SCHOOL PLANNING COUNCIL REPORT - sre.sd23.bc.ca SPC Report- Ma… · South Rutland Elementary...

SCHOOL PLANNING COUNCIL REPORT

To the Superintendent of Schools and

Board of Education, School District 23 (Central Okanagan)

South Rutland Elementary

May 28, 2013

General Information

"Engaging Minds... Launching Dreams"

Mission Statement

At South Rutland Elementary, we are dedicated to the ideal that all children can learn.

We offer a safe and healthy learning environment. We will:

engage our learners and inspire excellence; support intellectual, social, emotional and physical development; develop creativity; nurture self-esteem and resiliency; and promote responsible citizenship.

Principal : Cathie Mutter

Web site : http://www.sre.sd23.bc.ca

South Rutland Elementary School School Planning Council Report

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“Together We Learn”

SCHOOL DISTRICT 23 (CENTRAL OKANAGAN)

Our Mission:

To educate students in a safe, inspirational learning environment where every student develops the knowledge and skills to be a lifelong learner and a healthy productive member of our global society

Our Vision:

School District No. 23 (Central Okanagan) is a progressive leader in education, which sets the standard for educational excellence and ensures that every student has opportunities to succeed.

Our Cultural Values:

Honesty is the building block for relationships and the basis for trust. It is the absence of falsehood and the action of full disclosure. It is the ultimate test of moral strength. When honesty is present, integrity will also be apparent.

Responsibility is being accountable for our actions and their consequences. When we demonstrate responsibility, we are doing our best to meet the expectations of ourselves and others.

Respect is "to consider worthy of high regard". Being respectful is an attitude of honouring people and caring about their rights.

Empathy is a feeling of concern, compassion and understanding of another's situation or feelings.

While recognizing individual situations and differences, Fairness is ensuring impartiality where everyone plays by the same rules.


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DISTRICT GOALS AS OF 4/20/2013

1 Alignment : Learner 1 Each Central Okanagan School District student (K-12) will provide evidence of being a

learner, thinker, innovator, collaborator and contributor.

2 Alignment : GRADUATION 1 By June 2013, 89% of our students will earn their Dogwood Diploma or Evergreen

Certificate within six years of starting grade 8, and be ready for the transition beyond secondary school.

2 By June 2013, 75% of our Aboriginal students will earn their Dogwood Diploma or Evergreen Certificate within six years of starting grade 8.

3 By June 2013, academic grade readiness from grades 8 to 11 will increase each year to reach: 95% in grade 8; 90% in grade 9; 85% in grade 10; 80% in grade 11.

4 By June 2013, 75% of our graduating students will have received a Career Programs (CP) designation on their Dogwood Diploma.

5 By June 2013, participation in community-based career/life experiences (as defined by Career Programs involvement) from grades 7 to 11 will increase each year to reach: 75% in grade 10 and 90% in grade 11.

3 Alignment : LITERACY 1 90% of students meeting or exceeding expectations on the Early Learning Profile by June

2013.

2 80% of primary Aboriginal students meeting or exceeding grade level expectations on the ELP (Literacy) by June 2013, with the objective of improving to 90% by 2015. 75% of Aboriginal students meeting or exceeding grade level expectations on the WCRA and SWW by June 2013.

3 90% of students Grades 4 to 9 meeting or exceeding writing performance standards by June 2013.

4 90% of students in Grades 4 and 7 meeting or exceeding grade level expectations on a final Whole Class Reading Assessment by June 2013.

5 By June 2013, 90% of students will complete their pre-requisite course in English within their Grade 10 year in preparation for graduation or school completion.

6 90% of Kindergarten students meeting or exceeding expectations on the Early Learning Profile by June 2013.

4 Alignment : NUMERACY 1 The number of students in grades K - 3 not yet meeting and approaching expectations in

mathematics will be reduced annually by 25% as measured on year-end report cards.

2 The number of students in grades 4 - 12 achieving C- and F letter grades in mathematics courses will be reduced annually by 25% as measured on final report cards.


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GOALS OF THE SD23 ENHANCEMENT AGREEMENT

The following goals, reflecting the teachings of the Medicine Wheel, will be implemented over the next five years to support the emotional, spiritual, physical, and intellectual development of Aboriginal students in the Central Okanagan School District.

Performance Targets for Five Years:

The baseline data will be developed where not available in the 2006/2007 school year. In each year thereafter, in all categories, increased growth is expected. The Aboriginal Education Committee will review annually and report the level of student and parent satisfaction with the achievement of the goals. The EA Committee will determine annual targets, indicators and strategies that are realistic and attainable for the following year.


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CELEBRATING SCHOOL SUCCESSES

Unique School Characteristics:

South Rutland Elementary School is located a few blocks from the Uptown Rutland business area and is located close to busy Highway 33. The neighbourhood surrounding the school includes single family houses, duplexes/fourplexes, condominiums, townhouses, small apartment buildings and a "Habitat for Humanity" housing development.

Our school has 233 students enrolled at this time (May 2013)--a slight decrease since the beginning of the school year. The school is organized in six Primary classes (20-24 students) and 4 Intermediate classes (under 30 students in each). Our school was previously identified as an ANF (Achieving a Necessary Future) school. All Primary classes previously enrolled 15-18 students each—this organization ended in June 2012. In 2012/2013, transition funding was provided to ANF schools to address each school’s emerging needs. At South Rutland, we used this funding (along with Learning Improvement Funds) to add extra Learning Assistance Teacher support (0.2 FTE) and purchase the services of a full-time Literacy Support Teacher.

South Rutland Elementary School enrolls a diverse student population. A large portion of our Kindergarten students do not meet expectations for literacy performance as they enter school. Early Development Instrument (EDI) information indicates that 39.4% of the preschool population is vulnerable in two or more areas of the EDI. In September 2009, our school opened a StrongStart Centre. This program is now well-established with the maximum allowed 18 families in attendance. The number of Aboriginal students enrolled at our school has remained fairly steady at about 40 students. Our Aboriginal Student Advocate supports all Aboriginal students in a variety of ways including: Homework Club (before/after school and at lunch break on Wednesday--Friday), in-class support and family liaison work. These efforts have made a huge difference! We use a range of prevention and intervention strategies to support students’ success at school. South Rutland Elementary is described by many as a “family-friendly” school. Parent involvement is actively encouraged by educational staff and our Parent Advisory Council (P.A.C.) executive. P.A.C. volunteers take care of many things from arranging the display case at our school's main entrance to preparing lunch for students on Friday each week and organizing special family events throughout the school year. Our hard-working P.A.C. executive meets with interested parents each month to discuss various topics in support of school initiatives. The P.A.C. coordinates volunteers for programs such as the B.C. Fruit & Vegetable Nutritional Program, fundraising activities and the daily Breakfast Club. They approve funding for curricular field trips to enhance students’ learning and plan events like the annual Family Dance and year-end celebrations (Gr. 6 "Rocket Launch" Celebration, PAC BBQ). Individual parents are also eager volunteers who enjoy helping with classroom activities! Special school events are well-supported by the community. Families were in attendance for the Peace Assembly in November 2012, school concert in December 2012 and SRE’s annual


