School Improvement Plan 2011-2012

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					                                    School Improvement Plan
                                           2011 - 2012




                                                                         School:         Percy
                                                                                         Baxter

                                                                         Principal: Helen
                                                                                    Haugjord

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Section I

                                           Plan Description

a. Provide a brief overview of what you plan to do.

1.  To improve the academic achievement of students at Percy Baxter School
2. To focus on identifying student strengths to assist in their learning
3. To engage students in their learning activities and develop essential skills for the twenty-first century
4. To further develop teacher skills in identifying student literacy needs and the teaching of literacy skills
5. To support student readiness for learning (HATS- Here, Agendas as organizational tools, On time and
   prepared to learn)
6. To increase student recognition for achievement (academic achievement, citizenship, and being
   ambassadors of Percy Baxter)
7. To re-structure student achievement recognition at Percy Baxter School
8. To develop pride and a sense of belonging for all students at Percy Baxter School



B. Indicate why the plan is needed. (Refer to your school data)
Percy Baxter School Provincial Achievement Test results indicate that we are improving. We have
shown improvement in Language Arts (acceptable), as well as both science and math in the acceptable
and excellence range. However, with the exception of the acceptable level in math these areas continue to
be below the provincial average. As well, social studies achievement has declined. Our focus must
continue to be on improving student achievement. Provincial Accountability Pillar results also continue
to indicate that Percy Baxter overall results on PAT tests are low and are rated as an issue in the
acceptable achievement range. Percy Baxter students must be engaged in learning opportunities that
prepares them for their futures. As twenty-first century learners it is important that focus on meeting their
individual learning needs, utilizing technology as a tool and developing their skills as problem solvers and
critical thinkers. Focusing on the development of their literacy skills, through providing collaborative
learning opportunities, will assist us with this.
Tell Them From Me surveys indicate that work needs to be continued in building a greater student sense
of belonging within the school, building support and developing understanding of individual student
diversity within a cooperative, collaborative environment. Changes must also be introduced to classroom
teaching to ensure that students are engaged in their learning and that they supported and held accountable
for being at school, on time and prepared for learning. School survey data indicates that Percy Baxter
student’s positive sense of belonging is below the Canadian average. Data indicates that Percy students are
feeling less accepted and valued by their peers. Survey data indicates that students skipped or missed
school without reason more times than the Canadian average. Provincial Accountability Pillar results
also indicate that students that are taught attitudes and behaviors that will help them to be successful at
work are in the low range and remains a concern. Northern Gateway Surveys- Student surveys indicate
only 37.9% indicate that they feel they are an important part of the school. Only 31% of students indicate
that they have a say in school decision making. Engagement of students in the learning opportunities
provided continues to surface as an issue on the surveys. Only 40% of staff indicates they are satisfied
with the way staff accomplishments are recognized at the school. It is important that we continue to
develop a culture at Percy Baxter School that builds their connection to the school. Providing greater
opportunities for leadership, ensuring that school activities are meaningful and interesting to students,
increasing the opportunity for recognizing both student and staff accomplishments and providing them
with chances for their input will increase student engagement in school activities and their opportunities
for success.
Section II
                                                      Research

   Research is foundational to school improvement.

   a. What research/literature informs your plan?
       Include 3 current references, preferably within the last five years.

       Author            Year                 Title                           Source (if not a book)
   Gargiulo, Richard   2010       Teaching in Today’s Inclusive        Jostens Annual National Renaissance
   and Metcalf,                   Classrooms                            conference and website
   Debbie
                                                                       Alberta Education Website- Action on
                                                                        Inclusion

   Tomlinson, Carol                                                    TC2 website and webinars
   and McTighe, Jay               Integrating Differentiated
                       2006       Instruction and Understanding        AISI – Cycle 2- Reading comprehension
                                  by Design                             strategies

                                                                       One to One Mobile Tablet (iPad2) wiki and
                                                                        learning community

                                                                       Pilot Project (iPad2, IEPT) webinars
   Wormeli, Rick                  Differentiation From Planning
                       2007       to Practice                          Our Words, Our Ways: Teaching First
                                                                        Nations, Metis and Inuit Learners

                                                                        http://education.alberta.ca/media/307125/o0
                                                                        5.pdf

                                                                       Understanding, Supporting and
                                                                        Collaborating with Parents

                                                                        http://www.inclusiveeducationpdresources.c
                                                                        a/collaborating _with _parents.php




   b. How will the research and literature provide a foundation for your plan?


