Pinetree Secondary School
School District #43
Action Plan for Learning
Secondary School Level
June 2013
1
Pinetree Secondary School
3000 Pinewood Avenue, Coquitlam, BC
MISSION STATEMENT
Working with our community, we are dedicated to
preparing our students for success in a rapidly
changing world by providing a supportive
learning environment which recognizes and
respects individual differences, encourages
students to challenge personal limits, and
promotes excellence.
2
Goal #1
Reading Comprehension
Students will improve their literacy skills
by focusing on reading.
3
School and Community Context
•
Pinetree students continue their strong tradition of excellence on Regional,
Provincial, National, and International Mathematics Contests!
CNML – Provincial Champions (2nd in Canada), ASMA (JR) – National
Champions, ASMA (SR) – National Champions, BC Secondary Schools
Contest – Regional Champions, Waterloo’s Cayley / Fermat / Euclid
Contests – Zone Champions, Pascal Contest – National Champions
•
Honours /Advanced Placement opportunities and large number of exciting
elective programs with a full set of Fine Arts / Technology courses
•
Culturally diverse population where students are highly involved in programs
promoting and celebrating cultural understanding.
•
Pinetree also has a unique timetable as it is custom made to accommodate
the needs of its students.
4
Community Partnerships and
Parent Involvement
Pinetree shares its site with both Coquitlam Parks and Leisure Services as well as
Douglas College. This three-way partnership has enabled all partner groups to
benefit from cost sharing in the creation of exceptional physical education facilities.
Parks and Leisure Services
The Parent Advisory Council (PAC) is
an active partner at Pinetree
Secondary School. The School
Planning Committee and After Grad
Committee are working on our behalf
to support our goals.
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Graduation and Transition
Rates
Pinetree Secondary School
Elligible Grade 12 Grad Rate
(Source: Ministry of Education)
100
99
Overall Trends Over
Recent Years …
% of Students
98
Elligible Grade 12 Grad Rate All
Students
97
96
Elligible Grade 12 Grad Rate
Females
95
94
Elligible Grade 12 Grad Rate
Males
93
92
91
% of Grade 12 Students
Eligible to Graduate who
Graduate
90
2007/08
2008/09
2009/10
2011/11
2011/12
Pinetree Secondary School
First Time Grade 12 Grad Rate
(Source: Ministry of Education)
Steady from 94% (2007/08)
to 94% (2011/12)
100
% of First-Time Grade 12
Students who Graduate
Increase from 78% (2007/08)
to 86% (2011/12)
% of students
95
90
First Time Grade 12 Grad
Rate All Students
85
80
First Time Grade 12 Grad
Rate Females
75
First Time Grade 12 Grad
Rate Males
70
65
2006/07
2007/08
2008/09
2009/10
2010/11
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Graduation and Transition
Rates cont …
Trends Over Recent Years …
[Source: Ministry of Education]
Aboriginal Students
% of Grade 12 Students Eligible to Graduate Who Graduate
No Change from 100% (2003/04) to 100% (2007/08)
% of First-Time Grade 12 Students who Graduate
Decrease from 89% (2003/04) to 86% (2007/08)
** Note – Data for 2012/2013 is currently unavailable.
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Relevant Background
Goal 1
•
Reading Comprehension: To improve student literacy
skills through the teaching of reading.
Objective 1
•
To improve student literacy skills through the teaching
of reading.
Rationale for Objective 1
There are several reasons why reading is important for
students:
1. Reading offers a productive approach to improving
vocabulary and word power.
2. It helps students to keep abreast of the various styles of
writing and new vocabulary.
3. Students who read tend to be more creative and
have higher achievement rates in school and college.
Sofsian, Damian. (2006, November 09). The Importance Of Reading. EzineArticles.
