Wolf Creek Public Schools

2016-2017

Education Planning & Reporting

ACE Plan: Action – Collaboration - Evidence

West Country Outreach School

Welcome to West Country Outreach

WCOS - Planning & Reporting Our ACE Plan

Welcome to another fantastic school year for West Country Outreach students, families, and staff. You are about to enter into a document that has been well-planned by a dedicated group of invested stakeholders, and includes the goals and strategies for our upcoming year, as determined by areas of success, areas of need, and the Wolf Creek School Division’s 3-year plan for excellence. We’re proud to have included the voices of parents, students, and staff in this document. If you have questions or comments, please contact Ms. A. Holliday, Principal of West Country Outreach School.

    • School Council Input - The 16-17 ACE Plan was shared with School Council at the Oct. 18 Council meeting. Our School Council consists of parents, students, a staff advisor, and the Principal.
    • School Council was provided an opportunity to provide advice on the development of the ACE Plan. This occurred at the Oct. 18 Council meeting and is referenced in the meeting minutes.
    • Accountability Pillar Reporting The Fall 2016 Annual Education Results Report from the Accountability Pillar has been linked to our School’s Website. This document helped set our direction, highlighting areas of excellence and areas requiring growth.

Section 1: OUR MOTTO, MISSION, VISION

We define ourselves and our mission through the raven symbol. Often negatively stereotyped, ravens are persistent, intelligent problem solvers. Ravens are symbolic of having heightened awareness, allowing us to see into the hearts of others and empathize with the feelings of others. Ravens are symbolic of wisdom, transformation, courage, truth, great thought...and magic!

OUR VISION: “We will continue to build a sense of ‘community’ within our school, with our partner schools, and in our home community, through our core values”:

Unity -- students and staff commit to maintaining a safe and caring environment for all

Identity -- strong sense of self - individually, and collectively

Community -- as a unique and proud community within our school, but also within the

local and global community. Positive citizenship.

Respect -- for self, others, school, peers, community

Our Mission: To model and instill the 4 core values of our circle, through excellence in teaching and personal commitment to the holistic Outreach model of education and in doing so, meet the physical, psychological, emotional, and intellectual needs of our students.

School Culture; School Pride

Program Highlights - These programs are integral to our school’s success!

Student Leadership Program

Lions’ Lunch Program

Peer Support

Student of the Week

Apps for Education

Field trips-home & abroad!

Guest speakers

Graduation/Awards

“Girls’ Group”

Health Champs

Volunteerism

Outdoor Camp

Arts Integration .

The ‘Who’ and the ‘What’ of WCOS….

West Country Outreach School meets Alberta Education’s mandate for providing an alternative to traditional schooling. The school offers flexibility in the pacing and completion times for courses; strong interventions and supports for complex learning and personal needs; and allows students to continue their studies around work and family commitments, allowing an opportunity for academic success. The students receive highly individualized program planning. We focus on providing an excellent learning environment to meet the academic and personal needs of our diverse population of learners, including those from our ‘feeder schools’. Our focus is on a strong culture of ‘family’, providing a safe and caring environment for all learners.

STUDENT POPULATION: 61 Full-Time Registered Students

29 Dual Students from RJSH

Level 3 Students = 17, Level 4 Students = 5

Our Staff…..

Tamara - SSW, Marilyn - Inclusion

Kim - Admin. Assistant

Dave Robertson - Social St., PE, CTS

Natalya Agafonov - Math, CALM

Melissa Marois - English, Inclusive Ed. supports & technology

Marg Brookwell - Junior High, Senior Biology

Shelley Dyrland - Senior Science, Work Ex. Coordinator

Alva Holliday - Principal

Section 2: How We Did Last Year

Content: Here’s a snapshot of what you will see in this ACE Plan:

    • Our school’s Accountability Pillar Report from 2015-2016
    • Inclusive Learning Services Data on IPP’s, APP’s
    • Data from PATs/Diplomas/
    • Literacy Data from the STAR Assessment
    • School-generated data - our student survey

An AUTHENTIC review of the data will summarize key points, trends, successes, challenges, and growth areas based on the data.

    • We explore what the data tells us regarding our goals from 2015-2016?
    • We reflect and decide on how the data informs our plans for 2016-2017?