    Provide practical, research based teaching and learning strategies that will provide an overall
    framework for effective instruction
    Provide teachers with tools for identifying and utilizing student inventories to meet their learning
    needs through focusing on their individual strengths
    Provide practical strategies for teachers in meeting student learning needs through differentiating
    instruction and including problem solving, critical thinking and collaborative activities within their
    daily instruction
    Provide teachers with best practice ideas in utilizing technology as a learning tool, recognizing student
    achievements, supporting student attendance and the development of school pride, making
    connections with the greater community to support students and their learning.
Section III

                                                                  Improvement Goals

A. Describe your school goals, how they align with your identified strategies and measures and the link to the NGRD 2011-2014 Combined
   Approach Plan
                                                                                                                                Link to NGRD Combined
    Student Learning Goals                          Strategies                                  Measures
                                                                                                                                Approach Plan 2011 - 2014
Goal #1-To improve student                    Provide professional                       Improvement on PAT                Goal #1- Success for Every
achievement by developing                      development                                 exams                             student
teacher expertise in meeting                   opportunities for teachers                 Generated individual              Goal #2- Transforming
individual student learning needs              in developing Learning                      student learning profiles         Education through collaboration
through focusing on student                    Profiles, digitally                        Classroom walkthrough             Goal #3- Success for FNMI
strengths, particularly in the area            managing profiles and the                   data showing increased            students
of literacy                                    teaching of literacy across                 differentiation within
                                               the curriculum                              classrooms
                                              Develop learning profiles                  Reading inventories
                                               for all students at Percy                   completed for students at
                                               Baxter School                               risk
                                              Participate in the
                                               IEPTand iPad2 pilot
                                               projects to assist in
                                               meeting individual
                                               student needs
                                              Provide collaborative
                                               time for staff to re-visit
                                               AISI cycle II strategies on
                                               literacy and share best
                                               practice in teaching
                                               literacy
                                              Conduct diagnostic
                                               reading inventories with
                                               students at risk
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Goal #2-To improve student            Provide professional             Classroom Walkthrough       Goal #1- Success for Every
achievement through providing          development                       data indicating an          Student
engaging learning opportunities        opportunities for staff to        increase in activities      Goal #3- Success for FNMI
within classrooms that involve         examine lessons, unit             involving collaboration,    students
opportunities for problem              plans and critique the            critical thinking and
solving, critical thinking and         utilization of critical           problem solving
collaboration                          thinking, problem solving        Improvement on PAT
                                       and collaboration within          exams
                                       their planning
                                      Provide opportunities for
                                       staff to observe lessons
                                       involving critical thinking
                                      To provide opportunities
                                       for staff to observe and
                                       collaborate with
                                       colleagues on effective
                                       teaching practice
Goal #3-To create a school            Increase the opportunities       Student and Staff           Goal #1- Success for Every
culture that engages students in       for student and staff             satisfaction on NGRD,       Student
school life and develops student       recognition                       Provincial Accountability   Goal #2- Transformed Education
pride, leadership and recognizes      Identify and communicate          and Tell them from Me       though Collaboration
student and staff                      criteria for student              surveys                     Goal #3- Success for FNMI
accomplishments.                       recognition                      Increased recognition of    students
                                      Define and communicate            staff and students
                                       student leadership               Increased business
                                       opportunities within the          involvement and support
                                       school at each of the             in Percy Baxter School
                                       grade levels                     Improved HAT patrol
                                      Restructure leadership            data
                                       option classes to develop        Increase in the number of
                                       role models for all Percy         students attending month
                                       Baxter students                   end parties
                                      Increase the opportunities
                                       for student leadership
                                       both within the school
    and greater community
   Provide an engaging
    opportunity to welcome
    new students to the
    school (Welcome
    Assembly)
   Re-structure student
    recognition assemblies to
    be student friendly and
    engaging for students
   Solicit and engage
    businesses and outside
    agencies in supporting
    Percy Baxter student
    achievement, recognition
    and leadership
    development
   Implement HAT Patrol to
    promote expectations and
    recognize classes and
    individual students
   Promote HAT patrol
    through announcements,
    posters and newsletter
    communication
   Implement activities that
    encourage and support
    school expectations
    (Agenda runs, Gotchas,
    monthly parties)
      Section IV
                                                          Measures

      Qualitative and quantitative data may be used.

