Sample Translation of Board Literacy Goal to Student Level SMART

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Sample Translation of Board Literacy Goal to Student Level SMART Powered By Docstoc
					ALGONQUIN   AND   LAKESHORE CATHOLIC DISTRICT SCHOOL BOARD

                       SCHOLARSHIP


     Elementary Board Improvement Plan (JK – 8):

                     L it e rac y and Num e rac y


                              2009/2010


                           DRAFT

                                                      May 9, 2009
                       ALGONQUIN AND LAKESHORE CATHOLIC DISTRICT SCHOOL BOARD
                                        Elementary Board Improvement Plan (JK – 8): Literacy and Numeracy
                                                                 2009/2010
SCHOLARSHIP:
We believe that every student, made in the image and likeness of God and being hope for the future, can be engaged in and learn at high levels with appropriate supports.
We are committed to ensuring that the potential of all students is realized by achieving ambitious outcomes and improving in their learning to the highest possible level.
Strategic Goals:

Higher Student Achievement
Every student will demonstrate the highest possible achievement in literacy and numeracy knowledge and skills as these are the critical foundation for student learning across all
curriculum areas.

Equity and Excellence
Every student regardless of personal circumstance (gender, race, culture, socio economic status, learning profile) will be supported and inspired to succeed in a culture of high
expectations for learning.

Engagement and Confidence
Enhance student participation and increase parent engagement and confidence in our Catholic Schools and school system.


Board EQAO Targets

Reading                                                                          Writing
(Primary Reading) By June, 2010, the percentage of all Grade 3 students          (Primary Writing) By June, 2010, the percentage of all Grade 3 students achieving at or above the
achieving at or above the provincial standard, on the primary EQAO reading       provincial standard, on the primary EQAO writing assessment, will increase from XX% to XX%.
assessment, will increase from XX% to XX%.
(Junior Reading) By June, 2010, the percentage of all Grade 6 students           (Junior Writing) By June, 2010, the percentage of all Grade 6 students achieving at or above the
achieving at or above the provincial standard, on the junior EQAO reading        provincial standard, on the junior EQAO writing assessment, will increase from XX% to XX%.
assessment, will increase from XX% to XX%.

Mathematics
(Primary Mathematics) By June, 2010, the percentage of all Grade 3               (Junior Mathematics) By June, 2010, the percentage of all Grade 6 students achieving at or above
students achieving at or above the provincial standard, on the primary EQAO      the provincial standard, on the junior EQAO assessment, will increase from XX% to XX%.
mathematics assessment, will increase from XX% to XX%.



                                                                                                                                                                                    2
Board Sub-Group Targets
(Primary Reading) By June, 2010, the percentage of Grade 3 boys achieving        (Primary Writing) By June, 2010, the percentage of Grade 3 boys achieving at or above the
at or above the provincial standard, on the primary EQAO reading                 provincial standard, on the primary EQAO writing assessment, will increase from XX% to XX%.
assessment, will increase from XX% to XX%.
(Junior Reading) By June, 2010, the percentage of Grade 6 boys achieving at      (Junior Writing) By June, 2010, the percentage of all Grade 6 boys achieving at or above the
or above the provincial standard, on the junior EQAO reading assessment,         provincial standard, on the junior EQAO writing assessment will increase from XX% to XX%.
will increase from XX% to XX%.




Literacy SMART Goals

By June, 2010, 80% of all students in the primary division will be able to read, with accuracy and understanding, at their instructional PM Benchmark target level:
                                                       SK       – PM Benchmark Level 5
                                                       Grade 1 – PM Benchmark Level 16
                                                       Grade 2 – PM Benchmark Level 22
                                                       Grade 3 – PM Benchmark Level 27

By June, 2010, 75% of all grades 4 - 6 students will be able to demonstrate their thinking at level 3 or 4, measured using CASI questions #2, 6, 8 (Thinking) and #7 (Application)

By June 2010, there will be a 20% increase in the percentage of primary, junior and intermediate students, at each school, able to achieve at level 3 or 4, a written response
focusing on a Big Idea that requires the use of non-fiction writing (description, analysis, persuasion and point of view) as measured by school-level assessments and as reported
to the system through the learning networks.