SECTION 2: How we did last year

This section utilizes a variety of data sources that look at important trends, successes and challenges from 2015-2016, which help us set goals for 2016-2017. We’ll use 3 different data sets for this section:

STAR ASSESSMENT - this online assessment provides information on a student’s reading comprehension and provides teachers with identified areas requiring interventions and assistance. It helps us set benchmarks so that we can see areas of improvement and growth in literacy.

STUDENT SCHOOL SURVEY - this survey was provided to students in June 2015, and helps us to identify areas of success and growth as seen through the eyes and heard through the voices of our students.

ALBERTA EDUCATION ACCOUNTABILITY PILLAR - this survey is conducted by Alberta Education to parents, students, and teachers, and identifies areas our school can celebrate (these areas are blue), as compared to other schools in the province, and also areas we need to concentrate on for growth (these areas are red).

STAR DATA: How We did Last Year….

What the data tells us regarding last year’s goals. Last year, we implemented an Inclusive Supports Specialist to further assist level three students. Specifically, she created a safe and caring environment when administering the STAR test which allowed students to understand the why behind the testing. Because the students understood the why, the tests resulted in truer results of the students’ ability.

Student Feedback: The Purpose of the STAR Test is:

“to make sure students are on track with reading and not struggling with basic concepts.”

“So the teachers can help offer individualized help to students”

  • Our Literacy focus was on affixes, synonyms and connotations for junior high students specifically, and academic vocab, executive functioning and command words as a school wide approach.
    • Of a select focus group of students’ test results (6), IRL increased 1.2 years minimum in a six month period and word knowledge increased positively overall.

STAR DATA….continued

How the data informs our goals for literacy this year…

Now that students are comfortable with the process of STAR and the “why” of testing, we will integrate a further understanding of the questioning process including:

Goal 1: Focus on directing/command words - ACADEMIC VOCABULARY

Goal 2: Deconstructing Questions -

*Physical Techniques - highlighting, underlining

*Searching key points; summarizing

*Paraphrasing, annotating, note-taking

Strategies: 1. Use of graphic organizers

2. APP format for Frayer Model, VoLT APP - Vocabulary Learning Techniques

(VoLT is an app which will provide the reader with various innovative techniques to remember difficult vocabulary, associating difficult words with real life events, stories, pictures.

Frayer Model

Section 2: Student Survey Data: How We Did Last Year….

n=38 students

What makes WCO a positive place - teachers, flexible, we are family, safe, no bullying, quiet work rooms, kindness, everyone is respectful, teachers know when things are going on, it’s super chill, motivation and good vibes

Suggestions for Improvement - icebreaker activities, music or art class, play quiet music in the background, study guides for final exams

Reflecting on Literacy - teachers provide alternate strategies, helping with our needs, great teaching methods, helping students learn in a way that works for them, “word of the week” and pictures, use your device if you don’t know the answer, notetaking strategies, drawing pictures to understand concepts, diploma preparation, study grammar, vocabulary definitions, we do a lot of reading and writing together in class

Section 2: How We Did Last Year - AERR

Reflecting on the Alberta Accountability Pillar Data…...

Student Learning Achievement (PAT’s) - “Data is suppressed on the AERR where the number of respondents is fewer than 6.” WCOS had 2 students complete the PAT. All other Junior High students (4) received parental exemption.

Student Learning Achievement (Diplomas) - Average number of students writing diploma exams in Math, English, Social Studies courses is between 7-9. All other diploma courses have less than 6 students; therefore are not represented in the AERR results (including English 30-1.)

Safe and Caring Schools Measures, Education Quality, and Student Learning Opportunities -

Number of Teacher Respondents = 8.

Number of Student Respondents = 38

Number of Parent Respondents = 15

Accountability Pillar

Included in this ACE Plan are the following highlights:

  • All areas from our school’s 2015-16 Accountability Pillar Report that were reported as “issue”(orange) or “concern” (red).
    • PAT/Diploma Exam Acceptable and Standard of Excellence Achievement Data
    • Accountability Pillar Survey Data
  • Each “issue” or “concern” will show IDENTIFIED IMPROVEMENT TARGETS for each area that outline moving each area into “improvement”.
  • SPECIFIC STRATEGIES for meeting the identified targets
  • We outline how the input and voices of our School Council, staff, student and parents are important to this plan by showing how we have shared data and engaged these groups by collaborating on targets and strategies.