      Qualitative data provide rich, transferable descriptions of individuals’ experiences of educational
      phenomena, with a focus on process, meaning and human behaviours as they occur in context. Sources of
      evidence might include: interview transcripts, written reports (e.g., policy documents; observation field
      notes), focus group transcripts, video/audio recordings (e.g., documenting classroom activities),
      artifacts/documents/portfolios (e.g., personal/professional journals; artwork) and classroom walkthroughs.

      The “Current Situation” provides a baseline. The “Desired Change” describes the expected outcome.
      The “Success Indicators” demonstrate the evidence that the “Desired Change” has been measured.


              Current Situation                           Desired Change                            Success Indicator(s)
       1.Students are expressing a             Students will feel a greater sense of        Students will be actively involved in the
       lack of belonging and input             belonging and ownership to Percy Baxter      school, having a greater say into the
                                                                                            activities that support the culture
       into the climate of the school                                                       (leadership, fund raising, celebrations,
                                                                                            recognition etc)

                                               Greater number of students recognized
       2. Only a small percentage of           for accomplishments. Recognition needs       Increase in the number of students
                                               to be expanded to include citizenship and    recognized
       students are being recognized           involvement in addition to academics.        Increase in the types of recognition
       for their accomplishments.              Celebrations need to be student centered.    Celebrations are student centered and
       Accomplishments recognized                                                           involve all students
       are limited to mainly
       academics. Ceremonies are
       formal and do not involve all
       the students but are limited to
       those being recognized.




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Section V

                                   Plans for Key Strategies and Processes
Identify and explain the processes and strategies you plan to use to achieve your goals.
Indicate the timeframe.

Category                                   Planned Strategies/Process
a. Instructional Strategies:                     Collect and utilize individual student learning profiles
Identify instructional strategies to be          Utilize reading inventories to support teacher knowledge
used to improve student learning. (i.e.,          of students at risk
technology integration, clarifying and           Implement HAT Patrol
sharing learning outcomes with students,
differentiated instruction, etc.)
                                                 Utilize IEPT tool to record and support individual
                                                  student learning needs
                                                 Utilize iPad2’s to meet student needs and engage
                                                  students in learning opportunities
                                                  Utilize professional learning communities to re-visit
                                                  AISI cycle II strategies and facilitate the implementation
                                                  of these strategies within classes

b. Student Assessment:
Evidence of student learning and               Increase student recognition opportunities within the
performance.                                    school and greater community
                                              Increase student recognition assemblies and expand the
                                                categories for student recognition
                                               Engage in professional dialogue at staff meetings with
                                                 respect to walkthrough data information on assessment
                                                 and involvement of students within their own assessment
c. Management and
   Coordination:                                 Provide opportunities on Professional Development
Identify supports such as PD/AISI                 Days to develop staff expertise in utilizing UBD as a
Committee, grade teams, consultant, or            planning tool, critical thinking and problem solving
lead teacher.                                     strategies and their implementation within classroom
                                                  teaching, student literacy identification and development
                                                  and the use of technology as a teaching tool
                                                 Utilize staff as lead teachers in the areas of technology
                                                  (iPad2 project), Action on Inclusion (IEPT project), and
                                                  literacy development (AISI)
                                                 Provide opportunities for staff to collaborate, peer coach
                                                  and share best practice within professional learning
                                                  communities
                                                 Provide staff with opportunities and support in accessing
                                                  professional development
d. Professional Development:                     Access Learning Service personnel to facilitate staff
Professional development is essential to          learning with respect to learning profiles and the use of
the school improvement process.                   technology as a data collection tool
Professional Development includes                Provide Professional development opportunities for staff
resources, materials, external consultants,       with respect to literacy development and critical thinking
Division workshops, job embedded
learning, ERLC sessions, online learning,         involving lead teachers, external consultants, ERLC
etc.                                              sessions, webinars and professional learning
                                                  communities
                                                 Provide opportunities for staff to gather best practice
                                                  ideas in developing the school culture through the
                                                  Renaissance conference, website and professional
                                                  sharing

