Greenwood Academy Annual Report 2012-2013

GREENWOOD ACADEMY ANNUAL REPORT

2012-2013

Vision: Greenwood Academy’s Mission Statement is to instill in students, parents/guardians, and teachers a lifelong love of learning in a safe and caring environment promoting self-esteem, mutual respect, trust, and moral development while accepting each personal uniqueness.

Address: 323 Road to the Isles Campbellton, NL A0G 1L0

Message from Principal

Provided you will find the 2012-13 annual report for Greenwood Academy. This has been a very successful year with many new and exciting initiatives. Once again, I have been amazed with the level of dedication of our staff and the support from our parents. Together we have provided many new experiences that have encouraged growth in the unique skills and talents of our students. This year we continued with our School Growth and Development Plan focussing on Safe Schools and Positive Attitude, Resources, Professional Development and Instruction.

Greenwood Academy continues to be an Active Living School. Students have been encouraged to eat healthier foods for lunch and recess and we attempt to incorporate twenty minutes of quality daily physical activity into our classes. As well, the gym has been open in the morning, recess and lunch daily for grades 4 - 9 and lunch time activities have been carried out by the Physical Education teacher for K-3. In October our school was involved in an Active Living Celebration.

We are very pleased to have an active student council which is very successful in expanding their leadership in many areas of the school. This year they have been successful in obtaining a class of E-Readers. Students are very excited to use their E-reader especially during buddy reading. They have planned and carried out various spirit days within our school and hosted evening dances/socials for our junior high students.

In Provincial Assessments, we were above both the province and district scores in most all areas. In the intermediate grades (specifically grade 9) we have seen a significant increase in academic performance. We are continuing to see more level 4’s and 5’s throughout all divisions and especially within the primary. Our external Data was analysed, strengths and weaknesses have been identified, and goals were created as outlined within this document. Our school went through an external review in March 2009. Our School Development Plan was validated and important changes and updates were formalized. We completed year 3 and goals /objectives were implemented. Two new goals for the 2012-2013 year were established. Teachers work as a team and take pride in their school.

Many new initiatives such as the “Diverse Learner” have helped address the various needs of our students and motivated them to higher levels of academic excellence. We have also placed emphasis on the 21st Century Learner and incorporated it as one of our objectives for goal #1 of our School Growth and Development; to improve student achievement in Math, Language and Science. We will attempt to make use of today’s technology to meet the students in their learning space. We strive to provide the opportunity for students to be globally connected and problem solvers in a digital age.

E. Pope, Principal November, 2013

MESSAGE FROM THE SCHOOL COUNCIL PRESIDENT

It has been a great year at Greenwood Academy!! Our council has been kept well informed of everything that concerns us. It has been a pleasure, as Chairperson of the School Council, to work with the principal, teachers, support staff and the rest of the school council here at Greenwood!!!

Just to Highlight a few things:  We have a very active Student Council at our school and they are doing tremendous work!!  We had a 21st Century Day – Digital Fair  Two students along with our Guidance Counsellor got to participate in a very educational trip to France to be a part of Vimy Foundation, Vimy Pilgrimage Award .  We are very proud to be an Active Living School and now offer zumba to our students and staff…a great workout for one and all!!  We have a committee that is working actively on our playground plan!!

If there is an issue or concern that needs to be addressed, on behalf of a parent or whoever, our Principal Mr. Pope is always there to address it and take the necessary action.

Paulette Lush Chairperson, School Council

Overview of School

Mission Statement

Greenwood Academy is an inclusive community of actively engaged learners. We empower them to share responsibility, foster unique styles and independence, maximize achievement and celebrate success in a safe, caring, respectful environment.

Our School Community

Greenwood Academy is located in Campbellton, Newfoundland. It services the communities of Birchy Bay, Baytona, Loon Bay, Comfort Cove-Newstead, Campbellton and Michael’s Hr.

The school in 2012-13 was part of the Nova Central School District, Region 3. Greenwood currently had an enrolment of 163 students and offers grades K-9.

Greenwood Academy has a very strong community connection. This is evident through the continued parent involvement and support. We offer a strong academic program consistent with the Program of Studies outlined by the Department of Education. Greenwood has a good Music Program with choral in elementary, primary and junior high as well as a beginner (grade 7), and junior band (8-9). Each year our school is represented and does extremely well in the Kiwanis Festival. Our Junior High students also have the opportunity to take courses in Home Economics, Enterprise Ed, Art, Careers and Technology. Furthermore, Greenwood Academy provides a School Readiness Program to preschoolers one afternoon a week.

There has been and will continue to be a major concentration on the Inclusion Model of Education.

Our Staff and Classes

Our school has a total of 14 teachers which includes the following:

Specifics Allocation Classroom Based 9.50 Administration 1.00 Specialist 1.00 (allocation in the areas of Music, Physical Education, French and Technology Education) LRC / Technology 0.21 Instructional Resource 1.08 Other 0.25

Sub Total 13.03 Rounded to 13.00 Pervasive Support .75 Total 2012-13 13.75

Beyond this allocation we were given 0.40 guidance support. As well, we have the support of three student assistants (16.5 hours).

We also appealed our Pervasive Support time and received additional 0.25 of a unit, which bring us to a total of 14 units.

Staffing 2011-12

Teacher Unit Assignment

1 Monique Lewis 100% 25% Administration 50% Kindergarten, 25% Curriculum Support

2 Christa Peckford 100% Grade 1

3 Kristen Clarke 100% Grade 2

4 Kimberly Pope 100% Grade 3

5 Kimberly Harris 100% Grade 4 / LRC

6 Wavey Burt 100% Grade 5 / Grade 6 Language

6 Jody Curlew 100% Grade 6 / K-9 Physical Education

7 Ambrose Patterson 100% Grade 7 Language Arts / French (7-9)

8 Tina Rideout 100% IRT

9 Samuel Mehaney 100% Grade 8 / Junior High Science

10 Jeffrey Chaulk 100% Grade 9 / Grade 8 English & Math

11 Karen Cater 100% Music K-9 / Health / Social Studies

12 Lenoa Philipott 100% IRT

14 Ellis Pope 100% Principal / Grade 8 Social Studies / Art

Total Units Used 14.00

In addition to the staff based at the school, we have access to District office staff including: Educational Psychologist, Speech Pathologists, Teacher of Visual Impaired, Primary, Elementary, Reading, Math/Science Specialists and etc. The school also has the services of secretarial and maintenance personnel.

What Do Some of Our Specialists Do?

Our speech-language pathologists, student assistants, itinerant teachers for hearing or visually impaired students attend to the specific needs of various students within our school.

Presently, we have Julie Martin, an itinerant for hearing impaired, assigned at our school for 0.50 percent of the time. She is here days 2, 4, 6, and alternate day 1.

Guidance is a vital component to the school. Our Guidance Counselor, Ms. Wilmot is shared with Lewisporte Collegiate. She provides guidance and counseling for all students. She is also involved with transitions: academics, personal, emotional, family, categorical and non- categorical support. Guidance duties involve: IEP’s, assessments, member of the Service Delivery Team, advisory, liaison with outside agencies, student counseling, teacher counseling, transitions, study skills, behavior management programs and documentation.

Class Size

School Enrolment K 1 2 3 4 5 6 7 8 9 by Grade 11 14 16 12 14 12 22 19 18 22 Total Student Population: 160

Programs Provided

Greenwood Academy offers the full range of authorized courses in K-9 as per the Department of Education Program of Studies. Greenwood also offers a School Readiness Program to preschoolers one afternoon per week, Choral for grades 1-9 and Band, Home Economics & Technology /Industrial Arts for the Intermediate students.

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Achievement - Certificate and Awards

PRIMARY

 All certificates to be given out in class by classroom teachers the last day of class.  Each student will be awarded a book from the Don Dooley Award.  A Kindergarten celebration will take place in June with a pre-determined number of invitations per child.  In the absence of a formal year-end ceremony in grades K - 3, teachers will organize a year-end trip.

