Achievement Contract for SD 42 Maple Ridge Pitt Meadows

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					  Achievement Contract for
  SD 42 Maple Ridge/
  Pitt Meadows

    Submitted July 2009

First Year of the 3 Year Plan
                      Table of Contents
Slide #
   4       School District No. 42, Vision, Mission and Core Values
   5       District Context
   6       What is Unique about School District No. 42?
   7       Unique at Elementary
   8       Unique at Secondary
   9       Unique Across the District
   11      New this Year
   12      Building our Achievement Contract (Why?)
   13      Building our Achievement Contract (Guiding Principals)
   14      What will Drive our Achievement Contract?
   15      Student Success
   16      What do we know?
   17      Context and Framework for our Achievement Contract

6/2/2010                                                             2
                   Table of Contents
Slide #
18 - 56    Elementary Education & Early Learning
57 - 75    Secondary Education
76 - 86    Technology and Student Learning
87 - 102   Students Requiring Targeted and Intensive Support
103 -126   Aboriginal Learners
127        Where to Next?
128        Achievement Contract Summary
129        Board of Education Approval
130 -143   Supporting Documents




6/2/2010                                                       3
                School District No. 42
           Vision, Mission and Core Values
                                      Vision
   Our Vision is for every individual to feel valued, and for all learners to reach
                                   their full potential.

                                      Mission
 Our Mission is to fully support all individuals in their personal development as
            successful learners and respectful contributors to society.

                                   Core Values
                          Responsibility to all Learners
                          Uniqueness of Each Individual
                       Personal and Social Responsibility
                         High Expectations for Success
                       Culture, Community and Citizenship
6/2/2010                 Diverse Learning Opportunities                               4
District Context

Maple Ridge/Pitt Meadows is a very unique district
in its size and location. We are not Metro in size
and complexity yet we are also not Fraser Valley in
terms of needs and make-up. The size of School
District 42 allows very personal connections which
in turn allows us to readily focus on the needs of
our kids in a very strategic way.




6/2/2010                                          5
What is Unique about SD 42?
                                            Students
   We have approximately 15,232 (15,302) students and declining at
    approximately 250 students per year.
   991 (962) Aboriginal Students
   310 (289) English as a Second Language Students which is uniquely small
   407 (393) International Students
   1,352 (1,453) French Immersion Students
   887 (K-7) Early French Immersion
   141 (6-7) Late French Immersion (experiencing decline in this area)
   244 (459) Adult Learners
   1,468 (1,401) Identified Students with Special Needs (this is an area of
    concern for us as each year we are seeing a larger percentage of students being
    coded etc. (See Supporting Documents)
   43 Students on Ministry of Children and Family Development Youth
    Agreements

(Numbers in parenthesis represents last years data)

6/2/2010                                                                          6
Unique at Elementary
   Offer a year round elementary school.
   40% of our students attend elementary school outside of their catchment
    school.
   5 Strong Start Programs at 5 Elementary schools (3 additional programs will
    open in September).
   12 Day cares operating in 12 of our schools.
   School Hub will open at one of our inner city schools.
   Montessori is offered and doing very well at one elementary school.
   17 laptop divisions operating in 9 schools.
   1 French Immersion laptop program new this year operating in 2 schools.
   Language Enhancement Kindergarten (full day kindergarten for English as
    Second language students) offered at 2 elementary schools.
   Cyber School offered at 2 elementary schools.
   Odyssey program (home learners) offered for K-9 students.


6/2/2010                                                                      7
Unique at Secondary
   Common Timetable for all schools except Arthur Peake Centre (which offers
    a semester model for students who are not being successful in the linear
    model).
   Maple Ridge Secondary School Outreach offers a trimester program
    (potential for students to complete 9 courses in a year).
   Grade 8 transition program at all schools.
   International Baccalaureate program at one school.
   Self Directed Learning model at one school.
   7 Academies offered strategically across the district.
   10 Trades and Partnership programs are offered to all students in grades
    10-12.
   Connected Learning Community (Distributed Learning) offered to all
    students.
   Connex (alternate program) and Store Front (Alternative Secondary School
    allows ―on-ramps‖ for students who are unable to meet their potential in
    traditional secondary schools).
   Keeping Kids in School is a program both at the district working directly with
    targeted staff in each school.
6/2/2010                                                                        8
Unique Across the District
   All schools are Full Service Neighborhood Schools.
   School based literacy staffing in all schools.
   Keeping Kids in School staffing in each secondary school.
   Learning communities        staffing   provided    to     all   schools   for
    collaboration time.
   Aboriginal Education has support in each school plus several district
    initiatives designed to support the aboriginal learner.
   14 District Facilitators to support school initiatives.
   2nd Aboriginal Enhancement Agreement signed and in place until
    June 30th, 2010.




6/2/2010                                                                       9
Unique Across the District….cont‘d
District restructured to further support the needs of schools:
   4 Directors to work directly with approximately 7 schools each.

   Principal of Educational Options to develop and support all existing or
    new opportunities for kids to learn in different ways.

   Vice Principal of Keeping Kids in School to work directly with schools
    to ―Engage the Student Learner‖.

   Vice Principal of Information Technology to work with schools to
    further enhance the use of technology to support student learning.

   Senior Aboriginal Support Worker to support Keeping Kids in School.

   District Childcare Worker to support Keeping Kids in School.


6/2/2010                                                               10
    New This Year
   Roll out of new Mission/Vision/Values (Add Link).
   ―Have Your Say‖ (district wide ―how are we doing?‖ survey)
    completed and now in action planning stage.
   (4 new trustees) The Board is now beginning to work towards
    establishing new Board Goals.
   Special Education Review beginning roll out action plan.
   New user friendly website designed to assist us in communication .
   New Logo/Motto developed collaboratively to begin a new focus with
    partner groups.
   Development of the Understanding and Responding to School
    Refusal (attendance) protocol – meeting with groups to assess need
    and incorporate stake holder feedback.
   Revise the Student Support Services/Keeping Kids in School
    referral process.
   Collaboratively developed with Partner groups an appeals process
    with parent friendly resources.

6/2/2010                                                            11
Building our Achievement Contract
(Why?)
   To work together to strengthen our commitment to student learning
    and continuous improvement.
   To link and align all initiatives including but not limited to: School
    Improvement Plan, Aboriginal Enhancement Agreement, Early
    Learning Initiatives, Budget decisions, Support Services Initiatives,
    Secondary completion initiatives, Restructuring initiatives, etc.
   To allow us more opportunity to work with and engage the parents
    and community in our work.
   To give us a framework to communicate with our public on ―how are
    we doing?‖.
   To bring our initiatives to life and allow us continual opportunities to
    adapt and adjust as we gather information.
   Ultimately to Improve Learning and Growth for the kids in our care.
   To allow us opportunities to celebrate our achievements.

6/2/2010                                                                  12
Building our Achievement Contract
(Guiding Principles)
   We will focus on success knowing that success can be defined in
    many ways.
   We will focus on specific goals and strategies designed to enhance
    student learning.
   We will use a wide range of data which will predominantly be local
    data that is relevant to what we value.
   We will look to School Improvement Plans to pull together district
    commonalities. Ensure that the process of writing and distributing
    School Improvement Plans is specific to the needs of each school.
   We will include targeted interventions for every student who is not
    experiencing success.
   We will develop a sharing of best practices strategy.
   We will have a strong communication plan so that the public and
    school communities are continually aware of ―how we are doing‖.

6/2/2010                                                             13
What will Drive our Achievement
Contract?
   Define student success (this can be described in many different
    ways).
   How are we doing with student success?
   What did we find out (the good and the not so good)?
   What did we celebrate about what we found out (the good)?
   What did we do about the ―not so good‖ information we found out
    about (areas for improvement)?
   What strategic interventions did we put in place to assist with non
    success while being careful to continue to sustain what was
    successful?
   How are we doing now?
   How are we letting the public know about what we are doing?



6/2/2010                                                             14
Student Success


    Success is defined as movement forward
        from where students are socially,
     emotionally and intellectually so that they
      meet their true potential and become
        contributing members of society.




6/2/2010                                       15
What do we Know?
We know that we want to:
 Improve our grad rates for all students.
 Improve success rates for students who have behavior and/or
  mental health issues.
 Continue to improve our literacy rates.
 Provide early intervention in relation to social/emotional well-being
  and learning, in order to improve student success and graduation
  rates.
 ―Engage every learner‖ so that school is not a ―sleepwalk through
  the system‖ journey.
 Have students use technology in relevant and authentic ways.
 Align our work in order to be more efficient and effective.
 Know about every single non successful learner and have a plan in
  place to improve the situation one student at a time.



6/2/2010                                                             16
Context and Framework for Our
Achievement Contract
Each section of the Achievement Contract will be designed to answer
the following questions:

    What do we know?
    What did we do?
    What did we celebrate?
    How did we intervene?
    What do we know now?
    What will we do next?




6/2/2010                                                         17
Elementary Education & Early Learning
We know that if we use data wisely and identify students who
present ―at risk‖ symptoms in their early years, and then move on
providing appropriate interventions for these students, they will have
a better chance of success in their later years.

Having said that, it is critical that we keep the ―principles of learning‖
in mind so that we do not place young children into a ―need help‖
category too early and that we allow them to grow and develop at
their own pace.

It is also important that we do not lose sight of the ―social and
emotional‖ focus of young children and their need to just ―play‖ as a
tool for development.




6/2/2010                                                                     18
Elementary Education &
Early Learning

Joanne Rowen, Director of Early Learning and
Elementary Education
Elementary Education
What do we know?
Our 2008-09 district data collection demonstrated some declines in the
area of elementary literacy and numeracy (See Supporting Documents).
Of concern was:

          The number of early learners who were not meeting district
           expectations regarding reading levels.
          The high % of students who were declared by their teachers to
           be at risk.




6/2/2010                                                                   20
Numeracy
What do we know?
    In the past, School District 42‘s only source of data has been the
    FSA and more recently our teachers‘ professional judgment with
    regards to students being at risk in mathematics.

   2008 data:
    % of students (English only) considered at risk in numeracy. (Teacher professional judgment)

       K        1          2         3          4         5          6         7
      7%        9%         9%        12%        13%       15%        16%       17%




6/2/2010                                                                                           21
Numeracy – Elementary
What did we do?
Implementation of the new Math IRP has been a priority.
 Initiatives have included in-servicing teachers in grades K, 1, 4 and 7.
   The District is using the Math Makes Sense series to support the learning
   outcomes.
 Individual teachers at the above grade levels have attended a series of
   workshops initiating them to the new Integrated Resource Package and
   math program.
 Emphasis has been placed on active teaching strategies, student centered
   learning and assessment.
 Our district numeracy facilitator has worked diligently with Parent Advisory
   Committees to educate them on the new math Integrated Resource
   Package. Over 30 workshops have taken place this school year.
 Our desired outcome is that parents will have a better understanding of
   ministry expectations with regards to student performance, knowledge that
   we have moved away from the ‗basics‘ to problem solving, as well as a
   handful of strategies that they can use to help support their child(ren) in this
   curriculum area.
6/2/2010                                                                        22
What do we know now? Spring 2009:
All students (English and French Immersion) considered at risk in numeracy (Teacher
professional judgment) using BC Performance Standards (Not Yet Within Expectations):


               K          Gr. 1      Gr. 2      Gr. 3      Gr. 4      Gr. 5      Gr. 6
               n=941      n=967      n=941      n=965      n=992      n=1076     n=1117


                 7%         8%        11%        11%        13%        15%         15%
  males           8%        17%        13%        10%        14%        17%         16%
                n = 454    n = 517    n = 475    n = 471    n = 497    n = 561     n = 590
  females         5%         8%         9%        12%        12%        12%         14%
                n = 487    n = 450    n = 466    n = 494    n = 495    n = 515     n = 527
  aboriginal
                 15%       16%         31%        18%        25%         27%        39%
                n = 53     n = 62     n = 62     n = 45     n = 77      n = 77     n = 85



These % are very similar to those reported in 2008 without established criteria and
without using the BC Performance Standards.