WCO Accountability Pillar Data 2015-2016

The Accountability Pillar is combined data that provides a picture of West Country Outreach School’s overall performance, including areas of success and potential challenges. Sharing this data helps our community understand our goals towards better performance and success for all students. The data on this report includes surveys from parents, students, and teachers and includes information on high school completion rates, diploma exams, post-secondary transition, safe and caring environment, preparation for the work world, and much more!

Click on the link to view our results. You’ll understand our commitment to setting goals in areas that require improvement, and why we continue to celebrate our safe and caring environment.

https://drive.google.com/file/d/0B070DD94V62gVUZ5TERpczRtTlU/view?usp=sharing

Accountability Pillar - Areas of Strength

Reflecting on Our Successes….

Safe and Caring Measure - 95.7%

As an Outreach School, we prioritize initiatives and programs that ensure all students feel a sense of belonging, where ideas are shared in an atmosphere of inclusion. We do this through our “Leadership Peer-on-Point” Program, our assemblies, our coffee-table corner, and emphasis on our mission/vision and raven logo. We are proud of this measure, as it is integral to the achievement of students who have not always experienced success or comfort in school.

Work Preparation (100%) and Citizenship (92.6%) -our mandate is to ensure students feel prepared for life outside of school, and these results tell us that that our students will be productive, valuable assets to the community. This measure ensures they have the “attitudes and behaviors that will make them successful at work when they finish school” and “model the characteristics of active citizenship”.

NOTE: According to the AERR statistics of 4-6 year transition rates to post-secondary & apprenticeship, 70%-80% of WCOS students enter the world of work upon graduation. The above measure ensures they are prepared!

Reflecting on Our Successes….

Parental Involvement: n=8,

As representatives of WCOS parents,

our School Council is active and invested in

education. They are involved in decisions

affecting education and our school

community-- always supportive, willing

to learn, inquisitive, and informed. This council

consists of parents, students, teachers, and Administration.

NOTE: The challenge with this measure of success is the low number of respondents.

Accountability Pillar - Areas of Concern

Our Challenges...

3-Year Completion Rate - during the last 5 years, our 4-year completion rate has always been higher. This data is not reflected in this year’s AERR. Students often require the extra year, as they meet personal/learning challenges that require an Outreach placement. Some students exit early for employment.

2015 Completion Rate - 3-year = 72.7%

4-year = 82.2%

Diploma Acceptable Rate - Results are only for: Math 30-1, English 30-2, Social 30-1 & 30-2. All other diploma courses had less than 6 students, therefore data values are suppressed.

Interpretive Factors - English 30-2 saw an improvement to ‘green-good’. Areas of concern are Social Studies 30-1 (7 students), 30-2 (9 students), and Math 30-1 (6 students).

Accountability Pillar Targets & Strategies

Area of “issue” or “concern”

Identified Improvement Target

Specific Strategies

Drop Out Rate-tracked for 1 year & not enrolled the following year.

Reduce from:

7.3 to 4.0

*my Blueprint career planning

*Teacher and Peer-On-Point Program

*improved access to supports for barriers

High School Completion-3 year

61.6 Increase to 75.

*track 4-year completion rates

*Interview grade 12’s to determine life barriers

*begin career exploration in grade 10

*intake - new 3-year plan intake form (students set goals and track their own progress)

PAT Acceptable

Increase by 15% in each core subject

*Grade 9 Test-Taking Strategies (teacher-directed)

*SSW - Reducing Test Anxiety

*Teachers - STAR data to identify strategies

Accountability Pillar Targets & Strategies

Area of “issue” or “concern”

Identified Improvement Target

Specific Strategies

Diploma Acceptable

- English

- Mathematics

65.9 current to a

67.0. In the first

year.

ENGLISH

-New: Quarterly seminars for Student Success.

