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Pinetree Secondary School School District #43

Pinetree Secondary School School District #43. Action Plan for Learning Secondary School Level June 2011. Pinetree Secondary School 3000 Pinewood Avenue, Coquitlam, BC. MISSION STATEMENT

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Pinetree Secondary School School District #43

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  1. Pinetree Secondary SchoolSchool District #43 Action Plan for Learning Secondary School Level June 2011

  2. Pinetree Secondary School3000 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.

  3. Goal #1 Reading Comprehension Students will improve their literacy skills by focusing on reading.

  4. School and Community Context • Athletic programs and coaches among the best in the province. Congratulations to the Senior Badminton Team on their 2nd place finish in Provincial Championship Tournament for the 2010/2011 school year! • Honours /Advanced Placement opportunities and large number of exciting elective programs with a full set of Fine Arts / Technology courses • 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.

  5. 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.

  6. Graduation and TransitionRates Overall Trends Over Recent Years … % of Grade 12 Students Eligible to Graduate who Graduate  from 98% (2005/06) to 95% (2009/10) % of First-Time Grade 12 Students who Graduate ↔ 86% (2005/06) to 86% (2008/09)

  7. Graduation and TransitionRates cont … Trends Over Recent Years … [Source: Ministry of Education] 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) ** Note – Data for 2009/2010 is currently unavailable.

  8. 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: • Reading offers a productive approach to improving vocabulary and word power. • It helps students to keep abreast of the various styles of writing and new vocabulary. • 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/?The-Importance-Of-Reading&id=354498

  9. Current Data for Goal 1 Classroom Assessments Based on Teacher Judgment* Grade 9 English Classes - Semester 2 (2009-2010) Last Year ... Participation rate: 57% # at each level n=194; Aboriginal n=3; ESL n=9 Note: All Students includes ESL and Aboriginal students *Using “Reading” as Criteria

  10. Current Data for Goal 1 Classroom Assessments Based on Teacher Judgment* Grade 9 English Classes - Semester 2 (2010-2011) This Year ... Participation rate: 41% # at each level n=134; Aboriginal n=12; ESL n=5 Note: All Students includes ESL and Aboriginal students *Using “Reading” as Criteria

  11. Current Data for Goal 1 cont… School-Based Assessment Report Card Marks (End Reporting Period - April 2011**) ** NOTE -- Sem 1 (2010/2011) and Sem 2 (2010/2011) marks obtained from BCESIS

  12. Current Data for Goal 1 cont… Provincial Examinations Trends over Time English 10 – School/Exam Blended Final Mark (C+ or Better) “… No change from 70% in 2008/09 to 70% in 2009/10 …” English 10 –District Data Comparison “… Increase from 65% in 2008/09 to 67% in 2009/10…”

  13. Current Data for Goal 1 cont… Cross-Grade Assessment Pinetree Secondary Reading Assessment (Semester 1 – 2010/2011) Specific Trends: 59% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS 41% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES 31% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS

  14. Evidence of Change BASED ON COMPARISION with Pinetree Secondary Reading Assessment from Semester 1 - 2010/2011 … Target(s):70% 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 Transition towards ... Slide 20

  15. 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 enhanced student learning and supported literacy in the classroom? * “ … We feel that promoting/teaching “literacy” is it is one of the key functions of a ‘second language’ department … we have found that students do not necessarily understand the grammar of their own first languages when learning a second language … thus, they often confuse structures and vocabulary from their first language when learning a second language … this may be due ineffective strategies for engaging with text in their first language to transfer to using a second language … in response, we have ‘re-taught’ students how to read and engage with text … additional ways our department has worked to improve literacy among our students include: (1) Second language teachers routinely work to improve student’s ability to engage with and comprehend text and (2) Second language teachers reinforce concepts introduced in English and ESL classes that focus on literacy …” Colleen Lee, Languages Program Facilitator "...Written expression is very important in our area … Paragraph, multi paragraph and essays are used through grades 9-12 to provide answers to written questions … although informally done within individual classes these past years, our department has discussed that we have a coordinated write for all grades … the protocol is to take 2-3 days to give instruction on various writing techniques specific to each grade level … the whole department would share in the marking of the written assignments … it is our hope that any improvements in writing will have a positive affect on Provincials written by Grade 11's or optional provincials by Grade 12's … Jim Thompson, Social Studies Program Facilitator *Information collected from recent staff survey – May 30, 2010

  16. New Development ... School Action Plan cont… How have we enhanced student learning and supported literacy on a school-wide level? Drop-Everything-and-Read (D.E.A.R.) School Administration in concert with PACK teachers work with Gr. 9 students by providing a learning environment to read fiction or non-fiction material during PACK classes at least twice a month.

