STUDENT ACHIEVEMENT PLAN 2014 – 2017
STUDENT SUCCESS
We value all learners and believe in respectfully working together for everyone’s success. BOARD OF EDUCATION 62
WORKING AND LEARNING TOGETHER ON THE LAND OVERVIEW SLIDES I. STUDENT ACHIEVEMENT PLAN 3 4-12 II. CONTEXT – FEATURES OF THE SCHOOL DISTRICT o BELIEFS, VALUES, AND CHANGE o LOCATION, DEMOGRAPHICS, DEPARTMENTS o OUR SCHOOLS AND NEW SCHOOLS
o TRENDS / ASSETS / CHALLENGES / OPPORTUNITIES III. PLANNING FOR SUCCESS – AN ANNUAL CYCLE OF IMPROVEMENT 13-19 o UPDATING THE DISTRICT ACHIEVEMENT PLAN o KEY DISTRICT INFORMATION o GOAL ONE: Improving student achievement by emphasizing emotional and social competence o GOAL TWO: Engaging learners through differentiating instruction and assessment
o GOAL THREE: Engaging learners by focusing on Aboriginal Ways of Knowing at all levels IV. ENGAGE AND ACT – ANALYZE, RESPOND AND ADJUST 20-36 o REVIEW OF DISTRICT AND SCHOOL INFORMATION o SUPPORTING STUDENTS o PROFESSIONAL LEARNING THROUGH INQUIRY o STUDENT, FAMILY AND COMMUNITY ENGAGEMENT 37
2 I. STUDENT ACHIEVEMENT PLAN
Ø District Achievement Contract prepared in accordance with the School Act for submission to the Ministry of Education
Ø Outlines our District’s plan to sustain and enhance student development, learning, and success from early learning through to adult learning
Ø Focuses on development of personalized competencies - emotional, social, intellectual, career
Ø Engages students, educators, families, and community
3 II. DISTRICT CONTEXT BELIEFS, VALUES, AND CHANGE
THE BOARD OF EDUCATION BELIEVES …
Vibrant learning environments are created together in a changing world.
ANDV ALUES … trust, respect, honesty, integrity, empathy, ethical behaviour, courage
CHANGE CREATING OPPORTUNITIES Building of two new secondary schools creates change and opportunities for all schools o District-wide grade reconfiguration to support student success o Early Learning to Adult Learning
BY ENGAGING COMMUNITIES OF LEARNING … through collaborative inquiry
4 LOCATION DEMOGRAPHICS DISTRICT DEPARTMENTS JUNE 2014 18 Elementary Schools Executive Team 4 Middle Schools o Superintendent Sooke School District #62 2 Secondary Schools o 2 Assistant Superintendents is located on Southern 2 Alternative/Adult o Secretary Treasurer Vancouver Island and 1 Distributive Learning & o Exec Director, Human Resources situated in the territories Continuing Education of Nuu-chan-nullth, ------Pacheedaht First Nation; 10 052 Students District Administrators and, Coast Salish, T’Sou- 1 036 Aboriginal o Aboriginal Education o ke First Nation and 155 International Scia’new First Nation. Adult & Alternative Ed o 1 032 French Immersion Support Services 345 Alternative o Technology 1036 DL Curriculum Services We are a learning 226 Continuing Education o community with two ------o International zones – Milne Zone 1586 Teaching, Support and o Human Resources serving municipalities of Administrative Staff o Facilities Sooke and rural Port o Finance Renfrew, and Belmont ------Zone serving 1 Community School municipalities of 5 Strong Start Centres + 2 Langford, Colwood, Outreach Strong Starts Metchosin, and the Highlands.
5 Belmont Zone FTE OUR SCHOOLS Dunsmuir Middle (Gr.7-9) 582 Spencer Middle (Gr.7-9) 626
Belmont Secondary (Gr. 9 FE, 10-12) 1496 Source: 1701 Sept.2013 Belmont Zone FTE Alternate & Adult BYTE 221 HappyV alley Elementary (Gr. K-6) 404 Westshore Centre for Learning & Training 37
Ruth King Elementary (Gr. K-6) 269 Pacific’s Family of Schools (Sec, MTC,West) 160
Sangster Elementary (Gr. K-6) 188 Juan de Fuca DL 221 Savory Elementary (Gr. K-6) 160 Milne Zone FTE Millstream Elementary (Gr. K-6) 202 Saseenos Elementary (Gr. K-5) 111 David Cameron Elementary (Gr. K-6) 316 Sooke Elementary (Gr. K-5) 241 CrystalV iew Elementary (Gr. K-6) 233 Ecole Poirer Elementary (Gr. K-5) 415 Wishart Elementary (Gr. K-6) 328 John Muir Elementary (Gr. K-5) 177 Hans Helgesen Elementary (Gr. K-6) 174 Journey Middle School (Gr. 6-8) 480 Colwood Elementary (Gr. K-6) 187
Lakewood Elementary (Gr. K-6) 450 Edward Milne Community School (Gr. 9-12) 639
Willway Elementary (Gr. K-6) 192 Rural School FTE 6 Ecole John Stubbs Memorial (Gr. K-8) 695 Port Renfrew 11 NEW SCHOOLS Guiding Principles
Learning environments that reflect core competencies, skills and knowledge that students need to succeed in the 21st Century
Capacity to offer project-based, experiential and blended learning opportunities that allow students to discover, embrace and fulfill their passions
Belmont Zone – replacing existing Belmont Secondary with two Projected new secondary schools FTE New Belmont Secondary – Scheduled to Open September 2015 1200 New Royal Bay Secondary – Scheduled to Open September 2015 *800-1200
plans to add as 1200
7 DISTRICT TRENDS
Continued progress in aboriginal student success indicators
Continued steady rates - Completion Rates, Graduation Rates, Grade to Grade Transition
