School Improvement Plan

for Student Achievement 2015-16

School
:

Principal:

Rothwell-Osnabruck Public School

VicePrincipal(s):

Ewen McIntosh
Peter Onstein

Goal: By June 2016, 70% of marker students in the Junior division will increase achievement by one increment on the achievement chart in
numeracy, 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?

EQAO Grade 9 Math data:

Percentage at or above grade
level
Year
Applied
Academic
10/11
56
71
11/12
42
63
12/13
17
76
13/14
27
77
14/15
21*
64

Cohort change from Grade 3 to Grade 6 (%

increase/decrease of students at level 3 or
4)
2007-08 2008-09 2009-10 2010-11
to 2010- to 2011- to 2012- to 201311
12
13
14
-36%
14%
2%
-34%

Concerns:
18 April 2016

Overall Goals

Exploration of constructivist open prompt

questioning
Team-based, in-class application and review of
approaches based on the guide to effective
instruction in number sense and numeration.
Commitment to sustained application between
team meeting periods.
Teacher moderation
Implementation of 3-part math lesson

What will be observed?

From Staff:

Development of consistent perceptual data

collection protocols for both staff and students
Deepening understanding of curriculum
expectations; specifically the scope for multiple
representations of math understanding.
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)
Shared exploration of instructional approaches
to numeracy acquisition, co-facilitated by
Learning Partner, Teaching and Administration
members

From students:

Post-initiative data collection to determine

changes in learning trajectories. (Quantifiable

Assessment).

Significant variability in cohort tracked

achievement, over time.
Significant downward trend in achievement
on the Grade 9 Applied assessment.
Professional Learning

UCDSB-supported Hub 2014/15 explored

Cross Curricular Literacy through study of
the Social Sciences curriculum.
UCDSB-supported Hub 2014/15 explored
value of student voice as an assessment
tool (observations, conversations, products
as balance)
Recent staff-wide focus on school design
(K.Robinson) as well as growth mindset
(C.Dweck) when collecting student
observations
1st CYCLE OF INQUIRY

18 April 2016

If teaching staff learn and apply open prompts

focused around a real world lens, then students
will more frequently engage in pursuing
conceptual understanding.
Measures:
Choose marker students
Team moderation: classroom observation,
assessment of products, planning based on
assessment

To be completed by March 25, 2016

-Team members have selected their marker
students
- Team members have samples of student work
collected from the three part lesson
-Team members have individual work from
marker students related to the work completed
in the 3 part math lesson
-Marker students more engaged during the 3
part lesson demonstrating some level of
understanding but later they are not able to
demonstrate/apply this individually
demonstrating retention issue
-Reported that with 4 marker students selected 1
student is demonstrating some improvement
-Noted limited movement with marker students
but some movement with other students with
confidence and understanding
-Conceptual understanding of students was
questioned, developed through repetition,
experience and practice
- Team members discussed that the practice of
using the 3 part lesson as a blend of how they
were previously instructing with blending in the
3 part lesson into their practice
-Some of the team is using 3 part lesson more
than before
-Team is using the data from the 3 part lesson to
inform instructional practice and assessment
-Consolidation piece is too long when have all
students share

To be completed by April 8, 2016

-3 part math lesson is student led and the
teacher is more of a facilitator
-Balance between 3 part math lesson and direct
teaching
-Retention of concepts in something that we need to
look into further

 2nd CYCLE OF INQUIRY

To be completed by June 10, 2016

If teaching staff collaborate to develop and apply

the 3 part math lesson, then students will improve
in conceptual understanding.

Measures:
Team moderation: classroom observation,
assessment of products, planning based on
assessment
Examine student retention in time periods
after the 3 part math lesson
An improvement of grade level one increment on
report card for marker students

18 April 2016

To be completed by June 17, 2016