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Harmony Day in February 2013. Parent-Teacher Conferences were also well attended (over 95%). We offered "Family Active Nights" in partnership with the City of Kelowna Recreation and Culture Department during the fall and winter and attendance was great! In May 2013, we hosted our E.L.F.F. Night and there were over 80 children and their parents in attendance! The 2012/2013 school year has focused on the theme of “Engaging Minds”—looking for effective ways to: enable students to fully participate in our classrooms and school; engage all staff in professional collaboration. This work is clearly having the desired effect—student performance has improved steadily and our results now consistently show students meeting literacy targets!

School Performance Information:

Performance Information -- Healthy School Initiatives: -Our school is currently involved with the District Health Promoting Schools Committee on a ‘got health’ initiative under the leadership of a teacher sponsor, Mrs. Christine Richards. She is working with a dedicated group of Grade 4 students to re-introduce “Play Pals” on our schoolyard. -Our school again participated in a variety of District sports leagues. We attended the District Mini-Rugby Jamboree in October 2012. Our boys & girls did a terrific job of representing our school and community! School teams also participated in wrap-up tournaments for volleyball (November 2012) and basketball (March 2013).

-South Rutland Elementary Intermediate students are recognized for their service leadership as Peer Tutors, Play Pals, Equipment Monitors, Rocket Advisory Partners (RAP Team), Crosswalk Safety Patrollers, Rocket Booster Spirit Team, We Team, Lunch and Recycling Monitors at Awards Assemblies in November 2012 and March 2013. By year end, we predict that we will have awarded almost 60 awards to our dedicated student volunteers!

-Established partnerships continue to offer a variety of “healthy school” programs to support SRE students: Breakfast Club (Big Brothers & Big Sisters of the Okanagan, Interior Savings Credit Union, COSTCO, Cobbs Bakery and PAC volunteers), Family Active Night (City of Kelowna: Recreation & Culture), In-School Mentorship Program (Big Brothers and Big Sisters of the Okanagan) and CommunityLINK/Ready, Set, Learn funds (Brown Bag Lunch Program, Early Learning For Families- E.L.F.F. Programs). -We had between 20-40 families attend Family Active Nights during the fall and winter. The program will wrap up with games at the annual PAC BBQ in June 2013. -Since September of 2008, all behaviour incidents for individual students have been recorded using BCeSIS. The number of incidents has declined significantly since that time (from 181 in June 2009 to 94 in June 2010, 68 in March 2011, ?? in June 2012). A number of initiatives at our school have contributed to this steady improvement including orientation activities in the early fall term for all classes, timely review of expectations on an as-needed basis, offering a wide range of extra-curricular activities that cater to students' varied interests.


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-Intermediate student achievement in the area of Health & Career Education shows that 93% of Gr. 4-6 students achieving a letter grade of C or better in June 2012. 31% of those students exceed expectations with a letter grade of A. For Primary students, 97% of students are meeting expectations in this area. -Social Responsibility is an important aspect of a healthy school. The performance standard identifies the area of "contributing to school and community". Our school has taken action in a number of ways during 2011/2012 including: A campaign to support the Kelowna Community Food Bank programs in December 2012 and February 2013. We collected over 2000 kg of food and gained notoriety in the local paper for our efforts. Clothing donations were also made to the Salvation Army in December 2012. Students In Free Enterprise (SIFE) have again partnered with our Grade 6 students to work on an "Instill Life" greeting card project. Our students have created beautiful cards and sold them to raise funds. The funds are then donated to an organization that provides interest free loans to people in underdeveloped countries to start businesses with the hope that their quality of life will improve.

-A group of Grade 6 students attended “We Day” in October 2012 and returned to school with the goal of hosting our school’s Harmony Day event and introducing our own mini-“We Day” at South Rutland. With the support of teacher sponsor, Ms Kim Buchanan, they produced a wonderful video, “True Colours”, which was featured at the Harmony Day Assembly and posted on our school website. We will look forward to experiencing our own We Day later this spring.

-In January and February 2013, 40 Grade 6 students participated in the SOAR Program (a new program that focuses on preventing future drug and alcohol abuse). They and their parents attended a wrap-up celebration where they made presentations in March 2013.

-Mrs. Richard’s Grade 2 class entered the 2013 Okanagan WaterWise Challenge! Their project “Love Your Water Body” placed second in the Kindergarten—Grade 6 category of the competition! Performance Information -- Literacy Initiatives: -Gr. 4 FSA results are tracked annually--SRE results vary widely from year to year. Ongoing lack of BCTF support, parent confusion about the FSA process and teacher job action in 2011/2012 put recent results into question. While we continue to monitor FSA performance, these results are not used as indicators of success. -Primary students' performance in Language Arts (Reading, Writing, Oral Language) has surpassed our target of 90% with 98% of Grade 3 students meeting/exceeding expectations in June 2012. In March 2013, there was only one Grade 3 student not meeting grade level expectations. -Grade 3 results for the Early Learning Profile are also showing improvement. In June 2012, 88% of our students were meeting/exceeding expectations on all areas of the ELP (very close to our 90% target). This is an improvement from 79% in June 2009.


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-Intermediate students' performance in Language Arts has improved steadily since 2008-2009 when we first began to track student performance for School-Wide Write. School-Wide Write and Whole Class Reading Assessments are now administered on a regular basis in all Gr. 4-6 classes (September/January/May). June 2012 results show that 92.9% of students in Gr. 4-6 are at Levels 2, 3 and 4 (Approaching, Meeting or Exceeding Expectations). Final results for 2013 will be entered in SRE Data Warehouse by June 2013 (teachers are already reporting that their students' skills are improving steadily).

Performance Information -- Other: -Our school continues to excel in the area of chess! Three of our students placed first in the District Chess Championships (March 2013)--Gilbert (Gr. 6), Ethan (Gr. 5) and Aidan (Gr. 1). We are very proud of these students and all of the students who participated!