e. Parental & Community                          Increase the opportunities for parental involvement
    Involvement:                                  within the school and communicate these to parents
                                                 Collaborate with the school council in providing input to
Meaningful involvement of parents
supports school improvement                       school decisions




f. Knowledge Dissemination,                      School newsletters will be utilized to share and highlight
Sharing and Communication:                        school improvement plans and activities that support the
                                                  implementation of the plan
School Plan must identify how learning
will be shared. Ways to disseminate new          School Improvement plan will be posted on the school
knowledge and practices include:                  website
   School newsletters
                                                 School Improvement plan will be shared with the school
   School website                                council
   Learning Community Teams                     Community and School newspaper and publications will
   Staff PD sessions                             be utilized to highlight progress in meeting school
   Grade/content teams                           identified goals
   Administrators’ meetings
   Local newspapers
   The Achiever
   School Council meetings
   Showcase events – Parent/Teacher
    interviews, open house, AISI
    Conference, etc.
g. Evaluation Process:                      Performance Tasks:
Triangulation (observation,                 Other Evidence:
conversation, product) of all evidence is        Surveys (Provincial Accountability, Northern Gateway and Tell
more compelling than drawing                       them From Me)
conclusions based on a single source.            PAT tests
Describe the evaluation methods and              Informal conversations Parents, students and staff
data sources you will use to determine
the success of the school improvement
plan.
Section VI
                                    Technology Plan

  1. Describe your current situation:
  a. Classroom instructional technology – Classrooms are equipped with a teacher laptop,
     one classroom has a set of 30 iPad2’s, 10 of the classrooms are equipped with a
     smartboards, and there is an additional forty computers within various classrooms
     throughout the school. In addition we have a mobile laptop lab of 30 computers and a
     stationary lab consisting of 30 computers. Our library is equipped with 10 computers.
  b. School owned technology available to students-
          30iPad2’s
          30 computers in lab
          30 laptops in mobile lab
          40 computers set up within classrooms
          10 smartboards
          10 computers in the library
  c. Ratio of students to modern computers (less than three years old) We currently have 57
     computers that are less than 3 years old. The ratio of modern (less than 3 years old) to
     students is 57 to 364 or 15%.


  2. Plans in 2011 – 2012 for:
  a. Incorporating student owned devices -Currently, the school is exploring the use of student
     owned devices.


  b. Enhancing/evergreening school-based technology-
      Complete the installation of smartboards within all classrooms at Percy Baxter
      Purchase additional laptops and tablets for use within classrooms and our library
      Money has been designated within the school budget for evergreening student
        computers

  c. PD to integrate technology into teaching and learning-
      Staff are able to access professional development funds to upgrade their individual
        teaching skills with respect to the utilization of technology
      Lead teacher in technology also provides support to teachers o a daily basis
Section VII
                                           FNMI Plan

a. Provide an overview of your school’s FNMI profile.


Currently our student population is 364 students. Within this profile, we have 54 FNMI self-
declared students.