6/2/2010                                                                                     23
Students (English and French Immersion) considered at risk in numeracy (Teacher
professional judgment) using BC Performance Standards (Not Yet Within Expectations).
Ministry identified students excluded.



               K       Gr. 1       Gr. 2      Gr. 3      Gr. 4      Gr. 5        Gr. 6

Excluding
Ministry
Identified   n= 910    n= 920     n= 890     n= 886     n= 909     n= 976       n= 979
students


              6%        6%         8%         8%         9%          11%          9%

Once we remove Ministry identified students, the data changes significantly. This data
was collected with the purpose of ensuring that all students are receiving the appropriate
support. This information will help schools to ensure that the 6-11% of students who are
struggling in numeracy receive extra support.




6/2/2010                                                                                 24
    Mathematics letter grades – Final Report card (grades 4-7) baseline data:


       All students    Gr. 4        Gr. 5        Gr. 6         Gr. 7
                      n=824        n=828        n=897         n=914
            A         28%           26%          26%           26%
            B         33%           26%          32%           30%
           C+         19%           21%          18%           19%
            C         13%           16%          13%           15%
           C-          7%           11%          11%           10%
            F          0%           0%            0%           0%




6/2/2010                                                                        25
What will we do now?
    Priorities for 2009-10 include:
   Integrated Resource Package and Math Makes Sense in-service at grades
    2,3,5 and 6.
   Using the Math Makes Sense rubrics, pilot a grade 5 numeracy assessment
    tool in 8 schools (focused on patterns).
   Find and pilot an appropriate district resource to meet the needs of students
    who are at risk in numeracy (we have purchased the Marilyn Burns series for
    struggling students in the area of mathematics).
   Work with grade 7 and 8 teachers to plan and execute appropriate
    transitions from elementary to secondary.
   Promote literacy through non fiction (i.e. mathematics).
   Review of letter grade data. What criteria are teachers using to assign letter
    grades?
   Continue to ignite and support teacher interest in mathematics by
    supporting:
       Simon Fraser University diploma – Exploring Numeracy
       Book study clubs (33 teachers participated in 2008-09)
       Parent Advisory Committee numeracy workshops
6/2/2010                                                                       26
Elementary Social Responsibility
What do we know?
Last June, our trustees queried as to how our students are doing in the
area of Social Responsibility. As there are no Social Responsibility
learning outcomes, this is a difficult area to measure.




6/2/2010                                                             27
Elementary Social Responsibility
What did we do?
    We have examined the Social Responsibility performance
     standards, and have worked to align learning outcomes in other
     curricular areas to them.
    A document is now in its final stages that aligns grade level,
     performance standards, and learning outcomes. Our hope is that
     teachers will use this document to assist them in embedding Social
     Responsibility across all curricular areas.




6/2/2010                                                             28
Social Responsibility
Where to from here?
Priorities for 2009-10 include:

   In-service teachers, principals and vice-principals on the newly
    created rubrics.


Celebrations:
   Schools applied for Social Responsibility grants based on the BC
    performance standards. Six were granted. Topics included recycling,
    bullying, unity and a conference.



6/2/2010                                                               29
Elementary School Culture
What do we know?
   The school, district and provincial grade 7 satisfaction survey data from
    2003/2004 to 2008/2009 was analyzed to look for trends, areas that require
    further investigation, areas of strength and those that may require more
    attention.

   It is apparent when looking at the sections of the grade 7 satisfaction data
    that in the Achievement, Human and Social Development, Computers and
    Safety sections, there is alignment and congruity in the data between the
    District and the Province. Although there are only a couple of questions
    where district data exceeds provincial data, the percentages are within one
    or two points.

   The data indicates that it would be important to continue to closely monitor
    the achievement section as there does seem to be some slight trending
    towards a greater discrepancy with the provincial data.




6/2/2010                                                                     30
The School Environment section of the survey is where the most
discrepancy between the District data and the Ministry data is
evident. This is predominantly concerning in the following 3
questions:

     Do you like school?
     Do you like what you are learning at school?
     Do adults in the school treat all students fairly?




6/2/2010                                                         31
Do you like school?
             03/04    04/05   05/06   06/07 07/08      08/09
District     50%       44%     47%     44% 45%         48%
Province     51%       50%     52%     52% 53%         N/A

This grade 7 satisfaction data indicates that in School District 42 the
data has been much more volatile than the provincial data and even
though there is a slight increase in the percentage of grade 7
students who indicate they like school, the percentages are still
lower than the provincial data.




6/2/2010                                                                  32
Do you like what you are learning at
school?
                 03/04   04/05    05/06   06/07   07/08    08/09
    District      51%      40%     42%      42%     41%    37%
    Province      50%      49%     47%      46%     46%    N/A


    Although both the District data and the provincial data is decreasing,
    the District data has been doing so at a more rapid rate.




6/2/2010                                                                33
Do adults in the school treat all students
fairly?
                 03/04   04/05   05/06   06/07   07/08   08/09
   District      64%      63%     65%      65%    59%     50%
   Province      62%      62%     63%      62%    62%     N/A


    Although the District data was initially higher than the Provincial
    data, during the last two years there has been a substantial decline
    in the percentage of students who indicate that they feel adults in
    the school don‘t treat all students fairly.




6/2/2010                                                              34
What will we do next?
   Do more in depth analysis of the data, ask more questions, seek to
    understand what the data is telling us. Identify any confounding variables
    effecting the data.

   Share the data with school principals to then be shared with their staff and
    engage in dialogue around questions that arise from the data and
    hypotheses that can be developed.

   Develop action plans to identify strategies and structures that will promote
    students feeling more positive about school and what they are learning.
    This may include consistency on how the surveys are administered.

   Expand to include grade 4 data in analysis and action for 09/10.




6/2/2010                                                                     35
What will we do next?....

   Support the use of school wide behavioral structures and strategies
    so that there is a transparent framework that clearly articulates
    expectations for students and provides consistent approaches for
    staff.

   Provide training and support, as appropriate, for principals, teachers
    and support staff to understand and use learning style/modality
    inventories and differentiated assessment and instructional
    strategies so that students can become more engaged in their
    learning.




6/2/2010                                                                36
Early Learning
What do we know?
As there are no performance standards for Kindergarten, this year we asked
Kindergarten teachers to give us student information using district created
criteria. What did we learn:
    % of students deemed to be „at risk‟ in the following areas:

                           Attendance /                                                 Literacy      Numeracy
                                                                         Oral Lang                      1 to 1
                            Tardiness       Referred to                               Name letters                  Circle time
                                          ABC Adventures
                                                           Fine Motor   Expressive/                correspondence                 Referred to SBT
                           More that 20                                                Beginning Cannot repeat a (attention span)
                               days                                      receptive
                                                                                        sounds      simple pattern


    All students n = 941          12%               7%           12%      11%            13%             7%             12%             6%

    Males n = 454                 13%               9%           21%      16%            16%             8%             19%            10%

    Females n = 487               10%               6%            4%       7%            10%             5%              6%             3%

    Aboriginals n = 53            26%             13%            28%      26%            30%            15%             23%            13%
    Excluding
    Ministry coded
    n=910                         11%               8%           10%      10%            12%             6%             10%             6%




6/2/2010                                                                                                                                            37
What are we going to do with the data
that we have collected?
    Increase the Early Learning Facilitator position from .5 FTE to 1.0 FTE.
    Continue to promote and expand Early Learning initiatives in School District
     42: Strongstart, Ready Set Learn, Parents as Literacy Supporters,
     Welcome to Kindergarten.
    Work with kindergarten teachers to ensure that Kindergarten students are
     given ample opportunity to cut, paste, paint, explore fine motor
     opportunities.
    Ensure that kindergarten classes are rich in oral language
     (receptive/expressive).
    In-service teachers in ‗Writing Without Tears‘.
    Review 2009 ABC Adventures Summer School data to see what impact
     this 16 day summer school program has had on student
     achievement/readiness. Should more classes be offered in 2010?
    Continue to in-service teachers on Links To Literacy and make this an
     ‗obligatory‘ program vs. optional.
    Ensure that time is allocated at the Kindergarten network meetings to
     discuss student achievement. What strategies are working and meeting the
     needs of all students.
6/2/2010                                                                      38
 Elementary Literacy
What do we know?
    Data collected for the 2007-08 Achievement Contract, indicated a decline in
     our students‘ performance with regards to early literacy.
    Gains attained in previous years were being lost and the number of
     students deemed to be at risk was increasing. This became the focus of our
     literacy initiatives this school year.

     Students considered at risk in spring 2008 – Teacher professional judgment.
                    Kindergarten   Gr.1           Gr.2           Gr.3              Gr.4

    All             n= 812         n= 777         n= 836         n= 827            n= 933
    Students        11%            17%            12%            15%               14%
    Decoding
    All students    n/a            n= 777         n= 836         n= 827            n= 933
    Reading                        12%            12%            16%               17%
    Comprehension




6/2/2010                                                                                    39
Students considered at risk in spring 2008 – Teacher professional judgment.

                 Gr.4              Gr.5              Gr.6               Gr.7

All students     6%                7%                8%                 7%
Oral Language    n=933             n=986             n=1123             n=1053
All students     20%               18%               16%                16%
Writing          n=933             n=986             n=1123             n=1053




What did we do?
    School team (administration, literacy teacher, primary teacher, intermediate
     teacher, English Second Language teacher, support teacher, Aboriginal
     teacher) approach to dealing with at risk students.
    Attainable objectives included in School Growth Plans which address at risk
     students.
    Professional Development focus for all teachers on meeting the needs of all
     students.



6/2/2010                                                                         40
   Expanded work with learner profile boards to ensure that resources are
    allocated appropriately.
   Newly established criteria using BC Performance Standards for collecting
    teacher judgment data with regards to at risk students.
   Books for Boys series where boys combined sports with talking about
    books.
   Expanded summer school program for at risk students in literacy: ABC
    Adventures, Reading Racers, Rocket Readers (English), Apprentis Lecteurs
    (French Immersion).
   District mark of the grade 3 and 6 DART to examine the validity of our data
    (see supporting documents).




6/2/2010                                                                          41
    What we know now (spring 2009):
    Teacher professional judgment using specific criteria (Quick Scale BC Performance
    Standards) – Not Yet Meeting Expectations in reading.

                     Gr. 1      Gr. 2      Gr. 3      Gr. 4      Gr. 5      Gr. 6
                     n=967      n=941      n=965      n=992      n=1076     n=1117


                      16%        16%        15%        17%        13%         12%
        All males      18%        21%        16%        20%        17%        14%
    .                 n = 517    n = 475    n = 471    n = 497    n = 561    n = 590
        All
                       12%        12%        14%        14%         9%        11%
        females       n = 450    n = 466    n = 494    n = 495    n = 515    n = 527
        All
        aboriginal    21%         42%        9%         31%        17%         29%
                      n = 62     n = 62     n = 45     n = 77     n = 77      n = 85
        Excluding
        Ministry
        Identified   n=920      n= 890     n=886      n=909       n=976      n=979
        Students

                      13%        14%        12%        13%         9%         7%


6/2/2010                                                                                42
Teacher professional judgment using specific criteria (Quick Scale BC Performance
Standards) – Not Yet Meeting Expectations in writing.