         Targeted Expectations:
                                    Reading –         1.5 Making Inferences/Interpreting Texts              Writing –         1.1 Purpose and Audience
                                                      1.6 Extending Understanding                                             2.1 Form
                                                      1.7 Analyzing Texts                                                     2.5 Point of View
                                                      1.8 Responding to and Evaluating Texts
                                                      1.9 Point of View




                                                                                                                                                                                     3
Targeted Implementation Strategies (Literacy)

    Targeted Research-Based                   Resources                    Instructional & Professional Learning Strategies                     Leadership Strategies
           Strategies
   Teacher moderation:                The Ontario Kindergarten         All schools develop a regular schedule of CPLC                 School Effectiveness Framework (K-
    Collaborative assessment of         Program                           meetings focusing on analysis of evidence of student            12) implementation continues,
    student reading responses                                             progress toward achievement of SMART goals.                     including completion of school self-
    and writing samples.               The Ontario Curriculum                                                                            assessments at each elementary
                                        Grades 1-8: Language             Teachers, as part of school-level inquiry, use a teaching       school and district reviews, to inform
   On-going assessment and                                               learning critical pathway model within a                        and monitor school improvement
    feedback:                          Guide to Effective                comprehensive literacy program to regularly engage in           planning.
    Explicit, timely, relevant          Instruction in Reading:           the process of teacher moderation collaboratively
    feedback with multiple              Kindergarten to Grade 3           assessing student reading responses and writing                Monthly learning network meetings
    opportunities for students to                                         samples.                                                        have a standing focus on analyzing
    apply feedback.                    Guide to Effective Literacy      Teachers plan instruction and assessment using the              evidence of student progress toward
                                        Instruction Grades 4-6            resource, “Planning for Learning: Backward Design for           achievement of Board and school
   Gradual release of                  (Volumes 1-7)                     Forward Planning”.                                              SMART goals.
    responsibility model:
    Gradual release model to           Guide to Effective                                                                               The system-wide resource guide to
    focus on teaching inferring         Instruction in Writing:                                                                           support the processes and practices of
    (1.5) and making connections        Kindergarten to Grade 3          Teachers provide students with on-going assessment              school-level inquiry, through the
    (1.6) through a                                                       feedback and provide multiple opportunities for                 teaching learning critical pathway
    Comprehensive Literacy             Think Literacy: Cross-            students to apply feedback.                                     model, is updated.
    program of read alouds,             Curricular Approaches
    shared, guided, and                 Grades 7-12                      Classroom instruction focuses on non-fiction writing           Monthly learning network meetings
    independent reading and                                               (description, analysis, persuasion, and point of view)          focus on achievement of SMART goals
    writing.                           Education for All:                emphasizing deconstruction using mentor texts,                  and provide on-going support and
                                        Kindergarten to Grade 6           written prompts and multiple opportunities to practice          resources for principals and vice-
   Focus on non-fiction writing:                                         writing of non-fiction text forms.                              principals to support staff in CPLC
    Specifically, description,         Balanced Literacy:                                                                                meetings.
    analysis, persuasion, and           Assessment Measures JK-3         Implementation of the TLCP is broadened to include
    point of view.                                                        cross-curricular inquiry including Religious Education
                                       Reading Comprehension             and Family Life.
                                        (LNS – DVD)




