Pinetree Secondary School School District #43 (Coquitlam)
Pinetree Secondary School School District #43 Action Plan for Learning Secondary School Level June 2009 Pinetree Secondary School 3000 Pinewood Avenue, Coquitlam, BC MISSION STATEMENT Working with our community, we are dedicated to preparing our students for success in a rapidly changing world by providing a supportive learning environment which recognizes and respects individual differences, encourages students to challenge personal limits, and promotes excellence. Goal #1 Reading Comprehension To improve student literacy skills through the teaching of reading.
School and Community Context Global Perspectives program where students travel internationally to undertake special benevolent projects in foreign countries. This year, the destination for Pinetree students was Cuba. Advanced Placement opportunities, large number of exciting elective programs, including a full set of Fine Arts courses, and great athletic teams and coaches. Culturally diverse population where students are highly involved in programs promoting and celebrating cultural understanding. Pinetree also has a unique timetable as it is custom made to accommodate the needs of its students.
Community Partnerships and Parent Involvement Pinetree shares its site with both Coquitlam Parks and Leisure Services as well as Douglas College. This three-way partnership has enabled all partner groups to benefit from cost sharing in the creation of exceptional physical education facilities. Parks and Leisure Services The Parent Advisory Council (PAC) is an active partner at Pinetree Secondary School. The School Planning Committee and After Grad Committee are working on our behalf to support our goals. Graduation and Transition Rates Trends Over Recent Years % of Grade 12 Students Eligible to Graduate who Graduate Decrease from 95% (2003/04) to 94% (2007/08) % of First-Time Grade 12 Students who Graduate Decrease from 87% (2003/04) to 77% (2007/08) Aboriginal Students % of Grade 12 Students Eligible to Graduate Who Graduate No Change from 100% (2003/04) to 100% (2007/08) % of First-Time Grade 12 Students who Graduate
Decrease from 89% (2003/04) to 86% (2007/08) Relevant Background Goal 1 Reading Comprehension: To improve student literacy skills through the teaching of reading. Objective 1 To improve student literacy skills through the teaching of reading. Rationale for Objective 1 There are several reasons why reading is important for students: 1. Reading offers a productive approach to improving vocabulary and word power. 2. It helps students to keep abreast of the various styles of writing and new vocabulary. 3. Students who read tend to be more creative and have higher achievement rates in school and college. Sofsian, Damian. (2006, November 09). The Importance Of Reading. EzineArticles. Retrieved May 05, 2008, from http://ezinearticles.com/?TheImportance-Of-Reading&id=354498
Current Data for Goal 1 Classroom Assessments Based on Teacher Judgment* Grade 9 English Classes - Semester 2 (2008-2009) 2008/2009 - Participation rate: 48% # at each level Not Yet Meeting (Minimal Level) Meets Fully Meeting Exceeding All Students 15 49 64
- - ESL 4 6 5 7 n=167; Aboriginal n=0; ESL n=22 Note: All Students includes ESL and Aboriginal students *Using Reading as Criteria Current Data for Goal 1 School-Based Assessment Report Card Marks (End Reporting Period - April 2009) 100 90 80
% o f Stu d en ts 70 60 50 40 30 20 10 0 A B C+ Le tte r Gr ade C C- F cont Current Data for Goal 1
cont Cross-Grade Assessment Pinetree Secondary Reading Assessment (Semester 1 2008/2009) Pinetre e Secondary Reading Assessment Results from Oct 2008 100 % o f G r. 9 S tu d e n ts 90 80 Does Not Meet Expectations 70 Minimally Meets Expectations 60 50 Meets Expectations 40 Exceeds
Expectations 30 20 10 0 Summarizing Inferencing Analyzing Specific Trends: 38% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS 33% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES 41% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS Current Data for Goal 1 Provincial Examinations Trends over Time English 10 School/Exam Blended Final Mark (C+ or Better) No Change from 72% in 2006/07 to 72% in 2007/08
