Northern Lights Academy Rigolet, , NL 2013

Home of the Eagles

Mission Statement

By providing all students with a quality learning environment, Northern Lights Academy, in collaboration with the community, will produce life-long, independent learners who will become successful members of society.

Principals Message

Northern Lights Academy continues to offer a variety of activities that foster a well-rounded learning environment for all. We want our students to acquire the skills and knowledge that will enable them to be life-long learners. This report celebrates our many accomplishments and successes, as well as identifies areas of concern that are addressed through this plan.

This report provides data on the performance of our students on the June 2013 Provincial Assessments, as well as on the School Districts Common Assessments.

We are extremely proud of and thankful for the support that we receive from the different community groups and individuals of Rigolet. By working together we are able to maximize the learning potential of all children of our school.

Please take the time to learn more about our school, the performance of our students and our programs. We welcome your input as we build partnerships to support our commitment to building a school that delivers skills and knowledge for life-long learning.

Tom Mugford Principal

Message from Northern Lights Academy School Council

On behalf of the Northern Lights Academy School Council, I am pleased to lend support of the NLA School Development Plan. In it you will find information about our school, as well as important documents which will have an impact on our student learning and development as individuals.

As a school council, we work together, collectively, to make decisions that best serve the needs of our students. The prime consideration of our council is to support the continued achievement and accomplishment of our students. We hope to have a positive influence on the environment for the children at NLA by representing the interests of all students and working together for the purpose of enhancing the quality of teaching and learning and improving the levels of student achievement. The School Development Plan also looks at these issues as well.

I believe schools need to be safe and welcoming environments for students and staff where learning skills are nurtured, and the unique and diverse contributions of each individual are valued and acknowledged. To accomplish this, there must be a strong focus on equality and valuing diversity.

I applaud our staff for the daily contributions they make towards the successful future of our students. Everyone on our Council shares the same pursuit, the aim to ensure our graduates are well-adjusted and active citizens within their community. Together, through collaboration we can ensure this happens.

Sincerely Elsie Wolfrey Chairperson

Our Vision

Our vision is to provide a happy, caring and stimulating environment where children will recognize and achieve their fullest potential, so that they can make their best contribution to society.

Northern Lights Academy is a place where:

• Everyone is involved in life-long learning • Most decisions are made collaboratively as a team • Where students take an active, positive role in their own education • The learning environment is open, friendly, safe, supportive, nurturing, positive and fair • There is a positive and supportive partnership among school, parents and community

Our School/Community

 Our Community

Rigolet, approximate population of 300, is a coastal Labrador community established in 1735 by French- Canadian trader Louis Fornel. Rigolet is the most southerly community in the region of Labrador now known as Nunatsiavut. Located on , which is at the entrance to fresh water . Rigolet is situated on salt water and is visited regularly by Minke and Humpback whales. The rich Inuit heritage of the people offers the newcomer an opportunity for immersion into a traditional northern lifestyle involving a closeness to the land and its resources.

 Our School

Northern Lights Academy is a Kindergarten to Grade 12 school with a student enrollment of 52 and a staff of 14; seven teachers, five native teachers, a secretary and a custodian. Multi-grading along with multi-aging is a way of life at Northern Lights Academy. Our current demographic is K-1, 2- 3, 4-5-6, 7-8-9, and Levels I, II and III. Our staffing and programming is supported by

Regional and district Office staff including Director, Associate and Assistant Director, Senior Education Officers, Program Specialists and Administrative Staff. Collaboratively, it is the common goal to provide the best quality education to our students.

 Programs Provided

Northern Lights Academy offers the prescribed curriculum from Kindergarten to Grade Nine. At the high school level we offer courses on site and through the Centre for Distance Learning and Innovation. (CDLI) These courses are strategically chosen to ensure our students meet the requirements for High School Graduation. Northern Lights Academy is proud to offer courses in Life Skills and . These courses incorporate the local culture and heritage into the prescribed curriculum. We also offer a quality Physical Education program and After School Home Work Club.