-STAR Data to determine individual strategies

-New: Technology for Reading/Writing (ex. Rewordify,

TextCompactor, PaperRater, SpeakIt)

- Scaffolded critical & personal essay template and format for 10, 20, 30

MATH

-focus on academic vocabulary

-daily reviews/practice of fundamental math skills (solving multi-step equations, order of operations, fractions)

-collaborate with math teachers to learn/implement successful practices in the classroom

-increase attention to different learning styles. Example: use smartboard for visual learners, “Text-to-speech” for auditory learners

-deepen understanding of new knowledge: timely analysis of tests combined with reviewing and practicing questions that were not answered correctly

- increase time to practice how to solve word problems

Accountability Pillar Targets & Strategies

Area of “issue” or “concern”

Identified Improvement Target

Specific Strategies

Diploma Acceptable Social Studies

65.9 current to a

67.0. In the first

year.

SOCIAL STUDIES -

Vocabulary Focus

-Placemat Charts

-Principles worksheets – key vocabulary related to “Liberalism” and “Collectivism” with

attached sources – students analyze sources for evidence of the principles.

Sources Focus

-Principles worksheets –as above

-Updated assignment sources with question

sheets. Bring the source analysis assignments in class into a more up to date focus. More timely = More accessible.

Multiple Choice Focus

-Update multiple choice questions with more

student friendly language. More accessible.

-Update multiple choice sources to a more

present day focus.

-Eliminate “trick” questions.

-Make sure there is only one “best” answer per

question.

-Include questions using AB SS “front matter”

much like students will see on the diploma

exam – ie: “best”

Writing Focus

-teach the process from the beginning so

students have a better idea of how their writing

should “look”, not just what it should say.

-Writing worksheets with every assignment.

Reducing Barriers accessing supports (ex. accessing accommodations for anxiety, extra time, frequent breaks, reader, scribe, audio)

Accountability Pillar Targets & Strategies

Area of “issue” or “concern”

Identified Improvement Target

Specific Strategies

Transition Rate - 6 year - post-secondary enrolment within 6 yrs of entering grade 10.

32.6 current to

40.0.

-Accessing Career Counselling

-Informing parents/students of accommodations available through post-secondary. Assessments carry through to post-secondary.

-MyBlueprint starting in Grade 7

-Accessing RJSH Career Fair

-Red Deer College Trades Fair

-Guest speakers in targeted career-interest areas.

-Information and support with bursaries, scholarships (financial supports)

ILS DATA Report 2016

This section highlights data for our school population from the Inclusive Learning Services Department of Wolf Creek Schools. The data refers to students at differing levels. This means that students who require more interventions would appear as Level 4’s on a Pyramid of Interventions (requiring more supports) than a Level 3 student. You will notice that 30% of our students are identified as Level 3, and that the highest ‘need’ indicators are in the areas of social, emotional, and behavioral supports. Our Pyramid of Interventions is an excellent guide, which shows the many supports we utilize at West Country Outreach School. This link will take you to our ILS Data…….

ILS DATA Report 2016

Impact Assessment Data

  • We analyze our school’s Impact Assessment Data (Level 3 and Level 4 student information) in 2015-16 and 2016-17 and School profile reflected in the Impact Assessment Summary.
  • We identify solutions we might explore as a result of our conclusions regarding Impact Assessment data? (Identified Improvement Target)

We explore this data based on our school profile. As an Outreach School, our

goal is to ensure that students who experience significant personal/life/psychological/social-emotional barriers receive targeted interventions in a safe and caring environment, ensuring a successful school experience, and positive transition to individual life goals.

Impact Assessment Data - Reflections

The number of level 3 and level 4 students remains constant.

The highest level of need continues to be factors involving Social/Emotional/Behavioral interventions. These students meet the Outreach education profile (i.e. both RJSH and WCOS have collaborated their efforts to ensure students requiring these supports have access to appropriate placement at WCOS. Meaning….we are doing a better job of ensuring the right students are at the right schools!)

There is a slight increase in students requiring Executive Functioning supports. We attribute this to our ability to better identify this need through staff professional development and a focus on Executive Functioning in last year’s literacy plan. Executive Functioning continues to be part of our Literacy plan for 2016-2017.

The Impact Assessment Data supports the mandate of Outreach Education, and our support for students experiencing social/emotional barriers.

