Student Achievement and School Improvement
1.1 Students and teachers share a common understanding of the learning
goals and related success criteria.
4.1 A culture of high expectations supports the belief that all students can
learn, progress and achieve.
4.2 A clear emphasis on high levels of achievement in literacy and numeracy
is evident throughout the school.
4.4 Learning is deepened through authentic, relevant and meaningful
student inquiry.
SP
GCVI
2014 / 2015
School Improvement Plan for Student Achievement
Mission and Vision
The mission of our 2014/15 School
Improvement Plan is to provide
opportunities for staff, students and
our communities to make informed
decisions about current practices and
future goals.
Student Wellbeing, Engagement, and Pathways
3.1 The teaching and learning environment is inclusive and reflects
individual student strengths, needs and learning preferences.
3.2 School programs incorporate students’ stated priorities and reflect
the diversity, needs and interests of the school population.
5.1 Programs, pathways and career planning meet the learning needs and
interests of all students.
6.3 The school and community build partnerships to enhance
learning opportunities for students.
Smart Goals
Smart Goals
IF/THEN as an organization focus on:
1.1 If Teachers continue to model the use of Learning Goals, Success Criteria and Descriptive
Feedback, then students will become more active participants in utilizing those as tools to
independently enhance their learning process.
4.1 If Teachers are supporting informed decision making by engaging students in the “why” of
learning, then students will make informed short term and long term decisions about the
courses they take and pathway they are aiming for.
4.2 If all Teachers identify as teachers of literacy and numeracy, then the Teacher will be explicit
when embedding literacy and numeracy skill development at the point of instruction.
4.4 If Teachers use authentic, relevant and meaningful instruction and assessment strategies,
then students will have a deeper understanding of what is critical to know, understand and
be able to do leading to higher utilization of critical thinking skills.
Data / Needs Assessment
 EQAO
 SEF Indicators
 School Climate Survey
 Student Voice Survey
 Mark Analysis
 Report Card Data , Compass Data and EQAO Data
Targeted Instructional Strategies / Action Visible in Schools
1.1 and 4.1 -continuing to use learning goals, success criteria and descriptive feedback with students, to create
an understanding of what they are learning and why —Walk throughs, Learning Team Days, staff meetings and
professional development opportunities to support teachers in sharing, discussing, planning and implementing
effective assessment and instructional strategies; Intentional Interruption -book study with Department Heads; A
Day in the Life of a Gr. 9, Gr 8 Tech day, Gr 8 parent info night, Guidance visits; empowerment events (Bill
Bulmer)
4.2 Literacy Subcommittee focused on explicit instruction with emphasis on students in applied classes: engaged
in collaborative inquiry with Westwood Gr6 and 9/10 applied from GCVI with a focus on improving instruction
and learning in applied level classes; diagnostics to individual OSSLT prep plans, moderated marking and
targeted remediation groups, previously eligibles: two half day remediation workshops; continue to develop
explicit instruction graphic and information text in all classes. Math and EQAO plan —target is on continuing
Bipclics to share (with feeder schools); effective instructional strategies (diagnostics and assessment as
learning; utilize inquiry based learning strategies embedded in classroom instruction); utilize staff expertise to
model strategies at staff meetings and professional learning teams —build capacity and share expertise in the
building; increase support school wide for EQAO testing days i.e. ensuring appropriate and targeted
accommodations as needed. Recognition that improving student achievement through effective instruction will
continue to support successful EQAO results.
4.4 Chris DiCarlo Pilot-explicit teaching of critical thinking skills to students so that they are able to ask
meaningful questions, understand the why of their learning process —focus is on exploring it from a teaching
perspective. Assessment for Learning —daily check ins-finding out what the students are struggling with and
why—teachers develop tasks/activities that correct this so that students are able to learn and utilize the tools
appropriate for problem solving; PD -Sandra Herbst (admin and teachers), Knowledge Building PD —teachers
implement in the classroom and then share their experience at April PD Day; continuation of IB training to gain
an understanding of inquiry based teaching and learning strategies; share data about Gr 9 student achievement
with feeder schools and amongst Gr 9 teachers
IF/THEN as an organization focus on:
3.1 If the selection of texts and materials reflects the diversity of the community, elements of
other cultures and learning preferences, then students will develop their potential and
aspirations without limitations imposed by stereotyping or discrimination.
3.2 If we value diversity then our students will see themselves in all aspects of school life.
5.1 If students have a deeper understanding of their strengths and interests and how this
connects to various pathways, then they will make better decisions about courses,
pathways and future career planning.
6.3 If we strengthen the connection between student programs and student services then
students will experience a greater sense of wellbeing leading them to higher success at
school and in the community.
Targeted Instructional Strategies / Action Visible in Schools
3 .1
Equity committee to work with the Geography, Canadian and World Studies department and Visual Arts
to look at their curriculum and learning materials to collect information about the diversity and
representation within those courses of study.
The Environmental Club and the IB Committee are sharing information and developing strategies to
building capacity in the areas of sustainability and global mindedness and are working towards achieving
the next level of ECOO platinum status which embraces the goal of reaching out beyond the school
community to the local community, developing partnerships with other schools and businesses in order to
solidify the messages of environmental stewardship and sustainability.
3.2 Bully Prevention/Equity and Inclusion Plan outlines the student senate -clubs and councils that address
the diversity of students and their interests; website re -design; breakfast program; transition events and
activities that reflect a safe and inclusive environment that reflects student interests, strengths and
opportunities for growth of character and skills.
5.1 A collection of events that build relationships with our students to ensure they feel connected and
supported as they enter high school (value their unique interests, cultivate their strengths); development
of new courses that will address student needs and interests; Pathways committee redesigning course
selection to reflect skills; Lunchtime series to explore pathways and be mentored when exploring future
options; IPP—subgroup of Pathways committee to focus on implementing the IPP in conjunction with
Careers course completion and counselor support so that students have more focused planning.
6.3 Gap analysis and restructuring of current practice for supporting students through library, guidance,
special education, student success/alternative learning, co -op, dual credits and special programs in order
to meet the changing needs of students (i.e. transition meetings, SIT meetings, IEP’s, utilizing our resource
personnel in the school and board in different capacities; continue to support department heads to
enhance/clarify roles and responsibilities as we perfect a newly adopted model.
SP
GCVI
2014 / 2015
School Improvement Plan for Student Achievement
Guiding Principles
The following Guiding Principles form the basis of all
decision-making to ensure student success at GCVI. They
will influence how we act by serving as a filter for
program, distribution of resources and other workings of
the school.
We commit to a school community that:
- Respects, values and honours our traditions and our
diversity
- Fosters departmental and inter-departmental
collaboration and consultation with a whole school focus
- Values and supports individual student and staff
contributions
- Utilizes our resources where they will be most effective
- Reflects an open, inclusive, friendly, tolerant,
compassionate, fair and mutually respectful environment
Professional Learning: Support for Teachers
Data/ Needs Assessment