Key Highlights/Special Projects

 Kids Eat Smart Breakfast and Recess Program

Northern Lights Academy offers a healthy breakfast and recess to all students. This community-based program continues to build on the procedures and routines from previous years. Volunteers from the community are utilized to help ensure a successful delivery of the program but more importantly, helps foster community and parent relationships with our school.

 Terry Fox Run/Walk

The Terry Fox Run/Walk continues to be a major project for our school community. Students receive pledges and accompanied by the RCMP and members of the community a walk/run is held to raise money and awareness for cancer research. This year our run/walk was partnered with the Community Recreation Department. The total funds raised by the school community were $ 983.90.

 Kids Eat Smart Walk to Breakfast

On October 9, the local Department of Health and Social Development staff and members of the Royal Canadian Mounted Police and the Rigolet Inuit Community Government’s Special Constable arrived at the school early to prepare a warm, healthy breakfast. Students were encouraged to canvass the community for financial support prior to the day of our walk. Students and staff were supported by several members of the community as we began our day with a walk through town. When participants returned to the school they were treated to a very warm welcome and a delicious breakfast. The support from the community was phenomenal as we raised in excess of $660.00 in support of our breakfast program. This amount is matched by the Kids Eat Smart Foundation.

Partnerships

Northern Lights Academy is thankful for the relationship and support from:

• The Nunatsiavut Government • The Department of Health and Social Development (Nunatsiavut Government) • The Rigolet Inuit Community Government • Newfoundland and Labrador Kids Eat Smart Foundation • The IODE • Labrador Grenfell Health • Northern Store (Rigolet) • St. Timothy’s Anglican Church • Royal Canadian Mounted Police • The Canadian Rangers • The Department of Fisheries • Aiviktok Trust Fund • Kirkina House • Vale (Newfoundland and Labrador)\

Summary Report on the School’s Most Current Data

School Development Plans are revised yearly using the most current data available to the school. In this section, 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, help inform the development of the plan for the current year. If the reporting of any of this data compromises the anonymity of students, it should not be included.

The data presented in this section should be summarized using bullet statements as well as tables (see templates). Appropriate comparisons should be made to district and provincial data and standards where relevant. Explanatory notes should be included where applicable to assist in the interpretation of data.

Though all raw data pertinent to a school should be analyzed thoroughly at the school level, not all data needs to be reported in this section. This section should include:

Provincial Assessment Data

Reading Records for Grades 1 and 2

Grade 1: Percentage of Students (in June) at or above the Provincial benchmark

Grade 1 Enrolment = 2

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

0.0 54.6 62.6 71.4 64.2 64.6 50.0 59.1 60.2 100.0 56.7 58.7

What do these results tell us?

These results show that our school and in particular, Grade 1 students are on par with, or above, the District and Provincial Mean; a benchmark that we are proud of.

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

Grade 2 Enrolment = 7

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

78.3 72.6 100.0 73.0 73.8 71.4 77.0 66.9 62.5 73.5 64.5

What do these results tell us?

These results show where our Grade 2 students are in relation to district and Province. These results show the uniqueness of individuals. Some years we are above and some years we are below. It is worth noting that we don’t stray too far negatively from the mean.

CRT data by strand for grades 3 and 6

Grade 3 English Language Arts

Grade 3 Enrolment = 5

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

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

Multiple Choice

Reading 96.7 90.4 92.2 87.5 75.7 79.7 72.0 63.1 67.5 56.3 69.4 72.7

Listening 83.3 79.9 80.9 95.0 83.6 87.9

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand 100.0 70.9 73.9 100.0 71.0 72.0 80.0 80.4 81.7 30.0 65.0 64.4 Writing Poetic 66.7 64.3 71.5 50.0 73.1 77.8 0.0 33.1 47.9 25.0 50.8 65.2

Informational 100.0 63.5 63.6 50.0 42.0 52.8 0.0 53.6 64.4 50.0 75.0 80.1

Listening 33.3 60.0 59.9 100.0 63.0 68.9

What do these results tell us?

