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Mary Queen of the
A1N
3J6
709-
368-0710 (Voice)
709-368-2242
(Fax)
To challenge and develop the
learning and achievement capabilities of each student in
Message
from the Director of Education
In keeping with a commitment
to be accountable and transparent all schools within the jurisdiction of the
Eastern School District are required to develop and release on an annual basis
a report to the community. An Annual
Report reflects an attempt to capture in brief format the multitude of
activities, programs and initiatives that comprise the life and work of the
entire learning community – its successes, its achievements, its issues and
challenges, and its ambitions and plans for the forthcoming year. Schools are, indeed, busy places as these
Annual Reports attest to.
This Annual Report reflects
the efforts and energies of students, teachers, parents and other community
partners, working in a collaborative and collegial manner to ensure that all students
achieve and succeed to the fullest of their potential within a healthy and
active, safe and caring, and socially-just learning environment. This goal
remains our primary reason for doing all that we do.
I encourage all partners in
education to review this annual report and use this report, and the information
contained therein, as a basis of further engagement and discussion around items
of interest pertaining to the education of our children within our schools.
On behalf of the Board of
Trustees of Eastern School District I commend each and every school for their
dedication to teaching and learning as evidenced by this Annual Report
2007-2008.
Yours in Education
Mr. Darrin Pike, CEO/Director
of Education
Principal’s
Message
This
Annual School Development Report outlines student achievement, programs and
services, and puts forward our School Development Plan. In 2008-09 Mary Queen
of the
- continued
improvement in English Language Arts, Mathematics and overall literacy
- support for
a positive and collaborative climate within a caring school community
- improvements
in computer resources and technological supports
- promotion
of safety, wellness and healthy eating among students and staff
We are very pleased with the support and direction we
have received from our school community, staff, volunteers and parents. We are
particularly grateful to the members of the school development team and the
various committees for their leadership and commitment to our school. We have formalized our action teams for
Literacy, Numeracy, Science and Wellness and have
revised the organization of levels meetings to more efficiently accommodate the
achievement of our school goals.
As always, we
are grateful for the continued dedication of teachers in their exceptional work
every day in imparting the curriculum to students. We thank the student assistants for their
caring work with our students. We thank our support staff for keeping our
school running efficiently. We acknowledge the dedicated service of our
volunteers particularly for their work with the Kids Eat Smart Breakfast Club,
the Knights of Columbus Literacy program, the Scholastic Book Fairs, the School
Council, the Frosty Festival, the RNC DARE program, the Rotary Read-a-long
program, the fundraising ventures and our many field trips. We are particularly proud of our new
partnership with ALIANT and ALIANT PIONEERS and their generous support of our
technology initiatives, and improvements to our playground. We anticipate having another successful year.
Margaret
Wakeham Colleen
Conway
Principal Assistant
Principal
School Council Message -Annual Report
Parents,
Another year winds to a
close, the School Council of Mary Queen of the World are pleased to report on
our activities for the 2007-2008 school year.
The School Council members
for 2007-2008 are:
Chairperson - Karen Holden Parent
Representative – Brian Delaney
Parent Representative – Geriann McArthur Parent Representative – Myles Vardy Community Representative – Darryl
Nixon Parent Representative – Pamela
Smith-Hayes
Teacher Representative -
Colleen Conway Teacher Representative – Lynn
Gibbons
Principal – Margaret Wakeham
During the past school year
the Mary Queen of the World School Council met in the School Library on the
second Wednesday of each month.
Some of the issues and
initiatives we worked on during this year:
- Mary Queen of the
World entered into a partnership with Aliant to
help achieve school goals. Aliant, and Aliant Pioneers, provided the school with over 100
computers for distribution to school families for a nominal cost of $5.00.
Aliant has also created a new playing area at
the rear of the school. The playground boasts a new hopscotch and square
ball area as well as tetherballs.
- Fundraising ideas and
fundraising requirements are always important issues and a regular agenda
item at our School Council meetings. The 2007-2008 year was no exception.
The administration of MQW organized a many successful fundraising events
this year; the most successful event was a lap-a-thon held in late fall.
- We were very pleased
to have the DARE program offered to the Students of Grade 6. The program
creates awareness about drugs, alcohol and provides students the skills
they need to resist drugs alcohol and violence. The program was delivered
by Officer Darryl Nixon. A special assembly was held at the conclusion of
the program, many dignitaries were in attendance. Highlighting the
ceremony was the completion certificates awarded to each student.