                  Gr. 1       Gr. 2       Gr. 3       Gr. 4       Gr. 5       Gr. 6
                  n=967       n=941       n=965       n=992       n=1076      n=1117
                    12%         14%         17%         18%         16%         15%
 All males           16%         21%         21%         23%         21%         19%
                    n = 517     n = 475     n = 471     n = 497     n = 561     n = 590
 All females          8%          8%         13%         12%         11%         11%
                    n = 450     n = 466     n = 494     n = 495     n = 515     n = 527
 All aboriginal     23%          35%         24%         38%         26%         36%
                    n = 62      n = 62      n = 45      n = 77      n = 77      n = 85
 Excluding
 Ministry
 Identified        n=920       n= 890      n=886       n=909       n=976       n=979
 Students


                    10%         11%         13%         12%         11%             9%




6/2/2010                                                                                  43
Students deemed to be at risk in numeracy, reading and writing (excluding Ministry
Identified students):
                                     Lack of  Recommended Oral Lang
                    Attendance /                                         Reading   Writing                Numeracy
                                   connection  for Reading Expressive/                       Fine Motor
                     Tardiness                                            NYW       NYW                     NYW
                                   with peers     Racers    receptive
  Gr. 1
           n = 37      32%           19%          57%         41%        100%      100%       62%          100%
 n=967
  Gr. 2
           n=27        30%           30%          59%         52%        100%      100%       96%          100%
 n=941
  Gr. 3
           n=39        23%           46%          n/a         38%        100%      100%       41%          100%
 n=965
  Gr. 4                                                                  100%      100%                    100%
           n=51        16%           29%          n/a         20%                             31%
 n=992
 Gr. 5                                                                   100%      100%                    100%
           n=46        22%           33%          n/a         33%                             26%
n=1076
 Gr. 6                                                                   100%      100%                    100%
           n=34        26%           18%          n/a         35%                             24%
n=1117


Legend: NYW = Not yet within


This data demonstrates what we instinctively know to be true. Only a small %
of non-coded students struggle in all three academic areas. What is important
to pay attention to is the correlation between these academic struggles, their
poor attendance and their lack of connection with their peers.
6/2/2010                                                                                                        44
Students considered at risk in reading levels below district grade level expectation:
Gr. 1 (below level 7), Gr. 2 (below level 17)
              06-07                      07-08                     08-09
                          53 male                  58 male                  70 male
    Gr. 1        7.0%     45 female        10.0%   19 female         11%    24 female
                 n=778    6 aboriginal     n=771   17 aboriginal    n=838   10 aboriginal

                          38 male                  49 male                  58 male
    Gr. 2        7.7%     22 female        9.0%    25 female         11%    34 female
                 n=775    9 aboriginal     n=832   3 aboriginal     n=813   21 aboriginal



What are we doing?
    In our schools we are using literacy data boards to track our student
     progress and to ensure that people resources are assigned appropriately.
    As a means of meeting our most at risk students, we offer our students the
     opportunity to attend 16 days of summer school with a focus on literacy.
    2008 summer data:

       77 students participated in the program: (45 grade 1 students, 28 grade 2
        students, 4 grade 3 students)
       68% of the students were boys and 32% were girls

6/2/2010                                                                                    45
     Improvement in Student Reading Levels (summer 2008):
     Grade 1: Average gain of over 3 levels per student (7x their rate of progress
      over the previous 10 months in Grade 1).
     Gr. 2/3 classes: Whole group: average gain of over 3 levels per student (5x
      their previous rate of progress over the previous 10 months).
     Gr. 2s: average gain of over 3 levels per student (6x their rate of progress
      over the previous 20 months in Grades 1 & 2).
     Gr. 3s: average gain of 3.5 levels per student (4x their rate of progress over
      the previous 30 months in Grades 1, 2 & 3).

Spring 2009 reading levels for students who were in Reading Racers during the summer
    of 2008.

               Cohort                  Below level 17            Above level 17
        (2008 Reading Racers,         Not within District        Within District
           now in grade 2)              expectations              Expectations

               44 students                  20 students             24 students
                                               45%                     55%



    6/2/2010                                                                           46
Follow up:
   77% (34 students ) continue to receive extra support.
   36% (16students) are no longer considered to be ‗at risk‘ in reading
    (teacher professional judgment using BC Performance Standards).
   55 % are now reading within district expectations (above level 17).
   40% (18 students) are no longer considered to be at risk in writing.
    Of the 26 students still at risk, 10 of them also have fine motor
    (output) issues.
   23% (10 students) are no longer considered at risk in reading,
    writing and numeracy.




6/2/2010                                                                  47
     DART data for grade two Rocket Readers (now in grade 3).
     All 28 students were not yet meeting district expectations in June
      2008.
                  Did Not Write the   Not Yet Meeting      Minimally Meeting      Fully Meeting   Exceeding
      cohort           DART

                  5 (4 boys,1 girl)   7 (3 boys,4 girls)   13 (5 boys, 4 girls)    2 (2 girls)
    27 students
                       19 %                 26%                   48%                 7%

     Teacher professional judgment data based on BC Performance
      Standards.
     77% (34 students ) continue to receive extra support.
     26% (7students) are no longer considered to be at risk in reading.
     19% (5 students) are no longer considered to be at risk in writing.
      Of the 22 students still at risk, 12 of them also have fine motor
      (output) issues.
     22% (6 students) are no longer considered at risk in reading, writing
      and numeracy.
6/2/2010                                                                                                      48
   DART (See Supporting Documents).
   As a district we have been collecting DART data as an Assessment OF Learning tool
    since June 2006.
   Results have been consistent but of concern is the significant % of students who fall
    within the Minimally Meeting (MM) category.
   This spring (2009), we moved to a district mark of the DART to see if this would a)
    impact the data, b) give us a district perspective of the students who are in the
    Minimally Meeting category.
   Our DART results this year are similar to those of previous years. Teachers who
    marked the DART felt that the four point rating scale was challenging and that
    although a large % of students fall within the Minimally Meeting scale, most of them
    are at the high end of this scale.


    What are we going to do regarding DART:
   Answer the following: Should we still ask for DART to be done at the end of Grade 3
    & 6 for the purpose of district assessment? Or should we ask school to report on
    student achievement using the BC Performance Standards, using their choice of
    established assessment (e.g. DART, Quick Comprehensive Assessment, Reading
    Assessment District 36 ) for reading?
   Incorporate DART with Teacher Judgment data to ensure that students who fall into
    the Minimally Meeting category of DART are being serviced appropriately.
6/2/2010                                                                              49
    Language Arts letter grades – Final Report card (grades 4-7) baseline data:


                        Gr. 4         Gr. 5        Gr. 6         Gr. 7
                       n=816         n=815        n=840         n=914
            A           18%           17%          19%          23%
            B           32%           28%          29%          32%
           C+           27%           28%          26%          23%
            C           16%           19%          19%          17%
            C-           7%           8%            7%           5%
            F            0%           0%            0%           0%




6/2/2010                                                                          50
What are we going to do?
    Priorities for 2009-10 include:
   Expand on the use of DART as an Assessment for Learning tool.
   Expand the size of school teams who meet at the District Level to create draft plans of how to
    meet the needs of all students.
   Re-visit BC Performance Standards in reading & writing.
   Examine (in school teams) teacher professional judgment sheets in early fall to see if the newly
    set criteria gave us more accurate data.
   Continue to monitor the progress of students who have attended summer school.
   Expand the role of our school based literacy teachers (now called Collegial Curriculum Teachers)
    to include all curriculum areas.
   Examine the possibility of expanding summer school.
   Examine Kindergarten assessment strategies. How do we track Kindergarten students? Should
    we be tracking?
   Ensure that all French Immersion schools use learner profile boards.
   Continue the dialogue at Collegial Curriculum Teacher meetings, Elementary Principal and Vice
    Principal meetings, staff meetings on the usefulness of student data and how it should drive
    instruction.
   Expand on the work currently done in schools related to Early Learning (Parents as Literacy
    Supporters (PALS), Ready Set Learn, Early Development Instrument).
   Continue to work with the Early Learning Table.

6/2/2010                                                                                         51
  Elementary French Immersion
  What do we know?
       887 students are enrolled in early immersion (K-7).
       141 students are enrolled in late immersion (6 & 7).
       By the end of grade 3, there is a gap that develops between those
        who are doing very well and those who are struggling.

March 2009   NYM          NYM     MM/A          MM/A    Meeting       Meeting   Exceeding   Exceeding
             2008         2009    2008          2009    2008          2009      2008        2009

Gr. 1        Level < 2            Level 2-3             Level 4-5               Level > 5
             23%          14%     44%           38%     15%           34%       17%         17%
             n=126        n=116   n=126         n=116   n=126         n=116     n=126       n=116
Gr. 2        Level < 6            Level 6-9             Level 10-12             Level >12
             10%          14%     29%           35%     25%           18%       35%         33%
             n=110        n=121   n=110         n=121   n= 110        n=121     n= 110      n=121
Gr. 3        Level < 15           Level 15-17           Level 18-19             Level >19
             23%          8%      11%           23%     8%            9%        58%         57%
             n=112        n=114   n=112         n=114   n= 112        n=114     n= 112      n=114




 6/2/2010                                                                                           52
What did we do?
   In School District 42 we are fortunate to have a 1.0 facilitator who works side by side
    with French Immersion teachers.
   We piloted two French Immersion laptop classes using French keyboards and French
    software. Teachers and students noticed an immediate change in student writing as
    the computer helped the students to edit their work.
   French Reading Power workshops were offered to teachers so that they may offer
    students a wider variety of reading materials.
   Work continued in the area of differentiating instruction.
   We collected data for the first time re. teacher judgment based on established criteria
    to see which students were deemed to be at risk.
   We established learner profile boards to track student progress and to ensure that
    appropriate resources were put in place to meet student needs.
   At risk teams in French Immersion schools included both English and French
    Immersion staff.
   Most Literacy teachers in French Immersion schools were bilingual.
   The French Immersion advisory dealt with French Immersion program closures in
    three schools.
6/2/2010                                                                                 53
Early French immersion students at risk in either numeracy, or reading or writing using
the BC Performance Standards.


  June       K         Gr. 1      Gr. 2      Gr. 3      Gr. 4      Gr. 5      Gr. 6
  2009       n=150     n=114      n=116      n=111      n=111      n=90       n=116
  numeracy   7%        4%         0%         4%         12%        7%         8%
  reading              9%         15%        12%        19%        4%         7%
  writing              7%         9%         14%        12%        4%         7%


The grade 1 to 3 data correlates with our reading level data collected in March 2009.




6/2/2010                                                                                  54
Grade 5 French       Meaning (idea,       Style (clarity, variety,    Form (organization,   Conventions (spelling,
Immersion         information, sense of    impact of language)            sequence)          caps, punctuation)
2007/2008              audience)
                 NY    MM    FM     EX    NY    MM     FM     EX     NY    MM    FM    EX   NY    MM     FM     EX
All Students     13%   51%   32%    5%    24%   44%    27%    3%     13%   48%   34%   5%   19%   38%    42%    1
n= 95                                                                                                           %
Males n=46       13%   63%   20%    4%    35%   46%    20%    0%     17%   54%   26%   2%   28%   48%    24%    0
                                                                                                                %
Females n = 49   12%   39%   43%    6%    14%   43%    35%    6%     8%    43%   41%   8%   10%   29%    59%    2%



Grade 5 French       Meaning (idea,       Style (clarity, variety,    Form (organization,   Conventions (spelling,
Immersion         information, sense of    impact of language)            sequence)          caps, punctuation)
2008/2009              audience)
                 NY    MM    FM     EX    NY    MM     FM     EX     NY    MM    FM    EX   NY    MM     FM     EX
All Students     4%    40%   51%    4%    9%    38%    49%    4%     11%   48%   37%   4%   11%   43%    40%    6
n= 90                                                                                                           %
Males n=32       9%    47%   38%    6%    19%   44%    34%    3%     16%   50%   28%   6%   16%   44%    34%    6
                                                                                                                %
Females n = 58   2%    36%   59%    3%    3%    34%    57%    5%     9%    47%   41%   3%   9%    43%    43%    5%




This is our second year collecting French Immersion writing data. Overall our
students are doing well. This activity has also been valuable as it has
challenged teachers to mark their student writing using the French Immersion
performance standards.