-In May 2013, Mrs. Christine Richards and her Grade 2 class placed second in the Okanagan WaterWise Challenge (Okanagan Basin Water Board). They completed a class project and were recognized for their efforts with a “cruise” on Okanagan Lake!


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RECENTLY COMPLETED GOALS/AREAS OF FOCUS:

Date Value Target Status

SD23 ATTRIBUTES OF A LEARNER Learner

Other Areas Being Monitored: To engage & support all learners to improve their literacy skills. NOTE: This has been identified as a maintenance goal.

Early Literacy Screener- Grade 3 student results

6/29/2011 89 90 On Target

Language Arts Report Card Marks-Intermediate Students

3/31/2013 88 90 On Target

Language Arts Report Card Results-Primary classes

3/31/2013 98 90 On Target

School-Wide Write- Intermediate 6/30/2012 92.9 90 On Target

Thinker Innovator Collaborator Contributor

SCHOOL BASED

Other Areas Being Monitored- Health-Promoting School NOTE: This has been a maintenance goal.

Behaviour Incidents information as recorded in BCeSIS

4/10/2012 65 100 On Target

Health & Career Education Report Card Marks-Intermediate Students

6/30/2012 93 90 On Target

Healthy Living Performance Standard 11/27/2009 93 95 On Target

Physical Education Report Card Marks-Interemediate Students

6/29/2011 99 90 On Target

Physical Education Report Card Marks-Primary Students

6/29/2011 99 90 On Target

Social Responsibility Report Card Marks-Primary Students

6/29/2011 97 90 On Target


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Results Status : Approaching Expectations

The School Planning Council and teaching staff reviewed school results during 2012/2013. This has resulted in a change in direction for our school. We are shifting our focus to the areas of Critical Thinking and School Culture. Students’ performance in the area of Literacy consistently meets established targets (90% of students meeting/exceeding expectations). Structures and strategies in this area are well-established and will be maintained. We will also continue to routinely monitor results. With approximately 17% of our students not meeting/approaching expectations in the area of Mathematics, we have concerns. Critical Thinking/Problem-Solving has been identified as our next instructional goal. We will examine results, resources, interventions and supports along with staff learning related to effective instruction to increase our students’ success. Since 2009, we have been monitoring our performance as a designated “Healthy School”. Provincial initiatives such as “ERASE Bullying”, the District’s overarching goal related to the “Attributes of a Learner” and promotion of Positive Interventions & Supports (PBIS) have caused our staff and School Planning Council to refocus on this area to develop a School Culture goal. Although the number of behaviour incidents are on target (100 incidents or less annually) the staff survey conducted in June 2012 revealed that we have some work to do in this area to develop staff consistency in understanding and review existing interventions and supports. Our indicator results (Skovision Scorecard Report) show our school has met targets and our students are achieving success in Literacy. We know that school-wide efforts have made a difference and our staff is looking forward to taking on the new challenges to improve in the areas of Critical Thinking and School Culture!

Not Yet Approaching Expectations Meeting Expectations Sustaining Improvement R

ESULTS

There is little evidence of monitoring results and adjusting to improve student achievement.

The district and schools are beginning to monitor results and make adjustments to improve student achievement.

The district and schools monitor results and make adjustments to improve student achievement. There is evidence of improving results.

The district and schools consistently monitor results and make adjustments to improve student achievement. There is evidence of improving results over time.


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Sub Alignment: Learner

SMART Goal: Other Areas Being Monitored: To engage & support all learners to improve their literacy skills. (NOTE: This has been identified as a maintenance goal.) Sub Alignment: Thinker

Rationale: We have achieved school-based targets in Literacy (90% of students in Grades 3-6 meeting/exceeding expectations), therefore, this goal has moved to "maintenance" status. We will continue to use established strategies and structures to support students' Literacy skill development in this area. We will continue to monitor performance and take action as needed.

Disaggregated Data/Evidence:

Indicator Date Value Target Progress Early Literacy Screener- Grade 3 student results

6/29/2012 89 90 On Target

Language Arts Report Card Marks-Intermediate Students

3/31/2013 88 90 On Target

Language Arts Report Card Results-Primary classes

3/31/2013 98 90 On Target

School-Wide Write- Intermediate 6/30/2012 92.9 90 On Target


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Alignment: SCHOOL BASED SMART Goal: Other Areas Being Monitored- Health-Promoting School NOTE: This has been a maintenance goal.

Alignment: SD23 ATTRIBUTES OF A LEARNER Rationale: We successfully completed this goal in 2009/2010. We continue to monitor our students’ and school’s performance and are prepared to take action as needed.

Disaggregated Data/Evidence:

Indicator Date Value Target Progress

Behaviour Incidents information as recorded in BCeSIS

4/10/2012 65 100 On Target

Health & Career Education Report Card Marks-Intermediate Students

6/30/2012 93 90 On Target

Physical Education Report Card Marks-Interemediate Students

6/29/2011 99 90 On Target

Physical Education Report Card Marks-Primary Students

6/29/2011 99 90 On Target

Social Responsibility Report Card Marks-Primary Students

6/29/2011 97 90 On Target

Status : Meeting Expectations

SMART Goal: Goal #1- To engage and support all students to improve their critical thinking and problem-solving skills. Sub Alignment: Thinker Rationale: The Ministry of Education has identified a number of “cross-curricular competencies” in a document entitled “Enabling Innovation—Transforming Curriculum and Assessment” (August 2012). This document states (page 5) that: …cross-curricular competencies encompass both cognitive learning (communication, critical thinking, creative thinking and innovation) and social and emotional learning (personal responsibility and well-being, social responsibility). The following are working definitions for each competency…

Communication is the imparting or exchange of information, experiences or ideas through language, symbols, movement or images to build a common understanding.

Critical thinking is focused on deciding what is reasonable to believe or do in a given situation. Creative thinking and Innovation is the process of generating and implementing new ideas. Personal Responsibility and Well-Being is taking responsibility for one’s actions, being self-regulating, making

ethical decisions in complex situations, accepting consequences and understanding how one’s actions affect others. Among other things, this competency includes financial literacy.

Social responsibility is being able to consider the perspective of and empathize with others, to recognize and appreciate diversity, to defend human rights, to solve problems in peaceful ways, and to contribute towards social, cultural and ecological causes. Among other things, this competency includes collaboration.


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The Central Okanagan School District has also developed an overarching goal that focuses on five attributes:

Each Central Okanagan School District student (K-12) will provide evidence of being a learner, thinker, innovator, collaborator and contributor.”