- Our partnership with
the Knights of Columbus for our Literacy Programme
continued through the school year. This is a very successful programme organized by Mr. Noel White. The school also
participated in the Rotary Read-along.
- With the help of
school volunteers and the Kids Eat Smart Programme,
Mary Queen of the World continues to provide a nutritious breakfast to
students.
- Mary Queen of the
World choir and band had a very successful year, highlighted by their
participation in the Rotary Music Festival, Choral Connections and much
enjoyed school concerts.
- Scores in Language
Arts have improved.
- There are many
renovations to the school. The walkway along the front of the school is
paved. The gymnasium roof is undergoing replacement. Many windows have
been replaced.
- We were pleased the
cap of 25 students per class has now reached grade 4 and is planned to
reach grade 6 by 2010.
Participating
on the School Council and volunteering at the School provides a wonderful
opportunity to get to know the students, staff and administration. We are
fortunate to have an exceptionally talented, hard-working, industrious student
body and even more fortunate to be able to place these students in the care of
such talented and dedicated teachers and administrators. Mary Queen of the
World is a great place to learn and grow!
Karen Holden
Chairperson
School Council
2. Overview of School
Mary Queen of the
World School is committed to effective teaching and learning for all students
in a safe, caring, collaborative and supportive environment.
Vision Statement
Learning for Living
Our
School Community
Mary
Queen of the World School
is a K-6 school in
Mary
Queen of the World School had a total of 28 full time
and 3 part-time educational staff which included 18 classroom teachers, 5
categorical and non-categorical special education teachers, and specialist
teachers in the areas of guidance, music, band, physical education, and
learning resources. We also had 3.5 student assistants. In addition to staff based at the school, we
had access to the itinerant services of speech-language pathology, hearing
impairment, visual impairment, mathematics, physical education and education
psychology. Secretarial, maintenance,
and custodial support services were provided. Mary Queen of the
Programs
Provided
Mary Queen of the World
School offered the provincially prescribed
curriculum in Kindergarten through Grade 6 with program offerings in Music,
Physical Education and French. The Grade 6 students had the option of choosing
Intensive Core French. The school had a choir and a band, and participated in community
events, including the Rotary Music Festival and Choral Connections. There was a
computer lab and a well stocked Learning Resources Centre. A new server was
purchased and a new desktop for the Learning Resource Centre.
Key
Highlights/Special Projects
The
school is also proud of its participation and success in the Frosty Festival
Soccer tournament held each February.
There is an active intramural program for senior students and special
sessions for basketball. Early in the
new year and into the spring, students in Grades 1, 2 and 3 participated
in swimming lessons. The school
has an active choir and a new band. The choir performs at functions throughout
the year. Both the band and the choir wear distinctive shirts.
Through
the generous fundraising of parents, the school has purchased a large portable
screen for use in the gymnasium and a new Video projector. The school has also
purchased more microphones and speakers to use in all arrears of the building. A portion of the budget continues to go to Computers for
Schools to replenish the labs and classrooms with computers. Much progress has
been made and the process continues.
The Literacy Program, the DARE
initiative and the Breakfast Club are doing well. The school works with Big Brothers/Big Sisters
to participate in mentoring. The school was also a participant in Tutoring for
Tuition to help children who need academic support. The new school-wide
wellness promotion has positive implications for the overall health of the
school community. Selections at the Breakfast Club and in the cafeteria conform
to district guidelines on healthy eating. The school has invited many guest
artists into the school and has profited from Artists in the Schools. The
school recycles all beverage containers through MMSB.
Partnerships
Our
school is involved in four partnerships. The
3.
School
Development Plan
Mary
Queen of the
The year 2007-08 marked the
third year of implementation of the School Development Plan model at Mary Queen of the World School. The
school has continued to work on its plan and significant improvements have been
made in technology. More refurbished and new computers and a new server were
purchased for the school. The school has
continued to revise the Breakfast Club menu to reflect more healthy eating
choices and the cafeteria has revised its menu as well. The school initiated a
new behaviour incentives program to improve the level
of safety and caring for students and this continues in the current year. The results of provincial assessments in
grades 3 and 6 in Language Arts revealed important data concerning the academic
progress of the school. The data collected on Grade 1 and 2 children was
helpful in determining appropriate interventions for children encountering
learning challenges. Below are the revised
goals for 2008-09. We anticipate being
involved in an external review in early 2009.
