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School Improvement Plan

What is a school improvement plan?

A school improvement plan is a roadmap of the changes a school undertakes to make to improve its level of student achievement. The plan shows what, how and when these changes will be made.

Why is a school improvement plan needed?

School improvement plans help principals, teachers, and school councils answer the following questions:

  • What are our strengths as a school?
  • What areas do we need to identify for improvement to reach all students and improve student achievement?

These plans encourage staff and parents to monitor student achievement levels. With current, reliable information about how well students are performing, schools are better able to respond to the needs of students, teachers, and parents.

How does the plan enhance learning?

The objective is to improve student achievement levels by enhancing the way curriculum is delivered, creating a positive learning environment, and increasing parental involvement in their children's learning at school and at home. The plan involves teachers, school councils, parents, and other community members working together to gather and analyze information about the school and its students, so that they can determine what needs to be improved in their school.

Classroom Goals for 2014-2015

Central goal of the school:

If teachers use a variety of assessment strategies to elicit information about student learning, then they will be able to use more meaningful evidence to direct their next steps in the classroom. 

Focus:  Evidence to inform instruction using observation, conversation and product.

Principal meets regularly with teachers to discuss evidence and student progress, interventions and next steps. 

 Each division has chosen a focus to help students improve their learning and achievement. Below are the goals for each division.

Student Goals for the School Year (2014-2015)

Grade

Student Goals for the School Year (2014-2015)

JK/SK

If there is a culture of high expectations, supporting the belief that all students can learn, progress and achieve, then students will develop a high level of literacy and numeracy skills.  Focus:  Language, Math, Social Skills 

Grades 1/2

If students become more intuitive with numbers and develop a greater number of strategies, then they develop different ways of solving problems.  If students build reading skills, then they will be able to access a variety of text for different purposes; apply this knowledge over all subject areas.  Focus:  Math, Language

Grades 3/4

 If students become more intuitive with numbers and develop a greater number of strategies, then they will develop new ways of solving math problems and be more confident in the mathematical abilities.  If students are able to write for a variety of practical applications, and have opportunities for immediate feedback on their writing (i.e. student and teacher conferences) the writing process will become more intrinsic for them.  Focus:  Math and Language (writing specifically)

Grades 5/6

If students can deconstruct questions, then they will be able to effectively communicate their understanding with details from the text.  Focus:  Understanding the question to communicate meaning in math and language

Grades 6/7

Grades 7/8

If students can deconstruct a question to know what is being asked,and have support to develop a strategy bank, they will be able to apply a variety of strategies to assess the reasonableness of their answer.  If students can deconstruct questions, then they will be able to effectively communicate their understanding.  Focus: Understanding the question to communicate meaning in math and language.  

Arts

If students are immersed in the Arts in meaningful contexts, where discussion, questioning, analysis, prediction and examination are part of the whole process, then they will see themselves as artists, musicians, dancers and actors.  Focus:  Integration of the Arts in all subject areas.

FSL

If students are engaged in meaningful and relevant oral tasks, it will increase their confidence to interact in French.  As they are developing their proficiency in authentic French situations, they are becoming social actors.  Focus:  Oral Communication