School Improvement Plan

for Student Achievement 2015-16

School:

Principal:

Rothwell-Osnabruck Public School

Vice-Principal(s):

Ewen McIntosh
Peter Onstein

Goal: By the end of June 2016, 70% of marker students in the Primary Division will increase achievement by one increment on the achievement chart in literacy (reading), based against historical
report card data.
School Effectiveness Framework Indicators:
1.1
1.2
1.7
4.1
4.2
4.3
4.4
2.1

Assessment is connected to the curriculum, collaboratively developed by educators and used to inform next steps in learning and instruction.
A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and to determine next steps.
Ongoing Communication about learning is in place to allow students, educators and parents to monitor and support student learning.
A culture of high expectations supports the belief that all students can learn, progress and achieve.
A clear emphasis on high levels of achievement in literacy and numeracy is evident throughout the school.
Teaching and learning in the 21st century is collaborative, innovative and creative within a global context.
Learning is deepened through authentic, relevant and meaningful student inquiry.
Collaborative instructional leadership to build capacity to strengthen and enhance teaching and learning

PLAN

ACT

OBSERVE

REFLECT

Needs Assessment
Where are we now?

Evidenced-Based Strategies/Action
What are we going to do?

OBSERVE: Monitor/Gather Evidence

How are we doing?

Analyze/Reflect
How did we do? Where to Next?

What does student achievement data indicate?

2014-15 Grade 2 Report Card Language Achievement

indicates:
o 15% of cohort at level 1
o 19% of cohort at level 2
o 67% of cohort at level 3 or 4
2014-15 Grade 2 PM benchmark data indicates that
41% of cohort is reading at or above grade level

Concerns:

Historical Grade 3 EQAO Reading Data has been

erratic, but overall is trending downward

Year
07-08
08-09
09-10
10-11
11-12
12-13
13-14
10 February 2016

Percent at Grade level

82
34
55
50
76
54
32

Overall Goals

Exploration of high-yield instructional approaches;

Group based review and exploration of new/next
approaches
Exploration of critical literacy and critical discourse;
Increased use of Growing Success to inform over-arching
messaging and direction for assessment.

What will be observed?

From Staff:

Development of consistent perceptual data collection

protocols for both staff and students
Deepening understanding of curriculum expectations for
teaching staff; how might we translate expectations into
learning goals that are easily understood by students?
Deeper focus on staff-wide embracing of observation and
conversation as tools for both assessment as learning
(feedback to inform next student move) and assessment of
learning (feedback to inform next instructional move)

From students:
Using multiple approaches to representing understanding
Increased frequency of self-advocacy in response to stated
learning goal

26-point gap between PM benchmarking and report

card achievement rates at or above grade level.

Professional Learning

2014/15 in-house PLC at Primary Division; focus on use

of knowledge-building circles and their
implementation
Recent staff-wide focus on school design (K.Robinson)
as well as growth mindset (C.Dweck) when collecting
student observations

1st CYCLE OF INQUIRY

If teachers learn and apply high yield teaching strategies, then

students will learn to use a variety of strategies to improve
their learning in literacy (reading).achievement, with 70% of
marker students increasing by one increment on the
achievement chart.

To be completed by March 25, 2016

To be completed by April 1, 2016

To be completed by June 10, 2016

To be completed by June 17, 2016

Measures:
Choose marker students
2nd CYCLE OF INQUIRY

10 February 2016

To be completed by April 4, 2016