The “Attributes of Central Okanagan School District Learner in the 21st Century” document goes on to elaborate: “… A Thinker is one who analyzes, makes connections, inferences, asks questions, and transfers knowledge through: • Critical Thinking and Problem Solving • Open Mindedness and Reflection • Flexibility and Adaptability…” At the school level, educators agree that critical thinking is an essential, foundation skill that will have an impact across all areas of student performance (Language Arts, Mathematics, Social Studies, Science, Fine Arts and more). • Focusing on Critical Thinking will enable us to align with Ministry and District direction and take advantage of in-service, professional development opportunities & community initiatives in this area; • Continuing to focus on research-based “best instructional practices” is critically important to school improvement. SMART Goal: Goal #2- To enhance school culture by instructing, encouraging and acknowledging all students for demonstrating personal and social responsibility. Sub Alignment: Contributor Rationale Goal #2- To enhance school culture by instructing, encouraging and acknowledging all students for demonstrating social responsibility. The Ministry of Education’s Social Responsibility Performance Standards include the areas of: • Contributing to the classroom and school community; • Solving problems in peaceful ways; • Valuing diversity and defend human rights; • Showing democratic rights and responsibilities. The School District No. 23 “Attributes of a Central Okanagan School District Learner in the 21st Century” document include the areas of Collaborator and Contributor as important. These are also qualities of students who demonstrate social responsibility. Although South Rutland has processes in place for recording behaviour incidents, “Positive Behaviour Interventions and Supports” processes need to be reexamined. Staff/students are not as familiar with our school’s behaviour matrix as they should be (Rocket POWER is new) and the focus on negative student behaviours is growing. In spite of this perception, school data reveals that most students follow the school’s Code of Conduct. Current school-based data reveals that: -the number of students who are recognized as contributors (Service Awards) and collaborators (Work Ethic) at Intermediate term Awards Assemblies has room for improvement (we would like to examine the percentage of Intermediate students who receive awards) -the number of repeat office referrals has increased (BCeSIS data) which negatively affects the classroom learning environment (we would like to see a decrease in the number of repeat offences) -there has been a decrease in the number of students who are acknowledged for their positive behaviour (a consistent approach and process of recognition is not in place and this will need to be discussed and developed) Maintenance Goals Maintain/Monitor- We fully achieved our "Healthy School" goal (2009/2010) and can now add our Literacy goal (2012/2013) to that list. We will continue to monitor results in these areas. Action will be taken as needed.


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Goals

Status : Meeting Expectations

Improving schools have a strong instructional focus. Our school continues to demonstrate that we are an improving school--staff routinely review performance information to identify instructional priorities and address student needs. Our focus on the area of Literacy has had the desired effect--we are now consistently meeting the established performance target (90% of students meeting/exceeding expectations) and are ready to select new goals. Literacy will become a maintenance goal. Strategies and structures to maintain our "Healthy School" status are also well-established and our students continue to demonstrate high performance in Health & Career Education and Physical Education. A discussion with School Planning Council and teaching staff has established Critical Thinking/Problem-Solving as our next area of instructional focus. We anticipate that the impact of implementation will be across all curriculum areas, but will most closely examining performance in Mathematics/Numeracy for problem-solving data. We have also noted that student behaviour, although much improved, could benefit from attention. Focusing on "school climate" will improve conditions for learning and should have a positive effect on learning/teaching.

Data

Status : Approaching Expectations

Critical Thinking Data: Teacher observations suggest that problem-solving (a facet of critical thinking) is an area in which some of our students struggle in Mathematics. Thinking critically is also a skill needed when reading, writing and doing project work in other areas. We examined Mathematics report card results (June 2012) to find: -Intermediate letter grades- 17% Gr. 4-6 students with letter grades of F (1 student) or C-; -Primary performance scale- up to 17.6% K--Gr. 3 students NYM or Approaching Expectations (9% Approaching @ Kindergarten, 2% NYM @ Gr. 1-3). We are considering the use of other more “formal” indicators such as: -District Problem Sets; -Numeracy Performance Standards (provincially developed rubric); -Vancouver Island Net Diagnostic (used at our school in Grades 4, 5 & 6 in Fall 2012 to determine areas of instructional need and to establish priorities for supporting students); -CAT 4 results for Grade 5 students; The use of a new, school-developed “critical thinking” rubric (to be used in subject areas like Language Arts, Science and Social Studies) is also being considered. School Culture Data: We have monitored the following areas related to Healthy School & Math performance. Behaviour Incidents are recorded in BCeSIS (the District Behaviour Team indicates that the development of a system to record data is in progress). At SRE, staff will be working to re-establish a process for sharing behaviour data on a monthly basis to plan appropriate intervention. We will continue to examine: -all students' report card marks in the areas of Health & Career Education -Primary students' report card information for Social Responsibility The school-wide use of the Healthy Living or Social Responsibility Performance Standards from K--Gr. 6 is being considered. These have been used in the past by classroom teachers as part of various Health-Promoting School projects and in determining performance for our Primary students. In addition to continuing to track student behaviour incidents, we will consider the school-wide use of the Healthy Living &/or Social Responsibility Performance Standards as a way to document improvement in students’ skill development. Work Ethic Awards are also presented at the Intermediate level and could provide another source of information related to students who are acknowledged for their effort and class contribution.


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Not Yet Approaching Expectations Meeting Expectations Sustaining Improvement

GO

ALS

Goals and objectives have little focus on student achievement.

Some goals and objectives are based on evidence and focused on student achievement.

All goals and objectives are relevant, based on evidence, and focused on student achievement.

All goals and objectives are relevant, based on a range of evidence, and focused on student achievement. Goals and objectives are systematically reviewed and revised. Consideration is given to all students.

RA

TION

ALE

Reasons for the selection of goals and objectives appear to be based on little consideration of evidence from data.

There is some evidence that the reasons for the selection of goals and objectives are based on relevant data.

Reasons for the selections of goals and objectives are based on evidence from a variety of sources and focused on student achievement.

Reasons for the selection of goals and objectives are consistently based on evidence from a variety of sources and focused on the achievement of all students

DA

TA

It is unclear what data are used to determine areas of need and plan for improvement.

Evidence from data is used or beginning to be used to determine areas of need, plan for improvement, and monitor progress.

The district and schools consistently analyze classroom school, district, and provincial data sources to determine areas of need, plan for improvement, and monitor progress.

The district and schools consistently analyze classroom, school, district, and provincial data sources to determine areas of need, plan for improvement, and monitor progress of all students. Data are disaggregated, participation rates are considered, and trends are tracked over time.