These results show varying degrees of students achieving the outcomes. These numbers show individuals at a particular time. 2012-13 saw us well below both the District and Provincial Means. It shows that this group will need to be monitored.

Grade 3 Mathematics

Grade 3 Enrolment = 5

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

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

Multiple Choice Number 72.2 74.5 76.0 86.4 72.4 74.6 65.0 66.9 72.5 Operations Number 90.0 73.2 77.3 75.0 74.2 78.2 74.3 72.2 78.3 Concepts Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Reasoning 33.3 73.0 62.2 0.0 62.6 61.1 40.0 60.0 72.2

Communication 33.3 71.1 61.5 0.0 56.8 60.5 60.0 62.3 73.4 Connections & 33.3 79.2 68.1 100.0 65.8 65.2 40.0 65.0 78.7 Representations Problem 66.7 74.6 68.3 100.0 72.4 77.1 40.0 73.6 82.6 Solving

What do these results tell us? No Provincial Assessment in June 2013.

Grade 6 English Language Arts

Grade 6 Enrolment = 3

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

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

Multiple Choice

Reading 77.5 78.3 81.0 81.7 76.5 79.5 66.7 67.0 71.1 83.3 76.9 78.5

Listening 90.0 83.8 86.7 62.9 61.3 67.0

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand 100.0 82.3 81.3 71.4 68.3 74.7 66.7 62.5 74.9 100.0 75.5 76.5 Writing Poetic 50.0 59.9 69.9 100.0 65.6 66.2 33.3 44.1 50.4 100.0 74.6 82.1

Informational 50.0 58.5 68.4 100.0 51.4 58.7 66.7 44.3 58.6 100.0 82.3 83.6

Listening 0.0 61.8 66.6 57.1 41.4 51.8

What do these results tell us? These results show our students generally remain on par with district and Provincial Means. It indicates that our students generally successfully meet the prescribed outcomes in Grade 6 English Language Arts.

Grade 6 Mathematics

Grade 6 Enrolment = 3

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

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

Multiple Choice Number 79.2 73.5 72.3 66.7 68.1 67.4 61.1 55.9 62.4 Operations Number 86.4 77.5 76.9 48.3 75.7 74.9 50.0 59.2 67.2 Concepts Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above

Reasoning 79.2 73.5 72.3 66.7 68.1 67.4 61.1 55.9 62.4

Communication 86.4 77.5 76.9 48.3 75.7 74.9 50.0 59.2 67.2 Connections & 79.2 73.5 72.3 66.7 68.1 67.4 61.1 55.9 62.4 Representations Problem 86.4 77.5 76.9 48.3 75.7 74.9 50.0 59.2 67.2 Solving

What do these results tell us?

None to report/comment on.

Grade 9 English Language Arts

Grade 9 Enrolment = 2

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

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

Multiple Choice

Poetic 70.0 84.3 85.2 70.0 61.2 64.7 45.0 63.3 66.6

Informational 60.0 78.7 79.3 40.0 70.8 71.2 75.0 75.5 76.8 55.0 54.4 55.9

Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Demand 50.0 84.5 85.5 100.0 83.3 83.3 50.0 85.6 90.6 100.0 88.6 92.7 Writing Poetic 50.0 69.8 73.2 0.0 53.7 61.4 100.0 86.1 91.9

Informational 0.0 60.5 70.2 100.0 62.4 69.2 50.0 85.2 88.8 50.0 82.6 86.2

What do these results tell us?

Our Grade 9 students are on par with extracting details through selected response. Students are generally weaker with the constructed response component of the assessment.

Grade 9 Mathematics

Grade 9 Enrolment = 2

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

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

Multiple Choice Number 52.1 74.7 69.4 85.7 63.1 64.4 57.1 61.6 68.0 Operations Number 40.0 58.0 59.0 85.7 63.1 64.4 57.1 61.6 68.0 Concepts Patterns and 64.3 79.6 75.2 55.6 60.8 66.0 44.4 64.2 70.7 Relations Measurement 50.0 72.8 67.5 20.0 61.2 63.7

Geometry 83.3 70.8 69.4 100.0 77.5 76.0 Data Management 37.5 65.7 65.9 50.0 82.5 87.9 100.0 82.0 85.5 and Probability Constructed Response: Percentage of students achieving at Level 3 (i.e., grade level) or above Number 43.8 57.1 48.9 64.3 55.8 53.6 42.9 65.1 68.1 Operations Patterns and 41.7 69.3 60.4 38.9 53.9 59.5 25.0 50.8 55.2 Relations

What do these results tell us?