Four
Year School Development Plan 2004-2008
Goal
1: To improve student learning and achievement and literacy in Language Arts,
Mathematics and the Arts from Grades K - 6
|
Year |
Objective |
Objective |
Objective
|
|
2005-06 |
Student
achievement in composing constructed responses in Language Arts will continue
to improve. |
Provincial assessments will match or exceed
district and provincial standards in Language Arts . |
|
|
2006-07 |
Students in K-2 will acquire improved strategies
for reading texts for meaning |
Provincial assessments in Grades 3 and 6 will
indicate continued success in comparison to district and provincial standards |
|
|
2007-08 |
Students will apply appropriate skills to
understanding and reasoning with both language arts and mathematical texts
and deepen their appreciation for creative works. |
Students will improve their skills to communicate
effectively – using words and symbols. |
|
|
2008-09 |
Students will demonstrate skills in reading and
representing ideas in all subject areas using learned literacy applications. |
Students will benefit from improved teaching
strategies in mathematics and other subjects. |
Teachers will share strategies for composing
written responses. |
Goal
2: To promote and nurture a safe, caring and healthy school in a collaborative
and respectful learning environment .
|
Year |
Objective |
Objective
|
Objective |
Objective |
|
2005-06 |
Groups
and individuals will use collaborative strategies, where appropriate, when
making decisions |
The
school will initiate a school-wide behaviour plan |
Staff
members will work together in a variety of groupings to enhance the teaching
and learning environment |
To
promote healthy living in the school community |
|
2006-07 |
Teachers will participate in leadership training
concerning safe and caring schools |
The school behaviour
plan will be implemented in all settings for all students |
Teachers will engage in mentoring activities
sharing expertise. |
To improve food choice and raise activity levels
for the school community |
|
2007-08 |
|
The school will continue incentives for positive behaviour and utilize restorative justice to address
conflicts |
In preparation |
To implement smoking ban on school property,
reinforce healthy eating choices and encourage daily fitness. |
|
2008-09 |
Classes will participate in the Roots of Empathy |
The school will examine ways to improve the school
wide behaviour plan |
Teachers will apply research about the brain to
improving their instruction. |
Everyday fitness will be promoted through increase
PE and in-class exercises. |
Goal
3: To continue improvements to the technological and computer supports and
skills at school.
|
Year |
Objective |
Objective |
|
2005-06 |
To
wire the entire school for internet service
and to provide every classroom with a computer linked to the central
server and the internet |
To
replace aging computers in the Computer Lab |
|
2006-07 |
To connect all classrooms to the server and
provide efficient communication to teachers and parents classroom and learning area with a
connected computer |
To provide technology training for students and teachers |
|
2007-08 |
To create teacher websites to communicate within
the school community |
To integrate technology across the curriculum |
|
2008-09 |
To update hardware and software to respond to
instructional needs |
To improve security of personal information |
Operational
Issues
|
Year |
Issues
|
Issues |
Issues |
Issues |
Issues |
Issues |
|
2005-06 |
Wiring installed in
entire school but not yet fully operational for internet and central server |
Support materials need
to be purchased to support Math and Language Arts programmes |
Playground needed to be
fenced |
|
|
|
|
2006-07 |
Acquire new desks for
elementary students |
Acquire computers
through Computers for Schools |
Develop a plan to
improve the outdoor grounds |
Acquire more
mathematical resources |
Add to the literacy
resources at school |
|
|
2007-08 |
Continue improvements
to student environment in school |
Update technology and
improve screens and projection supports |
Partner with ALIANT to
effect grounds improvements. |
Utiize mathematics itinerant to improve instruction in math. |
Replenish grade
leveled reading resources and add to
special needs resources |
Needs of current Grade
4 class for intervention |
|
2008-09 |
Continue improvement to
desks and chairs in classrooms |
Acquire more video
projectors and a smart board |
To add to the new
playground built by ALIANT |
Continue teacher PD in
mathematics |
Purchase more leveled books
especially at the beginner level. |
Provide extra classroom
support to grades 5 and 6. |
4.
Report on Most Current Data and Last Year’s School Development Plan (2007-08)
Summary
Analysis of
Our
school’s most current data is a summary of school, district, and provincial
results. It reflects the progress we have made in some of our goal areas and
identifies areas we need to address. The school uses this data to determine the
success of interventions and to develop strategies for the coming year.
The results of the provincial testing in 2008 were
mixed. The results of the Grade 3 assessment pointed to gains in Language Arts in
poetic reading, listening and demand writing.