 6/2/2010                                                                                                       55
What are we going to do?
French Immersion
Priorities for 2009-10 include:

   Continue tracking reading levels in Grades 1, 2, 3 and expand the use of
    BC French Immersion reading performance standards in intermediate
    grades.
   Offer summer reading program for Grade 2 and 3 students who are at risk
    in Literacy.
   Review our secondary French Immersion support model for struggling
    students (specifically grade 8).
   The French Immersion program in School District 42 is in its 27th year. Our
    goal for 2009-2010 is to do a K-12 French Immersion program review. This
    review will include parent, teachers and students. The survey will focus on
    the different expectations between elementary and secondary, secondary
    course offerings and how we deal with students who are struggling in
    French Immersion.
6/2/2010                                                                     56
Secondary Education
We know that we lose students from the system once they reach
high school and we have embarked upon several initiatives to
address this issue.

The first issue was to try to identify all students who have left and try
to engage them to come back through appropriate placements into
some of our more specialized/individualized programs.

The second issue which we will be focusing on for many years to
come is ―student engagement‖ at the secondary level as it is clear
that this is predominantly why students leave or are not successful.

Secondary school reform is clearly on our agenda and will remain
there until we more closely align what we provide, with the needs of
the new learner.



6/2/2010                                                                    57
SECONDARY
EDUCATION

Stewart Sonne, Director of Secondary and Adult
Education
What do we know now?
      Provide training and support for principals, teachers, support staff etc. to
       understand and use learning style/modality inventories so that students
       can become more engaged in their learning.

      Continue to support the district focus on diversifying instruction so that all
       students can successfully complete school. To better understand our
       success with respect to student achievement, there are 4 summative
       pieces of data we examine. These are:

          Rate of students eligible to graduate
          5 year graduation rate
          6 year graduation rate
          Grade to grade transition

      Continue to support the district focus on diversifying instruction so that In
       addition to this provincial data, we collect and analyze local data such as:

          Suspension rates
          Attendance rates
          Student enrollment numbers


6/2/2010                                                                          59
      What we know now
      Rate of students eligible to graduate (Ministry Data)
                                                        2003/04                                                                          2004/05                                                                           2005/06                                                                      2006/07                                                                                 2007/08
                  Ttl Eligible Grade 12‘s




                                             # who graduate




                                                               % who Graduate




                                                                                 % with Honours




                                                                                                   Ttl Eligible Grade 12‘s




                                                                                                                              # who graduate




                                                                                                                                                % who Graduate




                                                                                                                                                                  % with Honours



                                                                                                                                                                                   Ttl Eligible Grade 12‘s



                                                                                                                                                                                                                 # who graduate



                                                                                                                                                                                                                                  % who Graduate



                                                                                                                                                                                                                                                    % with Honours




                                                                                                                                                                                                                                                                         Ttl Eligible Grade 12‘s




                                                                                                                                                                                                                                                                                                       # who graduate



                                                                                                                                                                                                                                                                                                                        % who Graduate



                                                                                                                                                                                                                                                                                                                                          % with Honours



                                                                                                                                                                                                                                                                                                                                                            Ttl Eligible Grade 12‘s




                                                                                                                                                                                                                                                                                                                                                                                       # who graduate




                                                                                                                                                                                                                                                                                                                                                                                                         % who Graduate




                                                                                                                                                                                                                                                                                                                                                                                                                              % with Honours
Eligible to Graduate Graduation Rate (% of Grade 12 Students Eligible to Graduate Who Graduate)

All Students     938                        891               95                46                995                        941               95                48                970                       907                  94               48                1050                          975                  93               38                1137                       1073              94                35


Female           474                        454               96                57                519                        494               95                57                495                       467                  94               58                526                           498                  95               47                550                        520               95                42


Male             464                        437               94                35                476                        447               94                37                475                       440                  93               37                524                           477                  91               30                587                        553               94                28


Aboriginal       23                         22                96                35                40                         36                90                35                54                        49                   91               412               54                            51                   94               26                65                         60                92                25


ESL              Msk                        Msk               Msk               Msk               Msk                        Msk               Msk               Msk               6                         5                    83               17                6                             6                    100              50                Msk                        Msk               Msk               Msk

Fr. Immersion    45                         44                98                76                62                         59                95                73                56                        53                   95               77                50                            50                   100              72                40                         39                98                70

Special Needs*   47                         44                94                21                50                         49                98                18                33                        29                   88               27                56                            52                   93               16                71                         65                92                8


Gifted           20                         20                100               95                27                         27                100               93                35                        34                   97               97                29                            29                   100              100               18                         18                100               78




 Eligible to Graduate Graduation Rate is a measure of Grade 12 students who, if they pass all courses
  in which they have enrolled as of September, will have met all requirements to graduate, and graduate.

 School District 42 results, on average over the past 5 years, are exactly the same as the provincial
  average. In 2007/08, School District 42 achieved 94% graduation rate while the provincial average was
  95%.
      6/2/2010                                                                                                                                                                                                                                                                                                                                                                                                            60
      What we know now
      5 Year Graduation Rate (Ministry Data)
                                                           2003/04                                                                                2004/05                                                                           2005/06                                                                      2006/07                                                                                    2007/08
                  Ttl Eligible Grade 12‘s




                                                # who graduate




                                                                  % who Graduate




                                                                                    % with Honours




                                                                                                         Ttl Eligible Grade 12‘s




                                                                                                                                       # who graduate




                                                                                                                                                         % who Graduate




                                                                                                                                                                           % with Honours



                                                                                                                                                                                            Ttl Eligible Grade 12‘s



                                                                                                                                                                                                                          # who graduate



                                                                                                                                                                                                                                           % who Graduate



                                                                                                                                                                                                                                                             % with Honours




                                                                                                                                                                                                                                                                                  Ttl Eligible Grade 12‘s




                                                                                                                                                                                                                                                                                                                # who graduate



                                                                                                                                                                                                                                                                                                                                 % who Graduate



                                                                                                                                                                                                                                                                                                                                                      % with Honours



                                                                                                                                                                                                                                                                                                                                                                        Ttl Eligible Grade 12‘s




                                                                                                                                                                                                                                                                                                                                                                                                   # who graduate




                                                                                                                                                                                                                                                                                                                                                                                                                     % who Graduate




                                                                                                                                                                                                                                                                                                                                                                                                                                          % with Honours
Eligible to Graduate Graduation Rate (% of Grade 12 Students Eligible to Graduate Who Graduate)
                                                                                                                                                                                            107
All Students     1046                       810                  77                40                1161                          876                  75                39                                          839
                                                                                                                                                                                                                      9
                                                                                                                                                                                                                                           78               41                1065                          876                  82               36                   1260                       1038              82                31


Female           510                        419                  82                51                580                           461                  79                49                542                       439                  81               51                522                           447                  86               45                   604                        504               83                37


Male             536                        391                  73                29                581                           415                  71                29                537                       400                  74               30                543                           429                  79               27                   656                        534               81                25


Aboriginal       34                         21                   62                24                55                            35                   64                24                66                        46                   70               29                65                            43                   66               20                   80                         59                74                20


ESL              13                         4                    31                23                7                             3                    43                29                8                         3                    38               13                7                             4                    57               29                   Msk                        Msk               Msk               Msk

Fr. Immersion    46                         44                   96                74                64                            59                   92                70                59                        53                   90               75                50                            50                   100              74                   41                         39                95                68

Special Needs*   60                         42                   70                17                74                            42                   57                11                65                        25                   38               11                73                            49                   67               8                    93                         67                72                6


Gifted           19                         19                   100               95                29                            27                   93                86                35                        34                   97               97                29                            29                   100              100                  19                         18                95                74




 First-time Grade 12 Graduation Rate is a measure of students recorded as being in Grade 12 for the
  first time in September who then graduate in that same school year. When comparing School District 42
  results with the provincial average, it is noted that:

        School District 42 results, on average over the past 5 years, are 2 percentage points above the
         provincial average. In 2007/08, School District 42 achieved 82% graduation rate while the provincial
         average was 78%.
      6/2/2010                                                                                                                                                                                                                                                                                                                                                                                                                        61
What we know now?
6 Year Graduation Rate

   This is relatively new published data from the Ministry.
   In School District 42 (and all Districts) the data comes with variables
    that need to be considered. These include:

          Migration rate
          School leaving certification graduates
          International students
          The calculation at 6 years




6/2/2010                                                                 62
District Completion Rates
 When the Ministry Of Education began to produce and then
 emphasize the importance of the 6 year graduation rate, School
 District 42 responded by examining the data closely.             When
 comparing our data to the other School Districts in the lower
 mainland, we began to dig deeper into the numbers. The Ministry of
 Education provided our School District with a breakdown of
 information which included 6 year graduation rates for our resident
 students, along with the overall results. When we examined our
 residents 6 year graduation rate and compared it to the other Districts,
 we found that there was a difference in how our international students
 were 'titled' in BCEsis. Our students were categorized by the
 individual grade level, while most other school districts coded these
 students as secondary ungraded. In this latter method, the effect on
 the overall graduation rate becomes neutral; these students are now
 taken out of the data. Changing the way in which we classify our
 international students will bring a more consistent comparison
 between lower mainland school districts.
6/2/2010                                                               63
              6-YEAR GRADUATION RATES - RESIDENTS VS NON-RESIDENTS

                                           2007/2008          2007/2008      % Difference
       SD         School District       6-Year Completion 6-Year Completion Residents and
                                        Resident Students    All Students   Non-Residents

       033   Chilliwack                             68.5%            67.9%           0.6%
       034   Abbotsford                             82.0%            80.4%           1.6%
       035   Langley                                78.6%            77.9%           0.7%
       036   Surrey                                 82.2%            81.7%           0.5%
       037   Delta                                  88.4%            85.3%           3.1%
       038   Richmond                               92.9%            91.1%           1.8%
       039   Vancouver                              81.0%            79.5%           1.5%
       040   New Westminster                        76.5%            74.6%           1.9%
       041   Burnaby                                82.6%            81.9%           0.7%
       042   Maple Ridge-Pitt Meadows               81.2%            75.1%           6.1%
       043   Coquitlam                              89.9%            88.1%           1.8%
       044   North Vancouver                        85.9%            80.9%           5.0%
       045   West Vancouver                        100.0%            92.7%           7.3%
       075   Mission                                78.0%            77.4%           0.6%




6/2/2010                                                                                    64
What we know now?
Grade to Grade Transition Rate
Grade to grade transition rates based on 07/08 are:
Grade 6 = 94%           Grade 7 = 94%           Grade 8 = 96%
Grade 9 = 95%           Grade 10 = 86%          Grade 11 = 82%


The examination of the grade to grade transition rates allow a better
  understanding where:
   Support may be allocated to improve student achievement.
   Additional educational options may be provided.
   There is a need to understand the changes to student behaviour,
    including motivation.
   To look at our practices in the classroom and school prior to the
    grades at which students seem to struggle academically.