Decline in participation and achievement rates FSA Grade 4 and 7
Growth in enrolment numbers - Early Learning enrolment and Kindergarten
Moderate growth in International student enrolment inspires a greater sense of global awareness in our schools and communities
Growth in number of schools trained in Restitution Level 1 and 2
8 DISTRICT ASSETS Student learning and development is improving overall ü Steady student success trends in Aboriginal achievement, Graduation Rates, Provincial Exam Results, and Transition Grade to Grade Rates ü Inclusive approaches to Aboriginal Programming ü Growth in EarlyY ears initiatives - Literacy and Play-based Learning ü Growth in programs addressing student learning - diversity by interest, learning strengths, strength-based, building student potential ü Increased student participation in post-secondary transitional programs – dual credit, Advanced Placement, ACE IT, Secondary School Apprenticeship ü International student achievement, personal growth, and post secondary preparation ü Increased district-wide participation and capacity building with blended learning models using BlackBoard ü Inquiry for Learning is growing more evident in practice at all levels of the district – teachers with students; staff with school planning; district leadership team, staff and departments ü Growth of Professional Learning Services in focused areas ences (instruction nology; and Inquiry
9 DISTRICT ASSETS
District continues to build district-wide capacity in social and emotional competency ü Completed district-wide Restitution Training for all employees in all schools at all levels ü Committed to ongoing Restitution training for new employees ü Schools encouraged to include social and emotional development goal in school plan ü District Student Services Curriculum Coordinators responsible for Social Responsibility & Behaviour ü Student Support Services building district and school-based capacity for emotional & social development with a team of professionals including: Behaviour Teachers, Specialized Education Assistants, Youth & Family Counsellors,Wrap Around Coordinators, School-based Social Workers, School Community Liaison Officer and Mental Health Clinician
10 Amongst this climate of change, balancing district and schools challenges within emerging dichotomies such as: o The building of two new secondary schools and the educational transformation potential of reconfiguring schools - Elementary K-5, Middle 6-8, Secondary 9-12 o Pockets of extreme density of population growth and also pockets of declining enrolment o Disconnect between the results of participation and achievement rates on FSA’s at Grade 4 and 7 in Reading, Writing, Numeracy and the assessment improvement results of classrooms as well as interventions - Reading Recovery, Math Intervention Project Gr. 3 o Incremental improvement of overall Aboriginal learner success and focus next on extrapolating achievement results of First Nations learners o Geographical complexities of offering equal opportunities and access to District services and resources within a school district spanning the Territories of Nuu-chan-nullth, Pacheedaht First Nation; and, Coast Salish, T’Sou-ke First Nation and Scia’new First Nation and 5 different municipalities and 2 different district zones o High level of interest from Middle and Secondary Schools for applied programs limited by the unavailability of specialized staff, facilities o Increasing Kindergarten enrolment numbers within facility constraints of limited space in existing schools o High interest in nature learning as evidenced in the Nature Kindergarten school pilot with a need for a sustainable funding model o Growing success and interest in district and school–based pockets of innovation and high interest to integrate these innovations in main stream schools o High interest in sustainability e.g. recycling programs but reliant on volunteerism of staff and community neighbours o Building district capacity through comprehensive succession planning
11 DISTRICT OPPORTUNITIES
v Development of DistrictVisi on with Strategic Goals
v 21st Century Learning initiatives in SD62 (Sooke)
v Collaborative models at all levels to support a vision for student success through continued work in Inquiry Teams district-wide.
v Continue to align improvement initiatives in support of student success through educational transformation including early learning, student learning competencies, student wellness,Aboriginal Education Enhancement Agreements, Local Education Agreements (LEA), Blended Learning models, and community learning partnerships.
v The building of two new secondary schools to open in September 2015 provides the catalyst for many improvement initiatives with new options and choices for learners and grade reconfiguration for Elementary K-5, Middle 6-8, and Secondary 9-12.
