponsor ~ Robert Hendricks Nick Henstridge Coaches ~ Chad Legge, Kevin Flynn Ryan Burton Teacher Sponsor ~ Kevin Flynn Natasha Rideout Jarvis Elliott Mckenzie Roberts

Coaches ~ Chad Legge, Tony Miller, Trent Antle Teacher Sponsor ~ Chad Legge

A SALUTE TO OUR VOLUNTEERS 2009-10 THE OTHER SIDE OF EDUCATION AT DORSET COLLEGIATE

In addition to the all-important ACADEMICS, there is another significant side to our education system which requires a tremendous amount of diligence and dedication by teachers, students, parents and community volunteers.

Listed below are some of our many VOLUNTEER involvements. We sincerely thank everyone for their most- valued contributions and continued support.

A. Awards Committees 1. Grade 7-12 Awards ~ Kevin Flynn, Shawn Grimes 2. Scholarships/Awards Co-ordination ~ Mark Warren, Kevin Flynn B. Other Committees 1. Awards Ceremony ~ Mark Warren, Jill Warren, Alex Hutchings 2. Library-Learning Resources ~ Ted Vincent, Colette Winsor 3. Christmas Program ~ Mark Walters, Danielle Wells, Jill Warren 4. School Development Team ~ Mark Warren, Ted Vincent, Robert Hendricks, Nicole Barrett 5. Crisis/Management Team ~ Christina Pelley, Carl Paddock, Jill Warren, Denzil Reid, Ted Vincent, Mark Warren 6. Occupational Health and Safety Committee ~ Terry-Lee Roberts, Wavey Winsor, Shawn Grimes, Mark Warren 7. Assemblies ~ Mark Warren, Ted Vincent, Mark Walters, Derrick Hicks 8. School Council/Safe and Caring Schools ~ Wavey Fudge*, Karen Pinsent*, Kitty Winsor*, Paulette Callahan^, Jeff Elliott^, Gloria Fudge^, Chad Legge, Kevin Flynn, Colette Winsor, Mark Warren, Natasha Rideouto, Tia Moreyo, Raven Burtono 9. Distance Education ~ Ted Vincent, Robert Hendricks 10. Premier School Agenda ~ Mark Warren, Ted Vincent 11. NLTA School Representative ~ Kevin Flynn 12. Grade 6's Orientation to Dorset ~ Christina Pelley, Mark Warren 13. Technology Committee ~ Robert Hendricks, Carl Paddock, Kevin Flynn, Ted Vincent, Shawn Grimes, Jill Warren, Nicole Barrett, Mark Walters 14. Education Week Committee ~ Sherman Osmond, Carl Paddock, Kevin Flynn, Danielle Wells, Nicole Barrett, Terry-Lee Roberts 15. Math Contests Coordinator ~ Alex Hutchings 16. Math League ~ Alex Hutchings 17. Videotaping/Photography of School Events ~ Carl Paddock, Shawn Grimes 18. PBIS ~ Mark Warren, Ted Vincent, Danielle Wells, Jill Warren 19. Speak-Off ~ Derrick Hicks, Colette Winsor, Jill Warren, Ted Vincent C. Student Activity Groups 1. Student Council ~ Ted Vincent 2. Graduation Committee ~ Jill Warren, Danielle Wells, Nicole Barrett, Carl Paddock Terry-Lee Roberts 3. School Milk Program ~ Sherman Osmond 4. Canteen Prefects ~ Alison Wiseman, Mark Warren 5. Tutoring for Tuition ~ Christina Pelley 6. Scholastic Book Club ~ Jill Warren 7. Recycling Program ~ Ted Vincent, Kevin Flynn 8. Quebec Trip ~ Danielle Wells D. School Sports Teams Boys Softball ~ Kevin Flynn, Nathan Fudge^, Trent Antle ^ Table Tennis ~ Mark Warren Girls Softball ~ Chad Legge, Tonya Legge^ Badminton ~ Robert Hendricks/Denzil Reid X-Country Running ~ Mark Warren Boys Ball Hockey ~ Chad Legge, Kevin Flynn Girls Volleyball ~ Chad Legge, Tonya Legge^ Girls Ball Hockey ~ Kevin Flynn, Trent Antle^ Boys Volleyball ~ Chad Legge, Tonya Legge^

o ^ Community Volunteers * Parents Students Student Groups 2009-2010

Canteen Prefects Grad Committee Peer Tutors

Felicia Campbell Amanda-Lee Fudge Anna Paddock Sara Payne Dillan Lush Kelsey Parsons Ashley Roberts Natasha Rideout Jordan Roberts Courtney Woodford Ms.Christina Pelley* Danette Wiseman Mallory Slade Mr. Ted Vincent* Shawna Wiseman Laura Ryan

