East Three Secondary School Improvement Plan 2014-15€¦ · Web view5/15/2014 · East Three...

East Three Secondary School Improvement Plan 2014-15

Mission: East Three Secondary School will strive to provide a welcoming, cross-cultural environment that

promotes the positive values of student achievement, citizenship and community. Leadership Team Direction: To increase academic, social, and emotional wellness of students by fostering quality teaching practices through teacher teams, cultural connections, and shared decision-making.

Mandate To determine, communicate and evaluate strategies that are used to guide and support the staff of East Three Secondary School to meet the learning goals as articulated in our school improvement plan and mission statement. Summary of Improvement Goals:

Goal 1: To improve student performance in literacy and numeracy.

Goal 2: To enhance Aboriginal Language and Cultural programming for all students at ETSS.

Goal 3: To increase student attendance and positive engagement in class

Goal 4: To improve career awareness and career program planning.

Ratified October 2014

Updated June 2015

School Name: East Three Secondary School (ETSS) 2014-15 School Improvement Team: ETSS Leadership Team and Collaborative Teams

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East Three Secondary School Initiatives:

Literacy/Numeracy Initiatives: To continue Professional Learning Committees specifically targeting areas involving improved student engagement,

increased academic achievement, and heighten levels of curriculum knowledge, in addition to developing other high yield learning strategies at the classroom level.

To analyze data from assessments, including common assessments and standardized assessments, as a team and develop instructional plans based on this data

To provide a variety of instructional supports for students

Aboriginal Culture and Language Initiatives: To enhance heritage programming across all curricular areas. To provide all students with cultural and on-the-land experiences related to Aboriginal cultural programming

Student engagement and participation: To increase student attendance by 10% in comparison to 2013-14 data To increase home-school communication To decrease Incident referrals (PowerSchool Incident reporting tool) submissions by 10% as compared to last year To promote positive school participation in academic and non-academic activities To maintain programs that promote healthy choices

Career and Program Planning To ensure that the compulsory Career and Program Plan (CPP) course completion rate continues to be 100% by the end of

Gr.9. To increase work experience, apprenticeship, volunteer community service, and career exploration opportunities for all

students. To provide increased services in career awareness and working with parents, students and teachers in areas of career

development and post secondary opportunities

School-Community Context:

ETSS is a grade 7-12 school. We have a proud tradition of excellent school spirit and much success increasing graduation rates in the past four years along with an increased number of students challenging academic courses in high school. Students have access to cultural and northern experiences within this community. We are concerned about the low literacy rates and students falling further below grade level as they move into the turbulent teenage years. Some students find the academic high school programs very difficult. Significant gaps in learning (due to attendance, transient family lifestyle, on-the-land cultural involvement, etc.) make it challenging for students to sustain academic growth.

Updated June 2015

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Beaufort Delta Education Council Strategic Goal:

To increase student attendance, participation, achievement and program completion

East Three Secondary School Goal #1: To improve student performance in literacy and numeracy as measured by performance of school based, board

level, and territorial assessments. (As supported by the SAER directive and Inclusive Schooling directive)Goal Strategies Responsibilities Measures/target Monitoring

RevisionResults as of June 2014 (based line data)

Results as of May 2015

To increase high school course completion rates (graduation and leaving certificate) by 10%. (comparing cohort of students entering Grade 10 to grade 12)

To develop SSP for students that require additional supports to ensure success (Tienet)

To increase number of students in Gr. 7-9 working at grade level as compared to based line data

Continue the work of Professional Learning Communities to support the use of quality teaching practices based on needs determines through data analysis.

Cross-curricular opportunities as per ERI Foundational Statements.

Professional Learning Communities to be scheduled with the workday, funded in part by DEA proposal.

Provide more opportunities for students to take courses via modules, e-learning and year-long options.

Continue to use the Response to Intervention to support student achievement and to accommodate diverse learners.

Administration (scheduling of PLC time, Tutoring, Track course completion rates by term / semester, Track pass / fail rate for semester courses at the mid-term)

Teachers and supporting staff (participation in PLC, collection of data, analysis of results, etc.)

PST (supporting PLC, working with teachers to analyze data)

Career Development officer (tutoring requests)

PST/Teachers (creation of SSP/IEP)

Common Math Assessments (Grade 7-9)

CAT4 (7-12)

PM Benchmarks

Classroom assessments

Jerry Johns (Gr. 7-12)

School completion rate comparing cohort of students entering Grade 10 to grade 12

Number of completed SSP/IEP as compared to number of students who need but do not have SSP/IEP documents

.