v New provincial curriculum
12 III. PLANNING FOR SUCCESS AN ANNUAL CYCLE OF IMPROVEMENT
Timelines Ac ons
December January Snapshot Revisit and Reflect on January • Confirm goals and objec ves review goals goals & objectives
February • Develop updated strategies June – Preliminary Plan & Our Beliefs, as needed Budget Approval Alignment with preliminary Values, & Vision School Plans Budget consulta ons with February Strategic March • Planning stakeholders to inform Develop updated - May strategies Senior Management & Board End of • Approve Budget March – May June Strategic planning & June • Approve Student budget development Achievement Plan December • Revisit and review goals
13 DEVELOPMENT OF THE 2014 - 2017 STUDENT ACHIEVEMENT PLAN • Reviewed historical district and provincial data • Consulted with schools, departments, & Board of Education • Goal setting with schools, departments, Parent Advisory Councils • Action planning for district-wide initiatives, school plans and strategies • Budget review process and implementation of actions • Reviewed results & feedback as well as reflection
14 DISTRICT GOALS
GOAL 1 Emphasizing social and emotional development
GOAL 2 Engaging our learners
GOAL 3 Focusing on Aboriginal Ways of Knowing
15 GOAL 1 EMPHASIZING SOCIAL AND EMOTIONAL DEVELOPMENT
Objective 1.1 To develop strategies district-wide building social and emotional competence from early learning through to adult learning
Objective 1.2 To address anxiety and other mental health issues among elementary age (secondary 2013-14) students to help them be ready to learn
Objective 1.3 Continue Restitution Training for new employees
Engaging Educators in Professional Engaging Learners in self-regulation, Learning Communities independence and resiliency building o Violent Threat / Risk Assessment Community protocol2 o Elementary – Friends o Second Step o ERASE o K-12 - Zones of Regulation Programs – Friends, Zones of Regulation o o K-12 – Restitution o Restitution Training Series – all employees district- o School Planning Goals o wide; District Network (Levels 1, 2, 3; Facilitator Training; Choice Theory) WITS K-3, LEADS 4-6 o KIDS IN THE KNOW o Collaborative Inquiry Teams – School-based Teams o MindUp Curriculum
16 GOAL 2 ENGAGING OUR LEARNERS
Objective 2.1 To focus on early learning success in literacy, numeracy, transitions
Objective 2.2 To emphasize inquiry and competency development for all learners
Objective 2.3 To foster learning anytime – anywhere
Engagement & Actions
Professional Learning Services Collaborative InquiryT eams Early Literacy series
focusing on competency Reading Recovery development Grade 3 Numeracy project Changing Results forY oung Outdoor Learning initiatives Readers Mobile Learning InquiryT eams Project-Based Learning series
17 GOAL 3 FOCUSING ON ABORIGINAL WAYS OF KNOWING AT ALL LEVELS
Objective 3.1 To support Aboriginal Ways of Knowing with inter-generational schools including Early Learning initiatives and engage with Working and Learning Together on the Land Objective 3.2 To increase First Nations curriculum in classrooms Objective 3.3 To increase Aboriginal and First Nations graduation rates
Engagement & Actions Professional Learning Supporting Supporting Families Services Students BEAR Be Excited Role Model Project About Reading Aboriginal Sacred Circle Graduation Pacheedaht Nation – Workshops for Educators Community Club Aboriginal Aboriginal Learning Aboriginal Fall Opportunities Student Mentors Celebration Aboriginal Resource List (DRC) Aboriginal Graduation Aboriginal Curriculum
18 ABORIGINAL SUCCESS INDICATORS 3Y ear Trend Challenges Supporting strategies - Engaging Partners in Action Increased completion rates Reading, SD62/Pacheedaht Nation for aboriginal males numeracy, partnership additional Strong Increased number of writing (Early Start Program Port Renfrew – Early Learning Aboriginal Graduates Learning to
Elementary/Mid SD62/UBC Literacy Summer Increased Role model Camp (10% Aboriginal seats) presentations in regular dle) see DART curriculum / FSA Homework Clubs in T’Sou-ke Nation and Pacheedaht Increase of First Peoples Nations
English Courses 10, 11, 12 11 High School Math Aboriginal being taught Student Mentors for Middle / Secondary (SD 62/UBC PIMS Aboriginal Language Pacific Institute for Math & awareness – Halq’emeylem; Science Mentoring Program) Sencoten; Pacheedaht SD62 /Camosun College Language Partnership Aboriginal Service Plan (Post Secondary John Muir Elementary 2013 Charlene George Murals
19 IV. ENGAGE AND ACT – ANALYZE, RESPOND AND ADJUST
Ø REVIEW OF DISTRICT ACHIEVEMENT SUMMARY AND SCHOOL INFORMATION
Ø PARTNERING WITH COMMUNITY Ø SUPPORTING STUDENTS – EARLY TO ADULT LEARNING Ø PROFESSIONAL LEARNING THROUGH INQUIRY Ø STUDENT, FAMILY AND COMMUNITY ENGAGEMENT
20 ACHIEVEMENT SUMMARY Alignment of schools – Reconfiguration, District Goals and School Plans Steady Trend in Six-Year Dogwood Completion Rates
Decline in the FSA participation rate and achievement results; however, an improved competence in literacy and numeracy where schools are implementing numeracy and literacy intervention strategies – Reading Recovery; Grade 3 Numeracy Intervention Projects. Actions Next:
District-wide plan for implementing literacy and numeracy intervention strategies in all schools (ie: Reading Recovery in elementary schools)