b. Describe how the goals, strategies and measures align with Goal 3 of the Combined Approach Plan.
    How will you implement your FNMI Plan to ensure the needs of your FNMI students are met? Include
    the FNMI Provincial funding and budget for these measures.
        The Percy Baxter plan for FNMI students is aligned to the Northern Gateway Goal 3
        Combined Approach Plan. The plan at Percy Baxter includes the following:
             Identifying individual student strengths and interests (learning profiles)
             Implementing teaching strategies and lessons that are focused upon a strength
                based approach with all students including FNMI students particularly in the area
                of literacy
             Providing variety in programming that meets the individual needs of students
                based upon their interests and strengths. These include the Learning through the
                Arts Academy, Hockey Academy, iPad2 project, leadership options, sports teams,
                clubs and programs developed in partnership with the Team for Success such as
                Build a Bike, Girls Group, Boys Council etc. as well as a life skill program
             Renaissance program that promotes a sense of belonging, recognition of student
                success and pride
             School Counselor and FNMI liaison worker
             Breakfast and lunch programs that ensure students are ready to learn
             Cultural awareness and appreciation through presentations, books and speakers
The budget for FNMI students at Percy Baxter School is approximately $52,000.00. These
dollars are allocated at Percy Baxter in the following manner:
Staffing (including liaison worker, counselor, Designated teacher support for programs and
breakfast program support)--------------------------------------------------------------------$47,000.00
Resources (including program material support, transportation, supplies and cultural
presentations and resources) ----------------------------------------------------------------------------------
$5000.00
TOTAL------------------------------------------------------------------------------------------$52,000.00
Section VIII
                              School Community Involvement

  Describe how the school community has been included in your school plan. Include approaches that
  are building leadership capacity.

           Approach                       Key Contact               Implementation Process
  Increase parent participation   Tracey McKinnon- Vice          Partner with parents in the two
  within our school through the      Principal Percy Baxter      major school fundraisers
  Renaissance Program                School                      (Poinsettias and Spring
                                                                 Baskets) by involving the
                                                                 Student leadership classes




  Increase business involvement   Tracey McKinnon – Vice         Involve the student leadership
  in Percy Baxter school             Principal Percy Baxter      classes in communicating and
  through soliciting business        School                      soliciting business support to
  financial support as well as                                   our School Renaissance
  accessing their expertise in                                   Program
  programming for students                                       Access community members
                                                                 as speakers at Student
                                                                 recognition assemblies
                                                                 Access community members
                                                                 to provide their individual
                                                                 expertise to add to the
                                                                 development of student skills
  Partner with the Mental         Jennifer Howse (Coordinator    Access community supports
  Health Project (Team for           – Team for Success)             for individual or targeted
  Success) in accessing                                              groups of Percy Baxter
  community agencies to                                              students through bringing
  support the individual                                             the community to the
  social/emotional needs of                                          school or taking the
  Percy Baxter Students                                              students to the community
  Section IX

  School Name:
  2011 - 2012
                                     Estimated AISI Project Support Budget


                 Revenue                                  Funding (Allocation)                  Description
                   Source
                                                                                  Provincial allocation to Percy Baxter
  AISI Funding                                        $9224.00
                                                                                   School
  Funding from other sources
  Other PD support                                                               

                              Total Revenue           $9224.00
                 Expenses                                 Funding (Allocation)       Brief description of the purpose.
                   Source
Staffing
                                                                                 •
                 FTE (Cost of FTE’s charged to this   $
                 school plan- AISI funding)


Professional Development
     20
                                                                                 •Professional learning Community
                 PLC Sub. days covered                $4160.00
                                                                                 coverage

                                                                                  Garfield Gini-Newman will provide
             PD Sub. days for outside                                              PD for staff (March) for 2 days. The
  __2_______ workshops (ERLC, AAC,                    $5000.00                     cost of the workshop as well as his
                 NRLC, etc)                                                        flight, meals, and lodging will be
                                                                                   included within this allocation
Management & Coordination
                                                                                 
Mileage for outside PD/workshops                      $

Instructional Materials/Resources
Resources/literature to support your plan.                                       
                                                     $ 64.00
  

                              Total Revenue           $ 9224.00
  Section X
                                 Professional Development Outline

P.D. Day
Focus of professional development: School Culture and Professional Learning Communities
   A. Intended Goal/Outcome(s):
            Staff Planning for the Implementation of the Renaissance Program at Percy Baxter School
            Development of Professional Learning Community Goals for the 2011/12 school year



   B. Pedagogical Focus:
          Development of a School culture that is supportive of Student Success and Achievement
          Development of Teacher leadership capacity to support student achievement



   C. Learning Strategies:
          Collaborative planning
          Professional learning community work


   D. Measure of Success:
         Student surveys (Northern Gateway, Provincial Accountability and Tell them From Me) indicate
            student sense of belonging and feeling valued at Percy Baxter School
         Teacher Surveys indicate that teachers are feeling supported and their professional capacity is being
            developed




September 16, 2011
Focus of professional development: Assessment Administrative Procedure
A. Intended Goal/Outcome(s): Understanding and Application of the Assessment Administrative Procedure
B. Pedagogical Focus: Authentic assessment for student success. Assessment for Learning (Teaching).