Ongoing through Professional Learning Communities, team meetings, admin-staff meetings

Mid-term and semester reports

Reading Baseline data June 2014

Action research plans through PLC

FGL June 2014ELA JH:At Grade level 60%Below 1 year 18%Below 2 or more years 22%

Gr7 at grade level 56%Gr8 at grade level 73%Gr9 at grade level 51%

FGL June 2015ELA JHAt grade level 65%Below 1 year 4%Below 2 years 29%

Math June 2015At Grade Level 71%Below 1 year 13%Below 2 years 13%

ELAGr7 at grade level 67%Gr8 at grade level 61%Gr9 at grade level 73%

Achieved goal to increase number of students in Gr. 7-9 working at grade level as compared to based line data

See PLC reports below.

Updated June 2015

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Provide intensive targeted instruction to students with identified specific gaps in learning; use of assistive technology (literacy, numeracy, course recovery)

Incorporate Career and Technology Studies modules

Increase the time PST, admin and consultants in the classroom to support instruction.

Inform parents in a timely manner when intervention is required. (Grading policy)

Provide tutoring support in a variety of ways (e.g. Student Learning Center, hired adult tutors, volunteer tutoring, peer tutoring, after school options, lunch hour options)

PLC connections: Update for the 2014-15 School Year - Senior High Literacy PLC Megan McCaffery Gene Jenks Steve Wagar

"Our goal is to increase reading comprehension skill development through common assessments". A pre and post assessment will be given at the start and end of every semester and mini-lessons focused on reading comprehension strategies will be administered throughout the semester. All English -1 and -2 ELA classes will take the pre and post-assessment and the Literacy classes will use Jerry Johns as their measure.

Updated June 2015

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In discussing the issue of curriculum and outcome-based classroom delivery, the Senior High Literacy PLC came to the conclusion that there was an inconsistency regarding what outcomes were delivered to what courses. The ELA curriculum document is tedious to go through (especially for teachers new to the region) and there was an issue of students learning the same skills at the same level in different courses. For example, a student may have been taught how to identify irony in grade ten, but the student was not asked to explore (Gr 11) or create (Gr 12) it in following years. Instead, the grade 10-level outcome was repeated.

Knowing that the BDEC Literacy Network was working to develop a scope and sequence document to allay these missed outcomes, we decided to work with it to develop some units which, when constructed for specific courses, could contain specific, grade-appropriate outcomes. This would, in effect, show that units could offer sequential outcome-based assignments which would cover the essential outcomes for grades 10,11,and 12.

The goal here is to ensure that student s are the recipients of all levels of essential outcomes, and that teachers can have access to units which feature this sequence from year to year. This will result in greater overall success in outcome achievement by the students, who can grow with the advancing curricula. Our SMART Goal for the year was as follows:

Specific: to work within the scope and sequence document developed by the BDEC Literacy Network to identify key concepts for Senior High ELA courses and to develop a consistency in their implementation

Measurable: a unit which had specific, grade-based outcomes will be taught during one semester. A second unit will be taught to the next grade level looking for the exact same outcomes from the unit in the previous year, only these outcomes will be the step above those previously delivered

Achievable: a unit was created and delivered using the specific ELA 20-2 outcomes

Realistic: the unit was created initially for an ELA 20-2 class. The next step will see a different unit, with scope and sequence outcome modifications, be delivered to either ELA 10-2 or 30-2.

Timely: the unit was delivered by Mr. Wagar to his ELA 20-2 class with success. Progress was noted, and a unit (with sequential outcome modifications) will be delivered by Mr. Jenks in his ELA 30-2 class next year.

We can see the benefits of this goal, and will work further with the scope and sequence to develop more consistent units for ELA. We expect to continue with this over the next year now that we have a firm plan in place. This is naturally embedded into the classroom lessons so its implementation is not intrusive and can be applied in any ELA course at any time throughout the school year.

Updated June 2015

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SH Numeracy PLC – using assessment to increase student awareness of outcomes and expectations Adam Wright, Will Logan, Deirdre Dimitroff, Andre Cyr, and Jillian Nugent

Major goal: To demystify the course outcomes for students in Biology 20 (Deirdre, Jill), Science 10 and Math 10C (Adam, Will) and Math 10-3/CTS (Andre).

Starting baseline description: The need for this stemmed from emphasis from outcome based reporting. It was observed that students are often unsure about what outcomes they are to achieve during a course. The hope was that students would have more autonomy over their learning if expectations were clearly stated.