Curriculum & Learning Inquiry Teams – Competency development through student inquiry, Changing Results forY oung Readers, Integrating Aboriginal Ways of Knowing, mobile learning, UDL, and collaborative models of support Deepening practice in collaborative learning and leadership
21 EARLYY EARS CONNECTING WITH OUR COMMUNITY
• Strong Start and Outreach Strong Start programs • Mother Goose programs • Books for Breakfast programs • Breakfast Program • Journeys of the Heart • Elementary Gifted Program • Choices • Summer Literacy & Numeracy Camp • Head Start Conservatory of Music • Evening family literacy & play events • Ready Set Learn • Nature Kindergarten • Savory Eco School • Ecole Porier Nature Playground
22 MIDDLE AND SECONDARY SCHOOLS CONNECTING STUDENTS AND PROGRAMS THROUGH COMMUNITY ENGAGEMENT
PROGRAMS & PROJECTS • Elements • AVID, PACE • STRIDE, Starworks, Impact • Bridges to Success • Blended Learning Pilots • Exploratory & Applied Programs - Tech Ed, Home Ec, Bus Ed, Fine & Performing Arts) • MTC Bridges 9, 10, PBL • French Immersion 6-12 • Sports Academies – Dance, Soccer, Hockey • Advanced Placement
23 CAREER & TRADES, DISTRIBUTED LEARNING & ADULT PROGRAMS CONNECTING STUDENTS AND PROGRAMS THROUGH COMMUNITY ENGAGEMENT PROGRAMS • Fast Forward to Graduation • JDF Distributed Learning • Blended Learning • First Nations Grad Program • Scia’new Learning Centre • Pacheedaht Learning Centre • ACE IT, Secondary School Apprenticeship,TASK • Dual Credit Post Sec Courses • DL Summer Learning • Summer Numeracy & Literacy Camps • Career Camps – Police, Fire • Continuing Education • Post Secondary Courses, Certificates • Diploma Programs 24 PARTNERING WITH COMMUNITY SCHOOL DISTRICT 62 (SOOKE) fosters viable school community partnerships that support quality learning experiences, programs, and services for students, families, staff and the community.
Sooke Region Literacy Task Group Westshore Hockey Canada Community Literacy Task Group Aboriginal Enhancement Agreement Local Agreement Family & Early Childhood Resource Network (FECRN) Safe Schools/Threat Assessment Sooke Family Resource Society Community Living BC Rotary Clubs Queen Alexandra Services Edward Milne Community School Society Sooke’s Co-operative Association of Service Agencies (CASA) Pacific Centre Family Services Association HELP (Human Early Learning Partnership), UBC Vancouver Island Health Authority The New Teacher Mentoring Project, UBC Provincial Ministries – Education, Children and Family University ofV ictoria Development Camosun College Canadian National Institute for the Blind Royal Roads University (Nature Kindergarten) Provincial Outreach Programs - Autism & Related Disorders Simon Fraser University Field Programs and Fetal Alcohol Spectrum Disorder First Nations Communities Provincial Integration Support Program Aboriginal Partner Groups Boys and Girls Club Westshore Child andY outh Mental Health Parks & Recreation RCMP SEAPARC Recreation Community Policing Inter-Cultural Assn. of GreaterVictoria 5 Municipalities – Sooke, Langford, Colwood, Metchosin, Highlands
25 PATHWAYS FOR SUCCESSFUL STUDENT TRANSITION SECONDARY SCHOOL TO EMPLOYMENT, POST SECONDARY, AND APPRENTICESHIP - ACE IT, SSA, DUAL CREDIT
• LeadingY outh to New Careers (LYNC) • Accelerated Credit Enrolment in Industry Training (ACE IT) • Secondary School Apprenticeships (SSA) • Skills Canada Competitions • Trades Awareness Skills Knowledge (TASK) • PATH Transition (Planning Alternatives Tomorrow with Hope) • CANASSIST (University ofV ictoria)
LYNC programs and courses transition students from secondary school to college and the workplace while earning both high school graduation and college credits and/ or certification.
Camosun Partnership with 5 School Districts in the South Island Partnership (SIP) PATHWAYS FOR SUCCESSFUL STUDENT TRANSITION – INTERNATIONAL STUDENTS CULTURAL, POST SECONDARY, AND PROFESSIONAL TRANSITIONS • Successful Homestay Program • Canadian Student Ambassador Program; Peer Tutoring • Cultural and School Orientations • Student Activities Programs – Cultural Experiences, Summer Programs • August Academic Preparation Program
SD 62 (Sooke) Partnerships with Post Secondary - Camosun College and the University of Victoria GOAL 1 EMPHASIZING SOCIAL AND EMOTIONAL DEVELOPMENT
Goal 1: Social and Objective 1.2 To develop strategies that address needs of Early Emotional Development Learning Students with Special Needs
ANALYSE: Increased numbers of special needs students requiring exceptional levels of Interpret evidence support in Kindergarten September 2014 Early Learning Strategy – District Team (Curriculum Coordinators, OT / PT, Speech Language Pathologist, School Psychologists, School-based Teams and outside agencies) PLAN: • Develop and implement a Planning Template with action oriented strategies and resources • Work with schools, K Teachers and parents • Support Kindergarten Transitions for students with Special Needs (ASD, CP, FASD, Behaviorally Challenged, Chronic Medical Conditions) • Review current practices and build on existing strengths - Observations • District Team with Community Professionals work with school to develop and create IEP DO: Development of proactive approach – “Kindy Kit” for each student that Engage and Act includes: visual schedule, training sessions for student, POPPARD, and individual accountability with each staff team member Parent / Teacher Communications tools: • Pamphlets for Early Learning Transitions for teachers and parents 28 GOAL 1 EMPHASIZING SOCIAL AND EMOTIONAL DEVELOPMENT