                                                                                                                                                                               4
   Open response questions:           Teacher Moderation:              Anchors charts are co-created with the students and              Alignment of the Curriculum
    Across subject areas, embed         Collaborative Assessment of       are posted, explicitly providing students with processes          Department with Learning Network
    open response questions             Student Work                      that are visually referenced for acquisition and                  structure supports the development
    that explicitly focus on the        (LNS – DVD and podcast)           application of new learning.                                      of the literate learner.
    targeted expectations and
    require students to deepen         Non-Fiction Writing              Special Assignment teachers, assigned to schools                 Principals and teachers engage in the
    their thinking.                     (LNS - DVD & web/podcast,         through the learning networks, support and provide                development of School Improvement
                                        April 18, 2008)                   resource to staff through CPLC’s.                                 Plans through a collaborative process
   Critical literacy:                                                                                                                      focusing on implementation of Board
    Focus on higher order and          High Yield Strategies to         Teachers focus on the development of higher order                 goals and based on identified school
    critical thinking skills.           Improve Student Learning          thinking skills by emphasizing critical literacy, providing       needs.
                                        (LNS – DVD & webcast,             questions and prompts that guide students to deepen
   Differentiated instruction:         May2, 2008)                       their thinking and by having students design and use             Principals, as instructional leaders,
    The instructional vehicle to                                          graphic organizers, anchor charts and rubrics.                    monitor School Improvement Plan
    meet the learning needs of         Non-Fiction Writing for the                                                                         implementation progress regularly
    all students.                       Junior Student (LNS –            Using a variety of rich text materials, across all genres,        through normal classroom visits
                                        Capacity Building Series:         teachers model daily the connections between:                     during the school literacy block.
   Use of a wide variety of            Special Edition #5)
    texts of all types:                                                       o    Text to text                                            Using school-level data, principals and
    Exposure to a rich variety of      Boys’ Underachievement:               o    Text to self                                             teachers engage in the regular
    text forms and                      Which Boys Are We Talking             o    Text to world                                            monitoring of the School
    deconstruction of mentor            About? (LNS – Research                                                                              Improvement Plan at CPLC, staff and
    texts to develop deep               Monograph #12)                                                                                      divisional meetings.
    understanding of the text.
                                       Religion and Fully Alive
                                        programs

                                       PM Benchmark and CASI
                                        lessons (EOCCC)




                                                                                                                                                                                    5
Numeracy SMART Goals

By June 2010, 75% of students, at each school, in the primary, junior and intermediate divisions will solve authentic, engaging, open-ended tasks that allow them to demonstrate,
at their appropriate developmental phase, the mathematical processes of problem-solving, communication, representation, connections and reasoning at level 3 or 4.




Targeted Implementation Strategies (Numeracy)

    Targeted Research-Based                    Resources                     Instructional & Professional Learning Strategies                      Leadership Strategies
           Strategies

   On-going assessment and             The Ontario Kindergarten          The Ontario Curriculum Grades 1-8: Mathematics is               Learning Services and Learning
    feedback:                            Program                            used to design problems and plan lessons.                        Network SAT’s support the
    Explicit, timely, relevant                                                                                                               implementation of a Balanced
    feedback with multiple              The Ontario Curriculum            Classroom timetables reflect a one hour block of                 Numeracy program.
    opportunities for students to        Grades 1-8: Mathematics            instructional time for delivery of a balanced
    apply feedback.                                                         mathematics program.                                            Implementation of the Balanced
                                        A Guide to Effective                                                                                Numeracy Framework: Kindergarten –
   Three part problem solving           Instruction in Mathematics:       The mathematics learning environment is organized to             Grade 6 (Draft) and Intermediate
    based lessons:                       Kindergarten to Grade 6            facilitate a variety of instructional groupings, including       Division (7-10) will be a focus for all
    Mathematics lessons are              (Volumes 1-5)                      co-operative learning, small group, independent and              school administrators and teachers.
    designed using a three part                                             whole class instruction.
    problem solving model.              Administrative Procedures:                                                                         Monthly learning network meetings
                                         Balanced Numeracy                 Instruction focuses on activation of prior knowledge,            focus on achievement of SMART goals
   Math Manipulatives:                  Framework (K-6)                    skills and experiences to produce solutions, explain             and provide on-going support and
    Use of appropriate                                                      thinking and mathematical reasoning of open-ended,               resources for principals and vice-
    mathematical manipulatives          Administrative Procedures:         authentic and open-routed problems.                              principals to support staff in CPLC
    and graphic organizers in a          Numeracy Framework for                                                                              meetings.
    problem-solving learning             Intermediate Divisions            Manipulatives, children’s literature and media texts are
    environment.                         (Grades 7-10)                      used to set the context for problem-solving lessons,            Monthly learning network meetings
                                                                            planning for problem-solving and to carry out solutions          have a standing focus on analyzing
   Literacy Numeracy                   Learning for All:                  to problems.                                                     evidence of student progress toward
    Connections:                         Kindergarten to Grade 12                                                                            achievement of Board and school
    Lessons are planned using                                                                                                                SMART goals.
    Big Ideas and connecting            Expert Panel Report,
    development of Literacy and          Leading Math Success:
    Numeracy skills.                     Mathematical Literacy 7-12
                                                                                                                                                                                  6
   Rich Tasks:                            Targeted Implementation
    Problem solving occurs in an            and Planning Supports:
    environment of authentic,               Grades 7, 8, and 9 Applied
    open-ended problems and                 Mathematics (TIPS)
    rich tasks.
                                           Leading Math Success.
   Differentiated Instruction:             Notable Strategies: Closing
    Differentiated instruction              the Gap
    practices are used to engage
    learners at all levels and in all      Targeted Implementation
    mathematical tasks.                     and Planning Supports for
                                            Revised Mathematics
                                            (TIPS4RM)