Other areas were slightly lower than the school and district averages
but the only area of concern is reading for information. IN mathematics, the Grade 3s in 2008 more
than doubled the scores from the previous year in many categories although they
still lagged behind the district and provincial averages. In addition and
subtraction, the school outperformed the district and province.
The Grade 6 students showed marked
improvement in achievement compared with the grade 6 results of the previous
year. Their scores, however, were slightly below the district and provincial
averages. 80% of children scored at the 3, 4 or 5 level in five of the seven
categories in Language Arts. In
mathematics, the grades 6s showed improvement from the previous year and
improved especially in relation to the district and the province..
Increased numbers of students scored in the 4th and 5th
levels of the rubrics for Language Arts and Mathematics in Grade 6. The school continues to discuss and refine
strategies for addressing the needs of students who do not achieve adequate
results.
The last group of tables
compares the scores of the 2004-05 Language Arts assessment for the Grade 3
students with the 2007-08 Grade 6 students. These two sets of scores refer to
the same cohort of children. The scores
indicate that the children improved their performance on nearly all scores and
compared favourably in most categories with their
district and provincial peers. The school continues to examine ways to improve
performance in listening tasks and reading informational texts.
Grade 3 Language Arts Provincial Test Results Extract
2003-04
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
80 |
70.3 |
2.6 |
67 |
29 |
52 |
54 |
44 |
81 |
|
Eastern
District |
|
70.8 |
2.7 |
66 |
50 |
59 |
55 |
54 |
79 |
|
Province |
|
70.4 |
2.7 |
63 |
46 |
58 |
54 |
53 |
75 |
2004-05
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
75 |
82.3 |
1.9 |
45 |
55 |
58 |
36 |
57 |
85 |
|
Eastern
District |
|
82.8 |
2.3 |
56 |
54 |
52 |
46 |
61 |
82 |
|
Province |
|
82.4 |
2.3 |
55 |
54 |
50 |
44 |
57 |
85 |
2005-06
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
71 |
69.3 |
N/A |
N/A |
58 |
50 |
51 |
81 |
92 |
|
Eastern
District |
|
72.7 |
N/A |
N/A |
68 |
58 |
44 |
70 |
84 |
|
Province |
|
72.6 |
N/A |
N/A |
67 |
55 |
45 |
70 |
82 |
2006-07
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
54 |
86.4 |
2.7 |
N/A |
68.6 |
46.3 |
33.3 |
67.9 |
60 |
|
Eastern
District |
2831 |
89.9 |
2.8 |
N/A |
76.8 |
67.1 |
45.7 |
64.7 |
75.9 |
|
Province |
5,327 |
89.7 |
2.8 |
N/A |
74.4 |
65.8 |
42.6 |
64.1 |
74.5 |
2007-08
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
64 |
85.7 |
84.7 |
N/A |
59 |
65.6 |
54.1 |
82.5 |
87.5 |
|
Eastern
District |
|
89.1 |
86.1 |
N/A |
69.7 |
55.7 |
59.1 |
70.8 |
73.5 |
|
Province |
4456 |
88.6 |
85.5 |
N/A |
70.7 |
56.2 |
60.4 |
70.2 |
72.6 |
Grade 6 Language Arts Provincial Test
Results Extract
2003-04
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
63 |
66.8 |
3.3 |
54 |
51 |
50 |
47 |
39 |
71 |
|
Eastern
District |
|
71.9 |
3.6 |
69 |
65 |
68 |
61 |
59 |
78 |
|
Province |
|
70.5 |
3.5 |
61 |
61 |
63 |
57 |
54 |
74 |
2004-05
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
67 |
75.4 |
3.6 |
55 |
57 |
47 |
59 |
51 |
84 |
|
Eastern
District |
|
77.6 |
3.5 |
64 |
70 |
74 |
75 |
68 |
87 |
|
Province |
|
76.7 |
3.5 |
63 |
69 |
74 |
74 |
64 |
83 |
2005-06
|
|
# of students |
Multiple
Choice |
MC Listening
|
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
49 |
79.4 |
Not tested in 05 |
Not tested in 05 |
89 |
87 |
91 |
76 |
93 |
|
Eastern
District |
|
80.9 |
Not tested in 05 |
Not tested in 05 |
84 |
83 |
78 |
76 |
88 |
|
Province |
|
80.0 |
Not tested in 05 |
Not tested in 05 |
83 |
82 |
77 |
75 |
86 |
2006-2007 Reading and Writing % scoring 3, 4 and 5 on
a 5 point rubric
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
79 |
76.9 |
2.8 |
Not tested in 06 |
59.5 |
68.6 |
58.1 |
50.0 |
73.4 |
|
Eastern
District |
|
78.5 |
2.8 |
Not tested in 06 |
60.1 |
74.5 |
56.6 |
60.1 |
77.2 |
|
Province |
|
78.0 |
2.8 |
Not tested in 06 |
58.8 |
73.3 |
54.8 |
58.4 |
76.1 |
2007-08
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
77 |
83.2 |
89.5 |
N/A |
70.3 |
82.2 |
80.8 |
56.2 |
80.3 |
|
Eastern
District |
|
85.4 |
91.6 |
N/A |
79.3 |
82.4 |
84.0 |
63.7 |
88.1 |
|
Province |
|
84.8 |
91.0 |
N/A |
79.0 |
81.1 |
82.1 |
62.6 |
85.1 |
Grade 3 Mathematics Provincial Testing Extract
2005-06
Multiple choice
responses were similar to district and provincial scores. The following table
shows the percentage of students who scored at 3, 4 or 5 in the constructed
responses.