N/A

Public Exam data (4-year trend data (average final mark))

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

French 3200 78.4 72.7 72.7 73.2 72.7 Français 71.6 74.7 77.6 73.7 73.8 75.6 72.0 75.7 3202 Mathematics 66.3 61.7 57.0 60.0 62.0 57.7 62.8 58.5 61.3 3204 Mathematics 80.3 77.9 81.7 79.3 76.7 79.1 79.5 79.8 3205 World Geograp 61.3 64.6 65.1 68.0 66.0 68.8 65.0 70.0 hy 3202 World History 66.9 67.1 69.1 69.3 65.2 70.5 68.0 68.6 3201 Histoire mondial 60.0 69.9 64.9 69.1 70.8 74.7 66.6 72.7 e 3231 Biology 48.5 64.6 64.4 63.1 64.0 62.5 65.9 64.5 66.5 3201 Chemistry 72.5 70.8 72.6 71.1 68.0 71.3 73.8 71.9 3202 Physics 77.2 71.0 77.8 74.0 78.2 74.5 75.1 75.0 3204 Earth Systems 61.4 61.7 62.6 61.4 60.3 3209 English 49.5 63.4 66.5 50.0 63.7 66.2 60.5 65.0 65.0 69.3 3201

What do these results tell us? Note, in some cases, performance below the Provincial average can be attributed to a particular area or areas in the curriculum. These areas can be identified by analysis of “sub-test” results. These areas if they exist should be identified.

N/A

Advanced/Academic/General Enrolment

Percentage of Students enrolled in Academic/Advanced/General Level III courses

High School Enrolment = 10

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

School District Province School District Province School District Province School District Province Advanced Mathem 15.6 61.3 0.0 16.8 20.3 0.0 15.5 21.2 0.0 16.8 19.6 atics (Math 3205) Academic Mathem 58.3 18.6 50.0 49.5 58.0 0.0 55.7 58.4 0.0 61.7 62.5 atics (Math 3204) General mathem 26.2 20.1 50.0 33.7 21.7 100.0 28.8 20.5 100.0 21.5 17.9 atics (Math 3206)

Academic English 100.0 67.9 75.0 66.7 65.3 74.2 0.0 72.7 76.6 0.0 68.0 76.5 (English 3201) General English 0.0 32.1 25.0 33.3 34.7 25.8 100.0 27.3 23.4 100.0 32.0 23.5 English 3202

What do these results tell us?

These results show that our students typically enroll in General Courses. This could be for a variety of reasons; skill vs. will. It is a goal to graduate students from Academic Programs vs. General Programs.

Graduation Rate and Status

Percentage of Eligible Graduates that Graduate and Percentage of Graduates with Honours, Academic, or General

High School Enrolment = 10

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

School District Province School District Province School District Province School District Province Graduation 66.7 94.4 92.6 100.0 92.6 91.7 100.0 87.6 92.7 100.0 91.7 94.2 Rate Graduation Status

Honours 0.0 15.6 24.6 0.0 21.8 26.3 0.0 20.3 27.7 0.0 15.2 29.6

Academic 0.0 37.8 39.0 0.0 35.1 40.8 0.0 38.1 40.1 0.0 43.8 38.6

General 100.0 46.6 36.4 100.0 43.1 32.9 100.0 41.6 32.2 100.0 41.0 31.8

What do these results tell us?

These results indicate that our students achieved 100% success in their program.