                                           PRIME Mathematics
                                            Assessment




                                                                          7
Monitoring Strategy

                                      Measure of Success                                                   Timelines           Key Persons Responsible for Monitoring
EQAO Primary & Junior Reading, Writing & Mathematics Assessments                                    May/June                 School Principal
                                                                                                                             Superintendent of School Effectiveness
PM Benchmarks: SK – Grade 3 and as appropriate                                                      November 30 & June 25    School Principal
                                                                                                                             Superintendent of School Effectiveness -
                                                                                                                             (Central collection)
CASI Reading Assessment: Grades 4 – 6                                                               November 30 & June 25    School Principal
                                                                                                                             Superintendent of School Effectiveness –
                                                                                                                             (Central collection)
Running Records                                                                                     Monthly                  School Principal
Kindergarten Assessment Measures                                                                    As per JK-3 Assessment   School Principal
                                                                                                    Measures Calendar
Anchor charts and rubrics will be posted in all classrooms                                          Beginning September      School Principal
                                                                                                                             Superintendent of School Effectiveness will
Principals report school-level data and documented progress toward achievement of SMART goals                                view and discuss with principals during
at monthly learning network meetings.                                                                                        regular school visits.
Summaries and minutes of PLC meetings document progress toward achievement of SMART goals,          Monthly                  School Principal
demonstrate instructional implications from teacher moderation and are discussed at monthly                                  Superintendent of School Effectiveness
learning network meetings.
Using a Teaching-Learning Critical Pathway model (Inquiry Research), all schools monitor student    3 times per year         School Principal
progress toward achievement of SMART goals:                                                                                  Superintendent of School Effectiveness will
         a) Progress is measured using culminating, independently written, open response            November                 review and discuss with principals during
              questions.                                                                            January                  regular school visits.
         b) Results of school-based data are disaggregated to monitor the progress of identified    May/June
              sub-groups.
         c) Progress is reported at learning network meetings.
Summary of learning network progress reports are presented to Effective Schools Council (ESC) for   November                 Superintendent of School Effectiveness
review and monitoring of school progress toward SMART goal achievement                              January                  Effective Schools Council (ESC)
                                                                                                    June
The School Effectiveness Framework (K-12), school self-assessments and district review processes    May/June                 School Principal
are completed to monitor progress toward achievement of school and board-level SMART goals and                               Superintendent of School Effectiveness
implementation of school improvement plans.
Superintendent of School Effectiveness reviews school-level data and progress toward SMART goal     3 times per year         Superintendent of School Effectiveness
achievement as part of regular school visits


                                                                                                                                                                           8
Evaluation of the Board Improvement Plan Implementation (A Running Record)




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