Goal 1: Social and Objective 1.2 To address anxiety and other mental health issues Emotional Development among elementary age middle (secondary 2014-15) students to help them be ready to learn ANALYSE: District providing opportunities for school-based Inquiry Projects that focused on Interpret “Mindfulness” with the MindUP curriculum evidence Schools focusing on social and emotional development with a variety of approaches to better prepare students for learning: -Elementary Schools: Roots of Empathy;WITS, DARE, ERASE, Community Links providing access to School-based Social Worker, Mental Clinician, Wrap Around; Second Step, Student Referrals to District Behaviour Team -Middle/ Secondary: ERASE,Take a Stand (Building Resilience, Dunsmuir); Capturing Stories (READ Society/ Dunsmuir);Youth Towards Inclusion (Dunsmuir, Victoria PD); Boys Clubs;Youth Leadership Development; Social Thinking and Cognition; Zones of Self Regulation and Restitution;Wrap Around; Community Liaison Officer
PLAN: Inquiry to determine: How do we get the qualitative data to determine whether these actions are making a difference e.g. cultural change, behavioral change? How do we assess what we are doing well and look for areas of improvement
DO: Phase 1 – Inventory programs (District, Schools) that address social, emotional Engage and Act competencies and within the Health Schools mandate Phase 2 – Gap analysis to determine how we are meeting present and emerging needs of students and families Phase 3 – Review programs for alignment toward an understanding of common language, theory, and decision-making models 29 GOAL 1 EMPHASIZING SOCIAL AND EMOTIONAL DEVELOPMENT
Goal 1: Social and Objective 1.3 T o implement Restitution Training (Year 2) Emotional Development ANALYSE: • District implementation of Restitution training for all employees Interpret evidence towards building a common language and restorative practice • Year 1 350 Employees Level 1 throughout the district and schools: • Year 2 400 Employees Level 1 o Elementary • Year 3 All Employees Level 1 o Middle • 25 Trained Facilitators in o Secondary Restitution o Adult /Alternate o District Departments PLAN: Building capacity in schools and district through: • Continue to offer Level 1 Restitution Training • Continue to support program implementation and offer training to all new employees and advanced training to those with Level 1 • Regular communications with parents via schools news, webpages (Parent Info Nights, Parent Workshops) • District network of trained Restitution Facilitators to support development of Restitution competence DO: • Continue with Restitution Training Series for Employees • Introduction, Level 1 Engage • Advanced training – Choice Theory, Facilitator Training within the district and Act
30 GOAL 2 ENGAGING OUR LEARNERS
Goal 2 Objective 2.1 To focus on early learner success in literacy, numeracy, and transitions
• Continued success with Early Learning Community partners & initiatives – Examples: SD62 is a collaborati ANALYSE: partner at our regional Early Years Table and works closely with the Sooke Family Resource Society in ou Interpret StrongStart Centres • Have begun to develop deeper partnerships among Early Childhood Educators & primary teachers within evidence our school communities to further support seamless transitions for early learners into schooling. Example Established SD62 Early Years Network with ECE, teacher, and PVP membership & ECE rep has joined teachers on our SD62 “Critical Thinking” competency development team. • Increased participation rates for families with young children in our community through increased RSL initiatives, including Bedtime Shenanigans (evening family literacy & play events), Mother Goose, & Roots o Empathy • Demonstrated evidence of the success of Reading Recovery as an effective early literacy intervention strategy that supports student reading development and teacher competence development. Currently at 6 schools. Challenge: How do we increase school participation rates in this successful program with current cost pressures? • Continued success in student reading development for those school teams involved in of Changing Result for Young Readers inquiries. • High participation rate (40 primary teachers) in our Early Literacy series. • Grade 3 Numeracy Intervention project continues to be an effective, collaborative model to address developing number sense for our vulnerable learners. Increased school participation rate from 11 to 15 schools this year. Challenge: How do we sustain this successful program within constraints of limited distr coordination time allocation? • Continue current partnerships with Early Learning Community partners & successful RSL initiatives. PLAN: • Continue to grow partnerships among ECEs and teachers, focusing on support at the school-based level. • Continue to development school-based capacity in literacy and number sense development for all of our early learners • Continue focus on early literacy development with Changing Results for Young Readers and our Early Literacy series. • Continue the Grade 3 Numeracy intervention project, supporting collaboration among participating scho 31 teams and professional learning opportunities in number sense development. GOAL 2 ENGAGING OUR LEARNERS