Shape/Space Number
Concepts Number Operations
|
|
Geometry |
Measurement
|
Estimation
|
Place
Value |
Reasoning
|
Communication
|
Connections
& Representations |
Problem
Solving |
|
|
34 |
21 |
27 |
41 |
41 |
23 |
27 |
49 |
|
Eastern
District |
37 |
28 |
28 |
45 |
26 |
23 |
26 |
35 |
|
Province
|
37 |
27 |
28 |
45 |
27 |
24 |
26 |
34 |
2006-07
Multiple choice
responses were similar to district and provincial scores. The following table
shows the percentage of students who scored at 3, 4 or 5 in the constructed
responses.
Shape/Space Number
Concepts Number Operations
|
|
Geometry |
Measurement
|
Number
Sense |
Place
Value |
Reasoning
|
Communication
|
Connections
& Representations |
Problem
Solving |
|
|
33.3 |
38.2 |
23.6 |
18.2 |
34.0 |
25 |
21.4 |
34.0 |
|
Eastern
District |
44.9 |
44.9 |
53.5 |
52.0 |
44.2 |
38.2 |
36.1 |
51.7 |
|
Province
|
46.9 |
45.1 |
53.9 |
52.2 |
43.6 |
37.5 |
36.3 |
51.9 |
2007-08 Grade 3 Mathematics
Multiple Choice Written Responses Rubrics
Yes/No
|
|
Number
Operations |
Number Concepts |
Shape/Space |
Number
Concepts |
Shape and
Space |
Reasoning
|
Communication
|
Connections
& Representations |
Problem
Solving |
Addition |
Subtraction
|
Multiplication
|
|
|
69.1 |
68.2 |
66.1 |
47.8 |
75.1 |
53.9 |
41.5 |
47.7 |
66.2 |
91.5 |
84.8 |
77.5 |
|
Eastern
District |
75.5 |
76.0 |
76.6 |
60.2 |
77.6 |
63.2 |
59.7 |
60.8 |
73.3 |
91.2 |
81.6 |
82.4 |
|
Province
|
75.8 |
75.6 |
76.9 |
61.4 |
78.9 |
65.7 |
59.9 |
61.3 |
76.1 |
90.9 |
81.1 |
81.4 |
Grade 6 Mathematics Provincial Testing
Extract 2005-06
2005-06
Multiple choice
responses were similar to district and provincial scores. The following table
shows the percentage
of students who scored at 3, 4 or 5 in the constructed responses.
Shape/Space Number
Concepts Number Operations
|
|
Geometry |
Measurement
|
Ratio |
Place
Value |
Reasoning
|
Communication
|
Connections
& Representations |
Problem
Solving |
|
|
27 |
43 |
61 |
37 |
17 |
22 |
24 |
30 |
|
Eastern
District |
27 |
36 |
46 |
39 |
20 |
18 |
24 |
38 |
|
Province
|
23 |
30 |
47 |
36 |
21 |
19 |
25 |
39 |
2006-07
Multiple choice
responses were similar to district and provincial scores. The following table
shows the percentage of students who scored at 3, 4 or 5 in the constructed
responses.