GRADES 4 - 6

 All certificates will be given out in class by classroom teachers the last day of class.  In the absence of a formal year-end ceremony in grades 4 - 6, teachers will organize a year-end trip.

GRADES 7 - 9

 All certificates will be given out in class by classroom teachers the last day of class.  Students will receive an Honors Certificate if they receive a final grade of A in the core subject areas.  Students will receive a Certificate of Merit for French if they have a final grade of A+.

GRADE 9

 Awards Assembly on the last regular school day (Wednesday) attended by junior high students and grade 9 parents, if they wish.  Certificates and awards presented to Grade 9 only.  Students will receive a Honors Certificate if a final grade of A is achieved in core subject areas (Math, Language, Science, Social Studies & French) and in any 3 remaining subjects. Academic Awards 1st place - Principal’s Award (plaque + $50) 2nd place - $20 3rd place - $10 Top All Around Student – Vice Principal’s Award (plaque + $50) Music Award - Grade 9 (Certificate of Merit + $20) awarded to student showing the most musical potential for future development at the High School level. French Awards - presented to students with an A+ in their final grade. Athletic Award Angie Hancott Award - monetary award of $50 each presented, along with a plaque to a male and female student in Grade 9 who displays good leadership, sportsmanship and top skill ability.

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KEY HIGHLIGHTS

21st Century Digital Learner’s Week

In meeting the objective 1.1 of our School Growth and Development Plan “to prepare students for the 21st Century” we had a 21st Century Digital Learner’s Week.

Our school, was abuzz with digital learning activities during the week from April 29-May 5, 2013. Teachers and students collaborated to incorporate technology into daily instruction and learning.

K-9 students participated in activities such as class blogs, digital book talks, video recording apps and Facetime. They also created digital math games, excel sheets, digital books, book talks, bitstrips, and iMovies. Students used many different iPad apps and interactive SMARTBOARD/ Apple TV software activities across the curriculum.

The focus was on activities to inspire students to become critical thinkers and problem solvers and to encourage them to connect, communicate and collaborate in technology-rich environments. It was exciting to see teachers and students learning together, and to see students challenged, engaged, supported and inspired through the use of resources they know best and use most……technology!

The end of the week was celebrated through a school-wide assembly. Students had the opportunity to see various presentations about what other classes had been doing. The Assistant Director of Education (Programs), Ms. Lucy Warren, brought greetings from the Nova Central School District via MS Lync, an online communications system in use throughout the district.

Throughout the day students participated in activities such as a QR Scan Scavenger Hunts and Geocaching. They also wore navy school shirts with a white QR-scan on the back. When their T-shirts were scanned by a Q-scanner, it read “At Greenwood Academy we are DIGITAL LEARNERS!”

The week was a great success at Greenwood, and the school plans to build on the use of technology to promote learning.

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A Safe & Caring School

Our Code of Conduct centred around Respect for yourself, Respect for Others Respect for Learning, Respect for the Environment.

PBIS focuses on creating a positive environment. This year we were giving out of Gotcha Cards for good behaviour or for achieving a requested task. Students were rewarded with weekly prize draws in each section of the school and monthly school prize draws.

Grade 1 – Community Day

As part of their theme on Communities, the Grade 1 class visited various places throughout Campbellton. One of the highlights was their visit to the Post-Office. The postmistress, Ms. Bauld, gave them a tour of the building and did a wonderful job answering all their questions. While there they were able to see what happens to a letter once it is placed in the mail drop. They even posted their letters to Santa!

Quality Daily Physical Activity

Active Living continued this year with Quality Physical Activity occurring 20 minutes before recess on days 2, 4 & 6. The gym continued to be open to Grade 5-9 students in the morning before class, recess and at lunch. The primary classes are scheduled during the second half of lunch in the gym according to House Teams. Overall, students are more active and are bringing healthier snacks from home.

Remembrance Day Assembly / Contest

Greenwood Academy had their annual Remembrance Day Assembly. Many students took part and a number of special guests and clergy were in attendance. We also had a number of entries into the annual Remembrance Day Contest all of which were of EXCELLENT QUALITY. Out of the entries there were many winners. One of our students won provincially.

Grade 3 Bat Project

Once again our Grade 3 students participated in a science problem-based learning (PBL) project on Bats. Students were to pretend to be bat scientists and solve an environmental problem.

A scenario was developed indicating that there were bats sighted outside of their regular habitats near the school and in some communities. Students were told that this caused much fear among

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many of the younger students and thus the grade threes were asked to educate the public about bat benefits to alleviate false fears. Together they became bat scientists and through much research, field trips, videos, books, magazines and discussions, discovered many interesting bat facts that have helped instill respect and have relieved student fears. Our Grade 3 students enjoyed working together using their computer & research skills to solve this problem. The grade threes ended their unit by building bat houses to put in our school yard and take home to help conserve the bat population.

Science

One of the goals within our School Growth and Development Plan is to motivate students in the area of Science. We want students to take a real interest in Science, to see that the discovery of general truths and the acquiring of knowledge through the process of predicting, exploring, building, investigating and observing is fun and exciting. We want them to see the "Wow" effect while at the same time learn that there are specific organized guidelines that are required to help understand what has occurred and why. Thus, in the past we had a school wide Science Day. Each division of teachers within our school set up four or five hands-on experiments / Science centers for students to experience. These experiments were exciting, thought-provoking and dynamic. These experiments were also linked to specific grade level outcomes. We hoped by engaging students in these types of activities, it will increase their interest in Science throughout their years at Greenwood and encourage them to further pursue Science in senior high. Furthermore, it will in return, improve their academic achievement. Last, year we replaced our Science Day Fair with a 21st Century, Digital Learner’s Week, however to continue to achieve our School Growth and Development objectives activities and excitement with Science continued within individual Science classes and Mr. Mehaney at times brought the elementary grades to the Science Lab to see some “WOW” experiments.

Making a Motorized Machine – Grade 8/9 Technology

The grade 8/9 technology class under the direction of Mr. Chaulk were involved in many hands on projects. One of these projects involved creating a motorized machine with the assistance of Mr. Steve Rideout, mechanic at the local garage.

Notre Dame Park Trip

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The Grade 3’s took part in a Nature’s Science Classroom trip to Notre Dame Park. They were involved in many hands on activities that helped us learn about “soils”. Upon arriving they met with the park interpreter, Lisa Pollett. She took them to several sites to collect and analyze various soils. Students acted like geologists and used their magnifying glasses to observe living things in the soil. Students all got a turn to use the ‘soil augur’. They tested their soil for water absorption. As well, they did a cool ‘washed away’ experiment and learned all about soil erosion. The prettiest dragonfly ever landed on Ms. Pollett’s shoulder. Then they got to learn about the life cycle of a dragonfly. They actually saw a real dragonfly ‘nymph’ and a dragonfly body including the wings up close. In help meeting the required outcomes, the grade 4 class also visited Notre Dame Park and took a closer look at Pond vs Stream habitat.

Flat Stanley, Grade 2

The Grade Two class enjoyed a book read to them called ‘Flat Stanley’. The story is about a little boy whose bulletin board flattens him one night while he is sleeping. At first he is sad but then he enjoys some great adventures when he folds himself up in an envelope and goes to visit friends in faraway places. After the Grade Two class finished the story, they sent their own Flat Stanley to friends of their choice so that they could learn about different communities and people in other parts of Newfoundland, Canada or the world.

National Engineering & Geosciences' Month. . .

The grade 8/9 students were involved in the Annual Bridge Making Contest. We took 2nd and 3rd place in all Central NL.

D.A.R.E Program

Once again our grade six students graduated from the D.A.R.E program. D.A.R.E stands for Drugs Awareness Resistance Education. Corp. Noel offered this course to our grade 6 students. It taught them how to make wise

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informative decisions and say no to drugs.

Book Writing

Students within K-2 developed and illustrated a class book. Students within grade 3-9 wrote and illustrated individual books that were published. We had a publishing Celebration Day in which students were presented their books from the publishers and an opportunity to share their books with others.

Junkmobile Derby – Grade 3

Grade 3’s with their Science unit on “Structures” made their very own Junkmobile Derby. They designed and raced their own machines. What creativity and fun!! They are quite the engineers.

