School Performance Plans:

 

 

Goal 1 (see Guidelines document for details to complete this document)

 

School Name: Forest Park School

GOAL: Literacy

 

To continue to focus on improving students’ writing performance and reading comprehension.

 

RATIONALE FOR SELECTING GOAL:

Upon careful examination of data presented, it is evident that steady growth has occurred in all students over the last five years, however, we feel it is important to move forward and maintan the momentum currently experienced at the school level by focusing on promising instructional reading strategies and assessment practices that enhance the learning process for all students. Furthermore, the teaching staff is committed to expanding ‘guided reading’ strategies and promising practices at the Grade 5 level for the 2008/09 school year. Survey finding coupled with staff and parents input suggests that a significant portion of our students have limited exposure to sound literacy experiences beyond the classroom level, requiring additional intervention to feel successful at school.

 

 

Data and staff observation suggests:

 

Gr. 4 results are well within grade level expectations for reading and writing, however, the gap between male/female performance levels needs to be further addressed. (FSA 05/06 – meeting and exceeding expectations for reading: 94% male, 86% female).

Gr. 7 results are well within grade level expectations for writing however, the gap between male/female performance levels continues to show variance. (FSA 05/06 – meeting or exceeding expectations for writing: 67% male, 85% female)

Gr. 7 results for reading is well within grade level expectations, however, the gap between male/female performance levels needs to be addressed. (FSA results for 06/07 in reading indicate 60% male, 81% female meeting or exceeding expectations)

 

EVIDENCES USED:

DART Assessments – fall 2007

DART Assessments – spring 2008

FSA School Results – 2002-2007

School Wide Writes – fall 2007

School Wide Writes – spring 2008

Teacher Assessments – Elementary Report Cards 2007/08

Teacher Assessments – Elementary BCPS

 

 

It was clear to all partner groups that literacy skills need to be strengthened for all students with a school-wide focus using the following strategies:

Continued emphasis on reading and writing readiness skills

Continued emphasis on a range of daily reading and writing opportunities

Provision for and availability of a wide variety of multi-levelled literature

Schol-wide practice and reinforcement of ‘SMART’ reading strategies and skills

Continue to expand ‘Guided Reading’ practices at the Grade 5 level

Continue with implementation of daily ‘School-Wide Reads’ segments

Support parents with information relative to effective home reading strategies

Create a time management structure for grade grouping meetings in advancing instructional strategies and assessment practices

Recognize and celebrate as appropriate successes and accomplishments throughout the year.

 

FSA Gr. 4 Students Meeting or Exceeding Expectations – Writing

 

99/00

00/01

01/02

02/03

03/04

04/05

05/06

06/07

All

90

89

100

100

88

93

97

97

Male

81

87

100

100

78

100

94

95

Female

100

93

100

100

100

87

100

100

Aboriginal

60

80

msk

msk

msk

msk

msk

msk

 

 

DART Assessments G. 3-7

Fall 2007 Spring 2008
BCPS BCPS

Gr.

1

2

3

4

1

2

3

4

3

4

17

7

0

        

4

6

13

6

0

        

5

5

15

16

5

        

6

2

11

20

3

        

7

1

10

17

2

        

Total

18

66

66

10

        

 

SPECIFIC PERFORMANCE TARGET:

To move all students along the continuum and improve overall achievement in reading by 10% using DART assessment obtained for Fall 2008 and Spring 2009.

Narrow the gap between male/female achievement levels in reading by 5% as measured by Gr. 7 FSA results.

Improve the level of achievement in reading by 5% in FME and EE using DART assessment results for 2008/09.

 

FOCUSED ATTENTION ON:

To maintain and improve literacy achievement levels for all students.

To narrow the gap by 2% between male/female performance levels for writing using Gr. 4 FSA results.

To narrow the gap by 5% in writing and reading comprehension levels for ESL and Aboriginal students using FSA and DART results.