  17. School Action Plan cont… New Development ... How have we enhanced student learning and supported literacy on a school-wide level? Literacy Enhancement Activity #1 PACK teachers work with Gr. 9 students by providing a learning environment to read, discuss, and respond to a selected current-issues article from the Globe & Mail. Questions were designed to enhance student’s ability to make INFERENCES and conduct ANALYSIS.

  18. Current/Past Practice ... School Action Plan cont… How have we enhanced student learning and supported literacy on a school-wide level? Literacy Enhancement Activity #2 PACK teachers work with Gr. 9 students by providing a learning environment to read, discuss, and respond to a selected current-issues article. Questions were designed using Bloom’s Taxonomy as a frame of reference.

  19. Current/Past Practice ... School Action Plan cont… How have we enhanced student learning and supported literacy on a school-wide level? Literacy Enhancement Activity #3 PACK teachers work with Gr. 9 students by providing first an opportunity to read a selected current-issues article. Students are directed to review various “mock-responses” to questions posed in reference to the article. Note that each response has been identified, assessed, and categorized as either FULLY MEETS- or EXCEEDS- EXPECTATIONS at the Gr. 9 Level. Questions (based on a ‘compare/contrast’ format) are presented at the end of the article. Students are to address these questions either orally or in written form.

  20. Evidence of Change cont… Cross-Grade Assessment Pinetree Secondary Reading Assessment (Semester 2 – 2010/2011) Transition from ... Slide 14 Specific Trends: 55% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS 47% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES 52% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS

  21. Evidence of Change cont… Compare/Contrast Summarizing From 55% to 45% for “Fully Meets”  From 4% to 10% for “Exceeds” GOAL - “70% Fully Meets/Exceeds” Inferencing  From 35% to 31% for “Fully Meets”  From 7% to 16% for “Exceeds” GOAL - “50% Fully Meets/Exceeds” Analyzing  From 28% to 38% for “Fully Meets”  From 3% to 14% for “Exceeds” GOAL - “50% Fully Meets/Exceeds” Transition from ... Slide 14 Before ... After ...

  22. School Action Plan cont… What will we do differently? What are some possible strategies, resources, & structures … Employing practices from staff-generated ideas/concepts: • As a staff, assess APL progress from last 3 years with respect to whether school goals/structure have effectively dovetailed with district vision of LITERACY. • Longitudinal study (i.e. compare/contrast) of literacy achievement of our students over the last 4 years. • Establish year-long calendar and aim to have literacy-based activities planned ahead and known to entire staff. • Generate grade-wide literacy activities that aim to recognize both strong student achievement and notable improvement • Assessment topics strongly linked to ILO’s in HCE 9 curriculum Referencing practices/theory from recent research: • Ways to Support Thinking About Learning (Sharon Jerowski)

  23. School Action Plan cont… How will we provide for staff development and collaboration? Pinetree Secondary Pro-D Committee (i.e. consider/plan/sponsor activities and events to support school goal) SD43 Sponsored Events (i.e. School-Based Learning Team / 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 PSRA Data, Goal-setting, Action-Plan Development, and Implementation Strategies) Feedback and Group Input for staff during Pro-D days and General Staff Meetings

  24. Contributions and Credits • APL Committee / Consultation Group Leslie Ikeda, Debbie Bouska, Sue Louie, Parm Thiara, Elisa Lam, Mike Tyldesley, Serene Lau, Amy Huang, Ruby Law • School Leadership Contributory Members Program Facilitators • Pinetree Secondary Reading Assessment (PSRA) Design TeamDebbie Bouska, Leslie Ikeda, Sue Louie • PSRA Administration and InvigilationMathematics- and Physical Education- Department • Literacy Enhancement Activities Design/Assessment GroupDebbie Bouska, Leslie Ikeda, Amy Huang, Ruby Law • Implementation of District-Wide Reading Assessment English Department • Pinetree Secondary Pro-D Committee Co-ChairsLeslie Ikeda, Yvonne Chan • School AdministrationJohn McCullough, Jon Dingle, Jon Bruneau *UBC Student-Teachers

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