Progress at the end: Will/Deirdre: The end result for Biology 20 was that the demystified outcomes became a good tool for the teachers. It helped guide course planning and common assessments between the two blocks of Biology 20. Unfortunately, we felt that the tool was not accessed by students in order to assist in their learning.

Adam/Will: The PLC allowed us to get together and really look into the outcomes of our courses. It allowed us to build common curriculum goals and assessment strategies for Math 10C and Science 10. This allowed our classes to have very similar expectations and levels of difficulty. Providing the students with the outcomes and attempting to demystify the outcomes had mixed results. The top students really seemed to grab on to this idea and liked how the approach to learning was tailored specifically to the outcomes. The belief, with these students, is they would have bought into any approach and been successful regardless. The medium and lower students did not seem to care or benefit from being presented to the learning outcomes. These were the students that we were hoping could be more self-motivated to learn because they now had an understanding of what they were learning. At this point, it is unclear if these students benefited from this strategy. One other benefit that the strategy had was allowed us to “slim” down the curriculum, focusing on the content that specifically applies to the outcomes as opposed to the content presented in the textbooks. On a whole, this PLC benefited the teachers, however, it is a question if the actual goal of demystifying the outcomes for the students was actually a success.

Andre: The PLC afforded an opportunity for the teacher to demystify the outcomes. Although the outcomes were rewritten in student friendly language, in general, the reception was not favorable. Students were simply overwhelmed by the sheer number of outcomes. Further, they found them difficult to monitor, as compared to a smaller list of assignments. This could be because they have been conditioned to do so. It is therefore not known if more exposure over time and at an earlier age would favor better results for outcome based learning.

Noted challenges to put results into context (remembering to refer to the document in class, completion of work based on outcomes (students are still grade focussed), sporadic attendance, lack of intrinsic motivation, compounding personal problems, low literacy and numeracy, unpreparedness)

Updated June 2015

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Grade 7 - Abe and Matthew completed a survey of student learning styles, and implemented lessons that allowed students to explore their learning styles and different learning environments. They determined the extent of the impact on learning, engagement and attitude

Grade 8 - Dan and Danny completed a doing a project with K and 1 classes for math and reading tutoring in the hopes that being positive role models for the younger children will have a positive impact on student behaviour in grade 8. Goal - To determine if tutoring and mentoring younger students has an impact on student behaviour and engagement.

Grade 7,8,9 FI - Denise and Joel worked to increase the use of French language in their classes and in the school, and help instill a sense of pride in the students that they can speak French. Goal - To increase the use of the French language in class and motivate the students to speak more French and to be proud of their language abilities by increasing oral fluency. Students have improved the value of French but the implementation of French in the classroom use of French still needs to be a goal next year.

Updated June 2015

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To instill greater pride in heritage

East Three Secondary School Goal #2: To enhance Aboriginal Language and Cultural programming for all students at ETSS. (As supported by the

Aboriginal Culture and Language directive)

Goal Strategies Responsibility Measures/target Monitoring Revision

Results

To develop on-the-land programs that accredit student learning

To instill a ‘sense of place’ within students by providing a variety of northern and cultural experiences to all students

Continue the Northern and Dene Game Summit annual event.

Continue extra-curricular Northern Games practices.

Provide OTL experiences for credit

Provide a yearlong schedule of cultural activities for all students, based on the curricular themes and activities provided in Dene Kede and Innuqatigiit.

Provide a northern themed event at the end of each semester with options that include cultural programs (like winter camping, survival, preparation of

Co-coordinators for Cultural on the land program to plan facilitate and implement OTL programs for all students

PE teacher to integrate cultural games and activities into program

School-community counselor to arrange for monthly Elder Teas

Number of cultural trips

Satisfaction surveys (students, teachers)

Number of credit hours accredited

Course completion rates for new courses

End of semester

Term surveys

Total number of programs: 16 (7 ETES / 9 ETSS)

Total number of students that participated in On-The-Land programs: ~ 735 (~525 (ETES) / ~210 (ETSS))

See report below

Updated June 2015

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meat, first aid, etc.).

Provide multiple ways for students to connect with Elders (e.g. community feast, Elder teas, Drum dancing, arctic games, etc.)

Celebrate cultural component through school identity (Crest, slogan, etc.)