6/2/2010                                                           65
What did we do?
When we examine the various graduation rates and grade to grade
transition rates, we know School District 42, has comparable results
with the rest of the province. While this is fact, the driving force
behind secondary reform comes from a belief that we look to
continuous improvement. In 2008-09, we implemented the following
structures and strategies in response to the data:

   Improve classroom practice through opportunities to network with
    teachers in the District with respect to new curriculum.
   Work with administrators and school staff to provide options with the
    hope to reduce out of school suspension.
   Provide educational options to reduce the drop-out rate.
   Increased the number of options for students who have already
    withdrawn from the school system.



6/2/2010                                                               66
Secondary Reform:
Improving classroom instruction
   Our secondary facilitators have led weekly sessions to support
    teachers. While there were a number of themes to these
    presentations, the major ones included:
       Brain research and the adolescent
       Differentiated instructions
       Assessment best practices

   Led by facilitators, all department heads attended several
    meetings to review new the curriculum. Resources were
    distributed after consultation amongst teachers occurred.
   Book club was initiated and attendance at each session was full.
   District professional development days were planned,
    organized, and conducted by teachers and support workers
    from our District and beyond.
   Continued review of the mentoring program led to mid-year
    addition to the funding for the program.
6/2/2010                                                               67
Secondary Reform:
Reducing out of school suspension numbers
Suspension numbers - Past 6 years...

            Year        08/09    07/08    06/07   05/06 04/05 03/04 02/03
        In-school        106      197     180      88      64     108     101
      Out of school      311      437     517      436    606     708     823

As noted, out of school suspension numbers have declined almost every year.
This has occurred by design including strategies such as:
 Discussion and networking amongst Principals and Vice Principals to discuss
  purpose and value of suspensions.
 School based resources provided to students who exhibit behavioral challenges.
 Significantly improved relationships with outside agencies to provide support to
  students and to parents.
 Increased communications to students and parents with respect to behavior.
 Increased attention, resources, training, and commitment to social responsibility.

 6/2/2010                                                                       68
Secondary Reform:
Providing Educational Options
   Led by teachers, designed a process to offer specialized academies,
    Board Authority Approved courses, and expanded on trade-
    partnership programs.
       133 students completed trades and partnership programs in 2008-09
       Equestrian Academy new in 2008
       Integrated Fine Arts Academy approved for 2009
          Integrated Trades Program approved 2009

   Increased opportunities to enroll in alternate school by increasing
    number of staff and providing personalized instruction.

          65 students enrolled in Alternate model - increase of 43 in one year




6/2/2010                                                                          69
Secondary Reform:
Providing On-ramps to Engage Students
Already Out of School
   Provided additional opportunities through Arthur Peake Centre
    allowing students to enroll in courses outside regular timetable or to
    use a semester approach.

   Expanded on distributed learning opportunities for students.

   Opened up new school, called Storefront.

              27 students are now enrolled in a personalized program ranging
               from direct instruction at Greg Moore Youth Center, to distributed
               learning opportunities, to an outreach component where teachers
               meet with students at home, in the public library or a place
               determined in the student‘s best interest.


6/2/2010                                                                       70
How did we provide on ramps and
interventions for students at-risk?
   Ensured that students had a personalized program (e.g., trade and
    partnership programs, alternate programs, self-directed learning
    opportunities, partial time table, altered school day, work experience).
   Community partnerships to provide integrated wrap around support
    (e.g., drug and alcohol, mental health, Provincial Legal Education
    Association).
   Tracked and responded to concerns around attendance and academic
    achievement.
   Tracked and provided intervention in relation to withdrawals and out of
    school suspensions.
   Provided alternatives to indefinite suspension.




6/2/2010                                                                71
How did we provide on ramps and
interventions for students at-risk?
   Met with and offered parents support to enable them to guide their
    child or youth‟s educational course.
   Researched approaches to drug and alcohol intervention.
   Worked to create a community culture that has students feeling that
    they can make a safe return to school.
   Increased referrals to Community Education, the Connex Program,
    and the Greg Moore Youth Centre storefront program.
   Connect Parent Group partnership (Child & Youth Mental Health,
    Maples Adolescent Treatment Centre, and School District 42).




6/2/2010                                                           72
What will we do next?
   Continue to reinforce best practices in delivery of services,
    assessment, and intervention for all students allowing them to
    reach their potential.

   Work collaboratively exploring best strategies to engage all
    learners and leaders.

   Attach non-enrolling staff at each school to identify and intervene
    when students demonstrate attendance problems.

          Identify, weekly, students missing excessive days of school
          Implement Understanding School Refusal Protocol
          Working with Fraser Health Authority and community agencies to form
           an effective partnership

   Continue to reinforce the Keeping Kids in School approach.


6/2/2010                                                                     73
Student Engagement for all:
What do we know? What are we doing?
There is research supporting the belief that engaged students attend
more regularly, succeed at a greater rate, and enjoy school more. To
create opportunities to meet student‟s needs, School District 42 has
made a commitment to provide the following opportunities and
conditions:
   Provide resources for professional development to examine and implement
    strategies for differentiated instruction.
   Provide opportunities for school staff to better understand our students.
   Meet the needs of individual differences by offering:

                 Trades
                 Adult graduation
                 General Education Development (GED)
                 Work experience
                 School Completion Certificate Programs
6/2/2010                                                                        74
How do we know we are on the right
track?
This graph shows the total number of students who were enrolled at
the secondary level at various times in the year.
    Year     30-Sep   28-Feb   31-May   # student difference between
                                          September 30 and May 30


   2008-09   6742     6699     6707                 -35
   2007-08   6792     6598     6595                -197
   2006-07   6734     6590     6514                -220
   2005-06   6620     6486     6429                -191
   2004-05   6465     6343     6252                -213
   2003-04   6230     6109     6030                -200
   2002-03    6011    5907     5837                -174




6/2/2010                                                               75
Using Technology to Engage the Learner
We know that the student of today brings a completely different skill
set to school and we have not yet adapted our system of learning
pervasively to address this new skill set.

We also know that the minds of the new learner moves at a rate that
means we will need to move toward a different style of teaching which
focuses more on facilitation of learning versus imparting of
knowledge.

We know that we want to meet students where they are as a system
and demonstrate that the use of technology in our day to day practice
will assist kids of today in reaching their potential.




 6/2/2010                                                               76
Technology and
Student Learning

David Vandergugten, Director of Instruction,
Advancing Technology in Education
 Improving Writing Using Technology
 Background Information:

 In 2005/06, the district implemented a Wireless One to One Writing
 Project.

 This program has grown over the years and is now offered in 17
 grades 6, 7 or 6/7 classrooms. A facilitator of technology in the
 classroom position was created in 2007-08. One of his responsibilities
 is to assist teachers and students in the program.




6/2/2010                                                             78
What do we know?
                       Wireless Writing Program Data (Fall / Spring Cold Writes)
                                                                    2007/08          2008/09


                    Total Gr7


               Aboriginal Gr7


                 Female Gr7


                    Male Gr7
      Groups




                    Total Gr6


               Aboriginal Gr6


                 Female Gr6


                    Male Gr6


                                0              0.5              1              1.5              2               2.5               3
                                Perform ance Scale 1-4 (BC Perform ance Standards Quick Scales) 1-Not Yet Meeting / 4-Exceeding
                                                                         Expectations


6/2/2010                                                                                                                              79
What do we know?
   Our internal data shows a decline in student‘s performance in writing
    from 2008 to 2009.

   Females in grade 6 and 7 perform .3 points better than males on the
    4 point quick scale.

   Most student groups performance in writing fall between minimally
    meets expectations and meets expectations.

   Aboriginal grade six students in 2008/09 performed the lowest at
    2.10.




6/2/2010                                                               80
How are we planning to improve these
results?
   In 2009-10 we will be expanding our Wireless One to One Writing
    project to include one more French Immersion class and two regular
    classes.
   Seven days of professional development for teachers has been set
    for next school year. This Pro-D will include further training on
    teaching writing, performance standards, and technology integration.
   Develop a district plan to track cohort groups and ensure that
    students who have scored low get the extra support needed to
    ensure success.
   Beginning in 2009, a random sample of students in each year will be
    selected for tracking over time and students will respond to a series
    of attitude and perception questions, using a four-point scale.


6/2/2010                                                               81
What results do we expect from these
actions?
   Continue to increase the number of students who score ―Meets or
    Fully Meets‖ on the writing performance scales.
   Continue to expand the number of classes that fully use the BC
    Performance Standards.
   Continue to expand the number of classes that fully engage
    students in self assessment practices.




6/2/2010                                                         82
What is next for 2009/10?
Beginning in 2009, a random sample of students in each year will be selected
for tracking over time and students will respond to a series of attitude and
perception questions, using a four-point scale.
We will also be expanding the information collected in the One to One
Program to include data on 21st Century Skills (See Graphic Below).




6/2/2010                                                                  83
What is next for 2009/10?
Specific 21st Century will be focused on:

   Critical Thinking and Systems Thinking – Exercising sound reasoning
    in understanding and making complex choices: understanding the
    interconnections among systems.

   Information and Media Literacy Skills—Analyzing, accessing,
    managing, integrating, evaluating, and creating information in a
    variety of forms and media.

   Interpersonal and Collaborative Skills—Demonstrating teamwork and
    leadership; adapting to varied roles and responsibilities; working
    productively with others; exercising empathy; respecting diverse
    perspectives.

   Problem Identification, Formulation, and Solution—Ability to frame,
    analyze, and solve problems.


6/2/2010                                                            84
What is next for 2009/10?
New Initiatives
School District 42 has currently started a new initiative that deeply
embeds technology into the curriculum. The Secondary Teacher Math
Tablet project involves the use of the tablet PCs in all math lessons.
Math teachers are developing a variety of mathematics lessons with the
tablet that can be shared within the district (for example with Distributed
Learning). Specifically, tablets are being used to create math video
clips using SmartBoard screen and audio capture software that can be
shared with parents and students.
Math departments also meet monthly for training on the use of the
tablet PC (PLC time).




6/2/2010                                                                 85
What is next for 2009/10?
The Data
The Data that will be collected and reviewed to gauge the success of
this initiative include:
Math Report Card Marks, Provincial Math Exam Marks, Student
Attendance Records and attitude and perception questions, using a
four-point scale.
Parents and online users will respond to an online survey on the
―Senior Math Home Work Help‖ website.




6/2/2010                                                          86
Students Requiring Targeted and
Intensive Support
We know that as a system we seem to be gaining more and more
students every year who demonstrate learning disabilities and behavior
issues and we know that in order to address this it is critical that we gain
in our knowledge and practice of differentiating in order to be in line with
what we know about learning styles.

We know that in our system we have a disconnect between potential and
results with students who demonstrate behavior issues and learning
disabilities and we need to dig into the ―why‖.

We also know that the learner of today is unable to learn ―all one way‖ or
represent their learning ―all one way‖ so we are moving to better
understand what that will look like in our schools.



 6/2/2010                                                                87
Students Requiring
Targeted and Intensive
Support
Laurie Meston, Director of Equity Advocacy &
Community
What do we know?
The six year dogwood completion rates % for students in School
District 42 who are ministry identified as having learning disabilities
as evidenced by the BC Ministry of Education Students with Special
needs “How Are We Doing” report March 2008 has dropped since
2005/06.

  2002/03   68%
  2003/04   70%       (provincial = 71%)
  2004/05   81%       (provincial = 70%)
  2005/06   71%       (provincial = 69%)
  2006/07   53%       (provincial = 64%)
  2007/08   53%       (provincial = 62%)



6/2/2010                                                                  89
What do we know?
   Parents have expressed concerns that their children with learning
    disabilities who have ―average‖ intelligence are receiving a school
    leaving certificate rather than a dogwood diploma.

