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Pinetree Secondary School School District #43

Pinetree Secondary School School District #43. Action Plan for Learning Secondary School Level June 2010. 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 2010

  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 Provincial Championship for the 2009/2010 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% (2004/05) to 95% (2008/09) % of First-Time Grade 12 Students who Graduate  from 85% (2004/05) to 82% (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 2008/2009 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 (2008-2009) Last Year ... Participation rate: 48% # at each level n=167; Aboriginal n=0; ESL n=22 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 (2009-2010) This 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

  11. Current Data for Goal 1 cont… School-Based Assessment Report Card Marks (End Reporting Period - April 2010**) ** NOTE -- Sem 1 (2009/2010) and Sem 2 (2009/2010) marks obtained from BCESIS

  12. Current Data for Goal 1 cont… Cross-Grade Assessment Pinetree Secondary Reading Assessment (Semester 1 – 2009/2010) Specific Trends: 53% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS 37% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES 25% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS

  13. Current Data for Goal 1 cont… Provincial Examinations Trends over Time English 10 – School/Exam Blended Final Mark (C+ or Better) “… Decrease from 72% in 2007/08 to 70% in 2008/09 …” English 10 –District Data Comparison “… No significant change from 66% in 2007/08 to 65% in 2008/09…”

  14. Evidence of Change BASED ON COMPARISION with Pinetree Secondary Reading Assessment from Semester 1 - 2009/2010 … Target(s): 60% 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

  15. Evidence of Change cont… Cross-Grade Assessment Pinetree Secondary Reading Assessment (Semester 2 – 2009/2010) Specific Trends: 60% of Gr. 9 students fully met or exceeded expectations in terms of making SUMMARIZATIONS 66% of Gr. 9 students fully met or exceeded expectations in terms of making INFERENCES 57% of Gr. 9 students fully met or exceeded expectations in terms of making CONNECTIONS

  16. Evidence of Change cont… Before ... Compare/Contrast Summarizing  From 44% to 50% for “Fully Meets” GOAL - “60% Fully Meets/Exceeds” Inferencing  From 31% to 47% for “Fully Meets”  From 6 % to 19% for “Exceeds” GOAL - “50% Fully Meets/Exceeds” Analyzing  From 22% to 39% for “Fully Meets”  From 3 % to 18% for “Exceeds” GOAL - “50% Fully Meets/Exceeds” After ...

  17. 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? * “ … Students lack an overall background in current events and business related news which impacts knowledge of business acumen and vocabulary … to improve upon this, we had students read and interpret current news articles while class discussion focuses around topical business related news … students have also been expected to apply classroom theory to real life case studies and communicate their thoughts and ideas verbally and through written material … Debbie Lange, Business Education Program Facilitator “ …While the Learning Centre does not have a specific curriculum as do other departments, we do focus on literacy …. there is an emphasis on strategies to improve vocabulary, reading comprehension, writing, proofreading and editing skills …. setting expectations for increased skills and quality work should translate into increased performance on ministry assessments … ultimately, we hope to have produced students with well-developed literacy skills, confidence and independence for future learning …” Debra Webb, LRC Program Facilitator *Information collected from recent staff survey – March 17, 2010

  18. School Action Plan cont… 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. Questions were designed using Bloom’s Taxonomy as a frame of reference.

  19. 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 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. 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, revisit APL concept so school goals/structure more effectively dovetails with district vision of LITERACY. • Establish year-long calendar and aim to have literacy-based activities planned ahead and known to entire staff. • Make literacy “fun” – setup short/snappy activities in PACK. • Promote literacy at all levels – “Drop Everything & Read” in PACK or on days without events/activities • Assessment topics tied to topics in HCE 9 curriculum Referencing practices/theory from recent research: • Ways to Support Thinking About Learning (Sharon Jerowski)

  21. 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

  22. Contributions and Credits • APL Committee / Consultation Group Leslie Ikeda, Debbie Bouska, Sue Louie, Parm Thiara, Elisa Lam, Mike Tyldesley, Serene Lau, Sandra Loo, Sue Louie • School Leadership Contributory Members Program Facilitators / Department Heads • Pinetree Secondary Reading Assessment (PSRA) Design TeamDebbie Bouska, Leslie Ikeda, Sue Louie • PSRA Administration and InvigilationMathematics- and Physical Education- Department • Literacy Enhancement Activity Design Debbie Bouska • 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

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