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Strategies and Structures:

Other Areas Being Monitored: To engage & support all learners to improve their literacy skills. NOTE: This has been identified as a maintenance goal.

Strategy Person / Committee

Responsible

Start Finish Status Priority % Complete

PP CAG

Continue to implement the use of new Language Arts resources in Gr. 3-6

Cathie Mutter/ Literacy Lead Team

9/7/2009 6/27/2013 Completed High 100

LAT continues the use of new Oral Language resources in Primary intervention and after-school reading programs

Cathie Mutter/ School-Based Teachers

9/1/2009 6/28/2013 Completed High 100

Continue to provide Assessment Release Time for all Primary classroom teachers


9/8/2009 6/29/2013 Completed High 100

Preferential scheduling of Primary gym and prep times


9/8/2009 6/29/2013 Completed High 100

Early Learning Initiatives- ELFF Nights

Cathie Mutter/ Health Promoting Schools Committee

11/18/2010 1/19/2013 Completed High 100

Continue to operate the StrongStart Centre

Clara Sulz/ Admin Council

5/1/2009 6/28/2013 Completed High 100

Breakfast Club Cathie Mutter/ Health Promoting Schools Committee

1/4/2010 6/29/2013 Completed High 100


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Teacher-Librarian coordinate efforts to support literacy learning through team teaching with the classroom teacher in Library research


9/8/2009 6/30/2011 Completed High 100

Quality Assessment is a focus for professional learning

Cathie Mutter/School-Based Teachers

8/24/2009 6/29/2012 Completed High 100

Professional learning will focus on Literacy instruction and integrated use of technology

Cathie Mutter/School-Based Teachers

9/18/2009 6/27/2013 Completed High 100

Continue to implement use of SmartBoard interactive whiteboards in all classrooms, Library, LAT Room, Staff Room & Computer Lab


9/8/2009 6/29/2013 Completed High 100

Targetted Intensive Intervention


4/11/2011 6/10/2011 Completed High 100

6 + 1 Traits Writing David Johnson/ School-Based Teachers

4/21/2011 6/27/2013 Completed 100

Oral Language Intervention

Dana Fowler/ School-Based Teachers

5/2/2011 6/10/2011 Completed High 100

Literacy Enrichment Pilot Project

Cathie Mutter/ School-Based Committee

4/21/2011 6/10/2011 Completed High 100

SMARTcast Development

Cathie Mutter/ School-Based Committee

1/3/2011 6/27/2012 Completed High 100

Extend Targetted Intensive Intervention at the Primary level

Cathie Mutter/ Literacy Committee

12/5/2011 6/30/2013 Completed High 100

Intermediate Literacy Lab (C-MOS Project)

David Johnson/ Literacy Committee

9/6/2011 12/31/2012 Completed High 100


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Strategy Person / Committee

Responsible

Start Finish Status Priority % Complete

PP CAG

Breakfast Club Cathie Mutter/ Health Promoting Schools Committee

1/4/2010 6/29/2013 Completed High 100

Participate in the Olympic Athlete Program through ActNow BC (in recognition of 2010 Spirit School Bronze Medal)


9/8/2009 6/30/2011 Completed High 100

Refresh "Play Pals" and "Equipment Monitors" initiatives to further improve behaviour on our playground

Cathie Mutter 9/21/2009 6/28/2013 Completed High 100

Participate in a Health Promoting Schools Network Inquiry Project

Cathie Mutter/ Health Promoting Schools Committee

9/8/2012 6/29/2013 Completed High 100

Continue Crosswalk Safety Patrol

Cathie Mutter 7/3/2009 6/28/2013 Completed High 100

Other Areas Being Monitored- Health-Promoting School NOTE: This has been a maintenance goal.


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Strategies Status: Approaching Expectations

Our school began working on a number of promising, new strategies in 2009-2010. These strategies included the use of new assessment tools at the Kindergarten and Intermediate levels, a focus on engaging and supporting students with "best instructional practices" and new professional learning opportunities. In 2012/2013 we have continued to focus on addressing students' needs in the areas of Reading, Writing, Oral Language and have monitored school health and Numeracy results. It is now time to establish growth goals for the next three years. Staff and School Planning Council agree that these areas should include: *Critical Thinking and Problem-Solving *School Culture The plan to support these new goals is currently under development. First steps to address the areas of Critical Thinking/Problem-Solving have included: -the introduction a financial literacy program to families in our community (weekly "Count on Yourself" sessions were offered in the evenings from January-March 2012 in partnership with UBC-Okanagan) with the intent to repeat this opportunity in the coming school year; -the use of common classroom assessments with results influencing priorities for instruction; -the use of the Kindergarten Numeracy "screener" is fully implemented at our school; -the StrongStart Centre at South Rutland Elementary continues to welcome preschoolers and their families to our school every day--exploring early learning in relationship to academic and social skills is already part of this well-established program; -our current in-service/professional learning plan supports the further implementation of effective, research-based instructional strategies (these activities have typically been scheduled on the Administrative Implementation Day, Professional Development days and at monthly "Learning Circle" teacher meetings). The focus in 2012/2013 has been "student engagement" in the area of Literacy. The intent for 2013/2014 will be a shift in focus to effective, research-based instructional strategies that include critical thinking and problem-solving across the curriculum. School Culture -we currently monitor Behaviour Incidents in BCeSIS (we have annual statistics, by month, for our school and the results are graphed in Skopus); -we have established a Positive Behaviour Interventions and Supports (PBIS) Team and all team members have completed their initial and follow-up training sessions (May/October 2012, November 2012/March 2013); -we have conducted an initial survey of South Rutland staff to determine priorities for "re-invigorating" PBIS at our school; -along with existing documents from the Ministry of Education, we have access to school-developed “student-friendly” rubrics/performance standards documents in the areas of Healthy Living and Social Responsibility.