 

DATA USED TO TRACE PROGRESS:

DART Assessments

FSA Results

Final Report Card Results for LA

BCPS Results – School Wide Writes

 

FSA Gr. 7 Students Meeting or Exceeding Expectations – Writing

 

99/00

00/01

01/02

02/03

03/04

04/05

05/06

06/07

All

74

84

84

80

83

95

74

87

Male

64

89

74

70

75

93

67

87

Female

88

79

94

90

94

95

85

87

Aboriginal

msk

msk

msk

msk

63

msk

msk

msk

 

School – Wide Writes Results 2003-2008

 

NYWE

ME

FME

EE

FM & EE

Nov. 2003

46

105

93

11

104

May 2004

13

44

136

59

195

Nov. 2004

16

72

109

35

144

May 2005

11

52

126

47

173

Nov. 2005

18

64

105

20

125

May 2006

17

41

107

51

158

Nov. 2006

40

98

55

9

64

May 2007

26

76

83

17

100

Nov. 2007

          

May 2008

          

 

FSA Gr. 4 & 7 Students Meeting or Exceeding Expectations – Reading

Gr. 4

99/00

00/01

01/02

02/03

03/04

04/05

05/06

06/07

All

67

68

82

85

97

84

90

62

Male

53

61

81

81

100

93

94

45

Female

80

79

83

90

94

75

86

79

Gr. 7

                

All

74

76

66

76

88

95

89

71

Male

64

72

68

64

80

93

87

60

Female

89

79

63

90

94

95

92

81

Aboriginals

25

80

msk

msk

msk

msk

msk

msk

 

Goal 2 (see Guidelines document for details to complete this document)

 

School Name: Forest Park Elementary

GOAL: Numeracy

To continue to focus on problem solving strategies that may result in greater achievement levels for all students.

 

RATIONALE FOR SELECTING GOAL:

The data analyzed suggests that a significant number of our students are realizing success in numeracy over the past five years. Nonetheless, after an in-depth analysis and further segregation of data presented, it became evident that our students continue to experience challenges relative to problem solving strategies in numeracy. This point was made clear when looking at FSA results administered in February 2008. Therefore, we are all in agreement that additional support and focus is required in advancing problem solving strategies for all students for 2008/09 school year.

 

The school-wide focus relative to problem solving strategies will feature opportunities for staff members to engage in professional dialogue through regularly scheduled meetings throughout the year. These meetings will serve as a platform to provide further direction and support to all staff members in an effort to effectively implement problem solving strategies at all levels.

 

EVIDENCES USED:

FSA Results – 1999-2007

Report Card Results for Numeracy

Gr. 7 Cumulative Test

VI Net Diagnostic Math Assessment

 

FSA Gr. 4 Results – Students Meeting or Exceeding Expectations - Numeracy

 

99/00

00/01

01/02

02/03

03/04

04/05

05/06

06/07

All

50

65

93

100

100

87

94

100

Male

38

71

100

100

100

93

88

100

Female

67

54

90

100

100

81

100

100

 

FSA Gr. 7 Results – Students Meeting or Exceeding Expectations - Numeracy

 

99/00

00/01

01/02

02/03

03/04

04/05

05/06

06/07

All

79

83

84

86

95

97

97

94

Male

80

89

79

82

96

100

96

93

Female

76

76

89

90

94

95

100

94

 

FSA Gr. 4 & 7 Numeracy Results – Feb. 2008

Numeracy 1

1

2

3

4

Numeracy 2

1

2

3

4

Gr. 4

# of students

4

11

6

3

2

6

5

12

Gr. 7

# of students

4

4

8

12

0

6

14

8

 

SPECIFIC PERFORMANCE TARGET:

To improve the achievement levels by 5% on VI Net Assessments using Oct. 2008 and May 2009 results.

To narrow the gap in male/female achievement levels by 4% for FN students.

