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Systemic
School Planning: Indicator 4: Schools use evidence-informed RTI strategies to
support students academically.
4.1
School-wide responses with varied strategies for academic intervention are
systematically employed.
4.2 The school
has an effective process in place for identifying students who require
accommodations, adjusted curricular outcomes, and individualized programming.
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Pyramids of Intervention for
Academics: reviewed each school year with teachers and updated as needed to
be posted in classrooms and in StaffShare.
How-to documents for teachers to
make referrals to ESST (as frustration with the new procedure under ESS
Connects).
Minutes from ESST Meetings.
Implementation of At-Risk lists at
each reporting period with official procedures to work with students and
parents to get students on/off these lists.
Creation of “Workroom” and
“Homework Room” for students during an After School Activity Period to
support students to get extra help or get work done. Examination of tracking
sheet data to determine who is going where.
Resource “Quick guides”: given to
teachers with students on PLPs to show their justified accommodations in a
quick glance chart.
Quarterly ESST “Resource Round-up”
newsletter created and given to staff with pertinent information regarding
their students or “how-t
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Learning
Environments: Indicator 20: School Staff members that the learning
environment is welcoming, orderly, healthy and safe.
21.1:
Boundaries and expectations are co-constructed, explicitly taught, modeled,
regularly reviewed with students and positively reinforced. Students and
families know these expectations.
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Pyramids of Intervention for
Behaviour: reviewed each school year with teachers and updated as needed to
be posted in classrooms and in StaffShare.
Cyber security posters are up and
are reviewed with every student in the technology lab. Policy 311 is in their
agenda and must be signed by parents.
Electronic device policy – in
agenda, sent to parents, posted on website, constantly referred to by
teachers and staff. Heavily and consistently enforced by ALL adults in the
building.
Our School Data reflects the
expectations for behaviour are transparent and consistent.
Teacher Perception Survey data
reflects that teachers feel students are well-versed in expectations and
students are respectful.
Raider Code (behaviour expectations)
posted throughout the school and engrained in our culture.
Constant reference to ourselves and
students as “Raiders”, “Raidernation” and “our Raider family”.
Behaviour Reflection Sheets that
are filled out in workroom by student who were sent there.
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Current Areas of Focus
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Progress toward goal
(2 or more variables may be used)
W: Withdrawn
NS: Not Successful
IP:
In Progress
PS: Partially
Successful
OT: On Target
S: Successful
EE: Exceeded
Expectations
NGA: New Goal Added
GA: Goal Adjusted
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Potential Area(s) of Focus for Growth identified
through Self-Assessment Process
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Evidence
and Rationale in brief (What were you using for evidence and why were you
using it?)
Link
to relevant school improvement indicators
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Suggested Professional Learning Opportunities or action
items needed to support progress (e.g., high-yield instructional practices)
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Link to the PLWEP as appropriate
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Link to the
DIP and the Objectives of the 10-year Education Plan as appropriate
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Assessment –
Consistently identify and explain what constitutes the new 1-4+ standards
based grades.
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GA: Goal Adjusted
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Assessment – Effective Feedback to promote student growth.
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“Wall walk”
Posted rubrics, explanation of outcomes, models etc.
OurSchool Survey
PAE results
Perception Survey Data
Home Report comments
Teacher survey
Student questioning
Classroom Practice: Indicator 23: Instructional Strategies
23.1: Teachers model expectations for and provide examples of quality
work.
23.2 Teachers create a common understanding of quality work with
students through the use of rubrics, indicators, exemplars, and performance
levels.
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Continued PD sessions on examples of effective feedback.
Bringing in District Assessment leads to work with teachers.
Teaching teams and PLC groups examination of current feedback items.
Communicating expectations clearly with parents.
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Ends Policy 3: To increase the engagement of children
& youth by embedding competencies such as, critical thinking,
citizenship, entrepreneurship, innovation, personalized learning and
leadership in teaching and learning.
(Links to objectives 3,
4, 5, 8 and 9 of the 10 Year Plan)
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Literacy/Numeracy
SMART goals
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W: Withdrawn
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Resilience – Building Grit within our Students.
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Our School Survey indicates students have difficulty differentiating
between “bullying” and conflict.
Anecdotal notes from teachers express frustration with students who
have no “follow-through” when assignments get tough.
Classroom Practice: Indicator 24: Instructional Strategies:
24.1 Teachers focus on learner-centred strategies that promote
engagement, active processing, the construction of subject-specific
knowledge, and the development of Global Competencies.
24.2 Teachers personalize learning experiences and foster engagement by
promoting autonomy, competence, relatedness, and relevance throughout their
instruction.
24.4 Students
use metacognitive strategies to self-regulate their learning, emotions and
behaviours.
24.8 Students
have opportunities to engage in purposeful discussion to gain a deeper
understanding of their learning and themselves.
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Ongoing study into the development of GRIT and actively incorporating
it into everyday discussions.
Book Study “Fostering Grit”.
Guest Speakers.
RaiderTime PBIS lessons
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Ends Policy 3: To increase the engagement of children
& youth by embedding competencies such as, critical thinking,
citizenship, entrepreneurship, innovation, personalized learning and
leadership in teaching and learning.
(Links to objectives 3,
4, 5, 8 and 9 of the 10 Year Plan)
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