CURRICULUM INSTRUCTION
Issue Update March 2005
Curriculum Instruction
Objectives & Actions
Assigned To
Start Date
Completed
Date
2.1
To implement a coherent strategy which ensures that all student learning is connected, related and relevant.
2.1.1
The board will establish a task force to develop a strategy
to involve parents in their children=s education.
Strategies will include ways to support/promote student
achievement:
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diligence in learning;
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regular attendance;
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attention to assignments;
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compliance with the Code of Conduct;
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parent/guardian involvement;
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celebration of staff and student success
David Crane
Annette Curie
David Brennick
Fall 2004
2.1.2
All schools will develop a yearly school communication
plan describing how information on student learning will
be communicated to parents/guardians during the school
year.
David Crane
Annette Currie
September
2003
2.1.3
All teachers will develop a yearly teacher communication
plan describing:
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an overview of the instructional program
including assessment and evaluation procedures;
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the importance of parental guidance in areas such
as homework, organizational skills and assuming
responsibility for the completion of assignments;
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the range of formal/informal communication
methods to be utilized by the teacher and the
parent/guardian.
David Crane
Annette Currie
September
2003
2.1.4
Teachers will implement teaching strategies that foster a
positive learning environment aimed at helping students
achieve expected learning outcomes.
David Crane
Annette Currie
Pre 2003
Comments
Task force is in place. Two meetings so
far. Next meeting will be a student focus
group. Principals, teachers, students,
coordinators, Director of Programs and
SAC representative attended these
meetings.
Fall 2004
School Communication Plans are
ongoing as change occurs in education
and staffing.
All secondary schools have distributed
Communication Plans.
Teachers are refining their teacher
Communication Plans as changes take
place. Many teachers utilize a bimonthly system to communicate with
parents.
Teachers in semestered schools update in
second semester if teaching a difference
course.
Ongoing
Professional development focus on
teaching and learning strategies.
Curriculum Instruction
Objectives & Actions
Assigned To
2.1.5
Teachers will implement a variety of assessment
strategies to evaluate student performance.
David Crane
Annette Currie
2.1.6
All schools will promote race relations, cross cultural
understanding and human rights throughout the
curriculum and across all grade levels.
Charles Sheppard
David Crane
Annette Currie
2.1.7
Principals will schedule regular class visits to ensure best
teaching practices are in place and that expected learning
outcomes are being implemented.
David Crane
Annette Currie
2.1.8
The Board will examine the feasibility of providing
additional online courses.
Rick Simm
David Crane
2.1.9
Learning communities will recognize, celebrate and share
best teaching practices.
David Crane
Annette Currie
Start Date
Pre 2003
Completed
Date
Ongoing
Comments
Assessment committee in place and draft
policy on assessment in place.
All elementary principals attended a
Racial Equity workshop.
Schools
promote race relations, cross cultural
understanding and human rights
throughout the curriculum, as well as
taking advantage of teachable moments.
A number of principals schedule regular
class visits. Others continue to use an
informal drop-in system.
September
2004
Students at Rankin, Cabot and Baddeck
are taking on-line courses.
Pre 2003
Ongoing
More teachers are willing to share best
teaching practices.
Centre for Leadership Development
celebrates our successes.
2.2 To increase learning success for all learners by supporting/accommodating the strengths, needs and interests of each student.
2.2.1
All schools will develop and implement annual school
improvement plans that support student success and
achievement.
David Brennick
David Crane
Annette Currie
Pre 2003
2.2.2
The Board and staff will encourage and promote positive
parental support for children to achieve learning
outcomes.
David Crane
Annette Currie
September
2004
2.2.3
The Board will continue with the implementation of a
comprehensive literacy strategy that supports the delivery
of language arts outcomes by teachers.
David Crane
Annette Currie
Brenda MacIsaac
Pre 2003