Advanced Placement Results (Include all courses offered. Those listed are examples)

Average Score (max = 5) 2009/10 2010/11 2011/12 2012/13 Course World Canada School World Canada School World Canada School World Canada School English Literat ure Calculus AB Music Theory European History

Psychology

Biology

Percentage of Students scoring 3 or better (include enrolment by course in the School cells) 2009/10 2010/11 2011/12 2012/13 Course World Canada School World Canada School World Canada School World Canada School English Literat ure Calculus AB Music Theory European History

Psychology

Biology

What do these results tell us?

N/A

Scholarships

Number of Level III students = 3

Provincial Government Scholarships 2009/10 2010/11 2011/12 2012/13 Junior Jubilee Electoral Centenary Moss

Total Scholarship/Bursary Offers 2009/10 2010/11 2011/12 2012/13 Number of Students Awarded a Scholarship or Bursary Total (estimated) Dollar Figure Offered (all students)

What do these results tell us?

N/A

Internal Assessment Data (synthesis of report card data to report trends)

What do these results tell us?

Students on prescribed programs are generally meeting course outcomes. Students who are receiving support are also achieving success in their individual education plans. Reports also allow us to strive for varying ways to allow students to achieve outcomes.

Summary of how the school development plan will address the trends indicated by the data analysis

Our School Development Plan focuses on areas of weakness and concern for our students. It is our goal to provide our students with a variety of strategies and assessments that allow them to achieve a high quality education and successfully meet course outcomes and graduation requirements.

Report on School Development Plan for Previous Year 2012-13

Goal 1. Goal 1: To improve student learning in Language Arts Objective 1.1: To increase student achievement, Objective 1.2: Increase student skills in Poetic Objective 1.3: Improve students personal skill, and comprehension by using a Balanced Texts communication skills Literacy Approach. Evaluation 1.1 Evaluation 1.2 Evaluation 1.3 There was growth and improvement; but There was some increase but continues to Improvement shows; but more growth room for more remain a priority required.

Goal 2. To improve student learning and achievement in Mathematics Objective 2.1: Objective 2.2: Objective 2.3: To increase student achievement in the areas of To increase student achievement in patterns and To increase student proficiency with writing formal communications, representations and connections relations. assessments/exams. Evaluation 2.1 Evaluation 2.2 Evaluation 2.3 Challenge met but not exceeded. There was slight growth; but more work Students performed relatively well; but Continues as a priority. required. there is always room for growth.

Goal 3. To maintain a school culture that fosters a safe, caring and healthy environment.

Objective 3.1: Objective 3.2 Objective 3.3: To increase parent and community partnerships To promote respect for self, environment, others and To promote cultural pride with the school learning Evaluation 3.1 Evaluation 3.2 Evaluation 3.3 Pleased with level of community Saw evidence but we want to keep this as a Our whole school approach seems to be involvement, but we want to challenge priority. working; a deeper connection is being ourselves to increase. sought.

Operational Issues Report 2012-13 Year Issue Action Evaluation Storage Unit Construction of shed by Community Complete 2012-13 Government 2012-13 Internet Connectivity Work with ISP’s and District Staff On-going Report

Actions for Change (2 – 3 pages)

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

Goal 1: To improve student learning and approaches in Language Arts

Objective 1.1: To increase student achievement, Objective 1.2: Increase student skills and Objective 1.3: Improve students personal skill, and comprehension by using a Balanced understanding of Poetic Texts. communication skills Literacy Approach. Actions for Change 1.1 Actions for Change 1.2 Actions for Change 1.3 -Technology -Poetry walls -Oral -Guided Writing and writing workshops -Visual displays -Written -Daily Five -Relevant and meaningful -Technology -Model

Goal 2: To improve student learning and achievement in Mathematics Objective 2.1: Objective 2.2: Objective 2.3: To increase student achievement in the areas of To increase student achievement in patterns and To increase student proficiency with writing formal communications, representations and connections relations. assessments/exams. Actions for Change 2.1 Actions for Change 2.2 Actions for Change 2.3 -Modelling -Technology -PLC -Diagram -Math Games -Consistency

Goal 3: To maintain a school culture that fosters a safe, caring and healthy environment.