To elevate the achievement levels for all FN students by 10% using VI Net Assessments for 2008/09.

To focus on competency levels in all students relative to problem solving strategies with added attention to Gr. 5 students for 2008/09.

 

FOCUSED ATTENTION ON:

Problem solving strategies and promising assessment practices to be introduced to all students.

Additional focus on FN support through FN allotments.

Additional support to all Gr. 5 students to collectively improve their ability to effectively use problem solving strategies in numeracy.

 

DATA USED TO TRACE PROGRESS:

VI Net Assessments – Oct. 2008 and May 2009

FSA Results fro Gr. 4 & 7 in Numeracy

Report Card Data – Nov. 2008 and June 2009

Teacher Assessment Data

 

Goal 3 (see Guidelines document for details to complete this document)

School Name: Forest Park School

 

GOAL: Social Responsibility

To maintain and improve the level of responsible and respectful behaviours in all school settings, creating a calm and nurturing learning environment.

 

RATIONALE FOR SELECTING GOAL:

Forest Park School staff and students have worked diligently to foster a culture of responsible and respectful behaviours throughout the school environment with considerable success. As professionals we value that aspect to our school culture and embrace a number of effective and successful programs that meets the needs of our staff, students and the school community.

We believe for our students to be successful, we need to provide a learning environment that is calm, safe, inclusive and nurturing. Although, we have made great strides in meeting our goal for 2007/08, we believe that more can be accomplished in working together to meet the needs of all students in our school community. With integration of new students from the neighbourhood school, the staff and parents agree that our focus on respectful and responsible behaviours in all school settings would be an appropriate goal for 2008/09 school year.

Staff observations and data presented suggest:

disrespectful/irresponsible behaviours are evident across all grades

EBS electronic tracking system demonstrates disrespectful behaviours to be prevalent across the grades

students needing frequent and consistent reminders relative to politeness, respectful language and common courtesy

referrals to the office reflect the culture of disrespectful behaviours or lack of consideration for others

students are not managing school and own resources in a respectful/responsible manner

 

EVIDENCES USED:

EBS (Effective Behaviour System)

Electronic tracking of behaviours observed

BCPS for Social Responsibility

Report Card Results – Social Responsibility

Ministry Satisfaction Survey

School Satisfaction Survey

Staff Observation/Feedback

 

Office Referrals 2001-2008

 

00/01

01/02

02/03

03/04

04/05

05/06

06/07

07/08

318

209

192

108

91

101

82

39

 

 

Total Misbehaviours/Office Referrals to May 5, 2008

 

Bullying

2

Snowballing

1

Disobedience

1

Swearing

0

Disrespectful

17

Theft

2

Dangerous Behaviour

2

Hands On

3

Fighting

5

Vandalism

2

Lying

0

Tardy

0

Drugs/Alcohol

0

Other

9

 

Summary of Behaviours by Location 2006/08

 

 

Class

Gym

Hallway

Washroom

Playground

En Route

Bus

Other

Total

06/07

14

3

0

2

30

8

0

6

63
 

22%

5%

0%

3%

48%

12%

0%

10%

100%

07/08

11

0

0

2

22

2

0

2

39
 

26.8%

0%

0%

4.9%

53%

4.9%

0%

4.9%

95%

 

SPECIFIC PERFORMANCE TARGET:

To reduce by 10% disrespectful/inappropriate type of behaviours over the 2008/09 school year.

To reduce the number of repeat infractions by 10% in the disruptive/disrespectful type of behaviours over the 2008/09 school year.

To increase by 10% the parent awareness of the Code of Conduct rules over the 2008/09 school year.