Mr. Mark Warren* Ms. Nicole Barrett* Ms. Alison Wiseman Mr. Carl Paddock* Ms. Terry-Lee Roberts Ms. Jill Warren* Ms. Danielle Wells*

Fire Drills & Emergency School Council/Safe Evacuation/ And Caring Schools Wheelchair Response

Dillan Lush Raven Burton Tyson Verge Tia Morey Dylan Vincent Natasha Rideout Brady Winsor Courtney Woodford Mark Warren*

Mr. Mark Warren* Mr. Ted Vincent*

* Teacher Sponsor(s)

School Development Plan This is the third year of a 3 Year School Development Plan for Dorset Collegiate. We used the provincial School Development Model to complete an internal review and identify our goals. Below are the goals of our 3 year plan with objectives for each year. 3 Year School Development Plan 2007-2010 Goal 1: To maintain a school culture which fosters a safe, caring and collaborative learning environment. Year Objective Objective Objective Students and teachers will feel Students and teachers will feel that their classroom that the school environment 2007-08 environment is conducive to during unstructured time learning and is not disruptive. (recess, lunch, etc.) is safe and caring. Students and teachers will feel Students and teachers will feel that their classroom that the school environment 2008-09 environment is conducive to during unstructured time learning and is not disruptive. (recess, lunch, etc.) is safe and caring. Students and teachers will work Students and teachers will Students will be more in a classroom environment reside in a school environment contributing members of the 2009-10 that is conducive to learning during unstructured time school community. and is non-disruptive. (recess, lunch, etc.) that is safe and caring. Goal 2: To increase overall student achievement. Year Objective Objective Objective Optimize time on task. Students being prepared for Implementation of best teaching 2007-08 class. practices. Optimize time on task. Students being prepared for Implementation of best teaching 2008-09 class. practices. 2009-10 Optimize time on task. Students being prepared for Collaboration on best teaching class. practices.

Operational Issues Year Issues Issues Issues Maintaining student Insufficient space for Teacher assignment choice (eg. course storage and program regarding selections) with offerings. expertise/interest. continued decline in student enrolment and 2007-08 staff allocation. Canteen/lunch room More equipment for a Establish functional physical arrangement. “functional” Science Lab. Mathematics resource classroom. More computers in resource center. Maintaining student Insufficient space for More equipment for a choice (eg. course program offerings. “functional” Science Lab. selections) with continued decline in 2008-09 student enrolment and staff allocation. Canteen/lunch room Establish functional More computers in physical arrangement. Mathematics resource resource center. classroom. Insufficient space for More equipment for a 2009-10 program offerings. “functional” Science Lab.

Report on Most Current Data and Last Year’s School Development Plan (2009-10) Summary Analysis of Most Current School Data Our school’s most current data is a summary of School, District and Provincial results. It reflects progress we have made in some of our goal areas and identifies some areas we need to address in individual grades. We used this data to determine success in some of our strategies and to adjust the objectives for the coming year.

Analysis: 2009-10 Intermediate (Grade 9) CRT Results

. Specific areas of strength related to the Intermediate CRTs included:

Intermediate Mathematics CRT: There were two main areas of strength: “Number Concepts” with an increase of 25% from 2009 scoring 8.5% above the District and 2.6% above the Province; “Patterns and Relations” with an increase of 21%

from 2009, scoring 7.2% above the District and 2.2% above the Province. A third area of improvement was identified to be “Number Operations”: with a 14% increase from 2009 but scored 0.4% below the District and 5.9% below the Province. The 4 year trend data confirmed the previously identified pattern involving a slow but steady increase in the performance in the “Data Management and Probability” unit.

Intermediate Language CRT: Our concentrated efforts with respect to the Intermediate Language CRT have resulted in parity plus for District and for Province in all areas except “Poetry” where we were above the District (84.4% compared to 83.6%) but below the Province (85.1%). Our efforts have also resulted in significant improvements at the school level in all areas, including “Poetry”.