   Some teachers perceive that the drop in graduation rates in students
    with learning disabilities is linked to the increased expectations for
    graduation, particularly the grade 10 provincial exams.

   Adaptations and accommodations which are necessary for students
    with learning disabilities to successfully complete course work, tests
    and exams are not always consistently implemented.




6/2/2010                                                                90
What do we know?
Why did we choose to examine our practices in Learning
Disabilities?

In 2007, the Learning Disabilities Association of Canada released a
3 year student on learning disabilities. This report documented a
Canada wide graduation rate of 28% for individuals with learning
disabilities and subsequent poorer outcomes for adults.

While the graduation rate for students with learning disabilities in
School District 42 is higher than the Canadian average, (52% in
2007-2008), the committee agreed that more could and should be
done to improve outcomes for our students with learning disabilities.
The report from the Learning Disabilities Association of Canada also
outlined the importance of teachers, parents and employers in
improving eventual outcomes for these individuals.



6/2/2010                                                                91
What are we doing?
 In October, 2008, a working group was formed to examine the
 practices around supporting students with a diagnosis of Learning
 Disabilities in School District 42. The first recommendation from the
 group was that it be called a working group on students with Learning
 Differences. This group was formed in response to issues raised by
 parents, schools and through the Special Education Review of 2007,
 which raised questions around assessment and service provision.
 Some of the questions we hoped to answer were:
      What is currently available for students with a diagnosis of Learning
       Differences?
      What is working?
      What is getting in the way of student success?
      How can we promote “best practice” district wide? What do model
       districts do?
      How are resources being effectively used in schools?
      What could we be doing differently?


6/2/2010                                                                       92
What has the Learning Disabilities
Working Committee done so far?
    Developed a working group consisting of parents, teachers, principals,
     vice-principals, and Student Support Services staff, representing both
     elementary and secondary groups.

    Conducted a series of three forums to frame the issues and questions.

    The issues identified were:
           Assessment

           Planning

           Intervention

           Resources

           Future Directions




6/2/2010                                                              93
What is in progress for the Learning
Disabilities Working Committee?
 Sub committees have been formed and are working in the following areas:
    Technology, including Fast for Word.
    Other district models.
    Parent understanding of the process for identification and support.
    Further research to identify empirically supported approaches.
    Specific Strategies (Teacher friendly, practical).
 Each sub committee will report to the working group on their findings and the group
    will develop a set of recommendations.
 What is next for the Learning Disabilities Working Committee?
    To meet with classroom teachers and dialogue about their needs in order to best
     support students with learning disabilities.
    To meet with district department heads in secondary schools to develop a bank of
     subject specific adapted materials.
    To share recommendations with teachers, principals and vice principals, parents
     (including the Inclusive Education Committee) and the Board of Trustees, to solicit
     dialogue and feedback on the recommendations and to provide input into future
     directions.

6/2/2010                                                                           94
What is next for 2009/10?
   A resource for parents to help them understand the assessment and
    identification process in learning disabilities.
   Coordinate with other district initiatives to develop screening measures and
    early intervention strategies for incoming Kindergarten students who are
    identified as ―at risk‖ for learning disabilities and other disabilities. Based on
    the framework of universal, targeted and intensive intervention.
   A plan for in-service and professional development opportunities that
    coordinates with a larger district emphasis on differentiation and instruction.
   Access to practical, useable strategies for teachers on the district website.
   Consider pilot projects to examine the use of technology, specific instructional
    strategies and alternate models.
   Develop baseline data that includes achievement (report card information),
    attendance and graduation rates for cohorts of students.
   Share the findings with a final report and recommendations for School District
    42 services for students with learning disabilities.

6/2/2010                                                                            95
What do we know?
   The six year dogwood completion rates % for students in
    School District 42 who are identified as having behaviour
    disabilities has minimally increased in 06/07 as evidenced by the
    BC Ministry of Education Students with Special Needs “How Are We
    Doing” report March 2008.

    2002/03     28%
    2003/04     29%      (provincial = 25%)
    2004/05     25%      (provincial = 28%)
    2005/06     22%      (provincial = 28%)
    2006/07     39%      (provincial = 29%)
    2007/08     29%      (provincial = 27%)



6/2/2010                                                           96
    What do we know?
                                    6 yr. dogwood completion rate (%)
    In School District 42                          2003/   2004/   2005/   2006/   2007/
                                                    2004    2005    2006    2007    2008
     students in grades 8 to 12
     identified    as      having   Sensory
     behaviour disabilities have    Disabilities     70      72      54      79      90

     a much lower graduation        Learning
     rate (dogwood diploma)         Disabilities     70      81      71      53      53
     than students in any other
                                    Behavior
     ministry    category      or   Disabilities     29      25      22      39      29
     students in the general
     population.                    Gifted
                                                     100     99      96      99      100

                                    Students w/o
                                    special needs    80      78      76      78      75




    6/2/2010                                                                        97
What do we know?
   Classroom teachers report an increase in young students who have
    not acquired school readiness skills and appropriate social
    interaction skills by December of their kindergarten year (Anecdotal
    data).

   Classroom teachers, support teachers and principals/vice principals
    report an increase in students with mental health and behavioral
    issues in elementary over the past five years.




6/2/2010                                                              98
What have we done so far?
          A focus on Keeping Kids in school through staffing (.25 Keeping Kids in School
           staffing at each school) plus a district Keeping Kids in School team.
          Revamping of the district Alternative School.
          Creation of several district academies to offer a variety of pathways to graduation.
          Development of a common timetable across the district.
          Capacity building at the school level through training and guided practice in
           developing positive behaviour support plans.
          Developed consistent procedures and a manual for responding to threats and
           violence.
          Targeted funding to schools to support students with challenging behaviour (teacher,
           Special Education Assistants and Childcare Worker time).
          Worked with secondary and elementary school teams on ministry expectations and
           documentation.
          Provided training to Special Education Assistants and in-service opportunities for
           teachers in strategies that support students with challenging behaviour.
          Developed and implemented inter-ministerial protocols and practices on Integrated
           Case management structures, strategies and training.
          Developed a joint committee of counsellors, Mental Health Personnel and Student
           Support Services staff to investigate topics of mutual concern, such as school
           refusal.


6/2/2010                                                                                     99
 How are we planning to maintain and
 improve these results?
 Continued implementation of coordinated district structures and
  initiatives, including the development of a clear model of referral,
  identification and intervention pathways for students experiencing
  challenges in school.
 Develop a district plan to promote a school wide focus for building
  positive culture and behavioural intervention.
 Further development of systematic district data collection of qualitative
  and quantitative data on achievement, attendance and time in school.
 Re-examine the role of the school counsellor and increase collaboration
  of counsellors and outside agencies and wrap around services for
  students and their families.
 Cooperation with Simon Fraser University on research focussed on
  integrated case management and student with behavioural challenges
  to identify trends and exemplary practices.


 6/2/2010                                                             100
How are we planning to maintain and
 improve these results?
 To focus on developing an early primary screening tool to identify
  students at risk for developing behavioural challenges and aligned
  interventions based on the framework of universal, targeted and
  intensive.
 To continue to offer a variety of learning pathways for students through
  academies and ―alternative‖ options.
 To work with community partners such as Mental Health to examine the
  development of increased coordinated support and             therapeutic
  intervention for students in elementary school.
 Establish baseline measures of attendance, achievement and time
  spent in class.
 To work with community agencies and other Ministries to investigate
  developing a joint early intervention program/initiative focussed on
  preschool and kindergarten aged students who demonstrate significant
  behavioural issues.

 6/2/2010                                                            101
What results do we expect from these
 actions?
   Continued increase in the six year dogwood completion rates % for
    students in School District 42 who are identified as having behaviour
    disabilities as evidence by the BC Ministry of Education – Students
    with Special Needs ―How are we Doing‖ report March 2012.
   An increase in the attendance and time spent in class results for
    students with behavioural challenges.
   A more accurate understanding of which students in kindergarten and
    grade one are ―at risk‖ for displaying behaviour which will lead to a
    ministry identification of R or H and/or who will be at risk for school
    failure due to ―behavioural/mental health‖ issues.
   An increase in the number and quality of early intervention structures
    and strategies at the kindergarten and grade one level which will be
    focussed on ameliorating ―behavioural/mental health issues‖ which
    will result in more students having success in school.
   Continued increase in the number of students identified as having
    behavioural challenges who are returning to our high schools, who
    have previously withdrawn from the school system.
6/2/2010                                                               102
Focus on our Aboriginal Learners
We know that School District 42 has been increasing in our
number of Aboriginal Learners and the success rate
among some of these students is not something we are
currently happy with.

We have begun many initiatives to address both academic
success as well as building cultural knowledge and
awareness to develop a sense of belonging for Aboriginal
learners as we believe that once we have that in place,
better results will follow.




6/2/2010                                               103
Aboriginal Learners

Dr. Doug Hoey, Principal of Aboriginal Education
Beginning with the Aboriginal
Enhancement Agreement
The revised (3rd) Aboriginal Enhancement Agreement has 2 main goals
 supported by several objectives to achieve those goals:

 GOAL    1: TO IMPROVE ABORIGINAL STUDENTS’ SUCCESS IN SCHOOL
    DISTRICT NO. 42
   Objective 1.1    Literacy: Improve reading and writing skills at all grade levels.
   Objective 1.2:   Numeracy: Improve numeracy skills at all grade levels.
   Objective 1.3:   Increase Grade to Grade Transition Rates.
   Objective 1.4:   Increase Graduation and Successful School Completion Rates.

 GOAL   2: TO IMPROVE ABORIGINAL STUDENTS’ SENSE OF
    BELONGING IN SCHOOL DISTRICT NO. 42
   Objective 2.1:   Enhance Aboriginal students‘ sense of belonging.
   Objective 2.2:   Increase knowledge of and respect for aboriginal culture and
                     history for Aboriginal and Non-Aboriginal students.


6/2/2010                                                                                 105
Improving Success for Aboriginal Learners
(Reading)
What have we done?
   Gr. K – 2: Aboriginal Support Teacher direct early literacy
    intervention.
   Gr. K – 7: Aboriginal Support Worker individual and small group
    support.
   Gr. 4 & 5: My Story‘ program.
   Gr. 4 & 7: Xa:ytem field trips - sharing Aboriginal culture.
   Gr. 6: Aboriginal IGNITE Academy (science & technology).
   Gr. 8 – 12: Aboriginal Support Worker individual and small group
    support.
   Gr. K – 12: Monitor attendance and performance.

6/2/2010                                                           106
Improving Success for Aboriginal Learners
(Reading)

What have we found?
   Reading scores at grade 1 are lower for aboriginal students.
   Reading scores at grade 2 have improved for aboriginal students,
    but still need attention.
   Teachers report that students who are part of the ‗My Story‘ project
    are demonstrating improved quality and quantity of writing output.
   Students who attended the Ignite Academy were excited about
    school.




6/2/2010                                                             107
Improving Success for Aboriginal Learners
(Reading)

What do we do next?
   Continue direct early literacy intervention support.
   Develop effective ways to collect accurate data.
   Expand the ‗My Story‘ program to more schools and over a longer
    period of time (3 weeks to 5 weeks).
   Expand the Aboriginal Support Teachers‘ role to include more direct
    intervention support working with the Aboriginal Support Workers.
   Continue to offer the Gr. 6: Aboriginal IGNITE Academy (science &
    technology).


6/2/2010                                                            108
Improving Success for Aboriginal Learners
(Numeracy)

What have we done?
   Gr. K – 2: Aboriginal Support Teacher direct early intervention.
   Gr. K – 7: Aboriginal Support Worker individual and small group
    support.
   Gr. 6: Aboriginal IGNITE Academy (science & technology).
   Gr. 8 – 12: Aboriginal Support Worker individual and small group
    support.
   Gr. K – 12: Monitor attendance and performance.