Connections:

ETES Ya-Ya Lake trip (September 8 - 12, 2014): 6 students ranging from grade 6 – 9 and 4 chaperones / elders traveled by boat from Inuvik to Ya-Ya Lake (Vince Sharpe’s cabin) where they were able to experience plant identification, berry picking, fishing, boat safety as well as a basis survival skills (ITI).

ETSS Moose Hunt (September 15 - 19, 2014): 3 students and 3 chaperones / elders ranging from grades 8 – 12 participated in this experience. They traveled by boat from Inuvik to Angus and Frieda Alunik’s cabin where they tracked animals, identified animals tracks and sounds, fished and harvested spruce gum (ITI).

Reindeer Station

ETES Moose Hunt (September 22 - 26, 2014): 32 students in grade 6 and 7 chaperones / elders participated in these wonderful day trips. They traveled by boat from Inuvik to Angus and Frieda Alunik’s cabin where they tracked animals, identified animals tracks and sounds, fished and harvested spruce gum (ITI).

ETSS Boat safety and winterising program (October 6 – 24, 2014): Mr. Wright’s transition class students (grade 10 - 12) learnt about boat safety and maintenance while preparing the school boat “The Delta Explorer” for the winter. Students designed and built wooden platform structure that would prevent the snow from collapsing the boat cover / tarp (Existing funds)

ETES Boot Lake program (November 17 - 26, 2014): all K - 6 students (approximately 300), nearly all classroom teacher, and 6 chaperones / elders participated in this fantastic experiences. Students spent half a day learning about traditional trapping and snaring methods as well as learning and reinforcing Gwich’in and Inuvialuktun words. Students also had an opportunity to jiggle for fish and go sliding (a favorite for many students and staff members! – ITI).

Updated June 2015

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Slaughter Hill near Reindeer Station

ETS cabin completion program (December, 2014 – present): 10 - 12 students from grade 8 - 12, Mr. Church, Mr. Cyr and Mr. Wright have been working toward completing the ETS school cabin. The experience has been enriching for students and staff alike due to the fact that all involved have successfully and safely worked together in a positive fashion. The program should be completed by the end of April / early May (weather depending – IDEA).

ETSS Water sampling / fishing program (January, 2015): 6 – 8 Experiential Science students worked with a school chaperone and elder Angus Alunik in order to this experience a reality (Justice).

ETSS First Aid course (January and March, 2015): 15 – 20 students and 5 staff members have had or will have the opportunity to complete the course (Existing funds).

ETSS Trapline Program (December 2014 – April 2015): 10 + students and a school chaperone worked with Angus Alunik in order to maintain his trapline (ITI).

ETES trapper training at the ETS cabin (March 4 – 11, 2015): all grade 4 – 6 students (approximately 135), classroom teachers and 6 chaperones / elders will venture into the delta via snowmobile for day trips in order to learn / enhance their trapping and snaring knowledge and skill set while hearing / sharing a plethora of traditional stories (ITI).

ETSS trapper training (March 16 – 20, 2015): 8 - 10 grade 10 - 12 students 3 chaperones / elders will venture into the delta via snowmobile in order to learn / enhance their trapping and snaring knowledge and skill set while hearing / sharing a plethora of traditional stories (ITI).

ETES Pingo pride program (March 17 - 18, 2015): all grade 6 students from ETES and Tuk (approximately 50), will be part of this exciting annual trip that is sponsored by and organized with the help of Parks Canada (Parks Canada).

ETSS Reindeer Station program (March 23 – April 16, 2015): grade 7 – 9 students as well as 12 grade 10 – 12 students (approximately 100) will travel to Reindeer Station for incredible overnight experience filled with snowshoeing, GPS use, trapping, snaring, viewing of the reindeer heard and several tobacco free talks (IRC / ITI).

ETSS Geese Hunt (May 12 -15, 2015): 4 – 6 students ranging from grade 8 – 12 travelled from Inuvik to Angus Alunik’s cabin with a school chaperone via helicopter to participate in the harvesting of various waterfowl (ENR).

ETES Fishing program (May – June, 2015): 2 – 4 students from grade 6 – 8 worked with Greg Connell several times a week (weather depending) in order to make this program a reality.

ETSS Ivvavik trip (June 8 – 12, 2015): 10 – 13 students, 2 ETSS chaperones and 3 - 4 Parks representatives will venture into Ivvavik National Park for the annual Biology 20 trip – an amazing experience for all involved! (Parks Canada, MACA, IDEA, Imperial Oil).

Updated June 2015

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To increase student attendance, participation, achievement and program completion.