Table of Upward Trend Subtest 07-09 ~ 3 year 2010 results Difference average Poetry 68.3% 84% +15.7% Informational 72% 84% +12% Demand 80% 88% +8% Writing Poetic Reading 58% 88% +30% Informational 43% 76% +33% Reading

. Specific areas of challenge related to the Intermediate CRT included:

Intermediate Mathematics CRT: The greatest area of challenge was identified to be the “Closed Constructed” portion of the CRT. The 4 year trend data showed the “Closed Constructed” section to have garnered the lowest results at 38% in 2010, down from 43% in 2009 (which was a four year maximum). The “Number Operations” portion of the “Closed Constructed” section has shown a result of only 30% while the “Patterns and Relations” has shown a result of 48.7%.

Intermediate Language CRT: “Informational Reading” is one area that needs to improve. We are performing lower (76%) in this area compared to the other areas of about (85%). However, we did perform 12.1% above District average of 63.9% and 5.8% above Provincial average of 70.2%.

. Findings of our analysis of the intermediate external assessment data were reflected in (connected to) our own school assessment data (internal):

Intermediate Mathematics CRT: The analysis of the internal assessment data for “Number Operations”, “Measurement”, and “Data Management and Probability” show a strong correlation with the external data for these units each scoring within 1.7% or less with District results. Internal and external data confirm the “Number Operations” section of the “Closed Constructed” portion of the CRT to be the poorest area of achievement for the School, District, and Province, neither achieving a score above 50%. Furthermore, “Geometry,” by comparison to external data, showed a significant deviation in achievement, scoring 6.7% below the District and 10.7% below the Province.

Intermediate Language CRT: All categories of Language are higher than the District. All categories of Language are higher than Province, except “poetry”.

. The school's response (strategies) to the findings related to the Intermediate CRTs included:

Intermediate Math CRT: During the 2010-11 school year, extra resources (time, practice, assessments) will be allocated towards the areas of “Geometry” as well additional emphasis will be placed on “Closed Construction” (short/long answer) questions particularly relating to “Number Operations”, highlighting effective strategies for success.

Intermediate Language CRT: We need to celebrate our achievements (eg. pizza party for students). We also need to encourage further positive performance.

Analysis: 2009-10 Public Exams Results

. The process followed in analyzing the Public exam results and testing materials included:

During our professional development shutdown day, Dorset Collegiate teachers were divided by the school development team into four curriculum teams: (1) Intermediate English CRT and English 3201; (2) Intermediate Math CRT and Math 3204; (3) Biology 3201 and Chemistry 3202, and (4) World History 3201 and Math 3205.

All CRT and public exam data for the past four years was reviewed by each of the curriculum teams and an external data analysis report was completed for the school. Department of Education data and internal assessment data were compared looking at areas of strength, weaknesses

and trends. Specific test elements were compared to determine possible correlations between these elements and the test results. Follow-up will be completed as part of the 2010-11 school development plan.

. Areas of strength related to our Public Exams included:

Mathematics 3204: Upon analysis of the four year trend data, no areas of growth from 2009 to 2010 were identified. However, of the four units, the greatest strength was identified to be the “Exponential Growth” unit with an overall scoring of 55.4%.

Mathematics 3205: Dorset Collegiate (75.0%) outperformed the District (62.5%) and the Province (68.2%) on the Public Exam mark in “Circle Geometry”. Dorset Collegiate (70.5%) also outperformed the District (69.0%) on the Public Exam mark in “Quadratics”. In the area of “Exponential Growth”, the School (73.9%) also placed above the District (71.0%). Dorset Collegiate (74.0%) also placed above the District (69.5%) in the public exam mark and the final mark (Dorset Collegiate 73.0% and the District 72.8%). Dorset Collegiate improved its performance on the public exam mark from 63% in 2009 to 74% in 2010 and improved its final mark from 65% in 2009 to 73% in 2010. The school’s public exam mark was 1% below the provincial mean in 2010 compared to 12% in 2009. The school’s final mark was 5% below the provincial mean in 2010 compared to 13% in 2009.

English 3201: We are slightly above the District in “Prose” (53.5% compared to 50.1%), “Poetry” (62.7% compared to 61.1%), and “Connections” (67.5% compared to 67.4%).

Biology 3201: Despite being down versus the District (-0.7%), Dorset Collegiate was on par with the Province (61.6%) and shows a continued upward trend in the area of “Genetic Continuity”.

