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Reading Specialist Elementary School School Improvement Plan

Engage Engage everyone involved in the school community to work together to ensure success for all students. Principals, teachers, SERTs and parents will develop and create a clear vision for he school. Investigate School strengths and challenges will be investigated and analysed through ongoing data collection at the school, board and provincial level. Teachers will use the analysed data to guide instruction. Communicate Communicate findings with teachers, parents, school council and community members to identify areas of strengths and areas where further support is required. Plan Professional development is implemented to support teachers and plan teaching strategies effectively. School successes are celebrated and next steps are discussed to improve challenges to optimize student success. Evaluate Evaluate and monitor evaluation throughout the year during PLC meetings and staff meetings with teachers and school council meetings with parents and members of the community.

Goal: By June 2011, students will demonstrate improved proficiency in conveying their higher order thinking skills in written communication and when responding orally and in writing to a variety of text types at their grade level. Performance Target: By June 2011, Grade 6 students will increase their reading scores from 53% to 65%, as measured by the EQAO assessments in June 2011. S ± Junior Division - Grade 6 M ± EQAO Assessment A ± Increase reading scores from 53% - 65% R ± Level 3 and 4 T ± Measured by the EQAO assessment in June 2011

If students have higher order thinking skills, they will achieve!
Needs Assessment and Analysis of Data Plan, Design and Implementation Strategies School Effectiveness Targeted, EvidenceFramework Academic Based Strategies & SMART Goal Indicators of Actions Success
By June 2011, all our students will demonstrate improved proficiency in conveying their higher order thinking skills in written communication and when responding orally and in writing to a variety of text types at their grade level. Reading Expectations ± 1.5 to 1.9 Writing Expectations ± 1.1, 2.1, 2.2, 2.5 Reading Targets EQAO Data Students with Special Needs Grade 6: 1 Student = 10% Junior 4-6: We will increase our mid to end of Students and teachers share a common understanding of the learning goals and related success criteria. During learning, students receive ongoing, descriptive feedback based on the success criteria from the teacher and from peers. Students are taught to regularly use selfassessment skills to monitor their progress toward achieving learning goals, and to set their own learning goals within the context of the Ontario curriculum and/or IEP Collaborative instructional leadership is used to build capacity to strengthen and TLCP
Students and teachers will use common instruction and assessment language and it will be heard across the classrooms. Students and teachers will coconstruct the success criteria and anchor charts and they will be posted in the classrooms. Students will be able to articulate the learning goals and the success criteria that will be used to assess their learning. Teachers will work together to deconstruct curriculum expectations.

Monitoring Strategies Resources & Professional Learning
Curriculum Documents Literacy Coach support Guides to Effective Reading and Writing LNS ± Capacity Building Series ± Student Self Assessment LNS Webcast ± Student-led Conferences Supporting SMART Goal - Pathways LNS ± Capacity Building Series ± Critical Literacy Learning Skills Supporting SMART Goal ± Community, Culture and Caring February Complete DRA, update board, complete class profile, choose 3

Monitoring of the achievement of the SMART Goals

Supporting SMART Goal Responsibility Evaluation / Revisions
-Pathway -Community, Culture & Caring

Percentage of students at level 3 or 4
*Report Card Data includes IEP expectations *EQAO Data includes all students Grade 3: 1 student = 8% Grade 6: 1 student = 5%
Primary DRA Reading EQAO Reading Report Card Reading EQAO Writing Report Card Writing 82% 38% 74% Junio r 45% 53% 80%

September Complete SIP with staff Determine dates for PLCs Start DRA October Complete DRA, update board, complete class profile, choose 3 students to focus on November Analyse progress reports Collect and analyse mid-results of TLCP learning tasks December Collect and analyse results of TLCP learning tasks January Start TLCP

All data and evidence will be collected by teachers and analysed by the Principal, teachers, and SERT

Authentic experiences and experimental learning is built into all subject areas and programs. (Students will engage in goal setting.) Learning opportunities, resources, and supports are provided to help parents support student learning and have productive parent-teacherstudent conversations. (Students and parents will attend curriculum evenings- 1 literacy and 1 numeracymonthly newsletter, use of

Instructional PLC
Students will be given explicit and constructive feedback that is linked to the success criteria in a timely fashion. Students will have opportunity to use feedback to conference with teacher and peers in order to reflect on their progress and plan next steps. Students will be given opportunity to revise and refine their demonstration of learning. Students are taught how to selfassess and set goals. Students will collect and develop personal learning files (portfolios,

62% 51%

53% 66%

-

School ± 53% special needs, 5%

-

exempt Board ± 17% special needs, 2%exempt
Gr. 6 School 20% 30% Gr. 6 Board 34% 28%

EQAO Reading Writing

Percents at level 1 or 2 Includes all students
EQAO Readin g Writing Gr. 6 level 1 11% 0% Gr. 6 level 2 32% 42%

year targets from 45% to 65% as measured by the DRA Grade 6 students increase reading and writing scores as measured by the EQAO assessments in June 2011.

enhance teaching and learning. There is a clear emphasis on high levels of achievement in literacy and numeracy and it is evident throughout the school. There are timely and tiered interventions, supported by a team approach which responds to individual student learning needs.

3rd page of report card, report card conference).

TLCP
Collaborative planning, design of common assessments and culminating activities occur within divisions. Parental Involvement Student achievement and targets are communicated to parents on a monthly basis via newsletters. Individual student progress is communicated to parents monthly via progress reports, report cards, use of agenda, telephone calls). Literacy and numeracy night.

students to focus on Analyse report cards Collect and analyse mid-results of TLCP learning tasks March Collect and analyse results of TLCP learning tasks Start TLCP April Collect and analyse mid-results of TLCP learning tasks May Complete DRA, update board, complete class profile, choose 3 students to focus on Collect and analyse results of TLCP learning tasks

daily agenda, portfolio sharing night)

Cross Curricular Instruction
Students are given opportunity to practice and apply literacy and numeracy knowledge across the curriculum. Literacy- students see the clear connections among reading, writing, oral communication, and media literacy. Students will be able to retell, summarize, and synthesize what they have read to better understand.

Assessment PLC
Student progress will be discussed regularly. Student tracking will be kept in a central binder. Individual student interventions will be based on student data and implemented in a timely manner. Students are aware of their needs, AT is used effectively. IEPs are living documents that reflect needs of the student.