Beothuk Intrepretation Centre

The Grade 1 students were asked to help The Minister of Tourism, Derrick Daley open the Tourist Centers in Central Newfoundland for the season. The students took time to learn about their history and about the Beothuks.

Planting / Harvesting

The grade three class in support of their Language Arts and Science outcomes plant vegetables each year in their outside garden pens created by the grade 8/9 Tech class.

In the middle of October, the following year, the same group of students (now in grade 4) harvest the vegetable crop and enjoyed a feast from their own garden.

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Grade 9 St. Pierre Trip

Once again this year the grade 9 students went to Saint Pierre. Each yea r, students excitedly look forward to this trip and this year was no exception. During the trip students enjoyed practicing their French while taking part in several activities.

Primary Christmas Activity Day

Once again this year the students in Kindergarten to Grade 3 were treated to a day of Christmas activities. Each student had the opportunity to visit six centres which allowed them to participate in Christmas literature readings, musical selections, craft creations and QDPA fun.

Christmas Dinner

Each year the students & staff were treated to a delicious Hot Roast Beef Dinner provided through generous donations and served by parent volunteers. We were always pleased to have special guests with us including our SEO with the Nova Central School District, Clergy, and our bus drivers. The following generously donated to the meal: Salvation Army, Birchy Bay Town of Comfort Cove-Newstead Beacon Pentecostal Church, Birchy Bay A. C. W., Baytona Baytona Town Council Campbellton Pentecostal Tabernacle U.C. W., Loon Bay Salvation Army, Campbellton U. C. W., Campbellton Campbellton Garage Lewisporte Co-op Blue Buoy Foods Judy Stephenson Kane’s Ultramar Margaret Bryan Home Agane Convenience Kevin Head Parent/Grandparent Volunteers

Happy Tree / Christmas Shoe Boxes

Greenwood Academy, in the Christmas spirit, filled 20 Christmas shoe boxes to send to impoverished children around the world. Instead of exchanging gifts this year the primary children brought gifts to place under the Happy Tree.

Technology Class

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Within the Technology Modules offered in grades 7-9, students were a part of many special projects throughout the year.

Beothuck Interpretation Centre

The Grade 5 Class visited the Beothuk Interpretation Center in Boyd’s Cove. They learned about the Beothucks and other Early Native Settlers of Newfoundland as part of the Social Studies Program earlier in the year. This field trip was a great way for students to dive even deeper into Newfoundland’s vibrant history. At the Interpretation Center, the students watched a video and were given a tour of the museum. They were shown samples of red ochre, looked at many artifacts and walked the trail to the actual site where the Beothucks once lived and fished. Overall, the students seemed to be amazed and interested in learning about the Beothucks. It was a wonderful experience for everyone to enjoy!

French News

Again this year, a Core French program is being offered to all grades from 4 to 9. The program follows the communicative approach with an emphasis on speaking and listening. Grades 4 - 6 have a breakdown of 80% speaking and listening, and 20% reading and writing. Grades 7 - 9 have a breakdown of 60% speaking and listening, and 40% reading and writing. The programs use a variety of activities to promote and encourage speaking and communicating using the French language. These include things such as games, songs, high-interest topics, cooperative activities, puzzles and art activities. Again this year the grade 9 class is being offered the opportunity of a trip to St. Pierre.

Volleyball

90% of our girls in grade 5-9 are on a school volleyball team. There are no tryouts. Everyone interested had equal opportunity to play. During the last weekend of October our Grade 7 and Grade 8 girls participated in Volleyfest in St. John’s.

Basketball

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Our Grade 6 and 7 boys basketball team, came first in the Bantam tournament at J.M Olds Collegiate, Twillingate.

Tutoring at Greenwood

The tutoring program was in full swing at Greenwood. We had 4 capable students from Lewisporte Collegiate available on Mondays and Wednesdays from 3:00 - 4:00.

Kiwanis Festival

Our students put off quite a showing at the Kiwanis Music Festival in Gander. Our Primary Choir and Elementary Choirs came second in their category. Our Beginner and Junior High Band as well as Choirs received first place.

Student Council Spirit Days Throughout the year the Student Council hosted many different Spirit Days.

Career Trip

The grade 8 class visited the college / trade schools in Gander where the grade 9’s visited those in GrandFalls-Winsor.

Walk to Breakfast

Our annual Walk to Breakfast was a great success! It was great to have representatives from the Communities – Mayor of Campbellton and clergy in the area. The Breakfast Committee served breakfast after the walk.

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Healthy Commotions Day / Terry Fox Run

Students and staff were served a healthy breakfast before leaving to go to walk around trails next to the Loon Bay United Church Camp, followed with various active living activities at the United Church field.

100th Day Celebration

On February 11, the primary grades celebrated their 100th day in school this year. They have been preparing for this day all year in their Morning Math routines. In the last couple of weeks they have been particularly busy gearing up for their celebration as they collected 100 Thankful Hearts from their schoolmates and displayed them in the front entrance of the school. Then the BIG day arrived and each child came wearing a tee shirt or a necklace showing what 100 really looks like. The day began with them sharing their friendly notes. The rest of the day was filled with activities centered around 100 -- such as rolling a die 100 times, making 100 cents in various ways, reciting poems, singing songs and even making a recess snack of trail mix, using none other than 100 yummy treats. A lot of good things has happened in our school during this past school year which supports our objectives / goals within our School Growth and Development Plan. This is just to mention a few.

Math Day - Primary Science Fair (Grades 3-9) Buddy Reading Marble Mountain (Grade 7) Science Fair Track & Field Skiing 4 – 7 Recycling Green Day Pre-School Celebration Kinderstart Kiwanis Battle of the Bands Bands – CD Music Concerts Assemblies Christmas Dinner Volunteer Week Safe & Caring School Synrevoice Hand Washing Tournament – Jr. Boys Basketball Tournament – 5-7 Girls Tournament – Boys (Prov. Champs.) Basketball Basketball, School Stock 100 Day Celebrations) Fish Friends – Grade 4 Active Living Tutoring for Tuition Noontime Sports French – Collection Project, Grade Mask – Grade 6 Sculpturing - French Bat Project – Grade 3 Primary Christmas Act. Book Fair Remembrance Day Assembly Remembrance Day Cont. Walk to Breakfast Boyd’s Cove Interpretation Centre Notre Dame Field Trip St. Pierre Trip – Gr. 9 Gr. 9 Orientation Math Activity Day Gr. 9 Newfie Day (Gr. 8) Apple Day Rideout Farm, Campbellton Meal worm project Buddy Reading Visit to pumpkin patch SHARE guided reading

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Beothuck Interpretation Centre Reading Incentive Prog. S.A.T. Zine Projects Study Jams Body Works

What Extra-curricular Activities Are Offered at Our School?

Girl’s Volleyball Team Badminton/Table Tennis Boy’s Volleyball Team Drama Club Boy’s Basketball Team Yearbook Committee Cross Country Skiing Band Track and Field French Trip Choirs School Newsletter Recycling Program

Staff Professional Development

During the 2012-13 school year, our staff participated in a number of in-service initiatives sponsored by the School Board and the Department of Education. We had three District PD days within our school and two school based PD days.

The first District PD was October 4th, the staff worked together to do a review of our Internal and External Data and based on our findings developed strategies and goals to improve student achievement. The second PD was on Building Professional Learning Communities, the staff were brought to a better understanding of PLC’s and how they would function within our building. Thirdly, the District sponsored a Technology PD focusing on the use of Interactive White Board technology, and IPad Apps to improve student achievement. Terry Spurrell spent the day sharing his expertise in the area.

Besides the District PD our school had two PD days that were connected to our School Growth and Development Plans. The first school based PD was November 23rd, “A Focus on the Learner.” The morning session was centered around the Diverse Learner and what to do when students do not learn. In the afternoon session teachers worked within their PLCs to plan our 21st Century Learner Day, we also took a look at our Safe and Caring School’s policy specific to PBIS. Our second school-base day was a review of School Growth and Development (phase 3).