Areas of Need are addressed on a student-by-student basis through staff professional development (ex. Students with unfamiliar diagnosis, staff Prof. Development provided through Inclusive Services expertise, Mental Health First Aid, Students-At-Risk Conference, Emotional Literacy literature and PD). We will continue to explore and learn as the student needs are identified through CRM, IPP, APP, BIP, and Intervention Team meetings.

IPP Data Reflections….continued

Reflections: We believe some of our IPP goals were too “all-encompassing”, rather than targeted, and we were unable to “complete” a large goal, but DID see success with smaller goals. We anticipate “Achieved Goals” (ex. Written Expression) to increase with the change in the IPP software, to reflect achievement of smaller specific outcomes (ex. Sentence structure, paragraph development)

Goal: Increase in “Achieved” to 50% in the first year

Goal: Increase in “Partial Achieved” to 70% (specific outcomes)

IPP Data Continued…...

Anticipated Changes to IPP Areas of Development:

*Will see a decrease in students requiring IPPs with change in expectations for diploma accommodations.

*Will see a slight increase of students with Social/Emotional and Executive Functioning needs due to increased enrolment.

*Due to Social Worker decreased time, we will be providing more group supports for students in the above areas. Accessing PD (ex. Alberta Schools’ Mental Health Conference)

Grade 12 Data (Diploma & High School Completion) Planning Process/Strategies

*Intake - new 3-year plan intake form (students set goals and track their own progress)

*Accessing Career Counselling

*Begin career exploration in grade 10

*Accessing RJSH Career Fair; Red Deer College Trades Fair

*My Blueprint career planning

*Guest speakers in targeted career-interest areas

*Identify and Support Life Barriers

*Interview grade 12’s to determine life barriers

*Teacher and Peer-On-Point Program

*Improved access to supports for barriers

*Informing parents/students of accommodations available through post-secondary.

*Complete assessments that carry through to post-secondary

*Information and support with bursaries, scholarships (financial supports)

*Track 4-year completion rates - this rate has traditionally been higher than the 3-year rate. Students require extra life and literacy supports and often require the 4-year plan to reach graduation goals.

ILS Targets & Strategies

Impact Assessment Data

Identified Improvement Target

Specific Strategies

We explore solutions as a result of our conclusions regarding Impact Assessment data for students and staff?

Reduce level 3 students to level 2 in area of Social/Emotional need, academic, and Executive Functioning

*All teachers will utilize tech. APPS for intervention (modelling, assignment review)

*Increase attendance expectations for level 3 (correlation between attendance and success)

SSW group work-Zones of Regulation.

Guest speakers: Suicide Intervention, Digital Citizenship, Addictions & Self Harm.

ILS Targets & Strategies

IPP Data

Identified Improvement Target

Specific Strategies

How can WCOS continue to increase student goal achievement?

What is the potential target for students to achieve their IPP goals?

Goal: Increase in “Achieved” to 50% in the first year

Goal: Increase in “Partial Achieved” to 70% (specific outcomes)

Collaborate and support student identified needs through “Monday Meetings” (CRM), Intervention Meetings, meeting one-on-one with students, identifying goals and encouraging student ownership of goals. (student conferences). MyBlueprint and MyPass. Student/Teacher IPP review and reflection twice/semester (goal review)

What patterns, categories or trends we observed emerging from the 2016-17 IPP Areas of Development graph requiring action? ( Based on updated data Nov. 15.)

*Will see a decrease in students requiring IPP’s with change in expectations for diploma accommodations.

*Will see a slight increase of students with Social/Emotional and Executive Functioning needs due to increased enrolment.

*Due to Social Worker decreased time, provide more group supports for students.

* Accessing PD (ex. Alberta Schools’ Mental Health Conference)

ILS Targets & Strategies

Grade 12 Data

Identified Improvement Target

Specific Strategies

What planning process is developed at WCOS for diverse learners; to guide an appropriate high school plan, beginning in grade 9 or 10, through to a transition to post-secondary education and adulthood?

High School Completion-3year

61.6 increase to 75.