Retrieved May 05, 2008, from http://ezinearticles.com/?The-Importance-OfReading&id=354498
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Current Data for Goal 1
Classroom Assessments Based on
Teacher Judgment*
Grade 9 English Classes - Semester 2 (2010-2011)**
Participation rate: 41%
# at each level
Not Yet
Meeting
(Minimal Level)
Fully
Meeting
Exceeding
18
34
55
27
4
15
34
12
14
19
21
15
Aboriginal
3
8
1
-
ESL
2
1
2
-
All Students
Female
Male
Meets
n=134; Aboriginal n=12; ESL n=5
Note: All Students includes ESL and Aboriginal students
*Using “Reading” as Criteria
** Data for 2012/2013 unavailable from teachers
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Current Data for Goal 1
2012-2013 Fall Writing
District-Wide Assessment
Semester 1 Report for: Pinetree Secondary School
6 Ideas are generally engaging and fully supported;
Language is varied according to topic and purpose;
Word choice and sentence variety are effective; Errors
are not distracting; Originality, individuality or maturity is
evident.
5 Ideas are straightforward and generally supported;
Some indication of using language to create a particular
effect; Sentence types are varied; Conscious effort to
engage the audience; Errors are not distracting.
4 Ideas are listed, or developed or supported unevenly;
Language is suitable for the topic; Some variety of
sentence structure and length; Errors may distract but
do not impede meaning.
3 Ideas are often disconnected or broad
generalizations; Vocabulary is limited or conversational;
Sentences are basic or simple in structure; Errors
distract and sometimes impede meaning.
2 Ideas are simplistic and underdeveloped; Vocabulary
is inadequate to the task; Limited knowledge of basic
sentence structure; Frequent errors obscure meaning.
1 Writing does not meet the minimum requirements of
the task.
0 Writing does not attempt to address the topic or is a
restatement of the topic.
Grade 9 Writing
Fall 2012
*graph includes data for 43 students
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Current Data for Goal 1 cont…
School-Based Assessment
Report Card Marks (End Reporting Period - April 2013**)
100.0
90.0
% of Grade 9 Students
80.0
70.0
60.0
50.0
41.1
40.0
30.0
20.9
20.0
12.9
12.9
10.0
9.1
3.0
0.0
A
B
C+
C
C-
I
Letter Grades
** NOTE -- Sem 1 (2012/2013) and Sem 2 (2012/2013) marks obtained from BCESIS
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Current Data for Goal 1 cont…
Provincial Examinations
Trends over Time
English 10 – School/Exam Blended Final Mark (C+ or Better)
“… Decrease from 73% in 2010/11 to 71% in 2011/12 …”
English 10 – District Data Comparison
“… Increase from 69% in 2010/11 to 70% in 2011/12…”
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Current Data for Goal 1 cont…
Cross-Grade Assessment
Pinetree Secondary Reading Assessment (Semester 1 – 2012/2013)
Pinetree Secondary School Reading Assessment
(October 2012)
100.0
Grade 9 Students (%)
90.0
80.0
70.0
Does Not Meet Expectations
60.0
Minimally Meets Expectations
50.0
Fully Meets Expectations
40.0
Exceeds Expectations
30.0
20.0
10.0
0.0
Summarizing
Inferencing
Analyzing
Specific Trends:
52% of Gr. 9 students fully met or exceeded expectations in terms of
making SUMMARIZATIONS
28% of Gr. 9 students fully met or exceeded expectations in terms of
making INFERENCES
31% of Gr. 9 students fully met or exceeded expectations in terms of
making CONNECTIONS
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School Action Plan
BASED ON COMPARISION with Pinetree Secondary Reading
Assessment from Semester 1 - 2011/2012 …
Targets:
60% of Gr. 9 students fully meet or exceed expectations in
terms of making SUMMARIZATIONS
50% of Gr. 9 students fully meet or exceed expectations in
terms of making INFERENCES
50% of Gr. 9 students fully meet or exceed expectations in
terms of making CONNECTIONS
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School Action Plan
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School Action Plan
General Practices:
•
Regular Meetings with School Growth Plan (SGP) Committee
(i.e. Group Sharing & Feedback)
•
Teacher Review & Discussion of Assessment Data, Goal-setting, Action-Plan
Development, and Implementation Strategies
Specific Practices:
How have we enhanced student learning and supported literacy in the
classroom? *
"... We feel promoting/teaching “literacy” is very important. Our area of study lends itself
well to bringing in current topical business news. This research is done through a variety of
media such as: web sites, magazines, newspapers, video and other forms of
media. Students are able to apply classroom theory to real life cases and communicate
their thoughts and ideas verbally and through written material. Students are also given