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As a school we are also piloting a Department of Education incentive on the Inclusion Model of Education. Therefore, the Department sponsored an additional PD day on Inclusion. Nancy Oliver was the presenter for this day.

Throughout the rest of the year, professional development focused around new curriculum and the New Service Delivery Model.

A number of our teachers took advantage of summer workshops; others were a part of the provincial Assessment Marking Boards. Teachers were involved in various committees both through the District and province-wide. Three of our teachers were trained to be presenters for the 2013 District Regional Shutdown.

Partnerships

 Active Living Committee - Central Newfoundland:

 Local Churches, Businesses and Community Agencies: Have supported our school with financial assistance for the development of our playground, Smartboards, technology lab, breakfast and scholarship programs.

 Telus - Financially support our school through grants for our playground, Breakfast Program and technology.

 Kinsmen / Co op- Make donations yearly to help with technology, buddy reading couches, e-readers and lately provided us with a heart defibrillator.

 VIMY Foundation – An education program was available through, the Vimy Foundation under the recommendation of General Rick Hillier and has offered “Pilgrimage Award Program”. This is a nine day educational program, for ages 14-17.

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 SUBWAY in Lewisporte – Partnerships with our school in providing incentives throughout the year.

 The following generously donate to the Annual Christmas Dinner: Salvation Army, Birchy Bay Town of Comfort Cove-Newstead Beacon Pentecostal Church, Birchy Bay A. C. W., Baytona Baytona Town Council Campbellton Pentecostal Tabernacle U.C. W., Loon Bay Salvation Army, Campbellton U. C. W., Campbellton Campbellton Garage Lewisporte Co-op Blue Buoy Foods Judy Stephenson Kane’s Ultramar Margaret Bryan Home Agane Convenience Kevin Head Parent/Grandparent Volunteers

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Summary Report on the School’s Most Current Data

School Development Plans are revised yearly using the most current data available to the school. This section, will include an analysis of the school’s most current data, including both quantitative and qualitative data gathered at the provincial, district and school level. This data, along with the evaluation of last year’s objectives for each goal, will help inform the development of the plan for the current year. Comparisons are made with the data presented in this section to district and provincial data and standards where relevant.

Provincial Assessment Data

Reading Records for Grades 1 and 2

Grade 1 Enrolment = 15

2009/10 2010/11 2011/12 2012/13 School District Province School District Province School District Province School District Province

73.3 57.0 62.6 64.3 55.9 64.6 41.2 58.2 60.2 28.6 57.4 58.7

What do these results tell us?

 The results of the Grade 1 Surveys show us that there has been much growth from 2009-2013. Each year the school has been ahead of the District and Province and has for the most part either met or has been above the benchmark.  Grade 1 - In 2012 we are above provincial levels in all areas of reading (beginning sounds, onset rime, rhyme recognition) except sight vocabulary (just a slight deficit). Only 27% of students were at instructional level I at the end of grade one in comparison to 57% of students in the district and 59% of students in the province.

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Grade 2: Percentage of Students (in June) at or above the Provincial benchmark

Grade 2 Enrolment = 18

2009/10 2010/11 2011/12 2012/13 School District Province School District Province School District Province School District Province

72.7 69.5 72.6 76.9 70.0 73.8 71.4 63.3 66.9 66.7 63.0 64.5

What do these results tell us?

 The results of the Grade 2 Surveys show us that there has been much growth from 2009-2013. Each year the school has been ahead of the District and Province and has for the most part either met or has been above the benchmark.  Grade 2s - Are reading above district and provincial levels.

Reading and writing strategies are being focused upon and students have been identified that need further support through the Service Delivery Team.

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Provincial Assessment data by strand for grades 3 and 6

Grade 3 English Language Arts

Grade 3 Enrolment = __12____

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province Multiple Choice Reading 93.3 91.0 92.2 91.2 81.6 79.7 75.5 68.7 67.5 68.0 71.4 72.7 Listening 85.7 81.1 80.9 92.2 88.2 87.9 Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand 95.0 67.1 73.9 100.0 67.5 72.0 91.7 81.5 81.7 81.8 63.8 64.4 Writing Poetic 94.7 71.7 71.5 100.0 79.3 77.8 54.6 50.8 47.9 60.0 62.1 65.2 Informational 75.0 63.6 63.6 90.0 57.3 52.8 100.0 66.5 64.4 90.9 79.9 80.1 Listening 81.0 53.5 59.9 77.8 70.4 68.9

1. Our Strengths are in the following areas:  Creative writing (Demand)  Persuasive writing (Demand)  Nonfiction reading

2. The Challenges that exist:  Multiple choice questions (slightly below district and province)  Fiction reading

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3. Specific outcomes or areas that were not achieved by a high number of students (Using the Outcome Analysis Sheet under the Provincial Results, p. 72)  Nonfiction: o Selected Response 5,6, 9 (Inferential) o Constructed Response 1 (Comprehension), 5 (Response to text)  Ficiton: o Selected Response 11, 12 (Comprehension), 14, 17, 18 (Inferential) o Constructed Response 1 (Inferential), 3, (Comprehension)

4. Strategies that are working:  Guided Reading  Writer’s Workshop  DEAR  SHARE reading  Buddy Reading  Mini-lessons  Exposure to a variety of text forms  Magazine Baggies  Literature responses  Centres  Intergrating technology  Literature Circles

5. Strategies that need to be implemented (according to teachers)  Incorporating more multiple choice questions  More author studies  Literature Circles with picture fiction books  Author Connections  Fractured Fairy Tales  Using more thematic units (fictional, fantasy)  Read and write more fiction

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 Using more apps (iMovie)  Comic Strips  Bitstrips  Using art in language arts

6. Based on the review of data, below are a number of goals to improve student achievement in your division.  More exposure to multiple choice questions  Increased exposure to fiction activities

Grade 3 Mathematics

Grade 3 Enrolment = 13

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province Multiple Choice Number 83.0 77.5 76.0 87.3 77.4 74.6 89.4 73.5 72.5 Operations Number 88.6 78.8 77.3 95.5 82.2 78.2 90.9 79.9 78.3 Concepts Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Reasoning 54.6 65.4 62.2 90.0 71.3 61.1 90.9 76.8 72.2

Communication 81.8 65.8 61.5 100.0 70.6 60.5 90.9 77.3 73.4 Connections & 63.6 69.9 68.1 100.0 71.5 65.2 90.9 81.7 78.7 Representations Problem 68.2 70.4 68.3 100.0 81.0 77.1 100.0 85.5 82.6 Solving

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What do these results tell us? (2011-12)  In all areas we are above Provincial & District mean  Seeing more level 4’s and 5’s – 100% of the students scoring level 4 or above in reasoning. All students besides two scored level 4 or above in communication and problem solving.  The best in four years in Shape and Space.

Grade 6 English Language Arts

Grade 6 Enrolment = __22__

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province

Multiple Choice

Reading 85.5 80.1 81.0 78.1 78.6 79.5 69.9 70.6 71.1 76.8 77.8 78.5

Listening 87.0 86.3 86.7 76.4 66.9 67.0

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand 90.5 78.7 81.3 100.0 72.1 74.7 100.0 78.8 74.9 85.7 70.7 76.5 Writing Poetic 90.9 69.2 69.9 56.3 61.8 66.2 60.0 50.8 50.4 90.0 79.6 82.1

Informational 100.0 64.0 68.4 81.3 58.6 58.7 92.3 65.5 58.6 84.2 82.7 83.6

Listening 100.0 61.1 66.6 71.4 46.9 51.8

Annual School Development Report Page 27

What do these results tell us?

Our Strengths are in the following areas:

 Our creative and demand writing is up above district and the province.  Fiction and non –fictional both above the district and province.  The number of students that met or exceed in the demand writing within our school is consistent over the past four years.  Significant increase in both non-fictional and fictional reading compared to previous two years.

The Challenges that exist:  To improve our multiple choice responses  To improve inference responses both on multiple choice and open response.