 

FOCUSED ATTENTION ON:

All students from K-7

Specific focus on repeat infractions

Specific focus on male students at all levels

Specific intervention strategies at the Gr. 5 & 6 level

 

 

DATA USED TO TRACE PROGRESS:

Student Cumulative Record Form

BCPS for Social Responsibility

Ministry Satisfaction Survey

School Satisfaction Survey

Teacher Observations

TOC Behaviour Feedback Forms

 


 

Goal 1: Literacy

 

School Name: Forest Park Elementary

GOAL: To improve students’ writing performance and reading comprehension.

OBJECTIVE: To increase the literacy and writing achievement levels for all students with emphasis on male student progress.

 

PERFORMANCE INDICATORS:

DART Assessment

PM Benchmarks

FSA Results

Report Card Results

BC Performance Standards for Writing and Reading

 

STRATEGIES:

 

DESCRIPTION

INSERVICE TRAINING

NEEDS

RESOURCES NEEDED

RESPONSIBILITY

START

DATE

END

DATE

Build in students a capacity to develop a deeper understanding of shared language terminology from K-7.

Literacy team to provide direction and focus for the year.

Release time to collaborate and plan.

Literacy team/lead literacy teacher.

Sept. 08

May 09

Continue to focus on developing solid writing skills, with emphasis on spelling, grammar, punctuation, sentence structure and paragraph development.

Literacy team.

Literacy meetings – Wed. after school

Literacy Lead teacher.

Sept. 08

May 09

Implement the use of writing performance rubric as a learning tool.

Literacy team.

  

Literacy Lead teacher.

Sept. 08

May 09

Structure collaborative marking schedules for all grades.

  

Teacher release time.

Principal

Sept. 08

May 09

Continue with ‘DEAR’ (drop everything and read) program as part of instructional time.

    

Principal

Sept. 08

May 09

Continue to expand ‘guided reading’ levelled resources at the intermediate level.

  

Literacy Lead Teacher.

Literacy Lead Teacher.

Sept. 08

May 09

Introduce ‘literacy circles’ strategies at a Gr. 4/5 level for 2008/09.

  

Literacy Lead Teacher

Literacy Lead Teacher

Sept. 08

May 09

Establish collaborative meeting times for K-7 staff members to monitor and assess progress made throughout the year.

  

Literacy Lead Teacher

Principal

Sept. 08

May 09

 

EVALUATION PLAN:

Teacher observation and assessment including regularly scheduled collaborative meetings

DART assessment

PM Benchmark assessment

FSA Results

BC Performance Standards for writing and reading

Report Card Results

Collaboration at staff meetings.

 

Goal 2: Numeracy

 

School Name: Forest Park Elementary

GOAL: To continue to maintain and improve student achievement levels in numeracy with a focus on problem solving strategies.

 

OBJECTIVE: To administer VI Net Diagnostic assessment instrument in October 2008 and again in May to determine the degree to which the learning outcomes were successfully met for the grades tested.

 

PERFORMANCE INDICATORS:

To what extent did the assessment instrument reflect the current IRP requirement?

Was the assessment information used to inform instructional practices?

How effective were the sharing sessions relative to problem solving strategies?

Were the learning outcomes relative to problem solving strategies effectively met?

How effective and useful grade group meetings were in discussing assessment results?

 

STRATEGIES:

 

DESCRIPTION

INSERVICE TRAINING

NEEDS

RESOURCES NEEDED

RESPONSIBILITY

START

DATE

END

DATE

Provide opportunities for all students to be exposed to common language relative to problem solving strategies.

Janis Bruce

After school session.

Numeracy team.

Oct. 08

May 09

Implement school-wide program to engage all students in resolving a ‘ problem of the week’

Primary focus – one problem

Intermediate focus – one problem

Numeracy team collaboration.

Structured meeting schedule.

Principal/Numeracy team.

Sept. 08

June 09

Provide opportunities at each staff meeting for collaboration and assessment of current practices engaged in problem solving strategies school –wide.

All staff members.

Agenda Item

Principal

Oct. 08

May 09

Structure management times for ‘grade groups’ meetings to collaborate on problem solving strategies, assessment practices and effective teaching methodology.