Chemistry 3202: Dorset Collegiate scored higher than the Province and the District in the units of “Electrochemistry” (1.8% higher than District and 0.5% higher than Province) “Thermodynamics” (1.6% higher than District and 1.1%

higher than Province), and “Acids and Bases”. It’s noteworthy to suggest that we were significantly higher than the District and Province in “Acids and Bases” (4.5% higher than the District, and 3.4% higher than the Province).

World History 3201: The public exam school mark in the subtest “Challenges and Changes” increased from 53.3% in 2009 to 55.3% in 2010.

. Specific areas of challenge related to our Public Exams included:

Mathematics 3204: Though all sections of the exam were below provincial averages, the areas of greatest challenge were identified as “Rate of Change” which scored 46.2%, falling 29.4% below the Province, and “Quadratics” which scored 43.3%, falling 11.0% below the Province.

Mathematics 3205: To bring results in “Quadratics” up to previous school standards; Dorset 86% compared to Province 76% in 2007, Dorset 76% compared to Province 78% in 2008, and Dorset 62% compared to Province 65% in 2009. To bring results in “Exponential Growth” up to previous school standards and surpassing Provincial standards; Dorset 76% compared to Province 76% in 2007, Dorset 69% compared to Province 78% in 2008, and Dorset 59% compared to Province 65% in 2009. Our final exam marks have decreased from 77% in 2008 to 63% in 2009. Our public exam marks have decreased from 78% in 2008 to 65% in 2009.

English 3201: We (57.6%) are below in all areas of the public exam compared to the province (64.4%). We are below the District (62.9%) on average in all areas.

2010 School Versus District Category School District Difference Visual 68.8% 75.4% -6.6% Comparison 53.8% 60.6% -6.8% Personal Response 39.8% 62.9% -23.1%

Biology 3201: Dorset Collegiate is out of balance in the area of “Maintaining Dynamic Equilibrium” (Down 6.5%). We are also down overall compared with the

District (7.5%), and the Province (8.9%). In the “Reproduction/Development” unit we are down 3.8% compared to the District and 2.7% Provincially. In the fourth Unit on “Evolution, Change and Diversity”, we are down 4.5% compared to the District and 3.6% when compared to the Province. In the “Genetics” unit, we are down 1.6% compared to the District.

Chemistry 3202: The sections on “Kinetics and Equilibrium” were out of Balance and down this year (1.5% lower than District and 3.2% lower than Province).

World History 3201: Dorset Collegiate is below the District and the Province in all subtest areas (“WW1”, “Challenges and Changes”, “International Tensions”, “Cold War”, “Regional Development in Post WW2 (5.1 and 5.2)”, and “Challenges of the Modern Era”. Particular challenges exist in the areas of “The Cold War” (School 26.9%, District 45.4%, and Province 44.3%), “Regional Development 5.1” (School 19.1%, District 46.4% and Province 41.4%.), “Regional Development 5.2” (School 29.0%, District 41.4% and Province 40.1%), and “Challenges of the Modern Era” (School 34.0%, District 53.8% and Province 51.3%). Dorset Collegiate (57%) was below the District (68.4) and the Province (67.1%) on the final mark. The School’s public exam mark has been steadily declining over the past four years: 2007 (65%), 2008 (56%), 2009 (53%) and 2010 (49%). The school’s final mark has decreased also as follows: 2007 (68%), 2008 (60%), 2009 (61%) and 2010 (57%).

The four year trend data indicates that Dorset Collegiate is moving further below the provincial mean in public exam mark: 2007 (-2%), 2008 (-5%), 2009 (-10%) and 2010 (-13%) and in the final mark: 2007 (-2%), 2008 and 2009 (-7%) and 2010 (-10%).

It is worth noting that 100% of the students were passing the school evaluation (average 66%) going into the public exam but only 48% passed the public exam (average 49%).

. Findings of our analysis of the Public Exams data (external) was reflected in (connected to) our own school assessment data (internal):

Mathematics 3204: The School average of the 2009-2010 school year prior to the public exam was 65.0% compared to the public exam mark of 48.5% which resulted in an overall combine School average of 53.7%. This resulted in a D-Factor of -7 for all students. Trend data revealed that there was a province-wide decline in performance on the 2009-2010 public exam. As well, at the School level, trends show a gradual decline in achievement on the public

exam over the past four years.