Learning Team release time
2014 EQAO Results:

Conferences, workshops, inservices
Mathematics Grade 9:

IB training
77% of students in Applied Math at Level 3 or 4 *

Egale Training
91% of student in Academic Math at Level 3 or 4 *

Subject Specific Councils
Literacy Grade 10:

Building Innovative Practices in Math
First Time Eligible:

E-Learning
93% of Grade 10 students in Academic English were successful

Pathways and Myblueprint implementation
43% of Grade 10 students in Applied English were successful

Health and Safety Certification and training
Previously Eligible:

Special Education supports and training
63% of students were successful *

Staff Meeting learning activities
64% of students with an IEP and/or IPRC’d were successful *

Department Heads Book Study (Intentional Interruption)
*GCVI scores are higher than Board and province
We commit to a school program that:
- Continuously evolves in order to remain innovative and
engaging
- Values, supports and promotes a diversity of curriculum
that reflects students’ ability and potential and an extracurricular program that extends classroom learning
- Ensures the emphasis of numeracy and literacy
strategies
- Promotes “real world” connections that extend
classroom learning
- Develops pathways that facilitate the success of all
students
- Respects students as individuals and develops graduates
who have the tools to be good people, good citizens,
good employees and life long learners
We further commit to developing successful students
who:
- Accept responsibility and consequences for their
education, actions and choices
- Recognize realistic future opportunities
- Set and strive to attain realistic goals
Monitoring of Initiatives and
Results:
Departments:
 Work on assessment for, as and of
learning; learning goals, success
criteria and descriptive feedback
 New culinary program
implementation
 IB candidacy requirements
 Special Education Accommodations
and Supports
 Student Success Programs
 ECOO platinum status
 International student programs
Committees:
 Literacy development throughout the
school year and preparation/
remediation for OSSLT
 Directions Team planning and
implementation of Board and School
initiatives
 Safe Space Alliance and Equity Plan
 Pathways and IPP
 School Intervention Team
Administration:
 Website design changes
 Literacy and Numeracy Plans
 School Improvement Plan
 Lead and participate in professional
learning with staff
 Monitor supports for student needs
 Monitor Annual Learning Plans and
conduct Staff Performance Appraisals
 Facilitate opportunities for
professional growth
 Implement Board Improvement Plan
initiatives within the school
Board:
 Mental Health & Addictions Lead
supports the use of resources and
training
 Program Services staff support the
Special Education Plan, student
supports, school intervention
practices and provide consultant
support for specialized needs
 Support student engagement
initiatives and monitor student
achievement data to assist Principals
to develop action plans
 Ensure Safe, Equitable and Inclusive
education plan is in place