Shape/Space Number
Concepts Number Operations
|
|
Geometry |
Number
Sense |
Ratio |
Place
Value |
Reasoning
|
Communication
|
Connections
& Representations |
Problem
Solving |
|
|
Tested in MC |
23.9 |
Not tested |
31 |
34.7 |
29.2 |
38.9 |
31.0 |
|
Eastern
District |
Tested in MC |
25.7 |
Not tested |
32.6 |
32.0 |
29.1 |
38.5 |
32.6 |
|
Province
|
Tested in MC |
29.8 |
Not tested |
33.8 |
33.1 |
30.6 |
40.1 |
33.8 |
2007-08 Mathematics
Elementary
Multiple
Choice Written
Responses Rubrics
|
|
Number
Operations |
Number Concepts |
Shape/Space |
Number
Concepts |
Shape and
Space |
Reasoning
|
Communication
|
Connections
& Representations |
Problem
Solving |
|
MQWS
|
63.3 |
65.4 |
52.0 |
48.7 |
64.9 |
35.1 |
31.2 |
27.3 |
45.5 |
|
Eastern
District |
68.5 |
69.8 |
58.3 |
57.1 |
72.5 |
46.6 |
39.3 |
38.7 |
52.9 |
|
Province
|
69.1 |
69.8 |
59.2 |
57.3 |
73.5 |
48.4 |
42.0 |
41.3 |
55.3 |
The following two tables
compare the progress of the same cohort of children tested in 2004 and last
year in 2007.
Grade 3
2004-05
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
75 |
82.3 |
1.9 |
45 |
55 |
58 |
36 |
57 |
85 |
|
Eastern
District |
|
82.8 |
2.3 |
56 |
54 |
52 |
46 |
61 |
82 |
|
Province |
|
82.4 |
2.3 |
55 |
54 |
50 |
44 |
57 |
85 |
Grade 6 Elementary 2007-08
|
|
# of students |
Multiple
Choice |
MC
Listening |
Reading
Narrative |
Reading
Information |
|
|
Listening |
Demand
Writing |
|
|
77 |
83.2 |
89.5 |
N/A |
70.3 |
82.2 |
80.8 |
56.2 |
80.3 |
|
Eastern
District |
|
85.4 |
91.6 |
N/A |
79.3 |
82.4 |
84.0 |
63.7 |
88.1 |
|
Province |
|
84.8 |
91.0 |
N/A |
79.0 |
81.1 |
82.1 |
62.6 |
85.1 |
5. School
Development Plan
The School
Development Plan for the current year is based on collective reflection and
discussion during school development sessions in 2007-08 and extended projects
already in progress.
Mary Queen of the
Goal
1: To improve student learning and achievement and literacy in Language Arts,
Mathematics and the Arts from Grades K - 6
|
Objective 1.1 Students in
Grades K-6 will acquire improved strategies for reading texts for meaning
and information |
Objective 1.2 Provincial
assessments in Grades 3 and 6 will indicate achievement consistent with
students’ abilities. |
Objective 1.3 Students will achieve greater understanding and success with K-6
mathematics outcomes |
|
Indicators of Success: -Improved demonstration of reading ability
by Grade 6 |
Indicators of Success: Greater proportion of
scores in the |
Indicators of Success: Improved performance in
provincial assessments and internal reports consistent with student ability
relative to student ability. |
|
Strategies 1.
To continue to assess reading
with an emphasis in increasing the number of sight vocabulary
understood prior to grade 3 2.
To continue to reinforce decoding and comprehension strategies for
reading with understanding 3.
To ensure that classrooms have adequate supplies of leveled readers 4.
To continue improvements in effective assessment and
appropriate interventions 5.
Recognize achievement through incentives. 6.
Explore new literacies through the use of
technology 7.
Seek PD to improve teacher understanding of the functions of the brain
8.
Explore opportunities for information on diversified learning |
Strategies 1.
To continue dedicated teacher professional development to promote
effective reading and writing. 2.
To continue to acquire literature and resources to help teachers
assess student work appropriately. 3.
To continue teacher to teacher mentorship to share expertise in
teaching reading and writing. 4.
To use rubrics for assessment across the curriculum. 5.
To avail of the services of the
District teacher
and other external facilitators. 6.
To further formalize school action teams especially in literacy . |
Strategies
|
|
Goal 1. Support Plan |
|||
|
Financial |
Professional Development |
Communication |
Time Allocation |
|
1.1.1 - dedicated funds for
purchasing materials - increased budget for
teacher PD |
1.1.1 - dedicated sessions
during close-outs - support for individual
choices to improve skills - increased access to
professional literature |
1.1.1 - summarize progress for
teachers - summarize progress for
parents - parent information
nights |
1.1.1 - arrange time tables to
accommodate grade level meetings during preps - ensure that
instructional time is being used wisely - improve grade level
meetings - improve |