Principal

  

Principal

Oct. 08

May 09

Create ‘problem of the week’ bulletin board and display work in progress at the primary and intermediate levels.

  

Numeracy team.

Numeracy team.

Oct. 08

May 09

 

EVALUATION PLAN:

 

The degree of involvement and collaboration of numeracy committee throughout the year.

The degree to which data assessed in problem solving was used to inform instructional practices school wide.

The ability and flexibility demonstrated in making adjustments to the action plan as may be necessary throughout the year.

The focus and attention given to problem solving strategies at monthly staff meetings.

The level of participation with the ‘problem of the week’ bulleting board.

 

Goal 3: Social Responsibility

 

School Name: Forest Park Elementary

GOAL: To continue to increase the level of respectful and responsible behaviours in all school settings.

 

OBJECTIVE: To continue to advance the programs and promising strategies which address and positively influence socially acceptable behaviours, with emphasis on respectful and responsible actions in the school environment.

 

PERFORMANCE INDICATORS:

Playground/classroom observations and assessment

Ministry Satisfaction Survey

BC Performance Standards for Social Responsibility

Annual office referrals

Feedback data from TOC coverage

 

STRATEGIES:

 

DESCRIPTION

INSERVICE TRAINING

NEEDS

RESOURCES NEEDED

RESPONSIBILITY

START

DATE

END

DATE
Increase socially acceptable behaviours:

o1 Conduct ‘Second Step’ program as appropriate

o2 Continue with ‘Roots of Empathy’ program

o3 Continue with ‘Bully Beware’ program

o4 Advance socially appropriate behaviours through ‘Self-Manager’ program at the intermediate level

o5 Continue with ‘Homework’ club

All programs and training already in place.

  

Whole Staff/Counsellor

Principal

Sept. 08

May 09
Provide opportunities for students leadership initiatives:

o1 Office committee

o2 Computer committee

o3 Announcement committee

o4 Environment committee

o5 Sports committee

o6 Peer helpers committee

o7 Social committee

o8 Assembly committee

o9 Safety committee

o10 Recycling committee

 

 

All programs and training available at school level

Structured meetings – one per month.

Social Committee & Principal

Sept. 08

June 09
Promote socially positive behaviours through the Virtues program:

o1 Respect

o2 Responsibility

o3 Courtesy

o4 Kindness

o5 Friendliness

o6 Acceptance, etc.

o7 (one virtue per month)

o8 Establish a ‘Virtue’ bulletin board

Program/activities well embedded in the culture of the school.

  

Social Committee/Principal

Sept. 08

June 09
Promote and reinforce the following programs school – wide.

o1 School – wide behaviour plan (EBS)

o2 Code of Conduct Plan

o3 Code of Conduct – Class Plan

o4 Recognition and praise of respectful/responsible behaviours

o5 Recognition and praise of socially pro active behaviours over the PA.

    

Whole Staff/Principal

Sept. 08

June 09
Continue to promote programs/activities that reflect respectful/responsible behaviours school-wide.

o1 Fine Arts

o2 Cultural Events

o3 Intramurals

o4 Principal’s Shining Example

o5 Staff vs. Students Challenges

o6 Strong and vibrant Students’ Council Committee

o7 Sports

o8 Special school spirit days

o9 Support of charitable organizations and causes: Salvation Army, Loaves and Fishes, BC Children’s Hospital, Terry Fox Run, Overseas Foster Fund, Pennies for Presents, Jean’s Day, etc.

Programs/activities well established and embedded within the school environment.

  

Whole Staff

Principal

Students’ Council

Sept. 08

June 09

 

EVALUATION PLAN:

Classroom, school-wide and playground supervision/observations

Ministry Satisfaction Survey

BC Performance Standards – Social Responsibility

Report Card Results

EBS Program

Student Cumulative Record data

TOC Feedback Data

Noon Hour Supervision