DRAFT
Level 2
2014-2020 HTCSD Outcome Plan: FNM Educational Achievement and Graduation Rates
TITLE: Improving FNM Educational Achievement and Graduation Rates
Primary Owner: Jeff Lynnes
Secondary Owner: Joan Stumborg
Which organization hoshin, sector hoshin or sector outcome does this project plan
support?
 By June 2020, collaboration between FNM and non-FNM partners will result in
significant improvements in FNM achievement and graduation rates.
 Increase engagement, educational success and graduation rates of FNM students.
Lead Unit/Branch:
Expert Advisor: Mark Selinger
Team Lead(s):
Other Team Members:
Date of Original Draft: March 17, 2014
Date Last Updated: June 5, 2014
1. Problem Statement (Current state and the reason for action.) [Explain what and how big
the problem is and why strategic action is required to address it.]
Holy Trinity Catholic School Division’s number of self-declared FNM students are:
4. Implementation Plan (What are the high-level actions that will be taken to address the problem within the given timeframe? How will the future state be
achieved?) [More detail can be included in the Detailed Implementation Plan.]
Actions
Deliverables
Lead
Start
Date
Completion Resources Required
Date
(Human and
Financial)
Home Room teachers will, on a
regular basis, monitor the
attendance of the FNM students in
their class and will personally
contact families to address any
attendance concerns
Home Room teachers will
communicate chronic attendance
concerns to their administrator
who will make a personal
connection with the families to
address the concern
Home Room
Teachers
Sep 2014
Ongoing
Attendance data is
required
Time to make
personal contact
Administrators
Sep 2014
Ongoing
Attendance data is
required
Time to make
personal contact
FNM students will be exposed to
the unique career planning
supports that are available to them
Career Ed
Teachers,
Guidance
Counsellor
Joan Stumborg
Sep 2015
Ongoing
Sep 2014
Ongoing
Connections with
mentors and outside
agencies
Joan Stumborg
Sep 2014
Ongoing
Connections with
post-secondary
counselling
departments
Administrators
Joan Stumborg
Jan 2015
Ongoing
2012-13: 129
2013-14: 130
This makes up 5.87% of our student population. At Phoenix Academy FNM students
currently make up 18.5% of the student population.
2. Root Cause Analysis (What is causing the problem and what evidence can be provided
to support the analysis?) [Highlight baseline data and analysis that helps clarify the
magnitude of the problem statement and narrow the focus for the future state statement.
What are the barriers impeding change or success?]
Many of students not graduating on time are experiencing outside of school issues that
prevent graduation on time. Early intervention and support for grade 5 students who are
beginning to show triggers of high dropout appears to be the most effective and proactive
solution so issues can be dealt with successfully prior to arrival to high school. These
triggers are: a) failure in Math or English Language Arts, b) over 20 days absent, or c) an
unsatisfactory for effort. (Neild, Balfanz & Herzog, An Early Warning System, 2007) Lack of
cohesive interministerial support that can help with non-cognitive issues for students aged
12 and up is a significant barrier.
Increasing numbers of FNM students are self-declaring which provides us a better
understanding of our students, but requires more targeted supports.
Attendance
Regularly monitor FNM student
attendance and have personal
connection with family to address
any concerns
Administrators or delegate will
follow up personally with families
of students with chronic
attendance concerns
Graduation / Transition Planning
FNM students will become familiar
with career planning supports
available to them
Explore and Develop Mentorship
opportunities with elders,
successful professionals,
corporations and industry, etc.
Explore and Develop partnership
for aboriginal counselling supports
at post-secondary institutions
Cultural Barriers to Success
Acknowledgment of cultural
diversity ex. images, prayer,
language, traditions, reading
materials, etc.
Schools will acknowledge and be
sensitive to the cultural diversity in
their buildings, and will make this
acknowledgment visible through
images, prayer, language,
traditions, reading materials, etc.
Risk/Mitigation
DRAFT
Level 2
Actions
Deliverables
Lead
Start
Date
Create support package for FNM
families of outside agencies they
can access
A package for FNM families will be
created that will direct them to the
appropriate agencies for support
when in need
Joan Stumborg
Tiffany Owens
Jan 2015
Home Room teachers will be made
aware of the FNM students in their
class through a confidential alert in
our SIS system
FNM student achievement data will
continue to be tracked so that it
can be used to inform support
decisions
The FNM achievement data will be
shared with administrators so that
they can personally follow up on
any chronic concerns
Mark Selinger
Sep 2014
Sep 2014
Mark Selinger
Joan Stumborg
Sep 2014
Ongoing
Administrators
Sep 2014
Ongoing
FNM celebrations and/or
ceremonies will be created in the
division and the community will be
invited to celebrate the success
and diversity of our students
We will connect with other schools
and/or divisions to learn what has
worked to engage their FNM
families
Division Office
Administrators
Sep 2016
Ongoing
Joan Stumborg
Tiffany Owens
Sep 2016
Jun 2017
Data Tracking
Create an icon to confidentially
denote Self-Declared FNM
students to Home Room teachers
on PowerSchool
Continue tracking FNM
achievement data
Administrator or delegate will
follow up with families personally
regarding chronic data concerns
Family Engagement
Create an (or multiple) event(s) to
welcome the community to
participate in FNM achievement
celebrations, ceremonies, etc.
Explore options of supporting
family engagement that has
worked in other schools or
divisions
Student Engagement
Support teachers with integration
of Treaty Education Outcomes and
Indicators (online sharing of lesson
plans and instructional strategies)
3. Future State (How will the situation will be different because of the actions taken to
improve it?) [List targets that address the problem(s) in the problem statement.]
Supports for FNM students at an earlier age will provide opportunities for future
educational success.
Completion Resources Required
Date
(Human and
Financial)
Sep 2015
Connections with
outside agencies
Risk/Mitigation
Achievement data is
required
Teachers will be supported with
Curriculum
Sep 2015 Ongoing
the integration of Treaty Education Department,
Outcomes and Indicators. An
Joan Stumborg
online learning community will be
Mark Selinger
created to share these experiences
Attend or organize cultural events Students and teachers will attend
Administrators Sep 2015 Ongoing
for teaching and learning in or
cultural events to learn about the
Jeff Lynnes
outside of school
culture in an experiential manner
Joan Stumborg
5. Metrics (How will you know a change has been an improvement?) [Identify outcome and process 6. Engagement (How is this plan informed by the lens of
metrics that will indicate the project success and include balancing measures to ensure the project
Student First? How will children, parents, and stakeholders,
doesn’t negatively affect other metrics. These should relate to the actions noted above in the
etc., be engaged in this work?) [Name any target groups
implementation plan. Identify measures that are anticipated to change monthly.]
required for success.]
Review of FNM Achievement over time data. (Inform)
Engagement: Work that extends to authentic partnerships
with FNM resources and local significant sectors that can
assist with barriers outside the authority of the school
division.