*my Blueprint career planning

*Teacher and Peer-On-Point Program

*improved access to supports for barriers

*track 4-year completion rates

*Interview grade 12’s to determine life barriers

*begin career exploration in grade 10

*intake - new 3-year plan intake form (students set goals and track their own progress)

Specific Program Implementation: -introduce Junior High students to MyBluePrint

-start building students’ portfolios

- use the program for CALM and Math (financial services)

-help students to research and compare post secondary options

ILS Targets & Strategies...continued

Grade 12 Data

Identified Improvement Target

Specific Strategies

Transition to Post-Secondary

and Adulthood

Transition Rate - 6 year - post-secondary enrolment within 6 yrs of entering grade 10.

32.6 current - increase to 40.0.

Accessing Career Counselling

Informing parents/students of accommodations available through post-secondary. Assessments carry through to post-secondary.

MyBlueprint starting in Grade 7 with study in areas of:

-discovering learning styles

-financial literacy

-discovering hobbies

Accessing RJSH Career Fair

Red Deer College Trades Fair

Guest speakers in targeted career-interest areas.

Information and support with bursaries, scholarships (financial supports)

What is the Collaborative Response Model? (CRM)

Kurtis Hewson writes on Collective Responsibility of Students

Wolf Creek Public Schools continues to grow and flourish under the Collaborative Response Model.

“Responding to the individual needs of students involves a cultural shift in schools and districts. A Collaborative Response Model is a school-wide framework that places inclusion at the core and ensures a collaborative response to the individual needs of students…. the establishment of collaborative team meetings, assessments and a pyramid of interventions ensure a systematic framework of structures and processes for educational organizations.” ~Kurtis Hewson, Lorna Hewson, Jim Parsons~, 2016

Focus Area 1: Continuation of CRM Process on Designated Aligned Calendar Fridays

Strategies

Data Collection/Who’s Responsible

Timeline for Implementation

All Teachers and Support Staff who are scheduled on Aligned Day Fridays fully participate in the CRM discussions/process.

Principal - Alva Holliday

Inclusion Coach - Marilyn Weatherald

Melissa Marois - Inclusion Specialist

Oct. 14

Nov. 18

Feb. 10

May 12

CRM software is used to record the commitments each CRM Team makes in response to identified student needs.

Primary - Inclusion Coach

Secondary - Melissa Marois, Inclusion Specialist

Dave Robertson (Sr. High) and Marg Brookwell (Jr. High)

Oct. 14, nov. 18,

Feb. 10, May 12

And CRM Meetings on

Mondays

CRM discussions, actions and commitments are focused on opportunities to discuss literacy data and growth of any students with some students being discussed in more detail at intervention meetings.

Primary - Melissa Marois (STAR Data)

Secondary - Marilyn Weatherald (further testing data) WIAT3, CEFI, QRI

Oct. 14

STAR (Oct. 15-Nov. 15)

Nov. 18 to follow up on STAR dates

Feb. 10

May 12

Focus Area 1: Continuation of CRM Process on Designated Aligned Calendar Fridays

Strategies

Data Collection/Who’s Responsible

Timeline for Implementation

CRM discussions, actions and commitments tightly aligned with pyramids of intervention

All certified staff.

Inclusion Coach.

SSW.

Support from Inclusive Services as required.

CRM Fridays X 4

Regular “as needed” updates in CRM software as Interventions required.

CRM discussions, actions and commitments for Tier 3 & 4 students are referred to Intervention Team meetings which also utilize the software for meeting records.

WCOS Intervention Team is all certified staff, and occurs as needed. Recording of meetings is rotated.

Meetings also include Inclusion Coach and SSW, when available to our school.

Support from Inclusive Services for Level 4 Interventions (as required) - Lana, Amber

Every Monday from 3:00 p.m. - 4:30 p.m.

Intervention Team Meetings are also immediately after school, as required by student need.

Focus Area 1: CRM Software

Year in Review

As a staff we are not focusing on Literacy in the CRM software at this time, nor do we foresee using CRM for Literacy in the future. Our philosophy as a school is to deal with the students holistically.

We are using the CRM software to track and monitor social/emotional/behavior/transitions. In this aspect we are highly competent and effective and find this software to help track our meetings.