Objective 3.1: Objective 3.2 Objective 3.3: To increase parent and community partnerships To promote respect for self, environment, others and To promote cultural pride with the school learning Actions for Change 3.1 Actions for Change 3.2 Actions for Change 3.3 -Social Media -Pink Day Mentality throughout year -Land based program -Community Calendar -Traditional crafts

School Development Plan for Current Year

School Development Plan 2013-14

Goal 1: To improve student learning and approaches in Language Arts Objective 1.1: To increase student achievement, Objective 1.2: Increase student skills and Objective 1.3: Improve students personal skill, and comprehension by using a Balanced understanding of Poetic Texts. communication skills Literacy Approach. Strategies: Strategies: Strategies: 1.1.1Introduce reading and writing strategies to 1.2.1 Focus on theme/cross-curricular units where 1.3.1 Reinforce speaking/speech activities students. Ie. Lit circles, Daily 5 and beanie baby all literacy strands are covered. 1.3.2 Introduce/reinforce making connections (text strategies. 1.2.2 Use grade appropriate literary terms more to text, text to self, and text to world). 1.1.2 Teacher creates modifications for students frequently in the classroom. 1.3.3 Have students orally participate regularly in with exceptionalities. 1.2.3 Provide students with more opportunities to class. 1.1.3 Model/teach question attack skills (ASE and read, write and view poetry throughout the school. 1.3.4 Model/teach predictions and inferencing. SASEC) 1.2.4 Teacher act as a guide in the understanding of 1.3.5 Use exemplars to modify expectations of 1.1.4 Through Guided Writing and Writing literal and figurative meanings. student performance. workshops teacher builds child up to independent 1.2.5 Use exemplars to modify expectations of 1.3.6 Use technology to self-assess personal writer. student performance. communication skills. Ie. Voice recording 1.1.5 Use technology to motivate reading and 1.2.6 Participate in National Poetry month and other technology. writing skills. Ie. Ipad – kidblog and book creator. literacy based programs. 1.1.6 Reinforce reading and writing practices 1.2.7 Use relevant forms of poetry that appeal to through daily routines that incorporate technology. students interests. Ie. Use rants and raps in music. Ie. Morning routine and exit slips. Indicators of Success: Indicators of Success: Indicators of Success: 1.1.1 Sample student work 1.2.1 Sample student work 1.3.1 Sample student work 1.1.2 Improve student achievement scores on 1.2.2 Improved student achievement scores on 1.3.2 Improve student achievement scores on internal and external assessment. internal and external assessment. internal and external assessment. 1.1.3 Teacher observation and anecdotal notes. 1.2.3 Teacher observation and anecdotal notes. 1.3.3 Teacher observation and anecdotal notes. 1.1.4 Student portfolios. 1.2.4 Displays of poetry throughout the school. 1.3.4 Self-assessment rubrics. 1.1.5 Students will apply various question attack skills.

Goal 2: To improve student learning and achievement in Mathematics Objective 2.1: Objective 2.2: Objective 2.3: To increase student achievement in the areas of To increase student achievement in patterns and To increase student proficiency with writing communications, representations and connections relations. formal assessments/exams. Strategies: Strategies: Strategies: 2.1.1 Increase use of written response with a focus 2.2.1 Increase use of manipulatives to teach math 2.3.1 Use exemplars to model expectations of on students= use of mathematical language and concepts student performance communication skills 2.2.2 Use of exemplars to model expectations of 2.3.2 Ensure selected response questions are 2.1.2 Increase time for problem solving / students performance included on all major assessment items reasoning within regular math classes in 2.2.3 To compile a number of selected response throughout year. coordination with PLC groupings. questions in the area of patterns and relations in 2.3.3 To format internal tests/ assessments same as 2.1.3 Provide more hands on activities allowing each grade level external tests/ assessments more differentiation of instruction to meet multi- 2.2.4 Systematic review of concepts taught 2.3.4Emphasize more detail in written response to grading challenges 2.2.5 To use selected response questions on regular assessment questions 2.1.4 Increase math routines i.e. Problem of the assessments. 2.3.5 Incorporate smart response in review and test Day 2.2.6 To introduce use of interactive lessons taking 2.1.5 Model math vocabulary for Interactive White Boards / Smart Boards 2.3.6 More problem solving on internal 2.1.6 Word/Formula wall to increase math assessments vocabulary. 2.2.7 Increase the use of technology in the 2.3.7 Consult with PLC groupings for extra 2.1.7 Increase the opportunities for students to mathematics classroom to get students more practice for students represent word problems in diagrams. physically involved. (i.e. SmartBoard, iPad) 2.3.8 Cultivate an environment that strives toward 2.2.8 Math Games emphasizing patterns and success through communication and cooperation relationships and other mathematical concepts among all subject areas.