Specific outcomes or areas that were not achieved by a high number of students (Using the Outcome Analysis Sheet under the Provincial Results, p. 144)  Inference questions

Strategies that are working:

 Our comprehension strategies are working overall  Our personal connections to text  The identification of figurative language terms

Strategies that need to be implemented (according to teachers)  Incorporating more practice within a variety of text for multiple choice questions.  Continue to model inferencing while providing more opportunities for independent practice with both constructed and non-constructed responses.

Annual School Development Report Page 28

 Provide more modeling and extra opportunities to interpret exactly what a questions is asking, in terms of text features? EG – List text feature and its purpose in a particular text  To implement a digital reading program that incorporates multiple choice questions.

Based on the review of data, below are a number of goals to improve student achievement in your division.  To improve performance on multiple choice questions.  To improve students ability to infer meaning from text.  To strengthen students interpretation of intent of question (especially text features).

Grade 6 Mathematics

Grade 6 Enrolment = 22

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province Multiple Choice

Number Operations 67.8 72.3 72.3 71.2 67.8 67.4 67.4 63.2 62.4

Number Concepts 83.9 76.7 76.9 84.3 75.9 74.9 73.3 69.0 67.2 Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Reasoning 40.9 52.7 54.5 92.3 53.8 52.3 81.3 64.6 58.9

Communication 36.4 44.4 46.4 84.6 46.7 44.3 62.5 59.7 56.6 Connections & 40.9 38.8 43.8 92.3 38.4 35.2 75.0 60.2 58.6 Representations

Problem Solving 42.9 53.8 57.7 92.3 67.7 68.1 81.3 67.1 65.6

Annual School Development Report Page 29

What do these results tell us? (2011-2012)

 We are above the District in all areas except Patterns and Relations and Number Concepts – We were only marginally below within the Written Response section (these two areas we were only slightly below).  We are achieving more level 4s – 25% of our students are achieving level 4s in Connections & Representations and Problem Solving!  We are above in Shape and Space and there is a constant increase in the past four years.  There is a big improvement in Problem Solving since primary.  We have shown strengths in Prime/Composite numbers  There are 81% of our students achieving level 3 or higher in Reasoning.  Problem Solving (76% 3 and higher)  Connections & Representations (75 3 and higher)  Improvements made in Products of Whole Numbers & Decimals  Within Shape and Space we were above district and province in all outcomes

Challenges

 Compared to the last two years we were down in the written response of Number Concepts  There was a decrease in the Communication Section from this group compared to their Grade 3 results.

There were some Specific Items identified with Number Concepts that have seen a decline from previous years:

- Ratio (Equivalent) - Percent as a Ratio - Represent a Pattern Rule - Equivalent Equation for Pictorial Representation of Equation - Determine Mathematical Expression for a Pattern - Order of Operations - Write number located between two given numbers - Write mathematical expression for a given situation

Annual School Development Report Page 30

Strategies that are working:

- Math Journal - Stations/centers/games - Work with manipulatives - Group work - Exit cards - Smartboard Activities

Strategies that need to be implemented:

- There must be an increase emphasis on number concepts and written responses - There needs to be an increased exposure to practice with visual representations to solidly number concepts

Grade 9 English Language Arts

Grade 9 Enrolment = 22

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province Multiple Choice Poetic 83.8 83.6 85.2 70.6 61.5 64.7 62.9 64.3 66.6 Informational 83.1 76.1 79.3 74.4 68.9 71.2 75.7 76.3 76.8 53.3 54.7 55.9 Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand Writing 68.8 80.2 85.5 87.5 83.6 83.3 93.3 87.5 90.6 90.5 91.7 92.7 Poetic 87.5 63.6 73.2 73.3 58.4 61.4 100.0 90.5 91.9 Informational 81.3 63.8 70.2 85.7 64.4 69.2 85.7 84.6 88.8 88.9 85.8 86.2

Annual School Development Report Page 31

What do these results tell us?

Our Strengths are in the following areas:  Demand writing and poetic reading (Trend data shows improvement over four years in all areas except multiple choice)

The Challenges that exist:  Multiple choice (Non-fiction)

Specific outcomes or areas that were not achieved by a high number of students (Using the Outcome Analysis Sheet under the Provincial Results, p. 66):

 4.2 Use text features to create meaning and to achieve different purposes.  4.3 Use strategies to construct meaning  6.2 Examine personal points of views about issues  7.3 Analyze the tools authors use to achieve different purposes.  7.4 Evaluate how form, content and structure contribute to meaning.  7.5 Demonstrate an awareness that values and personal experiences influence understanding of and critical responses to text.

Strategies that are working:  New Literacy with the diverse and broader subject area in which students can make personal connections locally.  All aspects of writing are being emphasized throughout the resource.  Emphasis is being placed on various types of different text connections.  The use of technology in the classroom is helping to enrich students’ learning with immediate answers and feedback.  Teaching teachable moments as different issues arise.  Cross-curricular teaching is more common.

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Strategies that need to be implemented:  More work in multiple choice questions. - Need to be in alphabetical order and in similar form.  Change the wording to make it more standardized.  Emphasize text features.  Emphasize strategies to construct meaning  Examine personal points of views about issues  Emphasize that personal experiences influence meaning.

Grade 9 Mathematics Grade 9 Enrolment = 22

2009/10 2010/11 2011/12 2012/13

School District Province School District Province School District Province School District Province Multiple Choice Number Operations 70.3 63.9 69.4 69.6 60.6 64.4 76.5 64.6 68.0 Number Concepts 62.5 53.1 59.0 69.6 60.6 64.4 76.5 64.6 68.0 Patterns and 78.6 70.2 75.2 75.7 63.6 66.0 73.0 68.8 70.7 Relations Measurement 74.0 61.9 67.5 75.0 59.8 63.7 Geometry 77.1 65.4 69.4 68.8 74.4 76.0 Data Management 76.6 60.7 65.9 87.5 86.1 87.9 92.9 83.1 85.5 and Probability Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Number Operations 53.9 42.0 48.9 75.9 49.1 53.6 76.5 65.3 68.1 Patterns and 59.4 51.4 60.4 68.8 55.7 59.5 55.6 53.0 55.2 Relations

Annual School Development Report Page 33

What do these results tell us? (2011-2012)

Strengths - Above the District and Province in all areas except Shape and Space (slightly below – 1%). However, the difference is narrowing with each year. - There is a slight increase in Number Operations over the past four years. - We are above district and province in multiple choice and close construction

Challenges

- A decrease in Patterns & Relations, Shape and Space and Statistics & Probability compared to the past 4 years. - Down from previous years in reasoning and communication - Expressions for a given polynomial - Linear inequality - Line of symmetry - Tangent - Circle Properties - Applying square - Linear Equations

Strategies that are working - Teacher peer conferencing - Buddy system - Tutoring - Modeling

Strategies that need to be Implemented - New/different approach to some section - P.L.C.’s - Bird’s eye view - Concentrate on graphing

Annual School Development Report Page 34

- More use of Visuals and Manipulatives - Increase number of multiple choice items - Increase number of multiple choice items - More models, etc. for some sections of math

Internal Assessment Data A synthesis of report card data to report trends

Grade K Language Arts

Uses a variety of Responds Reads and views a Uses a variety of Represents ideas Speaks with Skill Listens with skill strategies to personally and Writes using a variety of text with writing strategies in effectively in a and Understanding and understanding effectively read critically to a range variety of forms understanding the writing process variety of ways texts of texts Rating Scale

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 75% 92% 58% 42% 50% 33% 50% 75% 58% 50% 75% 58% 50% 67% 50% 75% 67% 50% 75% 75% 58% 75% 75% 50% U 0% 0% 17% 33% 42% 33% 25% 17% 17% 25% 17% 8% 25% 25% 17% 0% 25% 17% 0% 17% 25% 0% 17% 33% S 0% 0% 8% 0% 0% 17% 0% 0% 8% 0% 0% 17% 0% 0% 17% 0% 0% 17% 0% 0% 0% 0% 0% 0% R 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Math