We found the software was more reliable and user friendly this year

Focus Area 2: Continued Literacy Focus K-12

Strategies

Data Collection/Who’s Responsible

Timeline for Implementation

Administer the STAR literacy screen to all students

Melissa Marois

WCOS Certified Staff

Oct. 15-Nov. 15

Review and reflect on STAR data to flag students for conversations in the CRM meetings and/or Intervention Meetings.

WCOS Certified Staff

Nov. 18 PD Day

Implement additional assessment tools and staff PD as necessary to determine student areas of need.

Inclusion Coach - Mrs. Weatherald

Ongoing.

Provide school-based literacy interventions such as Word decoding, Tech for reading/writing, Academic Vocab. to Tiers 1, 2 & 3

Certified Staff

Ongoing.

Focus Area 2: Continued Literacy Focus K-12

Strategies

Data Collection/Who’s Responsible

Timeline for Implementation

Establish formal literacy intervention structures (7-12) - SEE CHART next slide.

Melissa Marois - Inclusive Support Specialist

All staff implement interventions

October 21 and ongoing

Staff collaborative professional development that supports the development of literacy in flexible learning environments. (Collaborative Subject-Specific teams)

Alva Holliday, Dave Robertson, Melissa Marois - English Team

Marg Brookwell, Natalya Agafonov - Math Team

Shelley Dyrland, Marg Brookwell - Science Team

2 Collaborative Subject PD Days as determined by staff teams.

Junior High Cohort Implementation

Use the Workshop Model and the new Scholastic leveled resources to provide more strategy-based learning as well as one-on-one structured support

Melissa Marois-Inclusive Support Specialist

Mtg dates: Nov. 1, Feb. 2, March 8

Implement one book club prior to Christmas Break, and an Inquiry Unit before March break.

Deconstructing Questions, Command Words

Executive Functioning

All staff implement interventions

Literacy Flow Chart

This chart demonstrates the strategies for literacy at WCOS from inception (“new knowledge-teachers”) to delivery (“new knowledge - students”), reinforcement (“deepening understanding”) and eventually, becoming part of the school culture.

Focus Area 2: Continued Literacy Focus K-12

Year in Review

We completed two rounds of STAR testing in WCOS and used that data to develop APP’s and IPP’s throughout the year

School based literacy interventions are ongoing and focussed on essay writing (DRED) and academic vocabulary for diploma exams

The cohort model worked within our school to improve our literacy in various subject areas

Junior High Cohort was not as successful as we had hoped due to various reasons (change of teacher, rescheduling of meetings). We will continue to explore this in our slow and purposeful modus operandi.

Our Inclusion Support Specialist (Shelley Dyrland) will continue to pursue this goal

Focus Area 3: Student Intervention Support

  • GOAL - WCOS will refine and utilize a comprehensive pyramid of intervention model that reflects the FOUR tiers of intervention available in our school and in the district.
    • WCOS will continue to refine and develop a pyramid that outlines student interventions.
    • The interventions will be explained and indicate: how they are used, duration of intervention and process to determine if the intervention is effective or impactful.
    • School-wide Impact Assessment Data will inform decisions around professional development, structures and supports to guide appropriate student programming needs
    • We will provide timely, effective and appropriate strategies to students to address identified learning needs.
    • The Pyramid of Interventions will align with supports using the CRM process and software
    • Literacy Interventions will be added to the Pyramid of Interventions
    • Targeted intervention support processes and structures will be formally outlined in the school timetable and communicated to staff, students and parents. The purpose and expected outcomes of these interventions will be clearly understood.

Focus Area 3: Student Intervention Support

  • WCOS will establish and use intervention teams to determine the intensity and rigor of intervention programming (CRM discussion, APP or IPP).

  • All schools will ensure a safe, caring and welcoming environment for all students and staff
    • Codes of conduct that define bullying, address bullying behaviour, respect diversity, and support student establishment of GSAs and QSAs in schools if requested.
    • Creating Learning Environments that Respect Diverse Sexual Orientations, Gender Identities and Gender Expressions.

Focus Area 3: Student Intervention Support (cont’d)

Strategies

Data Collection/Who’s Responsible

Timeline for Implementation

Implement a comprehensive pyramid of intervention model (access here!)to classify/categorize highly effective strategies for targeted students.

Inclusion Coach - Mrs. Weatherald

WCOS Certified Staff

Oct. 31

Consult all available student data to inform decisions around appropriate programming needs and seek out highly effective strategies.