English 10 School vs. District Comparison No significant change from 66% in 2006/07 to 65% in 2007/08 cont Evidence of Change BASED ON COMPARISION with Pinetree Secondary Reading Assessment from Semester 1 - 2008/2009 Target(s): 50% of Gr. 9 students fully meet or exceed expectations in terms of making SUMMARIZATIONS 50% of Gr. 9 students fully meet or exceed expectations in terms of making INFERENCES 50% of Gr. 9 students fully meet or exceed expectations in terms of making CONNECTIONS Evidence of Change cont Cross-Grade Assessment Pinetree Secondary Reading Assessment (Semester 2 2008/2009) Pinetree Secondary Reading Assessment Results from May 2009
100 90 % o f G r. 9 st u d e n t s 80 Does Not Meet Expectations 70 60 Minimally Meets Expectations 50 Meets Expectations 40 Exceeds Expectations 30 20 10
0 Summarizing Inf erencing A nalyzing Specific Trends: 62% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS 44% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES 48% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS School Action Plan General Practices: Regular Meetings with School Growth Plan (SGP) Committee (i.e. Group Sharing & Feedback, Teacher Review & Discussion of Assessment Data, Goal-setting, Action-Plan Development, and Implementation Strategies)
Specific Practices: How have we done in incorporating meta-cognition strategies in the classroom to enhance student learning and to support literacy? * we have incorporated efforts towards addressing the new Science 10 curriculum which has a significant amount of reading on the mandatory provincial exam we are also having students spend more time and effort (through writing) reflect on the process and results in lab work Some teachers are trying it out and other are not. What can be done to encourage everyone to incorporate it into their teaching? Departments could get together to draw a plan on how and when they could incorporate it. Then teachers are asked to evaluate their experience it. Maybe at Pro-D a conclusion could be made from the evaluations on who found it worked and why and in what situations it did not work *Information collected at recent Pro-D staff survey May 25, 2009 School Action Plan cont What will we do differently? What are some possible strategies, resources, & structures Employing practices from the following Pinetree staff-generated ideas/concepts: Meta-cognition Collation October 1, 2008
Literacy Activity-Responses from Staff ProD April 17, 2009 Referencing practices/theory from recent research: Ways to Support Thinking About Learning (Sharon Jerowski) School Action Plan cont How will we provide for staff development and collaboration? Pinetree Secondary Pro-D Committee - consider/plan/sponsor meaningful activities and events to support school goal SD43 Sponsored Event - Professional Network Series How will we involve parents? Regular consultative meetings with the School Planning Council (SPC). As well, collaboration with Parent Advisory Council, Chinese-, Korean-, and Persian- parent groups. How will we monitor and adjust our plans? Regular Meetings with School Growth Plan (SGP) Committee (i.e. Group Sharing & Feedback, Teacher Review & Discussion of PSAR Data, Goalsetting, Action-Plan Development, and Implementation Strategies)
Feedback and Group Input for staff during Pro-D days Contributions and Credits APL Committee members Leslie Ikeda, Debbie Bouska, Tanya Dissegna, Sabrina Dzafic, Anna-Marie MacPherson, Ali Tootian, Cindy Campbell Pinetree Secondary Reading Assessment (PSRA) Design Team Leslie Ikeda, Sandra Loo, Anna-Marie MacPherson PSRA Administration and Invigilation Mathematics / P.E. Department PSRA Student Review Team Leslie Ikeda, Tanya Dissegna, Susan Ross
PSRA Marking Team Leslie Ikeda, Sandra Loo, Debb Webb, Mike Tyldesley, Sue Louie, Anna-Marie MacPherson District Reading Assessment Implementation English Department Pinetree Secondary Pro-D Committee Co-Chairs Leslie Ikeda, Yvonne Chan School Administration John McCullough, Jon Dingle, Jon Bruneau, Susan Ross
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