Goal 2 Objective 2.2T o emphasize inquiry and competency development for all learners
ANALYSE: • Increased participation rate among educators in teacher inquiries as professional learning – 115 participants in 2013-2014. Teacher inquiries this year: Changing Results for Young Readers, Universal Interpret evidence Design for Learning, Quality Teaching and Learning, Collaborative Inquiry • Continued themes of formative assessment to inform instruction, use of UDL practices to support diversity of learners, and collaborative and interdisciplinary partnerships among teachers integrated throughout all teacher inquiries K-12. • Introduced Student Inquiry as emerging theme within teacher inquiry model for Math and Science specialist teachers this year. • Current opportunities to inform next steps in teacher inquiry as professional learning: Core Competencies across disciplines in new curriculum draft, increased interest among teachers in Student Inquiry, Project Based Learning, STEM and digital literacy, grade reconfiguration in all schools in Westhsore area (2015-2016) PLAN: • Continue to foster teacher inquiry and collaboration as our primary professional learning model. • Support focus on student competency development (Communication, Thinking, & Personal & Social Responsibility) through inquiry • Continue to grow student inquiry and project-based learning in classrooms across the curriculum, supporting interdisciplinary collaborations • Support teacher professional learning in student inquiry and project-based learning approaches • Grow exploration of alternative models of assessment & communicating student learning (ePortfolios, Student Led Conferencing, etc.) DO: • Facilitate and support teacher inquiry teams, focusing on competency development across the curriculum Engage and Act • Provide professional learning opportunities in Student Inquiry, Project Based Learning • Provide professional learning for teacher-librarians on supporting student inquiry approaches
32 GOAL 2 ENGAGING OUR LEARNERS
Goal 2 Objective 2.3 To foster learning anytime anywhere
ANALYSE: ü Increased interest in outdoor learning at district and Interpret evidence school-based levels: for example , Nature K, Savory Eco School, Ecole Poirier Nature Playground, Millstream Kindie Nature Walks and EMCS Environmental Science ü Growing Knowledge Symposium / Royal Roads University June 2014 ü Traditional Pit Cook events
PLAN: Continue to grow and support outdoor learning opportunities and initiatives throughout the district DO: Establish outdoor learning network Engage and Act Mobile learning inquiry project Explore First Peoples Principles of Learning intermediate program Develop outdoor EarlyY ears nature walks 33 GOAL 3 FOCUSING ON ABORIGINAL WAYS OF KNOWING AT ALL LEVELS Objective 3.1 To support Aboriginal Ways of Knowing with inter- generational schools including Early Learning initiatives and engage with Working and LearningT ogether on the Land ANALYSE: First Nation communities recent Local Education Agreement (LEA) signing Interpret evidence and requirement for land-based curriculum about local First Nations communities linked to School District 62 (Sooke) PLAN: Continue to increase numbers participating in Celebrating Student Success (students, family, schools, SD62 staff)
DO: T’Sou-ke Solar Tours;T’Sou-ke Elder Project; Future Pacheedaht Engage and Act curriculum development; Mentorship programming (elementary, middle, secondary)
Na’tsa’maht Fire, Camosun College SD 62 (Sooke) Aboriginal Education Ceremony 2013, Camosun College
Moon Family Chief Russell Chipps, Scia’new First Nation Chief Gordon Planes,, T’Sou-ke First Nation 34 GOAL 3 FOCUSING ON ABORIGINAL WAYS OF KNOWING AT ALL LEVELS Objective 3.2 To increase First Nations curriculum in classrooms
ANALYSE: 37 Presentations - the Role Model Project in 2009/2010 Interpret evidence Over 500 Presentations – the Role Model in 2012/2013
Role Model District ini a ves 500 Program 400 300 200 School initated events 100 0 Linear (District ini a ves) 2009-10 2010-11 2011-12 2012-13 2013-14
PLAN: Continue to expand aboriginal education resources including the ‘Role Model Project’ to series (T’Sou-ke Solar Tours, First Nations Awareness Program, Metis Education Enhancement Program) and increase classroom access to Role Model Program DO: Aboriginal students in all schools completed Survey 1, 2 Engage and Act (Elementary; Middle / Secondary) Aboriginal Education Department developed Aboriginal Curriculum (K-6; and Secondary) Implement Sencoten, Halq’emeylem language courses at secondary; begin work on Pacheedaht Language 35 GOAL 3 FOCUSING ON ABORIGINAL WAYS OF KNOWING AT ALL LEVELS Objective 3.3 To increase Aboriginal and First Nations graduation rates
ANALYSE: Aboriginal students 6Y ear Completion Rate (62%) above Provincial Aboriginal Interpret evidence rate (57%) PLAN: • Research First Nations student grad and transition rates • Continue to increase numbers participating in Celebrating Student Success (students, family, schools, SD62 staff) • Continue to increase participation rates in the Aboriginal Graduation Ceremony DO: • Extraction of First Nations student data from Aboriginal data Engage and Act • Focus on differentiated instruction and assessment practice to positively impact student performance • Focus on Professional Learning Inquiry Projects and Inclusive Education (“Push In” vs “Pull Out” Model)