Indicators of Success: Indicators of Success: Indicators of Success: 2.1.1 Improved student achievement scores on 2.2.1 Improved student achievement scores on 2.3.1 Improved student achievement scores on internal and external assessments internal and external assessments internal and external assessments 2.1.2 Observations during class 2.2.2 Observations during class 2.3.2 Observations during class 2.1.3 Portfolios and work samples from students Goal 2: Support Plan Financial Professional Development/Time Required 2.1 Funding to purchase on-line resources for Smart Boards 2.1 PD session(s) with Math Curriculum Specialist and Numeracy Support 2.2 Funding for special math days Teacher 2.3 Funding to purchase required educational software to facilitate goal 2.2 PD on differentiated instruction strategies 2.3 PD from the math special interest council 2.4 Resource from math special interest council

Goal 3: To maintain a school culture that fosters a safe, caring and healthy environment. Objective 3.1: Objective 3.2 Objective 3.3: To increase parent and community partnerships To promote respect for self, environment, others To promote cultural pride with the school and learning Strategies: Strategies: Strategies: 3.1.1 Continue parents and community 3.2.1 Continue with positive announcements and 3.3.1 Continue with Cultural / Heritage organizations involvement in school reinforcements Celebration Day activities activities 3.2.2 Integrate promotion of respect in all curricula 3.3.2 Continue use of Inuktitut in music, art and 3.1.2 Continue partnership with RCMP, 3.2.3 Continue with school recycling program life skill classes DHSD and other community organizations 3.2.4 Create consistent guidelines for participation 3.3.3 Continue use of Them Days magazine in 3.1.3 Use school monthly newsletter and school in extra- curricular activities English Language Arts and Social Studies website to communicate school information 3.2.5 Teachers will recognize and reinforce positive classes 3.1.4 Implement a school/community calendar behaviors 3.3.4 Continue with Aullak (cultural trip for Junior utilizing social media 3.2.6 Promote healthy eating and healthy living High students in partnership with DHSD) 3.2.7 Focus on academics, attendance, motivation 3.3.5 Incorporate traditional games and dance in 3.2.8 Stand Up Day/Pink Day mentality throughout Physical Education classes the year. 3.3.6 Continue with traditional crafts in Life Skills class 3.3.7 Incorporate storytelling, legends, drumming, chants, traditional games in school activities and assemblies 3.3.8 Tikigiaksaugusik Festival

Indicators of Success: Indicators of Success: Indicators of Success: 3.1.1 Increased parent volunteers for programs 3.2.1 Increased positive announcements 3.3.1 Increased involvement by parents and such as Kids Eat Smart Breakfast Program, Walk 3.2.2 More student participation in extra-curricular community members in school events to Breakfast, School Council activities 3.3.2 Increased use of Them Days magazine in 3.1.2 Parental involvement with fund raising for 3.2.3 Recognition of an attitude of pride in library period Janeway Hospital achievements 3.3.3 More students participating in Inuktitut 3.1.3 Regular presentations by DHSD in Speak-Off classrooms and assemblies 3.3.4 Increased use of Inuktitut language in and 3.1.4 Continue Back-To-School celebrations with around school community 3.3.5 Increased presence of elders at school

Operational Issues for 2013-14

Operational Issue Intended Action Internet ISP’s