Mathematics 3205: This was a CDLI course and data was not as readily available as school WINSCHOOL/E-CLASS data. 2008 school mark of 79% compared to public exam mark of 77%; 2009 school mark of 66% compared to public exam mark 63%, 2010 school mark of 72% compared to public exam mark of 74%.

It should be noted that these results are based on a class of four students and one student (due to personal circumstances) had a challenging year which resulted in a school mark of 35%, a public exam mark of 32%, and a final grade of 34%. This is not indicative of the student’s true ability in this area and this negatively affected our course results.

English 3201: Our school evaluation (100% passes) was higher than performance indicators on the public exam (92% passes). The reasons for this are unclear but given that overall provincial performance is low in English 3201, it is fair to extrapolate that school-based expectations need to be more in line with public exam expectations, or vice versa.

Biology 3201: Public exam marks were well down compared with our internal grades (down 13%). The province on average was down 7%, but there was no adjustment of overall marks. There seems to be a trend that at the school level we are scoring higher than the province annually, but adjustment is not a concern.

Chemistry 3202: Based on the shared evaluation statistics report, there was an extremely high correlation of 0.992 achieved in this course.

World History 3201: There appears to be inconsistency between the school evaluation data and public exam data results. Students appeared to be doing better with school assessment as 100% were passing with a 66% average compared to a 48% pass rate on the public exam and a class average of 49%.

. The school’s response (strategies) to the findings related to the Public Exams includes:

Mathematics 3204: Recommend that students needing extra help with content to attend the

Math Help Centre regularly (now operating twice per week, year round) and avail of CDLI online Mathematics tutoring. Furthermore, additional assignments and quizzes should be given to ensure that students have ample opportunity to practice core concepts and receive vital feedback on their performance. Mathematics 3205: This course is still being offered through CDLI. Students will be encouraged to take their time with computations and to use ALL exam time to review and verify work.

English 3201: While the School’s performance (57.6%) was lower than both District (62.9%) and Province (64.6%), there was a poor performance on the public exam throughout the province. We can strategize at the School to improve (eg. more practice with exemplars, more practice with writing skills, etc.). But, if the District and Province have problems, then a District/Provincial initiative needs to be considered.

Biology 3201: Develop and implement strategies and activities that promote higher level thinking. Implement mid-term exams; this may help students better prepare for cumulative exams.

Chemistry 3202: This year’s data seems comparable to past trends, with the exception of last year’s anomaly. No significant recommendation was felt necessary at this time.

World History 3201: It should be noted that in an effort to better meet the needs of all students (“academic” and “general”), it was decided to offer World Geography as the World Studies course starting in September 2010.

A closer analysis of public exam content and format would have to be considered if World History was to be offered at a later date.

. Some specific strategies that the school has identified that will become part of our School Development Plan and be reflected in the school's Annual School Development Report include:

Utilizing differentiated instruction. Increasing time on task. Allowing fewer interruptions during the school day. Encouraging better work habits. Encouraging more home study.

Increasing student autonomy and ownership of learning. Building study skills. Encouraging more accountability for work missed. Increasing promotion of academic help opportunities (such as the Math Help Centre and CDLI Tutoring). Offering Tutoring for Tuition. Focusing more on problem-solving and higher-order questioning. Focusing more on making connections for students (text to text, text to self, and text to world). Implementing midterm exams.

Report on School Development Plan for 2009-10

The school year 2009-10 was the third year of our 2007-2010 School Development Plan. Over the past year, we have addressed with some level of success the objectives in the third year of our plan through identified strategies and actions. All school personnel were involved in some aspect of the plan. Our data indicates that we have been successful in meeting many of our intended outcomes and are now ready to move in to a new school development plan. As indicated in the report below, we will be carrying forward the successful strategies from the third year. We will continue to monitor progress in each goal area to ensure continued implementation of best practices. The goals and objectives of the plan for the past school year, along with an evaluation of each objective, are outlined below.