Uses a Variety of Shape and Space Reasons Effectively & Makes Connections Demonstrates Statistics Strategies in the Number Patterns and Relations (Measurement and Communicates in a Variety of Fluency with Mental (Grade 2-6) Problem Solving Geometry) Understanding Contexts Math and Estimation process Rating Scale

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 88% 113% 88% 113% 125% 100% 0% 138% 113% 0% 0% 0% 113% 138% 88% 113% 138% 88% 113% 138% 88% 113% 138% 88% U 25% 25% 38% 0% 13% 25% 0% 0% 13% 0% 0% 0% 0% 0% 38% 0% 0% 38% 0% 0% 38% 0% 0% 38% S 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% R 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Annual School Development Report Page 35

Grade 1

Language Arts

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 67% 67% 73% 27% 47% 53% 13% 13% 27% 13% 7% 27% 60% 53% 67% 33% 13% 33% 40% 33% 47% 73% 73% 80% U 7% 7% 13% 47% 27% 27% 33% 7% 47% 33% 13% 47% 13% 20% 20% 27% 27% 20% 33% 27% 27% 7% 7% 13% S 7% 7% 7% 7% 7% 13% 27% 53% 7% 33% 60% 13% 7% 7% 7% 13% 33% 33% 7% 20% 20% 0% 0% 0% R 0% 0% 0% 0% 0% 0% 7% 7% 13% 0% 0% 7% 0% 0% 0% 7% 7% 7% 0% 0% 0% 0% 0% 0%

Math

Uses a Variety of Shape and Space Reasons Effectively Makes Connections Demonstrates Statistics Strategies in the Number Patterns and Relations (Measurement and & Communicates in a Variety of Fluency with Mental (Grade 2-6) Problem Solving Geometry) Understanding Contexts Math and Estimation process Rating Scale

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 75% 100% 113% 138% 150% 175% 0% 0% 175% 0% 0% 0% 63% 88% 113% 88% 100% 138% 63% 100% 125% 63% 88% 138% U 50% 25% 63% 0% 0% 0% 0% 0% 0% 0% 0% 0% 25% 38% 63% 38% 38% 38% 38% 25% 50% 38% 50% 38% S 25% 25% 0% 13% 0% 0% 0% 0% 0% 0% 0% 0% 50% 25% 0% 25% 13% 0% 50% 25% 0% 50% 13% 0% R 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 13% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Annual School Development Report Page 36

Grade 2 Language Arts

Reads and views a Uses a variety of Responds personally Uses a variety of Represents ideas Speaks with Skill Listens with skill and Writes using a variety of text with strategies to and critically to a writing strategies in effectively in a and Understanding understanding variety of forms understanding effectively read texts range of texts the writing process variety of ways Rating Scale

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 82% 82% 76% 47% 35% 29% 59% 71% 71% 59% 71% 71% 88% 82% 59% 71% 41% 41% 88% 88% 76% 94% 88% 82% U 6% 6% 6% 41% 59% 53% 18% 6% 0% 18% 6% 0% 12% 18% 24% 12% 41% 35% 12% 12% 6% 6% 12% 0% S 12% 12% 12% 12% 6% 12% 12% 0% 6% 12% 0% 6% 0% 0% 12% 12% 12% 12% 0% 0% 12% 0% 0% 12% R 0% 0% 0% 0% 0% 0% 12% 24% 18% 12% 24% 18% 0% 0% 0% 6% 6% 6% 0% 0% 0% 0% 0% 0%

Math

Uses a Variety of Shape and Space Reasons Effectively Makes Connections Demonstrates Patterns and Statistics Strategies in the Number (Measurement and & Communicates in a Variety of Fluency with Mental Relations (Grade 2-6) Problem Solving Geometry) Understanding Contexts Math and Estimation process Rating Scale

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 86% 86% 79% 86% 86% 86% 0% 0% 86% 93% 93% 79% 79% 86% 86% 79% 79% 71% 79% 79% 71% 86% 86% 71% U 21% 14% 7% 21% 14% 7% 0% 0% 14% 14% 14% 21% 29% 14% 14% 29% 14% 7% 29% 21% 14% 21% 14% 21% S 14% 21% 29% 14% 21% 21% 0% 0% 14% 14% 14% 14% 14% 7% 14% 14% 29% 21% 14% 21% 29% 14% 21% 21% R 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 14% 0% 0% 0% 14% 0% 0% 0% 0% 0% 0%

Annual School Development Report Page 37

Grade 3

Language Arts

Reads and views a Uses a variety of Responds personally and Uses a variety of writing Represents ideas Speaks with Skill Listens with skill and Writes using a variety of variety of text with strategies to effectively critically to a range of strategies in the writing effectively in a variety of and Understanding understanding forms understanding read texts texts process ways Rating Scale Rating Scale

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M #### #### #### 600% 700% #### #### #### #### #### #### #### #### #### #### 500% 600% 700% #### #### #### #### #### #### U 200% 100% 100% 500% 300% 100% 100% 0% 0% 100% 0% 0% 100% 100% 0% 600% 400% 300% 100% 100% 100% 100% 100% 100% S 100% 100% 100% 200% 200% 100% 100% 100% 100% 100% 100% 200% 0% 0% 0% 200% 100% 100% 100% 0% 100% 100% 0% 0% R 0% 0% 0% 0% 0% 0% 100% 100% 100% 100% 100% 0% 100% 100% 100% 0% 100% 100% 0% 100% 0% 0% 100% 100%

Math

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 69% 77% 85% 85% 85% 85% 0% 85% 85% 92% 85% 85% 77% 77% 85% 77% 85% 85% 69% 85% 85% 77% 77% 85% U 23% 8% 0% 8% 0% 0% 0% 8% 0% 8% 8% 8% 15% 8% 0% 15% 0% 0% 23% 0% 0% 15% 8% 0% S 0% 0% 0% 0% 0% 8% 0% 0% 8% 0% 0% 0% 0% 0% 0% 8% 8% 8% 0% 0% 0% 0% 0% 0% R 8% 8% 8% 8% 8% 0% 0% 0% 0% 0% 0% 0% 8% 8% 8% 0% 0% 0% 8% 8% 8% 8% 8% 8%

Annual School Development Report Page 38

Grade 4

Language Arts

Reads and views a Uses a variety of Responds personally Uses a variety of Represents ideas Speaks with Skill Listens with skill and Writes using a variety variety of text with strategies to effectively and critically to a range writing strategies in the effectively in a variety and Understanding understanding of forms understanding read texts of texts writing process of ways Rating Scale

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 93% 93% 93% 93% 86% 86% 93% 93% 93% 71% 93% 93% 93% 93% 79% 86% 79% 79% 86% 79% 86% 86% 93% 93% U 7% 7% 7% 7% 14% 14% 7% 7% 7% 29% 7% 7% 0% 0% 14% 7% 14% 14% 7% 14% 7% 14% 7% 0% S 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 7% 7% 7% 7% 7% 7% 7% 7% 7% 0% 0% 7% R 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Math

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 100% 100% 79% 0% 86% 86% 0% 0% 93% 0% 0% 93% 64% 64% 64% 86% 71% 86% 86% 79% 79% 86% 71% 71% U 0% 0% 21% 0% 14% 7% 0% 0% 7% 0% 0% 7% 36% 36% 29% 14% 29% 7% 14% 21% 14% 14% 29% 21% S 0% 0% 0% 0% 0% 7% 0% 0% 0% 0% 0% 0% 0% 0% 7% 0% 0% 7% 0% 0% 7% 0% 0% 7% R 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Annual School Development Report Page 39

Grade 5 Language Arts

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 83% 92% 92% 67% 83% 83% 83% 92% 92% 83% 92% 92% 67% 75% 75% 50% 58% 58% 58% 67% 67% 58% 75% 75% U 0% 0% 0% 17% 8% 8% 0% 0% 0% 0% 0% 0% 17% 17% 17% 25% 33% 33% 25% 25% 25% 25% 17% 17% S 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 8% 0% 0% 0% 0% 0% 0% 0% 0% R 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Math

Uses a Variety of Shape and Space Reasons Effectively Demonstrates Fluency Statistics Makes Connections in Strategies in the Number Patterns and Relations (Measurement and & Communicates with Mental Math and (Grade 2-6) a Variety of Contexts Problem Solving Geometry) Understanding Estimation process Rating Scale