Inclusion Coach - Mrs. Weatherald

Inclusive Supports - Mrs. Marois

WCOS Certified Staff

Ongoing.

Focus Area 3: Student Intervention Support (cont’d)

Strategies

Data Collection/Who’s Responsible

Timeline for Implementation

Ensure literacy interventions at all tiers are included in pyramid of interventions.

Marilyn - Inclusion

Melissa - Inclusion Support Specialist

Ongoing as pyramid supports grow in literacy.

Sept - June

Establish Intervention Team structure that meets on Aligned Calendar Fridays and require teacher attendance for all students being discussed

Inclusion Coach - Mrs. Weatherald

WCOS Certified Staff

SSW - Tamara

Aligned CRM Fridays as determined by staff, and staff FTE (4 days). Ongoing Intervention Team mtgs held regularly and communicated through CRM tasks/emails.

Focus Area 3: Student Intervention Support (cont’d)

Strategies

Data Collection/Who’s Responsible

Timeline for Implementation

Use Intervention Team structure to determine intensity and rigor of interventions, evidenced through supporting documents (CRM, APP, IPP) and determine referral needs.

Admin; Teachers; Inclusion Coach, School Social Worker

*Review of current student documentation (CRMS, APP, IPP, FBA, BIP)

*Review of outside service supports

*Revise, program plan and implement changes for students as a team

*Collaborate and support student identified needs through “Monday Meetings” (CRM), Intervention Meetings, meeting one-on-one with students, identifying goals and encouraging student ownership of goals. (student conferences). *Student/Teacher IPP review and reflection twice/semester (goal review)

Ongoing

Focus Area 3: Student Intervention Support (cont’d)

Strategies

Data Collection/Who’s Responsible

Timeline for Implementation

Provide timely and appropriate strategies to students to address identified learning needs with appropriate intensity and duration outlined for the intervention.

Admin; Teachers; Inclusion Coach, School Social Worker

*Provide staff with available resources within the Pyramid of Interventions

*Accommodate for staff requests for support with identifying needs *Reviewing available data, assessing if necessary for further information

Ongoing

Review the impact and effectiveness on the student interventions provided using appropriate data sources.

Admin; Teachers; Inclusion Coach, School Social Worker

*Review of current student documentation (CRMS, APP, IPP, FBA, BIP)

Ongoing

Focus Area 3: Student Intervention Support (cont’d)

Strategies

Data Collection/Who’s Responsible

Timeline for Implementation

Ensure a safe, caring and welcoming environment for all students and staff.

Codes of conduct that define bullying, address bullying behaviour, respect diversity, recognize the third week in November as Anti-Bullying Week.

Support student establishment of GSAs and QSAs in schools

Creating Learning Environments that Respect Diverse Sexual Orientations, Gender Identities and Gender Expressions.

Data Collection - Alva Holliday (student surveys, AERR Report). Accountability Pillar results show this as a strong factor in our school.

All staff responsible for ongoing citizenship, safe and caring initiatives, student volunteerism.

Student Leadership Team - responsible for school spirit, welcoming new students, working with Principal and SSW on anti-bullying initiatives and promoting strong mental health and positive behavior.

Ongoing efforts support this important work.

Surveys conducted in

June/2017.

Focus Area 3: Student Intervention Support

Year in Review

As a staff we are very aware of the holistic nature of Intervention and support for our students. We always consider their whole story (social/emotional/behavior/transition/academic) when developing interventions and rely on many sources of data

We need to work on scaffolding our literacy intervention to the Level 3 & 4 students

We meet regularly as a staff to discuss students and are very intentional with our interventions

Next year we need to focus on effectively utilizing our reduced time due to the part time staff and contractual expectations

WE ROCK this one - the interventions we provide for our students are varied, effective, and personal… we access internal and external supports and make this school a great place for our kids. Every student requires intervention and we meet that need.

WCOS 2016-2017

Thank you parents, community,

School council members,

partner schools, our school families,

WCOS staff, and ……..

especially our students.

Together we make a difference.

Together we define our future.

WEST COUNTRY OUTREACH _ACE Plan Presentation Template 2016-2017 - Google Slides