…19

Structures Status: Approaching Expectations

We have established a number of structures to support staff to focus on students’ Literacy learning. These have included the use of "strategy-based" Language Arts resources in Primary/Intermediate classrooms and encouraging staff to participate in professional learning opportunities. During 2012/2013, these activities have included: -a school-based Collaboration Calendar to enable colleagues to work together; -participation in the Site-Based Support Network with the District’s Instructional Leadership Team—our Primary Team focused on implementing Words Their Way; -participation in the District’s CMOS initiative (our LAT, Literacy Support Teacher, principal and various classroom teachers attended during the year); -staff attendance encouraged at Literature Circles and Daily 5 sessions at HRES; -monthly Learning Circle sessions (regular meetings of teaching staff); -organizing a “Meet the Mentors” session (March 2013)- teaching staff shared information with our student teachers, their UBC-O faculty advisor and three student teachers from Black Mountain Elementary (organized by SRE teacher, Dave Johnson); -upcoming Book Club @ SRE to read/discuss The Book Whisperer (May 2013); -formalizing the “Literacy Coach” role for two lead teachers at our school and enabling them to facilitate team discussions during Success Assembly release time each month. And finally, assessment release time was provided for all classroom teachers that gave them the opportunity to examine student results and determine priorities for instruction/intervention. Other well-established structures support students and their families: -an after-school reading program that supports at-risk learners in Gr. 2-4 (S.T.A.R.S.- Students That Achieve Reading Success); -a full time Literacy Support Teacher; -a Library that opens at 8 am on Tuesday—Friday; -Aboriginal Homework Club and activities that promote Aboriginal culture; -ELFF (Early Learning For Families) session for preschoolers, students and their families; -preferential scheduling of gym and prep time for Primary classes to allow for uninterrupted Literacy blocks every day; -continuing to operate a StrongStart Centre at South Rutland Elementary; -continuing to operate a daily Breakfast Club to students through donations from several generous individuals, businesses and organizations. All of the above listed structures can be maintained or adjusted as our goals shift to focus on goals related to School Culture and Critical Thinking/Problem-Solving.


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Coherence and Alignment Status: Meeting Expectations

Our school, in keeping with the Aboriginal Enhancement Agreement, is focused on the development of the "whole child"--social/emotional, spiritual, physical and intellectual growth. Our new goals also closely align with District’s new overarching goal and areas of focus. Our 2012/2013 school improvement plan had the full support of teachers, support staff and the Parent Advisory Council. We have developed a concise “plan-on-a-page” format to share this information with all stakeholders. Our process for 2013/2014 will remain the same. All students have been encouraged to take on leadership roles in initiatives that support their growth and learning--our Rocket Advisory Partners (RAP Team) is an example of representative Kindergarten-Grade 6 students' who fully participate in the school improvement process. Teacher leaders also organize a variety of other teams that contribute to making a difference at our school including the Rocket Booster Spirit Team (with Kym Jennejohn), Peer Tutors (with Dave Johnson) and the Play Pals ‘got health’ Project (with Christine Richards). A concerted effort has been made to keep our entire community informed and involved (such as the SRE email subscriber list, school newsletter, weekly bulletin-‘Mutterings’ for staff, PAC meetings, assemblies and more). The collaboration processes are in place--teacher engagement related to the examination of data will need to remain a priority. Having a knowledgeable teacher representative on the School-Planning Council has been an asset!

Not Yet Approaching Expectations Meeting Expectations Sustaining Improvement

STRA

TEGIES

Strategies are not connected to school and/or district goals and objectives.

The district and schools have improvement strategies in place with some connection to goals and objectives.

The district and schools have practical, research-based strategies in place to achieve goals and objectives. Strategies link to staff development and other improvement efforts. There is evidence of monitoring and adjusting strategies as required.

The district and schools have practical, research-based strategies in place to achieve goals and objectives. Strategies are in place to address areas of highest need and link to staff development and other improvement efforts. The district and school consistently monitor and adjust strategies as required.

STRU

CTU

RES

The district and schools have not aligned structures to support school and/or district goals and objectives.

The district and schools have some structures in place to support school and/or district goals and objectives.

The district and schools have structures in place to support school and or district goals and objectives. Structures support areas of highest need and align with strategies.

The district and schools have structures in place to support school and/or district goals and objectives. Structures support the areas of highest need and align with strategies. Structures are consistently monitored and adjusted as required.

CO

HER

ENC

E A

ND

ALIG

NM

ENT

There is little connection between school and district plans, and there is little evidence of efforts to develop connections.

The district and schools are developing connections between school and district plans.

Connections between the district and schools are interactive and reflect both school uniqueness and district directions.

Connections between the district and schools are interactive and reflect both school uniqueness and district directions. Schools connect with other schools to build capacity.


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Dialogue and Communication Status : Meeting Expectations

Teaching and support staff have traditionally given input to develop our Plan-On-A-Page for the year (eg. sharing suggestions for reviewing/revising priorities, resources, staffing, scheduling, examining school data). The Lit Lead Team and Positive Behaviour Interventions & Supports Team were initiated in 2012-2013 and included lead Intermediate, Primary and support staff. These teams have provided invaluable input to the School Planning Council through the process. Strategies and structures that make data more accessible (Skopus) can put data into the hands of teachers more readily. Teachers are continuing to deepen their understanding related to the SRE Data Warehouse and we are looking forward to accessing information through the Skopus "dashboard". Mr. Dave Johnson has taken a lead role in supporting his colleagues through this process and involving Intermediate teachers in the District’s XEAMS pilot. Class Review meetings took place in September 2012 and January 2013 to discuss class strengths/needs, address emerging concerns and make decisions related to intervention/support. This practice is a well-established structure at our school. Classroom teachers provided information about their students when they met with the Principal, Learning Assistance Teacher and Literacy Support Teacher. The Class Review process will be repeated at year-end to give input to student placement in the fall. We will continue to communicate our schools actions and efforts regarding school progress with all partner groups. Communication regarding the school improvement plan continues to include: -a regularly updated school website along with the opportunity to subscribe to our school's email service; -Administrative Implementation Day session for teaching and support staff; -weekly "Rocket Fuel" newsletters for families; -"Mutterings" weekly bulletin for SRE Staff; -SRE Staff conference on FirstClass (being migrated to the SRE Staff Room portal in SharePoint); -professional learning “Ed Camp” activities as part of monthly Learning Circle Meetings; -a staff calendar that highlights aspects of our annual school improvement plan priorities; -a Student Handbook highlighted in students' agendas (Gr. 1-6); -a school calendar distributed early in the school year that includes a "family handbook"; -Primary/Intermediate "team" meetings held during Success Assembly time. The School Planning Council has provided input through the SPC process. They were provided with school organization and budget information earlier in the year and have met frequently in preparation for the District Review meeting by examining available data and contributing their ideas related to the school improvement plan. Their input is also an integral part of developing the "Plan-on-a-Page" document. This document is used to provide school improvement information to staff, parents and the school community.


