What?
Student Achievement & School Improvement
School Effectiveness Framework Indicators
 A culture of high expectations supports the belief that all students can learn, progress
and achieve (SEF 4.1)
 A clear emphasis on high levels of achievement in literacy and numeracy is evident
throughout the school (SEF 4.2)
 Students and teachers share a common understanding of the learning goals and
related success criteria (SEF 1.1)
Smart Goals
If we … then
Why?
Utilize diagnostic, formative and summative assessments in all subject areas to
identify student learning needs; and plan targeted instruction to maximize student
achievement.
- 50% of all applied students (50% of students with Special Needs) and 85% of all
academic students (80% of students with Special Needs) will obtain Level 3 or
above as evidenced by EQAO math results.
Differentiate our instructional practice, utilize learning goals and success criteria, as
well as, assessments that address higher level thinking skills, then we will see an
increase in students' ability to comprehend, think critically, and meet required
targets of understanding.
- 80% of all First Time Eligible (FTE) students (50% of students with Special Needs)
will obtain Level 3 or above on the EQAO OSSLT.
- 97% of all FTE academic students will obtain Level 3 or above on the EQAO
OSSLT.
- 60% of all FTE applied students will obtain Level 3 or above on the EQAO OSSLT.
S P A
Student Inclusion, Well-Being, & Engagement
2014 / 2015
School Improvement Plan for Student Achievement
Mission and Vision
The mission of Wellington Heights Secondary
School which serves a distinct rural community is
to maximize our students’ potential for excellence
in learning. We will achieve this through diverse
learning experiences and opportunities promoting
life-long learning and personal development. We
will provide a safe, supportive and stimulating
environment that fosters pride, respect, and
friendship.
Data / Needs Assessment
Gap Analysis
 EQAO
 Other
OSSLT (2014): 75% FTE successful; 96%
academic; 55% applied; 52% Special Education
Grade 9 Math EQAO (Level 3 or 4) - Academic
78%; Applied 38%
School Effectiveness Framework Indicators
 The teaching and learning environment is inclusive, promotes the intellectual
engagement of all students and reflects individual student strengths, needs, learning
preferences and cultural perspectives (SEF 3.1)
 Students are partners in conversations about school improvement (SEF 3.3)

Smart Goals
If we … then
- Support and encourage students to develop the knowledge, skills, and
perspectives needed to engage in Sustainable Environmental practices, then we
will engage and empower environmentally-responsible citizens.
- Incorporate Healthy School initiatives and Mental Health intervention strategies
into classrooms then we will increase student engagement, well-being, energy, and
health.
Student
Wellbeing, Engagement, and Pathways
- Implement Equity and Inclusivity Education policies and practices, and Bullying
(from
your
SSA results)
Prevention and Intervention strategies then we will create safe and inclusive
schools.

- Use Culturally relevant Indigenous materials and the expertise of the local
aboriginal community, then we will see an increase in understanding of aboriginal
cultures and strengthen community ties.
- Encourage a variety of in school Student Success initiatives then will increase
student engagement, increased levels of student achievement, student credit
accumulation, and the percentage of students graduating from WHSS.
- Develop a Collaborative environment amongst our staff, then we will be able to
build capacity to strengthen and enhance instructional practice and student
understanding.
- Encourage a focus on developing high level assessments, then we will assist our
students in becoming critical thinkers.
Targeted Instructional Strategies / Action Visible in Schools
Targeted Instructional Strategies / Action Visible in Schools
- Use diagnostics to identify achievement gaps
- Use data from climate surveys to inform and develop goals and strategies for our school improvement plan, Equity
and Inclusivity plan, and to review bullying prevention and intervention strategies
How?
- Set Learning Goals and Success Criteria with students to create an understanding of what they are learning and why
- Provide effective and timely communication to parents/guardians in order to assist them in supporting their student
- Provide descriptive and timely feedback to identify next steps for instruction
- Continue to implement a safe arrival program to increase attendance and, therefore, student success
- Utilize explicit instruction to allow students to understand the thought process required to reach the desired target
- Continue silent reading and implement a numeracy focus week each semester for all students
- Assessment tasks are aligned with curriculum and collaboratively developed by staff to ensure consistency
- Staff will participate in professional learning opportunities regarding student mental health and well-being
- Encourage further student participation in Warm Winter Wishes, Social Equity Club, and Me to We to promote Social
Justice and Global Citizenship
- Develop an annual student forum targeting a cross section of students in order to seek student input on a variety of
school related issues
- Staff involved in professional learning regarding high level assessments, literacy and numeracy
SP A
14 / 15
- Examine assessment tasks to ensure they target higher level or critical thinking skills
School Improvement Plan for Student Achievement 2014/15