36 RESOURCES – TABLES AND FIGURES
Nature Kindergarten Provincial Pilot
Ecole John Stubbs Memorial –T echnology Education / Music Project – Hand-crafted Guitars
Secondary students Exploring Careers Firefighting camp
37 TABLE 1: Early Development Instrument (EDI) SCALES: Vulnerability on Social Competence Vulnerability on One or More Scales 100% 90% 80% Wave 2 – 2006 70% Wave 3 – 2008 60% 50% Wave 4 – 2010 40% 30% Wave 5 – 2013 20% 10% 0% Wave 2 Wave 3 Wave 4 Wave 5 Provincial Vulnerability 28.60% 31% 33% +1 Provincial Social Comp 12.70% 15% 16% Vulnerability SD62 Vulnerability 1+ 27% 23% 23% 31% SD62 Social Competence 12% 9% 11% 14% Vulnerability
38 TABLE 2: Early Development Instrument (EDI 2013) SCALES: Vulnerability on One or More Scales
39 TABLE 3: Transition Rates (%) –> Grade-to-Grade 2014 Target ALL STUDENTS 2014T arget ABORIGINAL 98% 98% GR. 6 GR. 7 GR. 8 GR. 9 GR. 10 GR. 11 GR. 6 GR. 7 GR. 8 GR. 9 GR. 10 GR. 11
2007/08 93 88 73 2007/08 89 78 61 2008/09 95 91 82 2008/09 92 83 79 2009/10 94 92 82 2009/10 93 83 67 2010/11 96 92 84 2010/11 96 86 82 2011/12 97 89 85 2011/12 96 88 69 2012/13 98 93 88 2012/13 97 97 82
2014T arget FEMALE 2014 Target MALE 98% 98% GR. 6 GR. 7 GR. 8 GR. 9 GR. 10 GR. 11 GR. 6 GR. 7 GR. 8 GR. 9 GR. 10 GR. 11
2007/08 94 86 76 2007/08 92 90 71 2008/09 96 92 81 2008/09 95 91 83 2009/10 94 91 82 2009/10 94 93 81 2010/11 94 93 84 2010/11 97 92 84 2011/12 99 90 86 2011/12 94 88 84
2012/13 98 93 87 2012/13 98 93 89 40 TABLE 4: Numeracy – Informing Transition DISTRICT NUMERACY ASSESSMENT – PRIMARY TO INTERMEDIATE % FULLY END OF YEAR GRADE 3 TARGET MEETING / EXCEEDING
INDICATORS 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2015
All 69 69 72 72 Not Not Students available available Female 70 69 70 73 Not Not available available Male 69 68 73 72 Not Not available available Aboriginal 63 67 57 67 Not Not available available Non-Aboriginal 71 69 73 73 Not Not available available
Aboriginal Male 65 66 60 71 Not Not available available Aboriginal Female 63 67 56 64 Not Not available available
Assessment of Numeracy Strands - Mental Math, Number Sense, Number Operations, Shape and Space, Problem Solving
41 TABLE 5: Literacy – Reading Assessment Reading Comprehension
DART GRADE 5 NON FICTION LITERACY % FULLY SPRING DART GRADE 5 TARGET MEETING / EXCEEDING
INDICATORS 2007 2008 2009 2010 2011 2012 2013 2014 2015
All 43% 53% 59% 47% 49% 53% Not No Students available available Female 50% 62% 66% 53% 59% 60% Not Not available available Male 36% 43% 51% 41% 39% 48% Not Not available available Aboriginal 32% 60% 46% 42% 41% 44% Not Not available available
Collaborative Inquiry -Wh at do we think is going on? Look at the trend over time –What to do next?
42 TABLE 6: Literacy – Reading Assessment Reading Comprehension
DART GRADE 8 NON FICTION LITERACY % FULLY SPRING DART GRADE 8 TARGET MEETING / EXCEEDING
INDICATORS 2007 2008 2009 2010 2011 2012 2013 2014 2015
All 53% 63% 57% 26% 35% 31% Not Not Students available available
Female 62% 69% 73% 31% 45% 37% Not Not available available Male 44% 57% 43% 20% 24% 24% Not Not available available Aboriginal 37% 41% 44% 33% 33% 30% Not Not available available What do we think is going on? next?
43 TABLE 7: Literacy – Reading Comprehension Comparing Cohorts of Student Populations DART GRADE 5 / 8 Cohort Comparison Results % FULLY Cohort 1 Cohort 2 Cohort 3 Cohort 4 MEETING / EXCEEDING
INDICATORS 2007 2010 2008 2011 2009 2012 2010 2013 Gr. 5 Gr. 8 Gr. 5 Gr. 8 Gr. 5 Gr. 8 Gr .5 Gr. 8
All 43% 26% 53% 35% 59% 31% 47% Not Students available
Female 50% 31% 62% 45% 66% 37% 53% Not available Male 36% 20% 43% 24% 51% 24% 41% Not available Aboriginal 32% 33% 60% 33% 46% 30% 42% Not available
Collaborative Inquiry - What do we think is going on? What to do next? - Invest in early literacy and focus capacity building in adolescent sion instruction
44 TABLE 8: Literacy – Reading,Writing, Numeracy
Foundational Skills Assessment Grade 4
Reading Writing Numeracy
% Meeting / 2008 2009 2010/ 201/2 2012 2008/ 2009/ 2010/ 2011/ 2012/ 2008/ 2009/ 2010/ 2011/ 2012/ Exceeding 2009 2010 2011 012 2013 2009 2010 2011 2012 2013 2009 2010 2011 2012 2013 Expectations
All Students 67 57 55 40 49 66 56 50 37 37 61 53 51 40 45
Female 68 60 59 45 51 69 66 60 43 46 62 53 54 42 44
Male 66 54 51 35 48 63 48 41 31 30 60 52 49 38 47
Aboriginal (inc 51 46 38 21 32 58 54 35 28 22 46 45 32 27 25 above)
Province 69 67 69 70 72 68 69 73 72 73 66 64 67 68 68
45 TABLE 9: Literacy – Reading,Writing, Numeracy
Foundational Skills Assessment Grade 7 Reading Writing Numeracy
% Meeting / Exceeding 2008/ 2009/ 2010/ 2011/ 2012/ 2008/ 2009/ 2010/ 2011/ 2012 2008/ 2009/ 2010/ 2011/ 2012 Expectations 2009 2010 2011 2012 2013 2009 2010 2011 2012 2013 2009 2010 2011 2012 2013 All Students 56 45 43 31 40 53 43 47 31 38 51 40 38 24 36 Female 59 50 43 31 43 60 47 53 33 45 49 44 37 21 35 Male 52 40 42 31 37 47 39 42 29 31 53 35 40 26 37 Aboriginal (inc 44 36 29 23 34 44 32 34 25 32 39 32 24 21 26 above)
Province 66 65 66 64 66 66 68 72 71 72 63 62 62 60 63
46 ABORIGINAL STUDENT SURVEY 1 I. ABORIGINAL STUDENT SURVEY 2 I = RVEY·ELEMENTARY 3 2011 - 2012 Oredee 6-12 Check a NEVER SOMETIMES OFTEN ALWAYS ame: School: Check a box. A little box. 1 2 Name:• .J .J !Grade: !School:- Iam learning about Aboriginal people in my Sometime. A lot school. . Iam learning about Aborig inalpeople in my !school.