C. Learning Strategies:
 Working through Learning Networks


D. Measure of Success:
 Teachers are satisfied with their understanding of how Northern Gateway’s vision of Assessment is reflected in
   their teaching. (Satisfaction survey)
 Principals are recognizing authentic assessment practices in classrooms. (Walkthroughs)
October 7, 2011
Focus of professional development: Action on Inclusion and UDL Planning
   A. Intended Goal/Outcome(s):
    Teachers will recognize the value of learning profiles and utilize technology in organizing and working
       with student and class learning profiles
    Teachers will understand and utilize UDL in their planning and the CAST website




B. Pedagogical Focus: Success for all students through utilizing a strength based approach to learning


C. Learning Strategies: Teachers will develop class learning profiles from individual profiles and plan teaching to
meet identified student needs


   E. Measure of Success:
       Staff will use the IEPT student profiles
       Staff will access and be knowledgeable in using the CAST website in meeting student needs
       Staff will collaborate with grade partners in creating and meeting the needs identified in class profiles




January 31, 2012 P.D. Day or Semester Break (Grades 10 – 12)
Focus of professional development: Literacy
A. Intended Goal/Outcome(s): Teachers will review the strategies of Cycle 11 AISI Reading Comprehension
B. Pedagogical Focus: Focus will be on the development of literacy across subject levels


C. Learning Strategies: Staff will review and collaborate with Professional Learning Community teams to
implement reading comprehension strategies across subject levels

D. Measure of Success:

      Increased use of reading comprehension strategies will be noted on Classroom Walkthroughs and through
       regular teacher supervision
      Improved results on PAT exams
Convention Alternate P.D. Days (2)
Focus of professional development: Critical Thinking
A. Intended Goal/Outcome(s): Staff will work with an expert in the area of critical thinking
B. Pedagogical Focus: Focus will be on the development of twenty-first century learning skills involving critical
thinking, problem solving and collaboration


C. Learning Strategies:
     Staff will co-teach, observe and critique lessons on critical thinking
     Staff will utilize learning to develop their planning in the area of critical thinking



D. Measure of Success:
    Critical thinking will be evident in classrooms on Classroom Walkthrough Data
    Professional learning communities will be collaborate and plan to include critical thinking within teacher
      planning




May 4, 2012
Focus of professional development: Division Wide Learning Network Meetings
A. Intended Goal/Outcome(s):




B. Pedagogical Focus:


C. Learning Strategies:


D. Measure of Success:
Section XI

                     School Improvement Plan Collaboration/Communication

List the strategies which will be used to communicate this plan to the school’s community.

It is expected that this School Improvement Plan is a result of a collaborative effort among students (if
appropriate), parents, School Council, staff members and the administrative team.

   a. Student involvement-regular communication with students will occur during assemblies,
      announcements and classroom teaching. Student voice has been accessed in the development of the
      plan through informal conversations and student survey data


   b. Staff involvement-regular communication of the plan will take place at staff meetings and
      professional development days as well as one on one informal and formal conversation. Staff input
      into the creation of the plan has been accessed through staff meeting discussions, professional
      learning and grade level team meetings and staff surveys.

   c. Parent/School Council involvement-regular communication of the plan will take place through the
      school newsletter, through discussions at School Council meetings and informal discussions with
      members of the parent community. Parent input into the plan has been accessed through
      discussions both formal and informal individually and at School Council meetings as well as
      through the data collected on parent surveys.




  Student Representative(s):
  Staff Representative(s):
  Parent/School Council:
  Principal:
  Assistant Principal:

				
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