Goal 1: To maintain a school culture which fosters a safe, caring, and collaborative learning environment. Objective 1.1 Objective 1.2 Objective 1.3 Students and teachers will feel that their Students and teachers will feel classroom environment is conducive to that the school environment learning and is not disruptive. during unstructured time (recess, lunch, etc.) is safe and caring. Evaluation 1.1 Evaluation 1.2 Evaluation 1.3 16% of students and 73% of teachers agree 74% of students and 45% of that their classroom environment is teachers feel that the school conducive to learning and is not disruptive; environment during much room for improvement. unstructured time (recess, lunch, “Academic/advanced” classes tended to be etc.) is safe and caring; much more conducive than “practical” classes. room for improvement. Commendations 1.1 Commendations 1.2 Commendations 1.3 PBIS implementation. PBIS implementation. School-wide discipline implementation. School-wide discipline

Goal 1: To maintain a school culture which fosters a safe, caring, and collaborative learning environment. More consistency by teachers. implementation. Consideration of behavior issues when More interaction between considering class groupings. students and teachers, such as Education Week and other spirit activities, assemblies, and lunch-time and after school sports. Team effort in addressing inappropriate behaviors. Recommendations 1.1 Recommendations 1.2 Recommendations1.3 Continue and expand on PBIS initiatives. Continue and expand on PBIS Survey students and staff in May. initiatives. Increase reinforcement and modeling of clear Reinforce clear expectations to expectations to students. students. Increase consistency by teaching staff. Expand student-teacher Continue PR. interactions. Increase involvement of more stakeholders. Increase role of Student Council/Leadership Team in the school. Increase student ownership of school cleanliness and orderliness.

Goal 2: To increase overall student achievement.

Objective 2.1 Objective 2.2 Objective 2.3 Optimize time on task. Students being prepared for Implementation of best teaching class practices Evaluation: 2.1 Evaluation: 2.2 Evaluation: 2.3 Some improvement but room for Some improvement but room for Some evidence of success but need improvement needed with some students. improvement needed with some to review and expand on these students. efforts to increase overall achievement in the school.

Commendations 2.1 Commendations 2.2 Commendations 2.3 Use of leaving the room forms. Efforts by teachers to encourage Improvement in some areas, such Administrators and teachers more cognizant being prepared for class. as the Intermediate English CRT of time on task. and Chemistry 3202; as well as Less announcements made during class time. other areas as noted in the “analysis of 2009-10 Public Exams and the Intermediate CRT results”. Better staff implementation of differentiated instruction strategies. Recommendations 2.1 Recommendations 2.2 Recommendations 2.3 Keep using the school-wide discipline Continue to review expectations. Continue professional readings. approach. Consistently enforce Continue to develop lessons Consider the use of tracking forms (leaving consequences for not being reflecting diverse learners and the room, on task, prepared for class, late prepared for class. differentiated instruction. slips, etc). Research new strategies. Continue to implement appropriate Pathways. Continue to emphasis higher-order questioning.

Goal 3: To improve academic achievement at the intermediate level.

Evaluation: 3.1 Evaluation: 3.2 Evaluation: 3.3 Some really good progress and will try to Some evidence of success Some good evidence of success expand on this in the 2010-11 school year.but need to review and expand but need to review and expand on on these efforts to increase these efforts to ease the transition overall achievement in the from grade 6 to intermediate, and school. to increase overall achievement. Commendations 3.1 Commendations 3.2 Commendations 3.3 Teachers expressed much satisfaction with Good use of differentiated Orientation session held for grade predominantly grade 7 homeroom-based instruction strategies. 6 students. assignments. Much improvement in access to Conducted a grade 6 parent Focus on PBIS. technology, particularly the meeting. Good use of differentiated instruction smartboards. The more homeroom –based grade strategies, particularly in grade 7. Fantastic implementation of 7 seemed to really help ease the QDPA in grade 7. transition from grade 6 to grade 7.

Recommendations 3.1 Recommendations 3.2 Recommendations 3.3 Try to move to more homeroom-based grade Expand use of differentiated The guidance counselor deliver a 8. instruction techniques. program of organizational skills, Expand on the use of differentiated Purchase more smartboards for study skills, and strategies for instruction strategies. more classrooms in the school. bullying prevention to prepare Closer monitoring of students who are not Implement QDPA in grade 8. grade 6 students for the transition succeeding. to intermediate. Incorporate organizational skills and study skills across the curriculum in grade 7. Objective 3.4 Promote academic achievement at the intermediate level. Evaluation: 3.1 Some evidence of success but need to review and expand on these efforts to increase overall academic achievement. Commendations 3.1 Good publicity from teachers and administration regarding the progress and success of grade 7 students. Recommendations 3.1 Conduct an assembly with grade 7 students. Provide mentors for grade 7 students. Implement an advisory program for grade 7 students.