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 73% 73% 73% 82% 100% 100% 0% 100% 91% 0% 100% 100% 64% 73% 73% 91% 100% 91% 64% 73% 73% 82% 100% 91% U 18% 27% 27% 9% 0% 0% 0% 0% 9% 0% 0% 0% 27% 27% 27% 0% 0% 9% 27% 27% 27% 9% 0% 9% S 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% R 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

Annual School Development Report Page 40

Grade 6

Language Arts

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 68% 68% 68% 41% 55% 50% 36% 59% 59% 64% 68% 68% 45% 64% 64% 41% 50% 55% 64% 64% 68% 73% 73% 73% U 14% 9% 9% 32% 23% 27% 32% 9% 9% 14% 14% 14% 27% 9% 9% 27% 18% 14% 14% 18% 14% 14% 14% 14% S 9% 14% 14% 18% 14% 14% 18% 18% 18% 14% 9% 9% 18% 18% 18% 18% 18% 18% 9% 5% 9% 5% 5% 5% R 0% 0% 0% 0% 0% 0% 5% 5% 5% 0% 0% 0% 0% 0% 0% 5% 5% 5% 5% 5% 0% 0% 0% 0%

Math

T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 T1 T2 T3 M 63% 63% 47% 79% 53% 68% 0% 84% 63% 0% 89% 84% 68% 74% 63% 84% 79% 79% 79% 79% 79% 79% 74% 74% U 32% 21% 32% 11% 32% 21% 0% 5% 26% 0% 5% 11% 21% 16% 16% 5% 11% 11% 11% 11% 5% 5% 11% 11% S 11% 21% 21% 16% 21% 16% 0% 16% 16% 0% 11% 11% 16% 16% 26% 11% 11% 11% 11% 11% 11% 16% 5% 11% R 0% 0% 5% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 5% 5% 5% 5% 5% 11% 5% 16% 11%

Annual School Development Report Page 41

Junior High

Grade 7 Grade 8 Grade 9 A A+ E A A+ E A A+ E (80 – 90% ) (90 – 100% ) Below 50% 80% or greater (90 – 100% ) Below 50% (80 – 90% ) (90 – 100% ) Below 50% Language 0 56% 0 24% 47% (8/17) 0 24% 48% 0 (0/18) (10/18) (4/17) (5/21) (10/21) Math 22% 56 % 0 24% 41% 0 29% 24% 0 (4/18) (10/22) (4/17) (7/17) (6/21) (5/21) Science 28 % 44 % 0 18% 41% 0 19% 24% 0 (5/18) (8/18) (3/17) (7/17) (4/21) (5/21)

Analysis of the Internal Data

Primary  Internal assessment is a complete match with external assessment for grade one and two.  Internal assessment matches external assessment results for grade three. No surprise that nonfiction results were better than fiction because of high interest. Also knowledge that students need more exposure to multiple choice questioning was identified by both internal and external assessment sources.

Elementary

 Inference questions

Junior High

The multiple choice in school is a little more clear that the external assessment. The choices internally are more clear cut whereas externally multiple answers could have been chosen. The demand writing and reading are very similar.

Annual School Development Report Page 42

The assessment did not reflect our own internal expectations and data, our internal data shown were lower than the provincial results. The following strategies have been placed within our updated School Development Plan to address the trends indicated by the data analysis.

Strategies How it will focus on the needs indicated:

1. Math Day 1. To generate enthusiasm for Math

2. Increase exposure to and practice with 2. To solidify number concepts visual representations

3. Increase activities that address the 3. Making personal connections quality of personal connection

4. Increase multiple choice assessments 4. To familiarize students to multiple choice and activities. activities.

5. Integrate various poetic strategies and 5. Increase student achievement within poetry. activities. ie POP, DROP and READ

6. Incorporate the use of more math 6. To increase students achievement in manipulatives. Elementary and Junior High

7. Increase differentiated teaching 7. To support all learners strategies 8. Increase proficiency in reading and listening 8. Buddy Reading across the grades for understanding.

9. The use of Technology as a motivating 9. To support and motivate struggling and support tool. Example; E-readers students – to improve achievement.

Annual School Development Report Page 43

Report on School Development Plan for Previous Year

Please see our Goals and Objectives outlined below followed by an evaluation of our goals in the indicators of success table.

Goal 1: To improve student achievement in Math, Language and Science Objective 1.1: Objective 1.2: Objective 1.3: To prepare students for the 21st Century To further improve reasoning and Emphasis on Poetry communication across curriculum. Strategies 1.1 Strategies 1.2 Strategies 1.3 1.1.1 Digital/ Technology Fair 1.2.1 Journal entries in Math 1.3.1 SAT sessions 1.1.2 Usage of classroom computers ‐Problem of the week in Math 1.3.2 Poetry fair/ Poetry day 1.1.3 E‐readers ‐Students teaching peers in Math 1.3.3 Poetry Binder by photocopier 1.1.4 IPads ‐Use Rubric to show students expectations. 1.3.4 Pop, Drop and Read Poetry 1.1.5 Cellphones/ IPods 1.2.2. Science logs 1.3.5 Poetry Sharing Sessions 1.1.6 Smartboard technology ‐Experiments in various subject areas where 1.3.6 Buddy Reading Poetry 1.1.7 Youtube students are communicating results 1.3.7 More emphasis on multiple choice 1.1.8 Digital Cameras/ photography 1.2.3 Opportunities to explain their thinking questions 1.1.9 Skype both orally and in written form 1.3.8 Tumblebooks 1.1.10 Digital microscope (flex) 1.2.4 More oral presentations across 1.3.9 E‐readers 1.1.11 Composing Music using computers curriculum 1.2.5 Word Bank for understanding of terms 1.2.6 To incorporate music in Math/French, and other subject areas.

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INDICATORS OF SUCCESS Indicators of Success: Indicators of Success: Indicators of Success: ‐ Students are more comfortable with ‐ Students progressing ‐ Poetry folders technology ‐ Students enjoying activities ‐ Improvement of external results ‐ Showcase of projects ‐ Students understanding the ‐ Increased interest in poetry ‐ Technology fair expectations ‐ Increased library use ‐ Responsible use of technology ‐ Students comprehending the material ‐ Better problem solvers ‐ More confident presenters and problem solvers ‐ Increase CRT results ‐ Great speakers

Goal 1. Support Plan

Financial Professional Development/Time Required 1.1.1 E-Readers and Ipads 1.1.1 Professional development for using Ipads and Apps in the classroom.

(Student Council & School bought a classroom set of E-readers and 13 Ipads – (Our staff was involved in 2.5 p rofessional Developments days that centred around one for each classroom) Ipads and Apps.)

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Goal 2: To maximize achievement and celebrate success through maintaining a safe, caring, respectful environment Objective 2.1 ‐ Objective 2.2 ‐ To continue to explore, Objective 2.3 To attend to the needs of at‐ To celebrate success through divisions (ex: incorporate and share fine arts across risk students. Discussions at divisional meetings) curriculum. Strategies: Strategies: Strategies: 2.1.1 PBIS 2.2.1 Participation in contests (i.e. 2.3.1 Bird’s Eye View tracking system 2.1.2 Sharing Remembrance Day, Christmas cards, etc.) 2.3.2 Curriculum support 2.1.3 Bulletin Board “Good News” display 2.2.2 Participation in Christmas concert, 2.3.3 PBIS 2.1.4 Updating TV News Remembrance Day Contest 2.3.4 Differentiated Teaching and & 2.1.5 Special Assemblies 2.2.3 Black Light show production Evaluation practices 2.1.6 Using district website 2.2.4 Display art work 2.3.5 Permitting students to make use of 2.1.7 Celebrating leadership 2.2.5 Artwork around the school (i.e. doors the accommodations on their IEPs 2.1.8 Celebrating differences painted, walls painted – all based on specific 2.3.6 Encourage students to use 2.1.9 Celebrating Inclusion themes) accommodations, when they are 2.1.10 Celebrating individual students 2.2.6 Art folders resistant progress 2.2.7 Snow sculpture 2.3.7 Achievement plans 2.2.8 Face masks 2.3.8 Individual needs assessment 2.2.9 Visiting Artists 2.3.9 Increase home/school 2.2.10 Home Ec/Industrial Arts (researching communication building ideas & project and then building 2.3.10 CST for Junior High them) 2.3.11 More contact with home 2.2.11 Solar System Models 2.3.12 Peer Tutoring 2.3.13 More referrals to guidance 2.3.14 Special Events Days 2.3.15 Positive Reinforcement