East Three Secondary School Goal #3: To increase student attendance and positive engagement in class

Goal Strategies Responsibility Measures/target

Monitoring Revision

Results

To increase student attendance by 10% in comparison to 2013-14 data

To increase home-school communication regarding student learning

To decrease Incident referrals (IMP) submissions by 10% as compared to last year

To promote positive school participation in academic and non-academic activities

To maintain programs that promote healthy choices

Use School Connect (auto dialer/text/email) to link with PowerSchool for communication of attendance with parents.

Make regular contact with families of students who are late to and absent from class. Involve school-community counselor.

Make regular contact with families regarding student academic growth (e.g. PowerSchool Parent portal, calls home, weekly print outs, etc.)

Implement a new half-day program – Bridging or Transitions.Implement new clubs like the Theatre Program, Sewing, Robotics.

Create opportunities for parental involvement (open house, parent interviews,

All teachers and administration to contact parents to celebrate success and/or to identify concerns.

All staff members to be involved in planning and implementing community and parent events, and promoting the school in a positive light.

Leadership Team and staff members, to encourage community and parental involvement in attendance initiatives.

Admin team to track and identify trends in attendance.

All staff to utilize the PowerSchool Incident reporting tool system appropriately.

To increase student attendance by 10% in comparison to 2013-14 data

Parent survey home/school communication

To Incident referrals submissions by 10% as compared to 2012-13

Survey students positive school participation TTFM

By semester amounts

Through PLC reflection

New Bridging Program and K&E program implemented with success.

Use of FaceBook school page to increase parent/public engagement (as of May 28m – 545 followers with some posts reaching over 5000 people; of 21 reviews, page is rated at 4.7 stars)

Leadership Team

Updated June 2015

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To reach out to students presenting Red Zone attendance and behaviours

presentations, website, parent portal PowerSchool, email lists, etc.)

Contact community groups to support attendance (ASA working group and others)

Use PowerSchool to track and identify trends in attendance

Use PowerSchool Incident reporting tool to track and identify students who require behaviour supports.

Ratify and implement the ETSS Behaviour Conduct plan that includes research-based strategies (EBS, Restitution, Self-Regulation, Collaborative Problem Solving, BOATs)

Maintain positive activities (e.g., house teams, floor hockey league, student recognition awards, guest speakers, food breakfast and snacks, etc.)

Identify students who present red-zone behaviours and provide targeted interventions (e.g. advisor team, parent-school contact, etc.)

Provide social and emotional support for at-risk students (counseling, connections with Social Services, attendance

Leadership Team and entire staff to ratify the Behaviour Conduct plan that reflects ETSS values and beliefs.

Staff members to support positive activities by chaperoning, fundraising, and organizing events in conjunction with community support personnel.

Counsellors, Admin Team, additional staff members to provide targeted support for at-risk students.

All staff members to implement strategies to celebrate success

meetings occurred monthly.

Behaviour conduct policy ratified October 2015

Monthly houseteam events and spirit days occurred – like Pep Rallys and Snow Week events.

Power school used to track attendance, involve parents (Parent Portal) and contact parents for attendance (auto dialer)

IMP system to monitor repeated minor behavior, meetings with parents and consequences tracked.

Updated June 2015

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intervention, breakfast/lunch/snack programs, etc.)

Regularly recognize student success as a means to increase attendance and academic success (e.g. website, FaceBook, etc.)

PLC connections:

Grade 9 - Heath and Al are building on their goal from last year with parent communication and involvement, with a focus on the parent portal. They plan to work with parents to use the portal effectively to track student data, hoping that there will be a positive impact on achievement and engagement. Goal: To increase student achievement through effective communication among teacher, student, and parent\guardian. Initial e-mail was sent to parents outlining the process we would follow in communicating student progress; these included weekly e-mails from said teachers and paper copies of progress reports being sent home each Monday with the students. We followed this up with a survey requesting feedback from parents regarding our process. Each week students were given reports to take home and parents were e-mailed updates regarding the reports and major events coming up. Some parents provided feedback and follow-up questions about picking up missed assignments. Our challenges included limited responses to our initial survey and some e-mails that were expired\inactive\non-responsive during the school year.

Updated June 2015

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To increase student attendance, participation, achievement and program completion.

To utilize strong and effective partnerships to advocate for quality education across the BDEC region.

East Three Secondary School Goal #4: To improve career awareness and career program planning.