Operational Issues Report 2009-10

Year Issues Issues Insufficient space for program More equipment for a “functional” 2009-10 offerings. Science Lab. Report The Nova Central School District and Some improvement such as the the Department of Education installation of retractable electrical completed construction of four modular units and a closet for lab coats.

classrooms to allow for two new grade 7 classrooms, a new Music Room, a new Challenging Needs Suite, and a Skilled Trades Suite.

School Development Plan 2010-11

Dorset Collegiate, as Goal #1 during the 2010-11 school year, will now begin the School Development Internal Review process followed by the development of new goals, objectives and strategies. This will be followed by the development of a new 3-5 School Development Plan, and final preparations for an external review in the Fall of 2011.

Dorset Collegiate, as part of the Nova Central School District’s “Intermediate Pilot” to improve academic achievement at the intermediate (grades 7-9) levels, will also continue with the goal: “To Improve Academic Achievement At The Intermediate Level”.

Following is a list of objectives, strategies, and support plan for the School Development goal: “To Improve Academic Achievement At The Intermediate Level.

Goal 2: To improve academic achievement at the “intermediate” level. Objective 2.1: Organize the Objective 2.2: Implement Objective 2.3: Support students delivery of instruction in ways that instructional practices and and their parents/guardians enhance relationships between programs that create relevant and during the transition from students and teachers, increase meaningful learning experiences elementary to intermediate students’ sense of belonging, and and respond to the grades. strengthen their capacity for developmental needs of

Goal 2: To improve academic achievement at the “intermediate” level. learning. intermediate students. Strategies: Strategies: Strategies: 2.1.1 Assign teachers of grade 7 2.2.1 Implement and monitor 2.3.1 The guidance counselor students to homerooms and new teaching strategies. deliver a program of homeroom-based teaching, include 2.2.2 Provide access to up-to-date organizational skills, study ownership of the classroom. technology equipment. skills, and strategies for bullying 2.1.2 Focus on PBIS. 2.2.3 Maximize opportunities for prevention to prepare grade 6 2.1.3 Implement monitoring procedures for students who are not students to engage in physical students for the transition to the succeeding. activity during the instructional intermediate level. 2.3.2 Offer an orientation day. session in the new school for grade 6 students. 2.3.3 Conduct a grade 6 parent meeting. 2.3.4 Incorporate organizational skills and study skills across the curriculum in grade 7.

Indicators of Success: Indicators of Success: Indicators of Success: General indicators General indicators 2.3.1 The guidance counselor 2.1.1 There is an increase in There is an increase in positive meets with grade 6 students positive responses to student responses to student survey (preparation for transition). survey questions #1, #4 and #12. questions #6 and #10. 2.3.2 An orientation session is 2.1.2 Teacher assignments include 2.2.1 There is an increase in the held for grade 6 students. homeroom-based instruction. frequency of active learning 2.3.3 A meeting is held for 2.1.3 Monitoring procedures are in activities, group work, parents of grade 6 students. place for students who are not cooperative learning activities, 2.3.4 Organizational and study succeeding. and differentiated instruction skills are implemented across 2.1.4 Parent sessions take place. taking place in classrooms. the grade 7 curriculum. 2.2.2 Technology updates have taken place in the school. 2.2.3 Required time assigned to Physical Education; QDPA implemented in grades 7 and 8; students move from class to class.

Goal 2. Support Plan Financial Professional Communication Time Allocation Development 3.1.1 3.1.1 Differentiated 3.1.1 Newsletters, 3.1.1 District PD and staff meetings. instruction. posters, assemblies, 3.1.2 Intermediate parent-teacher meetings. learning. 3.1.3 QDPA. 3.1.4 Real Game. 3.1.5 Advisory Systems.

Operational Issues for 2010-11

Operational Issue Intended Action More equipment for a Work with the Nova Central School District to try and get on “functional” computer lab. the new computer “pilot”. Investigate the new set-up regarding pods of new computers. Set aside a portion of the 2010-11 school budget to purchase new computers. More “technology functional” Work with the Nova Central School District and the classrooms. Department of Education regarding the purchase of more smartboards on a 50/50 cost-share basis. Install computer projectors in classrooms where smartboards are not yet available. Repair/replace computers in classrooms.