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Parent Involvement Status : Approaching Expectations

Parent involvement is actively encouraged in various ways. Involvement opportunities include: PAC executive, classroom helpers, volunteers for PAC events/activities, field trip chaperones, home reading program, BC Fruit & Vegetable Program, weekly PAC Lunch and daily Breakfast Club. Parents are represented as SPC members. Parent involvement, input and education has also been encouraged through: -links on our school's website -invitations to attend classroom activities such as Readers’ Theatre and research report presentations along with other school events such as Kindergarten Orientation, Intermediate Awards Assemblies, school concerts, special assemblies for Remembrance Day & Harmony Day, Families Get Active Nights, Parent-Teacher Conferences (October 2012, January 2013) and annual Book Fairs; -parents of Grade 6 students are doing the planning and fundraising for year-end "Rocket Launch" and Camp ArrowFlight activities; -School Planning Council processes; -hosting an Education Week “Mug & Muffin” session and Volunteer Appreciation Breakfast; -questions/informal input at monthly PAC meetings; -Gr. 4 parent responses to the annual Satisfaction Survey (Ministry of Education); -E.L.F.F. Night- Talk/Play with Me and My Emotions (May 2013) Given the fact that many of our parents are working during the school day and they are often challenged to attend school-based events, this area will continue to be one for ongoing growth and attention.

Leadership Status : Meeting Expectations

In 2012/2013, staff capacity for taking on leadership roles was developed in a number of ways. Lead Teams are in place: -Literacy- Dana Fowler, Dave Johnson, Susan Brown, Janina Hughes, Cathie Mutter -Healthy School Team- Susan Brown, Christine Richards, Monique Cornett, Cathie Mutter -Positive Behaviour Interventions & Supports Team- Dave Johnson, Tara Dionne, Dana Fowler, Kym Jennejohn, Monique Cornett -Dave Johnson and Susan Brown have taken on roles as “Literacy Coaches” with their colleagues leading discussions/making presentations at team meetings (during Success Assembly release time); -CMOS/Literacy Support roles have been formalized- Dana Fowler, Janina Hughes -Professional learning discussions took place on the Administrative Implementation Day (October 2012); -teacher reps/principal participated in a number of learning/health-promoting schools opportunities as school leaders including: -Outlook/SharePoint Training throughout the year (Dave Johnson, Cathie Mutter, Linda Oliver) -When Vulnerable Readers Thrive, Dreams Come True- Early Learning Summit in January 2013 (Dave Johnson, Susan Brown, Dana Fowler, Janina Hughes, Cathie Mutter) -CMOS/Literacy Support Sessions throughout the year (Dana Fowler, Janina Hughes, Cathie Mutter, Kym Jennejohn, Susan Brown, Dave Johnson) -Site-Based Support Network- Cathie Mutter, Dave Johnson, Susan Brown, Christine Richards -District sessions @ HRES related to Daily 5, Literature Circles, Words Their Way (many SRE teaching and support staff involved) -Positive Behaviour Interventions & Supports Training in May/October 2012 and November 2012/March 2013 (Cathie Mutter, Monique Cornett, Dave Johnson, Dana Fowler, Tara Dionne and Kym Jennejohn) -Preventing Bullying and Ensuring a Safe and Caring School Culture in December 2012 (Dave Johnson, Cathie Mutter) -Fit For Fun (November 2012 and ongoing) and Employee Wellness Challenge (all staff- April 2013)


…23

-school-based ELFF Night (Early Learning for Families) (Talk/Play with Me, My Emotions) was facilitated by staff (Cathie Mutter- Principal, Denise Paley- StrongStart Centre Facilitator, Jacquie Powell & Carrie Hebert- Kindergarten teachers); In 2013/2014 we will continue to build capacity related to school leadership by examining roles, providing mentorship for interested staff focusing on student engagement, instructional excellence, quality assessment, integrated use of technology tools in an effort to enhance learning opportunities related to Critical Thinking/Problem-Solving and School Culture. Students will continue their involvement in a range of leadership activities including: School Crosswalk Safety Patrol, Equipment Monitors, Rocket Booster Spirit Team, Rocket Advisory Partners (RAP), Play Pals, Assembly Crew/Tech Team, We Team, Office/Lunch/Recycling Monitors and more. We will continue to provide a variety of opportunities. Staff leaders have historically sponsored these groups—their contributions are appreciated. Parent leadership opportunities are also available--there continues to be limited response when requests are made for parents to take lead roles. To the parents who take up the challenge and make the extra commitment to share time with our school, we would like to offer our heartfelt appreciation! Their efforts make a huge difference with programs such as the Parent Advisory Council, BC Fruit and Vegetable Nutritional Program, Breakfast Club and many PAC initiatives.

Not Yet

Approaching Expectations

Meeting Expectations Sustaining Improvement

DIA

LOG

UE A

ND

C

OM

MU

NIC

ATIO

N

There is no consistent approach to communicating about student achievement.

The district and schools communicate about student achievement and make public their improvement goals and the progress being made.

The district and schools communicate in multiple ways about improving student achievement. There are opportunities for dialogue, and community input is valued.

The district and schools communicate in multiple ways about improving student achievement. There are ongoing opportunities for dialogue, and community input is actively sought and valued. These practices are embedded in school and district culture and are sustained over time.

PAR

ENT IN

VOLVEM

ENT

There is little evidence of parent involvement. Few ideas are sought or heard in setting goals and working collaboratively to improve the achievement of all students.

Some groups of parents have a role in setting goals and working collaboratively with schools and the district to improve the achievement of all students.

Parents, individually and collectively are actively involved in setting goals and are working collaboratively with schools and the district to improve the achievement of all students.

Parents, individually and collectively, are actively involved in setting goals and are working collaboratively with schools and the district to improve the achievement of all students. Efforts to engage less active parents as well as specific groups of parents are evident. Parental involvement is embedded in school and district culture and sustained over time.

LEAD

ERSH

IP

There is little evidence of collaborative leadership.

There is some evidence of collaborative leadership.

Leadership is collaborative at all levels of the system with a shared commitment to improving student achievement.

Leadership is collaborative at all levels of the system with a shared commitment to improving student achievement. Efforts to build and sustain leadership capacity at all levels are evident.


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PLAN ASSESSMENT

10 Points of Inquiry Summary

Point of Inquiry Not Yet Approaching Expectations

Meeting Expectations

Sustaining Improvement

STUDY Results X

PLAN

Goals X

Rationale X

Data X

DESIGN

Strategies X

Structures X

Coherence and Alignment X

ACT

Dialogue and Communication X

Parent Involvement X

Leadership X


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CERTIFICATIONS

South Rutland Elementary School Planning Council

We certify that, to the best of our knowledge, the information provided in this progress report is accurate.