Goal Strategies Responsibility Measures/target

Monitoring Revision

Results

To maintain the compulsory Career and Program Plan (CPP) course completion to 100% by the end of Gr.9.

To increase work experience, apprenticeship, volunteer community service, and career exploration opportunities for all students.

To provide increased services in career awareness and working with parents, students and teachers in

Embed and infuse career development into ALL courses. With the assistance of the classroom teachers, the career counselor develops seminars imbedded in the regular course to provide career awareness (i.e. career cruising, resume/cover letter writing, trades English, interview skills, learning style inventory, business communication). This would be a long-range plan implemented in stages; need to consider the curriculum and regular instructional time so that ELOs are not compromised

Promote and accredit work experience, volunteer hours and apprenticeship opportunities.Senior high students could do volunteer work by being in the Student Centre after

Administration and career development personnel to provide support to teachers as they infuse career development and awareness into all courses

Administration and career development personnel to track course completion and facilitate experience opportunities.

Administration and career development personnel to support teachers in scheduling of SMART and career focusing

Administration and career development personnel to support teachers in organizing three-way

100% CPP creation by Gr. 9

To increase work experience, apprenticeship, volunteer community service, and career exploration opportunities for all students as compared to data from 2011-12The # of students on work experience has increased significantly. In time add job shadowing with the support of local businesses.

Through semester reporting

Through record number of events

Achieved Career and Program Plan (CPP) course completion to 100% by the end of Gr.9.

Work Experience - 2013/14 - 41 students

Work Experience - 2014/15 - 54 students

Please note that some of the students had placements for a term only, others worked for a full semester.

Post-Secondary Education Information Sessions/Presentations:

November 2014 - Updated June 2015

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areas of career development and post secondary opportunities

3:45 helping younger ones with homework/do tutoring. A good way to add valuable experience to a resume.Team up with Aurora College to offer trades modules (Rory, Neil Flynn)

Invite local businesses and those involved in trades and apprenticeship to present information and deliver courses.Continue with presenters/guest speakers on a variety of topics. Trades is a priority.

Work experience could be enhanced by having students do the Career Cruising Matchmaker and then try and find a placement in line with the Career Cruising results. Need community support. Enlist Aurora College for more trades opportunities.

Devote time into the Gr. 8 and 9 timetable to complete SMART Focusing. Grade 9 students receive the Smart Focusing course as far as I know.

Partner with the Regional Training Partnership (RTP) to develop Trades Awareness training.

conferencing to share CPP and career options

Administration and career development personnel to plan and deliver RTP programs

Teachers to determine appropriate location to store CPP for easy review.

Skills Canada Committee to organize sessions

Teachers, administration and career development personnel to facilitate the addition of CTS coursesSee below for some suggestions.

The school’s subscription to Career Cruising allows us to use CAMS (Career Advisor Management System) which has a parent portal. Before CAMS can be utilized, all student names and grade levels need to be entered.

Survey students and parents to determine baseline data working with parents, students

increase the course completion the Career and Life Management (CALM) to 100% by the end of Gr.12

CBC North - Field Trip to learn about careers and education requirements within broadcasting.

November 2014 - Aurora College - ENRTP Presentation

November 2014 - RCMP Career Information Session

November 2014 - Imperial Oil Career Day with booths from Aurora College, NAIT, University of Alberta

February 2015 - Canadian Forces - Career Information Session

March 2015 - Career Fair - Booths from Aurora College, Yukon College, Canadian Forces, RCMP

April - Imperial Oil - Oil and Gas Career Information

Updated June 2015

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Maintain CPP documents in a safe location so that they can be reviewed yearly

Provide parents with information regarding career planning at the jH and SH level (website, brochure, parent-teacher interview, presentations) The Career Counsellor to have her own table during parent-teacher interviews.

Provide students with opportunities to be involved in Skills Canada activities

Broaden CTS offerings (e.g. shop, foods, cosmetology, photography, fashion design, wildlife, forestry, business, computers, etc.)Solicit community members, i.e. the Tourism Manager to give a presentation or short course on tourism careers; invite ENR or the NRTP instructor from Aurora College to offer courses/seminars (time will be an issue); find a qualified hair stylist to teach cosmetology again; Brigitte teaches business communication at the college level; can be adapted to senior high classes.

Create opportunities for

Promote more Skills Clubs; when a Skills Canada rep is in town, schedule time to present the competitions and their advantages to the students.

Updated June 2015

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students to gain credit through arts: e.g. old time dancing, drum dancing

Updated June 2015

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