Iunderstand and have knowledge about my and and have knowledge about m1 Aboriginal heritage. · 'nal heritage.
Ifeel that Aboriginal heritage is horlOll"8d, . Ifeel that Aboriginal heritage is honoured, respected and valued at my school. and valued at my school.
.I am interested in learning an Aboriginal Iam interested in learning an Aboriginal language. anguage.
. Ifeel there are enough Aboriginal cultural !activities in my school. Ifeel there are enough Aboriginal cultural activities in my school. Is. Ihave had an opportunity to participate in jAboriginal activities at my school. Ihave had an opportunity to participate in Aboriginal activities at my school. 17. Ihave had an opportunity to participate in n Aboriginal activity outside of school. Ihave had an opportunity to participate in an Aboriginal activity outside of school. . Iam willing to be open in learning about my f>wn Abor iginal cultures as well as other !cultures. Iam willing to be open in learning about my own Aboriginal cultures as well as other cultures. . Iwould taka First Peoples English 10, 11, 12 if it was offered at my school. 0.Ihave taken BC First Nations Studies 12.
ments: What programs or resources help you feel successful at school?
47 FIGURE 2: District Aboriginal Education Resources: Title: Locally developed curricular programs by partner groups; and/or, in collaboration, with SD No. 62, Aboriginal Education Department 1. SD No. 62, District Resource Centre Circulation List – features a large collection of themed Aboriginal resources available for classroom teachers 2. SD No. 62, Elementary Oral Language Picture Books K-6 resource for teachers linking the Enhancement Agreement, Before/During/After Reading 3. SD No. 62, Secondary Oral Language Novel/Poetry lessons for teachers linking the Enhancement Agreement, Before/During/After Reading supplemented with graphic organizers 4. First Nation Awareness curriculum by T’Sou-ke First Nation: Kindergarten Elder Project; T’Sou-ke Solar Tours; Collaborative Project: Scia’new and T’Sou-ke First Nation awareness program by T’Sou-ke First Nation and Scia’new First Nation 5. Grade Four and secondary - Metis Education Enhancement Program SD No. 61 and SD No. 62, Metis Nation of GreaterV ictoria, MNGV 6. First Peoples Box of Treasures,Victoria Native Friendship Centre/Royal British Columbia Museum,VNFC, Leslie McGarry 7. Role Model Program for classroom teachers – role model features in consultation with each role model 8. ‘New’ in 13-14: First Nation Treaty Project; Local First Nation Artist Series; Pacheedaht First Nation Project
Rande Cook, North-West Coast Artist 48 FIGURE 3 : Connected to the Land ~ Learning Anytime Anywhere • Nature K - SD 62 Recipient of the “Innovation through ‘Collaboration Action
In partnership with the Sooke School District is University ofV ictoria’s Centre for Early Childhood Research and Policy, Royal Roads University and Camosun College’s Early Learning and Care Program. Practicum students and researchers from these institutions will be resources for the program.
Nature Kindergarten Pilot launched September 2012 at Sangster Elementary Ongoing documentation - share process of creating and implementation and best practices Further research to investigate the health impacts on children’s fitness levels and overall health, the impacts on their learning and understanding and the strategies used by teacher and educator • Millstream Elementary Kindergarten walks.‘W hy we go outside’…….To foster a positive and enduring bond between children and nature – to begin to build conservation values.To discover nature as a wild ever – changing wonder-filled place to play. • Savory Elementary 4 Season Eco School – a partnership with school staff, students and community botanists, naturalists and climatologists. • Ecole Poirier Natural Playground – A partnership with the Parent Advisory Council • Edward Milne Community School Environmental Science Senior course. • Dunsmuir Middle School Global Perspectives and Environmental Stewardship course. • Mobile Learning Initiative / September 2014
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