Parent Member’s Name

Signature

Date

Parent Member’s Name (Print)

Signature

Date

Parent Member’s Name (Print)

Signature

Date

Teacher Member’s Name (Print)

Signature

Date

Principal’s Name (Print)

Signature

Date

Superintendent or Assistant Superintendent: I confirm that the requirements of the School District No. 23 (Central Okanagan) accountability program have been fulfilled.

Superintendent’s Name or Designate's Name (Print)

Signature

Date

Board of Education representative at the SPC review meeting:

Trustee’s Name (Print)

Signature

Date

Mrs. Vivian Evans

Mrs. Pat Rambold

Mrs. Amanda Kovatch

Mr. David Johnson

Mrs. Catherine Mutter

Mrs. Terry Beaudry

Mrs. Joyce Brinkerhoff


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PLAN-DESIGN-ACT-STUDY PLANNING CYCLE

key areas for inquiry to enhance school improvement

PLANNING CYCLE


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QUESTIONS FOR INQUIRY

Analyzing Results

Improving districts and schools continuously improve results. They monitor progress and make adjustments in key areas of student achievement- for individual students, groups of students, schools and the district. Questions: � Through a review of classroom, school, district or provincial data, what improved results can you identify? � What trends or patterns are emerging from the results? � What evidence can you present to demonstrate that: � every school in the district is improving? � every classroom in each school is improving? � specific groups of students are improving? � If results are not improving, what are you doing to find out why? � As a result of your inquiry, what adjustments are you making to ensure that there is improvement?

Setting Directions: Goals and Objectives

Setting Directions: Rationale

Setting Directions: Data /Evidence

Improving districts and schools have a strong instructional focus. This focus is made visible in relevant goals and objectives for improving achievement for all students. Questions: � What specific goals have you chosen for improving student achievement? � What objectives have you chosen to support your goals? � What process is used to review and revise goals and objectives to ensure a focus on areas of need? � How do the goals and objectives address achievement for all students; � The most challenged? � The most able?

Improving districts and schools have a thorough and connected set of reasons, based on evidence, for the selection of their student achievement goals and objectives. Questions: � What reasons do you have for selecting your goals and objectives? � When selecting your goals and objectives what specific groups of students were you most concerned about? How did you determine this priority? � Your data seem to indicate some challenges and/or opportunities to enhance student achievement in ________. � How did you consider this information when developing your goals and objectives?

Improving districts and schools are actively considering at least three sources of evidence including classroom, school, district and provincial data. The analysis of this evidence informs the selection of district goals and objectives and is used to monitor progress. Questions: � When setting your goals and objectives, what data/evidence did you consider: � Classroom? � School? � District? � Provincial? � What did the data/evidence tell you about the achievement of all students? � How are you disaggregating data to get a deeper understanding of particular groups of students? � How are you aggregating data from the classroom to use at the school and district levels? � What did you observe when you considered the relationship between performance and participation rates? � How are you tracking data/evidence over time? � What data/evidence did you find most useful? � How are staff and SPCs engaged in working with data?

Organizing for Improvement: Strategies

Organizing for Improvement: Structures

Organizing for Improvement: Coherence/Alignment

Improving districts and schools have focused, well organized improvement plans in place. The strategies selected to achieve the goals and objectives are a blend of research, best practice, and innovative thinking. Questions: � How did you determine the strategies to support your goals and objectives? � What strategies are you using in your improvement efforts in the areas of: � staff development? � assessment practices? � instructional practices? � other? � What strategies are in place for schools that do not demonstrate improvement? � What specific strategies are in place for groups of students who do not demonstrate improvement? � How are you determining the effectiveness of your strategies? � what adaptations or refinements are you making to your strategies? � What strategies are you finding promising?

Improving districts and schools have aligned structures – resources, time, organization - to get results. This includes, but is not limited to, effectively differentiating resources in the areas of highest need for improvement. Questions: � How did you determine the structures to support your goals and objectives? � What structural changes are in place or are you considering as a result of identifying areas for improvement? � What specific structures are in place for schools that do not demonstrate improvement? � How do you monitor your structures and adapt or refine them as required? � How do your structures support your strategies? � How are you aligning your resources to support the achievement of your school goals?

In improving districts, there is a connection between school and district goals and objectives. School uniqueness and district directions are both valued. Schools connect with other schools to build capacity. Questions: � Describe the connection between school and district plans. � Describe how the school board: � consults with the SPCs. � approves school plans. � To what degree do schools develop goals or objectives that respond to their unique circumstances? � How is the connection between school and district plans reinforced and supported? � How are connections among schools reinforced and supported? � Describe the connection between the Enhancement Agreement and school plans. � Describe the connection between the Enhancement Agreement and the district Accountability Contract.


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Building Learning Communities: Dialogue and Communication

Building Learning Communities: Parent Involvement

Building Learning Communities: Leadership

Improving districts and schools work with all parents to improve student achievement. Questions: � How do you build relationships with parents/parent groups in your district and schools that enable you to connect in an ongoing dialogue about the student achievement? � At the school and district: � How are parents encouraged to support their child’s achievement? � How are parents and parent groups, including the PAC(s) and DPAC, involved in efforts to improve student achievement? � How are parents and SPCs involved in setting goals? � How are SPCs reaching out to engage all parents, including parents of specific groups such as Aboriginal, Special Needs and ESL students, to support achievement for all students? � What strategies are you finding most useful in engaging parents?

Leaders in improving districts and schools have a clear vision for, and commitment to improving achievement for all students. Leadership at all levels, in all roles; is distributed, encouraged and systematically developed with a focus on improving student achievement. Questions: � How do leaders in the school/district demonstrate their focus on the continuous improvement of students’ achievement? � How is leadership in the district and schools distributed among principals, vice-principals, teachers, support staff, district staff, parents and students? �How is leadership capacity encouraged and developed at all levels?

Improving districts and schools maintain relationships that promote continuous dialogue about student achievement and make public their improvement goals and the progress being made in specific areas of focus. Questions: � How do you build relationships with all communities in your district and schools that enable you to connect in an ongoing dialogue about student achievement? � What strategies do you use to seek input about improving achievement? � What strategies have you found most effective for strengthening dialogue about student achievement? � How do you ensure communication about student achievement is consistent, timely, and delivered in multiple ways with: � Staff? � Students? � Parents? � The community?

SCHOOL PLANNING COUNCIL REPORT - sre.sd23.bc.ca SPC Report- Ma… · South Rutland Elementary...

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