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INDICATORS of SUCCESS Indicators of Success: Indicators of Success: Indicators of Success: ‐ Celebrations ‐ Students participating and enjoying ‐ Less at risk students ‐ Positive school environment activities. Increased pride in one’s ‐ Higher graduation rate own work and the work of others. ‐ Improved self esteem ‐ Winning contests ‐ More happy, well‐adjusted students ‐ Continued success in written/art ‐ More students achieving outcomes pieces ‐ Understanding Science, etc. ideas ‐ Motivation of weaker students ‐ Building on the strengths of diverse learners

Goal 2. Support Plan

Financial Professional Development/Time Required 2.1.1 2.1.1

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Actions for Change

While we are under-going an internal review of our School and Development plan this year, the same goals and objectives are in place for 2013-14. We have included addition al strategies based on a review of internal and external assessments.

Goal 1. To improve student achievement in Math, Language and Science Objective 1.1 Objective 1.2 Objective 1.3 To motivate all students to achieve their To prepare students for the 21st Century maximum academic potential Actions for Change 1.1 Actions for Change 1.2 Actions for Change 1.3 Continue to . . . Strategies 1.1 Continue to . . . 1.1 To implement more multiple choice 1.1.12 Digital/ Technology Fair questions in Math; SmartBoard activities 1.1.13 Usage of classroom computers 1.2 To find and use poetry that has an 1.1.14 E‐readers interpretive element 1.1.15 IPads *** We have made Poetry work a specific 1.1.16 Cellphones/ IPods Objective. 1.1.17 Smartboard technology 1.3 Increase exposure to and practice with 1.1.18 Youtube visual representations 1.1.19 Digital Cameras/ photography 1.4 Increase activities that address the quality of 1.1.20 Skype personal connection 1.1.21 Digital microscope (flex) 1.5 Increase multiple choice assessments and 1.1.22 Composing Music using computers activities. 1.6 Integrate various poetic strategies and activities. ie POP, DROP and READ 1.7 Incorporate the use of more math manipulatives. 1.8 Increase differentiated teaching strategies 1.9 Buddy Reading across the grades

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School Development Plan for Current Year (3 – 4 pages)

The school development plan for the current year is part of a 3 – 4 year plan developed using the Provincial School Development Model. The school’s plan is revisited yearly using the results from the Report on School Development Plan from the previous year and the analysis of most current school data. While a school endeavors to meet the target dates of its 3 – 4 year plan, it recognizes that its plan is flexible and that revisions may occur annually. This section outlines the School Development Plan for the current year.

One Year School Development Plan School Development Plan 2012 - 2013 Goal 1: To improve student achievement in Math, Language and Science Objective 1.1: Objective 1.2: Objective 1.3: To prepare students for the 21st Century To further improve reasoning and Emphasis on Poetry communication across curriculum. Strategies 1.1 Strategies 1.2 Strategies 1.3 1.1.23 Digital/ Technology Fair 1.2.1 Journal entries in Math 1.3.10 SAT sessions 1.1.24 Usage of classroom computers ‐Problem of the week in Math 1.3.11 Poetry fair/ Poetry day 1.1.25 E‐readers ‐Students teaching peers in Math 1.3.12 Poetry Binder by photocopier 1.1.26 IPads ‐Use Rubric to show students 1.3.13 Pop, Drop and Read Poetry 1.1.27 Cellphones/ IPods expectations. 1.3.14 Poetry Sharing Sessions 1.1.28 Smartboard technology 1.2.2. Science logs 1.3.15 Buddy Reading Poetry 1.1.29 Youtube ‐Experiments in various subject areas 1.3.16 More emphasis on multiple choice 1.1.30 Digital Cameras/ photography where students are communicating results questions 1.1.31 Skype 1.2.3 Opportunities to explain their 1.3.17 Tumblebooks 1.1.32 Digital microscope (flex) thinking both orally and in written form 1.3.18 E‐readers 1.1.33 Composing Music using computers 1.2.4 More oral presentations across curriculum 1.2.5 Word Bank for understanding of terms 1.2.6 To incorporate music in Math/French, and other subject areas.

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Indicators of Success: Indicators of Success: Indicators of Success: ‐ Students are more comfortable ‐ Students progressing ‐ Poetry fair with technology ‐ Students enjoying activities ‐ Improvement of external results ‐ Showcase of projects ‐ Students understanding the ‐ Increased interest in poetry ‐ Technology fair expectations ‐ Increased library use ‐ Responsible use of technology ‐ Students comprehending the material ‐ Better problem solvers ‐ More confident presenters and problem solvers ‐ Increase CRT results ‐ Great speakers

Goal 1. Support Plan

Financial Professional Development/Time Required 1.1.1 E-Readers and Ipads 1.1.1 Professional development for using Ipads and Apps in the classroom.

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Goal 2: To maximize achievement and celebrate success through maintaining a safe, caring, respectful environment Objective 2.1 ‐ Objective 2.2 ‐ To continue to explore, Objective 2.3 To attend to the needs of To celebrate success through divisions incorporate and share fine arts across at‐risk students. (ex: Discussions at divisional meetings) curriculum. Strategies: Strategies: Strategies: 2.1.11 PBIS 2.2.1 Participation in contests (i.e. 2.3.16 Bird’s Eye View tracking system 2.1.12 Sharing Remembrance Day, Christmas cards, etc.) 2.3.17 Curriculum support 2.1.13 Bulletin Board “Good News” 2.2.2 Participation in Christmas concert, 2.3.18 PBIS display Remembrance Day Contest 2.3.19 Differentiated Teaching and & 2.1.14 Updating TV News 2.2.3 Black Light show production Evaluation practices 2.1.15 Special Assemblies 2.2.4 Display art work 2.3.20 Permitting students to make use 2.1.16 Using district website 2.2.5 Artwork around the school (i.e. of the accommodations on their 2.1.17 Celebrating leadership doors painted, walls painted – all based on IEPs 2.1.18 Celebrating differences specific themes) 2.3.21 Encourage students to use 2.1.19 Celebrating Inclusion 2.2.6 Art folders accommodations, when they are 2.1.20 Celebrating individual students 2.2.7 Snow sculpture resistant progress 2.2.8 Face masks 2.3.22 Achievement plans 2.2.9 Visiting Artists 2.3.23 Individual needs assessment 2.2.10 Home Ec/Industrial Arts 2.3.24 Increase home/school (researching building ideas & project and communication then building them) 2.3.25 CST for Junior High 2.2.11 Solar System Models 2.3.26 More contact with home 2.3.27 Peer Tutoring 2.3.28 More referrals to guidance 2.3.29 Special Events Days 2.3.30 Positive Reinforcement

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Indicators of Success: Indicators of Success: Indicators of Success: ‐ Celebrations ‐ Students participating and enjoying ‐ Less at risk students ‐ Positive school environment activities. Increased pride in one’s ‐ Higher graduation rate own work and the work of others. ‐ Improved self esteem ‐ Winning contests ‐ More happy, well‐adjusted ‐ Continued success in written/art students pieces ‐ More students achieving ‐ Understanding Science, etc. ideas outcomes ‐ Motivation of weaker students ‐ Building on the strengths of diverse learners

Goal 2. Support Plan

Financial Professional Development/Time Required 2.2.2 New Music Risers for student performances. 2.3.19 Additional Professional Development in Technology 2.3.19 Additional classroom Ipads and E-Readers 2.3.19-23 Additional Professional Development in Inclusionary Practices.

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