6/2/2010                                                               109
Improving Success for Aboriginal Learners
(Numeracy)

What have we found?
   Gr. 4 FSA scores on par w/non-aboriginal.
   Gr. 7 FSA scores lower than non-aboriginal.
   Gr. 10 Math on par w/non-aboriginal.
   Gr. 10 Science on par w/non-aboriginal.




6/2/2010                                          110
Improving Success for Aboriginal Learners
(Numeracy)

What do we do next?
   Expand the Aboriginal Support Teachers‘ role to include more direct
    intervention support working with the Aboriginal Support Workers.
   Continue to offer the Gr. 6: Aboriginal IGNITE Academy (science &
    technology).




6/2/2010                                                            111
Improving Success for Aboriginal Learners
(Transition and Grad Rates)
What have we done?
   Aboriginal Support Teacher with Aboriginal Support Worker
    coordinated support.
   Aboriginal Support Worker individual and small group support.
   Monitor attendance and academic performance .
   Senior Aboriginal Support Worker support through Keeping Kids in
    School.
   Aboriginal Youth Worker support.
   Grade 7 Transition recognition – Eagle feather.
   Peer mentoring.

6/2/2010                                                            112
Improving Success for Aboriginal Learners
(Transition and Grad Rates)

What have we found?
          Gr. 6 - 7 transitions on par w/non-aboriginal.
          Gr. 8 - 11 transitions lower than non-aboriginal.
          Gr. 12 grad rates higher than provincial aboriginal.
          Gr. 12 grad rates lower than district non-aboriginal.




6/2/2010                                                           113
Improving Success for Aboriginal Learners
(Transition and Grad Rates)

What do we do next?
          Expand the Aboriginal Support Teachers‘ role to include more
           direct intervention support working with the Aboriginal Support
           Workers.
          Gr. 6: Continue to offer the Aboriginal IGNITE Academy (science
           & technology).
          Gr. 7: Future Leaders Conference.
          Gr. 10 – 12: Aboriginal Career Fair.




6/2/2010                                                                     114
Improving Success for Aboriginal Learners
(sense of belonging and culture)
What have we done?
   Aboriginal Support Worker, Aboriginal Support Teacher,
    Aboriginal Childcare Worker, Aboriginal Youth Worker, Senior
    Aboriginal Support Worker, support and communication with
    aboriginal families.
   Aboriginal Support Worker cultural activities and workshops.
   Fall, Winter and Spring newsletters.
   Annual District Community Carving Project.
   ‗My Story‘ program.
   Xa:ytem field trips - sharing Aboriginal culture .
   Aboriginal Childcare      Worker     after   school   Aboriginal   Art
    workshops.
6/2/2010                                                                 115
Improving Success for Aboriginal Learners
(sense of belonging and culture)

What have we done?
   Aboriginal Childcare Worker cultural workshops, presentations
    and special projects.

   Aboriginal IGNITE Academy.

   Grade 7 Transition recognition – Eagle feather.

   Aboriginal Youth Leadership Conference.

   Peer mentoring.

   Annual Aboriginal Achievement Awards.

6/2/2010                                                        116
Improving Success for Aboriginal Learners
(sense of belonging and culture)
What have we found?
          Aboriginal numbers have increased over the past three years in
           spite of declining enrolment across the district:
             2006/07                        935
             2007/08                        956
             2008/09                        991

          Aboriginal students and families are becoming more involved in
           cultural celebrations (Achievement Awards):
             2006/07                         40
             2007/08                        395
             2008/09                        540

6/2/2010                                                              117
Improving Success for Aboriginal Learners
(sense of belonging and culture)

What have we found?
   Aboriginal students are becoming more involved in cultural
    events/activities:

              Aboriginal Youth Leadership Conference
                 2007/08                   11
                 2008/09                   27

              Spirit of Wood Carving:
                 2007/08                  574
                 2008/09                  620



6/2/2010                                                         118
Improving Success for Aboriginal Learners
(sense of belonging and culture)
What do we do next?
          Investigate ways to measure the impact (i.e.. attendance).
          Continue to build participation in the Youth Leadership
           Conference (grade 9 – 12).
          Continue the Aboriginal Future Leaders Workshop for grade 7
           aboriginal students.
          Build upon peer mentoring opportunities.
          Expand the ‗My Story‘ program.
          Add to the number and variety of class and district cultural
           workshops and opportunities.
          Add Aboriginal Curriculum materials and workshops in the
           district.
          Introduce a school site carving pole project.
6/2/2010                                                            119
Improving Success for Aboriginal Learners
How do we measure?




6/2/2010                               120
Improving Success for Aboriginal Learners
How do we measure?
     Comments following the June 2009 Ignite Camp for Aboriginal
                             Students

   ASW:         ―Did you have a good time at Ignite?
    Student:     ―No…(long pause and a smile)… I had a
                 great time!‖
                 … Edith McDermott student, Ministry identified as
                 having a learning disability

   ―He‘s had an amazing time and was thrilled with all of the friends
    he‘s made. He has already made a ‗play date‘ with one of his new
    friends.‖
                 … Fairview parent



6/2/2010                                                                 121
Improving Success for Aboriginal Learners
How do we measure?




6/2/2010                               122
Improving Success for Aboriginal Learners
How do we measure?
      Comments following the June 2009 Ignite Camp for
                    Aboriginal Students

   ―I didn‘t want to go to camp on Day 4 because it meant I
    had to say goodbye!‖
         … Highland Park student, identified as requiring
    intensive behaviour support

   ―He came back on Friday changed… polite, excited and
    smiling.‖
        … Highland Park staff re-above student

6/2/2010                                                  123
Improving Success for Aboriginal Learners
How do we measure?




6/2/2010                               124
Improving Success for Aboriginal Learners
How do we measure?

   … from a young man who has not spent a full
    day in school this year, who spent almost the
    entire 4 days at Ignite working with his peers…
    “I’ve never helped anyone before…”

   … from his mother…
    “Thank you for believing in him! This has
      made such a difference!”


6/2/2010                                              125
Improving Success for Aboriginal Learners

           3rd Aboriginal Enhancement Agreement
                       March 3rd, 2010

   Supporting aboriginal student success requires
    increased knowledge of Aboriginal history and
    culture by ALL people - aboriginal and non-
    aboriginal, students and staff, thereby creating
    and supporting a stronger sense of belonging in
    an environment of respect and understanding.


6/2/2010                                          126
 Where to next?
On the elementary and secondary front we will continue to look at ways
to better ―engage the learner‖ and reform our current system.
We will begin to shape the design of our next Achievement Contract into
a context of Universal, Targeted and Intensive structures and
interventions etc.
We will move towards a ―big idea‖ focus on learning and move away
from a focus on ―minutia teaching and measuring‖.
We will place a focus on the following framework for learning (Dufour):
  What do we want students to learn? (big ideas, not every single Learning
   Outcome) (UNIVERSAL)
  How will we know if they have learned it? (many different assessment
   strategies and ways to represent learning) (UNIVERSAL)
  What will we do if they don‘t learn it? (INTENSIVE AND TARGETED
   INTERVENTIONS)
  What will we do if they already know it? (Get out of their way)


 6/2/2010                                                               127
 Achievement Contract Summary
Completing the Achievement Contract using this format allows us to
make it a living document with adjustments and amendments made
throughout the year. We are moving towards having the School
Improvement Plans done in the same way for the same reasons.
Moving these documents from a ―compliance‖ document to a ―living‖
document that drives what we do is a great contribution to improving
student achievement.

We will post this Achievement Contract on the District website and
revisit it several times in the year to adapt where we want to go and to
keep things current.

We will use this Achievement Contract as a way to continue to let the
public know we are working on a ―continuous learning‖ model of serving
the children in our care.




6/2/2010                                                             128
Board of Education Approval

   The District Achievement Contract was approved
   by the Board of Education on June 24, 2009.




6/2/2010                                       129
Supporting Documents
                      Supporting Documents
  Slide #

   130      Blueprint for School Growth and District Growth Plans
   131      Achievement Contract Timeline
   132      Kindergarten – Meeting the Needs of Students 2008-09
   132      Grade 1 – Meeting the Needs of Students 2008-09
   133      Grade 2 – Meeting the Needs of Students 2008-09
   133      Grade 3 – Meeting the Needs of Students 2008-09
   134      Grade 4 – Meeting the Needs of Students 2008-09
   134      Grade 5 – Meeting the Needs of Students 2008-09
   135      Grade 6 – Meeting the Needs of Students 2008-09
   136      Grade 3 & 6 DART Data 2008/2009
   137      Meeting the Needs of Students 2008-09 Data Sheet – Grade 2 & 5
   138      Meeting the Needs of Students 2008-09 Data Sheet - Kindergarten
   139      Designing Systems for Student Success – Ideal
   140      Designing Systems for Student Success – Present
   141      Designing Systems for Student Success - Future
6/2/2010                                                                      131
                        Blueprint for School Growth and District Growth
                                                     Create a Vision & Mission




                                                                   Alignment
                                                       Determine which data/
                                                   information is important to you
                                                              (Focus)



                                                                                                Analyze data
                       Decide where                                                           (Make sense of it)
                        to go next




                  Determine if plan worked =                                                   Make a 3-5 year plan (Set
                Look at data and analyze again                                                         Goals)
                       (Adjust & Adapt)




                                                             Implement plan
                                                           (Put in check points)
•Threaded Alignment = Pro D, Resources, Human & Financial, Assessing Professional Practice, good teaching and learning pedagogy
•Threaded Themes = Collaborative, Inclusive, short and long term plans
                                                            School Planning & District
                                                          Achievement Contract Timeline


                                  SPCs review,
    Submit Progress
                                revise & develop                                                        PAC/SPC
       Report to                                    Schools/ SPCs
                                  School Plan                                                           Elections
    Ministry - Jan 31                                submit draft                                                           S.I.P. presentation?         Board approves
                               Annual Report on                                                           Board
                                 3-year School      School Plans to        DPAC Elections                                       (Tentatively                District
                                                                                                         approves
                               Improvement Plan      Director for             Provincial                                         scheduled)               Achievement
                                                                                                       School Plans
                                                      review &             surveys available                                                                Contract
                                                       feedback




DECEMBER                                APRIL – MAY                                                                   JUNE


           SPCs review                                                                                                  Directors continue to
           progress to-          District Data                                             Directors continue                                          Board
                                  Collection                                                to review draft             review school plans
             date and                                                                                                           and                  approves
                                                           Senior Team reviews               School Plans
             consider                                                                                                     develop support             District
                                                             progress to-date,
           goals/targets                                                                   SPCs submit final            and communication          Literacy Plan
                                                            determines District
                                                             goals/targets and              School Plans to                 mechanisms
                                                             develops District                 Directors                                               Literacy Plan
                                                           Achievement Contract                                                 Board submits
            Superintendent’s                                                                                                                           development
                                        Internal                                                                                   District
            Report to Board                                                         District reviews         Class size –                              updated plan
                                        reviews                                                                                 Achievement
            on Achievement                                                           Provincial &            comp/SPC                                   to Ministry
                                       of School                                                                                 Contract to
                   by                                                                   District                                                          July 15
                                         Plans                                                                                   Ministry –
               Dec 15th                                                              Assessments                                                         (Ongoing)
                                       (Ongoing)                                                                                   July 15




DECEMBER                                         NOVEMBER               OCTOBER                               SEPTEMBER                                            JULY