In Progress

Being developed

Being implemented in most
schools
Through their teacher Communication
Plan, many teachers have moved forward
with bi-monthly newsletters.
Ongoing
Regional professional development,
grade level professional development,
long range plans in place.
Curriculum Instruction
Objectives & Actions
Assigned To
Start Date
Completed
Date
2.2.4
The Board will continue with the implementation of the
Board-wide math leadership strategy that supports the
delivery of math outcomes by teachers.
David Crane
Annette Currie
Ron MacLean
Pre 2003
2.2.5
The Board will continue to support and promote events
that provide opportunities for all students to excel through
co-curricular and extra-curricular activities.
David Crane
Annette Currie
Ambrose White
Pre 2003
2.2.6
The Board will expect school libraries to maintain a core
collection of texts that describe the multi-cultural, multiracial, multi-ethnic character of Canadian society.
Annette Currie
Carmelita cousins
Charles Sheppard
David Crane
A review of library orders indicate that
schools are purchasing and promoting the
Canadian mosaic.
2.2.7
The Board will conduct a needs assessment and program
review of the vocational program at Memorial Composite
High School to maximize and enhance the potential of the
program offered.
David Crane
Fred Martel
The needs assessment has been
completed and presented to the Board
and the Department of Education.
Awaiting a response.
2.2.8
The Board will continue to support program options for
students with exceptionalities to assist them in achieving
their full potential.
John Astephen
David Brennick
Pre 2003
Ongoing
Comments
Regional professional development,
grade level professional development,
long range plans in place.
Friends Forever P-6, Heritage Fair 4-9,
Public
Speaking
4-12,
Band
performances, Choral performances,
Sports activities.
Ongoing
Schools in our Board have piloted
programs and initiatives under Challenge
for Excellence, Increasing Learning
Success, and Learning for Life targeted
funding to support program options for
students with exceptionalities.
We
continue to increase the number of
resource Learning Centre, Learning
Disabilities, and Steps to Success
programs to meet the diverse needs of our
students.
Curriculum Instruction
Objectives & Actions
2.2.9
Board and staff will formulate criteria for effective
transitions within grades and between school levels.
Assigned To
Start Date
Completed
Date
David Crane
Annette Currie
John Astephen
David Brennick
Pre 2003
In progress
In May 2004,
guidance
teachers
completed and
distributed a
booklet to
facilitate the
transition of
students from
grade 6 to
grade 7.
2.2.10 Board and staff will compile a list of existing transition
practices occurring in our Board.
As in 2.2.9
Pre 2003
Ongoing
2.2.11 Board and staff will identify a contact person for each
school associated with transition planning.
As in 2.9
Pre 2002
2.2.12 The Board will request staff to prepare a booklet to
facilitate the transition of students from grade 6 to grade
7.
Annette Currie
David Crane
January 2004
Sept. 2002
May 2004
Comments
Extensive PD including transition
planning was provided to school teams
by our Lead Team in Sept. 2002 with the
implementation of Supporting Student
Success: Resource Programming and
services.
Further PD, specific to
transition planning, will be provided to
support the implementation of the
Provincial Transition Planning Guide
released in May 2005.
List has been started. Practices to date
include: transition meetings for students
identified with special needs entering
primary; program planning team meetings for
transitions from grade level to grade level;
transition meetings for students with special
needs transitioning from elementary to junior
high and junior high to high school; transition
meetings for students with special needs
transitioning from high school to post high
school options. Although meetings are held
for students transitioning from high school,
much work remains in identifying and
developing options for students leaving high
school.
Program Planning Team (Chair) is the
contact for each school.
This has been accomplished as of May
2004.
Curriculum Instruction
Objectives & Actions
Assigned To
2.2.13 The Board and staff will develop models and forms that
facilitate transitioning of students into appropriate
programs.
As in 2.9
2.2.14 The Board will establish a task force to review course
offerings and selections at the high school level in support
of a balanced program of studies.
David Crane
David Brennick
Start Date
Pre 2003
Completed
Date
Ongoing
Comments
Support of Students with Special Needs:
School Profiles were developed and are
being utilized to assist Student Services
and Human Resources identify annual
staffing and programming needs for
schools.
Transition forms are
components of the profile and the
process. Our model and forms will
continue to be updated to reflect those
found in the recent publication of the new
Transition Planning Guide.
A committee is being organized to deal
with this issue. Guidance and math
teachers met on this issue.
2.3 To facilitate professional development that ensures ongoing support for all staff and the learning community.
2.3.1
In areas where a concern exists/arises, Board staff,
principals and teachers will clarify for parents/guardians
the challenges and opportunities for children who are
members of combined grades.
Annette Currie
Pre 2003
2.3.2
The Board will allocate the resources necessary (time and
financial support) to facilitate professional development
focused on best teaching practices.
David Crane
Annette Currie
Pre 2003
2.3.3
The Board will commit to using the website as a tool for
providing online professional development for all
stakeholders.
Rick Simm
David Crane
Annette Currie
Sept. 2003
Whenever a concern exists/arises,
meetings with parents have been held
upon request.
Ongoing
Ongoing
The Board allocates funding which
serves to provide time and resources to
facilitate professional development.
Teachers resources have been posted on
the CB-VRSB website for easy access to
educators. As a follow-up to professional
development sessions, teachers and
administrators can find examples of good
classroom management techniques and
teaching strategies. There are also actual
technology integrated lessons that can be
used by teachers.
Curriculum Instruction
Objectives & Actions
Assigned To
2.3.4
The Board will commit to providing, upon request,
evening sessions for parents in areas such as language
arts, math, assistive technology.
David Crane
Annette Currie
Rick Simm
2.3.5
Support for curriculum initiatives across the curriculum
will be provided through professional development.
David Crane
Annette Currie
2.3.6
Teachers/administrators will maintain their professional
competence, each year, by setting personal, professional
growth plans in a collaborative effort to achieve school
goals and student success:
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Teachers will submit their growth plan to the
principal;
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Principals will submit their growth plan to the
Director of Programs & Student Services.
David Crane
Annette Currie
Start Date
Completed
Date
Pre 2003
Comments
Available upon request.
The Board allocates funding which
serves to provide time and resources to
facilitate professional development.
Introduced in
April 2004
Being developed in collaboration with
teachers and administrators.
Slow - Administrators
2.4 To promote assessment practices that reflect expected learning outcomes and recognize learning styles.
2.4.1
Principals and teachers will ensure that curriculum
aligned assessment will become an established practice at
all levels (P-12).
David Crane
Annette Currie
Pre 2003
This is an expectation.
Professional development is supporting
this action.
2.4.2
The Board will establish regional teams with expertise in
such areas as cooperative learning, differentiated
instruction, multiple intelligence and teaching strategies
to assist in supporting professional development
initiatives across the region.
David Crane
Annette Currie
Pre 2003
The Board has a number of teachers with
expertise in the areas listed. These
teachers are members of literacy
committees, P-6, 7-9 and serve as
regional teams.