                 SPCs monitor                           School teams &                          Assessment for                                     Preliminary
                   & review                            Directors meet re:                      learning based on                                    Provincial
   6/2/2010       progress to-                       School 3 year plan, get                      school goals                                     Exam results    133
                     date                             S.M.A.R.T. goals &                                                                            available
                                                       yearly objectives
                                    Kindergarten - Meeting the Needs of Students 2008-09

              40%

              30%

              20%

              10%

                 0%         At t endance                                                   ABC                                                                                  Ref erred t o
                                           Peers    Teacher      St af f        Home                 Fine M ot or       Oral Lang      Lit eracy    Numeracy     Circle t ime
                            / Tardiness                                                  Advent ures                                                                                SBT

Tot al St udent s n = 941       12%         8%        2%           2%            3%          7%              12%            1
                                                                                                                           1%            13%            7%           12%             6%
M ales n = 454                  13%          1
                                            1%        3%           3%            4%          9%              21%           16%           16%            8%           19%            10%
Females n = 487                 10%         6%        1%           2%            2%          6%              4%            7%            10%            5%           6%              3%
Aboriginals n = 53             26%         21%        6%           6%           1
                                                                                1%           13%             28%           26%           30%           15%          23%             13%




                                           Grade 1 - Meeting the Needs of Students 2008-09

                 30%

                 20%

                 10%

                  0%        Attendance /                                                           Reading
                                            Peers      Teacher         Staff          Home                         Oral Lang        Reading        Writing     Fine M otor      Numeracy
                             Tardiness                                                              Racers

Total Students n = 967           10%          7%           2%              2%          3%            7%               8%              16%           12%            11%              8%
M ales n = 517                   10%          7%           3%              3%          3%            9%              10%              18%           16%            16%              17%
Females n = 450                  10%          6%           2%              2%          2%            5%               5%              12%            8%            5%               8%
Aboriginals n = 62               13%          11%          5%              2%          10%           8%              10%              21%           23%            21%              16%
                                             Grade 2 - Meeting the Needs of Students 2008-09

              50%
              40%

              30%
              20%

              10%
                 0%         At t endance /                                                           Rocket
                                              Peers     Teacher      St af f           Home                       Oral Lang      Reading       Writ ing     Fine M ot or   Numeracy
                             Tardiness                                                               Readers

Tot al St udent s n = 941        10%           10%        3%           3%               3%             8%               6%            16%        14%            8%             1
                                                                                                                                                                              1%
M ales n = 475                   12%           14%        5%           5%               4%             10%              8%            21%        21%            14%           13%
Females n = 466                  8%            7%         0%           1%               2%             6%               5%            12%        8%             3%             9%
Aboriginals n = 62              26%            18%        10%         1
                                                                      1%               10%             19%           19%              42%        35%            18%           31%




                                             Grade 3- Meeting the Needs of Students 2008-09

              40%

              30%

              20%

              10%

                 0%          Attendance /
                                                Peers      Teacher             Staff          Home           Numeracy         Reading       Writing       Fine M otor      Oral Lang
                              Tardiness

Total Students n = 965            12%            11%            3%              3%            4%               11%              15%           17%             9%              7%
M ales n = 471                    13%            14%            4%              3%            6%               10%              16%           21%             14%             9%
    6/2/2010
Females n = 494                   12%            8%             3%              3%            3%               12%              14%           13%             4%           135
                                                                                                                                                                             4%
Aboriginals n = 45                29%            16%            2%              0%            11%              18%              9%           24%              16%             0%
                                         Grade 4 - Meeting the Needs of Students 2008-09

               40%

               30%

               20%

               10%

                 0%         At t endance /
                                               Peers      Teacher    St af f     Home   Numeracy    Reading   Writ ing   Fine M ot or   Oral Lang
                             Tardiness

Tot al St udent s n = 992        9%             1%
                                                 1          4%        3%         4%       13%         17%       18%          10%           6%
M ales n = 497                   9%             15%         6%         5%        4%       14%        20%        23%          17%           8%
Females n = 495                  9%             8%          2%        2%         3%       12%         14%       12%          4%            4%
Aboriginals n = 77              30%             18%         4%        3%         10%      25%         31%       38%          14%           9%




                                   Grade 5 - Meeting the Needs of Students 2008-09

                  30%

                  20%

                  10%

                     0%         At t endance
                                                 Peers     Teacher     St af f   Home    Numeracy   Reading   Writ ing   Fine M ot or   Oral Lang
                                / Tardiness

Tot al St udent s n = 1076          10%           10%         3%          3%       2%       15%       13%       16%           8%           7%
M ales n = 561                        1
                                     1%           14%         5%          5%       3%       17%        17%      21%          13%            1
                                                                                                                                           1%
    6/2/2010
Females n = 515                       9%             5%       2%          2%       1%      12%         9%         1
                                                                                                                 1%           3%        136
                                                                                                                                          4%
Aboriginals n = 77                  18%              9%       3%          8%       6%      27%         17%      26%          17%          10%
                                 Grade 6 - Meeting the Needs of Students 2008-09

              50%
              40%
              30%
              20%
              10%
                 0%       Attendance /                                                                   Fine M otor
                                         Peers   Teacher   Staff   Home   Numeracy   Reading   Writing                 Oral Lang.
                           Tardiness                                                                       Output

Total Students n = 1117       10%         11%      4%       3%     4%       15%        12%       15%         8%           6%
M ales n = 590                11%         13%      4%       4%      5%      16%        14%       19%         12%          8%
Females n = 527               9%          9%       3%       3%     2%       14%        11%       11%         3%           5%
Aboriginals n = 85            14%        20%       8%       7%     8%       39%       29%       36%         20%           12%




   6/2/2010                                                                                                            137
                             Grade 3 DART 2008-09

                60%

                40%

                20%

                  0%
                            Exceed         Meeting         Minimally         Not Yet
                          Expectations   Expectations      Meeting           Meeting

  Total Student n=788          2%             46%            45%               8%
  Males n=381                  2%             41%            48%               9%
  Females n=407                1%             51%            42%               6%
  Aboriginal n=45              0%             41%            46%              12%




                                 Grade 6 DART 2008-09

              60%

              40%

              20%

                0%
                          Exceed           Meeting
                                                        Minimally Meeting   Not Yet Meeting
                        Expectations     Expectations
Total Students n=969        3%               38%              51%                 8%
Males n=508                 2%               34%              53%                11%
Females n=461               5%               42%              48%                 6%
Abed n=70                   0%               33%              53%                14%
                                                                                                                                                                    CURRENTLY RECEIVING SUPPORT FROM
                                                                                                                                                                    (LA, SUPPORT, SEA, CCW, OTHER)
                                                                                                                                                                                                                          139




                                                                                                                                                                    NUMERACY - Student Not Yet Meeting
                                                                                                                                                                    Expectations - BC Performance Standards and/or unit
                                                                                                                                                                    rubrics in Math Makes Sense
                                                                                                                                                                    FINE MOTOR / OUTPUT (student experiences
                                                                                                                                                                    challenges)
                                                                                                                                                                    WRITING - Student Not Yet Meeting Expectations -
                                              What do we need to address next year? What priorities should we set?




                                                                                                                                                                    BC Performance Standards
                                                                                                                                                                    READING - student Not Yet Meeting Expectations -
                                                                                                                                                                    BC Performance Standards and/or student reading
                                                                                                                                                                    level 0-17 (Reading Recovery)
Meeting the Needs of Students - 2009 / 2010




                                                                                                                                                                    ORAL LANGUAGE student experiences
                                                                                                                                                                    difficulty with: (expressive and/or receptive)
                                                                                                                                                                    RECOMMENDED FOR ROCKET READERS
                                                                                                                                         Lack of Connection with:




                                                                                                                                                                    HOME
                                                                                                                                                                    STAFF
                                                                                                                                                                    CLASSROOM TEACHER
                                                                                                                                                                    PEERS
                                                                                                                                                                    ATTENDANCE and/or TARDINESS (>20
                                                                                                                                                                    Sep - May 30)
                                                                                                                                                                    ESL
                                                                                                                                                                    Aboriginal Ancestry
                                                                                                                                                                    SPED
                                                                                                                                                                    Grade
                                                                                                                                                                    Gender
                                                                                                                                                                    Legal First Name
                                                                                                                                                                    Legal Surname
                                                                                                                     GRADE 2 & GRADE 5
                                                                                                                                                                    PEN




                                                                                                                                                                                                                          6/2/2010
                                                                                                                                                                    DIV
                                                                                                                                                                    Home School Name
                                                                                                                                                               STUDETN HAS BEEN REFERRED TO SBT
                                                                                                                                                                                                             140




                                                                                                                                                               CIRCLE TIME – (student is unable to
                                                                                                                                                               sustain attention during teacher directed
                                                                                                                                                               activity)
                                                                                                                                                               NUMERACY - ((student does not understand
                                                                                                                                                               concept of 1 to 1 correspondence and/or
                                                                                                                                                               cannot extend a simple pattern)
                                                                                                                                                               LITERACY – (student cannot name
                                                                                                                                                               letters, minimum 20 of 26 and/or cannot
                                              What do we need to address next year? What priorities should we set?




                                                                                                                                                               isolate beginning sounds)
                                                                                                                                                               ORAL LANGUAGE – Student experiences
                                                                                                                                                               difficulty with: (expressive and/or
                                                                                                                                                               receptive))
Meeting the Needs of Students - 2009 / 2010




                                                                                                                                                               FINE MOTOR student experiences
                                                                                                                                                               difficulty with: Writing Utensils, Cutting,
                                                                                                                                                               Tracing)
                                                                                                                                                               RECOMMENDED FOR ABC ADVENTURES
                                                                                                                                    Lack of Connection with:




                                                                                                                                                               HOME
                                                                                                                                                               STAFF
                                                                                                                                                               CLASSROOM TEACHER
                                                                                                                                                               PEERS
                                                                                                                                                               ATTENDANCE and/or TARDINESS (>20
                                                                                                                                                               Sep - May 30)
                                                                                                                                                               ESL
                                                                                                                                                               Aboriginal Ancestry
                                                                                                                                                               SPED
                                                                                                                                                               Grade
                                                                                                                                                               Gender
                                                                                                                                                               Legal First Name
                                                                                                                                                               Legal Surname
                                                                                                                                                               PEN




                                                                                                                                                                                                             6/2/2010
                                                                                                                     KINDERGARTEN
                                                                                                                                                               DIV
                                                                                                                                                               Home School Name
             Designing Systems for Student Success
                             Ideal
Intensive Individual                          Intensive Individual
Structures/Strategies                         Structures/Strategies
                         1 – 5%    1 – 5%


Targeted Group                                Targeted Group
                        5 - 15%    5 - 15%
Structures/Strategies                         Structures/Strategies




Universal Structures/                        Universal
                        80 - 90%    80 - 90% Structures/Strategies
Strategies




  6/2/2010                                                            141
              Designing Systems for Student Success
                             Present

Intensive Individual         1 – 15%    1 – 15%
                                                     Intensive Individual
Structures/Strategies                                Structures/Strategies



Targeted Group               15 - 40%     15 - 40%   Targeted Group
Structures/Strategies                                Structures/Strategies



                                                     Universal
Universal Structures/Strategies                      Structures/Strategies



                           50 - 60%       50 - 60%



   6/2/2010                                                                  142
             Designing Systems for Student Success
                            Future

                             1 – 25%   1 – 25%      Intensive Individual
Intensive Individual
                                                    Structures/Strategies
Structures/Strategies




Targeted Group                                      Targeted Group
                            25 - 60%    25 – 60%
Structures/Strategies                               Structures/Strategies



                                                    Universal
Universal Structures/Strategies                     Structures/Strategies
                           20 – 30%      20 – 30%



  6/2/2010                                                                  143