opportunities to present ideas using effective visuals. Finally, students apply business
theory to “real life” events in the school and/or community. …
Debbie Lange, Business Education Program Facilitator
“ … We feel that promoting/teaching “literacy” is it is one of the key functions of a
‘second language’ department … we have found that students do not necessarily
understand the grammar of their own first languages when learning a second language
… thus, they often confuse structures and vocabulary from their first language when
learning a second language … this may be due ineffective strategies for engaging with
text in their first language to transfer to using a second language … in response, we have
‘re-taught’ students how to read and engage with text … additional ways our
department has worked to improve literacy among our students include: (1) Second
language teachers routinely work to improve student’s ability to engage with and
comprehend text and (2) Second language teachers reinforce concepts introduced in
English and ESL classes that focus on literacy …”
Colleen Lee, Languages Program Facilitator
*Information collected from staff survey – May 24, 2013
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School Action Plan
How have we enhanced student learning and supported literacy on a school-wide level?
Drop-Everything-and-Read (D.E.A.R.)
School Administration in concert with PACK teachers work with Gr. 9 students by providing a
learning environment to read fiction or non-fiction material during PACK classes at least twice a
month.
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School Action Plan
How have we enhanced student learning and supported literacy on a school-wide level?
Literacy Enhancement Activity #1
PACK teachers work with Gr. 9 students by providing a learning environment to read, discuss,
and respond to a selected current-issues article from the Globe & Mail. Questions were
designed to enhance student’s ability to make INFERENCES and conduct ANALYSIS.
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School Action Plan
How have we enhanced student learning and supported literacy on a school-wide level?
Literacy Enhancement Activity #2
PACK teachers work with Gr. 9 students by providing a learning environment to read, discuss,
and respond to a selected current-issues article. Questions were designed using Bloom’s
Taxonomy as a frame of reference.
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School Action Plan
How have we enhanced student learning and supported literacy on a school-wide level?
Literacy Enhancement Activity #3
PACK teachers work with Gr. 9 students by providing first
an opportunity to read a selected current-issues article.
Students are directed to review various “mock-responses”
to questions posed in reference to the article. Note that
each response has been identified, assessed, and
categorized as either FULLY MEETS- or EXCEEDSEXPECTATIONS at the Gr. 9 Level.
Questions (based on a ‘compare/contrast’ format) are
presented at the end of the article. Students are to
address these questions either orally or in written form.
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Evidence of Change
2012-2013 Spring Writing
District-Wide Assessment
Semester 2 Report for: Pinetree Secondary School
6 Ideas are generally engaging and fully supported;
Language is varied according to topic and purpose;
Word choice and sentence variety are effective; Errors
are not distracting; Originality, individuality or maturity is
evident.
5 Ideas are straightforward and generally supported;
Some indication of using language to create a particular
effect; Sentence types are varied; Conscious effort to
engage the audience; Errors are not distracting.
4 Ideas are listed, or developed or supported unevenly;
Language is suitable for the topic; Some variety of
sentence structure and length; Errors may distract but
do not impede meaning.
3 Ideas are often disconnected or broad
generalizations; Vocabulary is limited or conversational;
Sentences are basic or simple in structure; Errors
distract and sometimes impede meaning.
2 Ideas are simplistic and underdeveloped; Vocabulary
is inadequate to the task; Limited knowledge of basic
sentence structure; Frequent errors obscure meaning.
1 Writing does not meet the minimum requirements of
the task.
0 Writing does not attempt to address the topic or is a
restatement of the topic.
Grade 9 Writing
Spring 2013
*graph includes data for 46 students
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Evidence of Change
Cross-Grade Assessment
Pinetree Secondary Reading Assessment (Semester 2 – 2012/2013)
Pinetree Secondary School Reading Assessment
(May 2013)
100.0
Grade 9 students (%)
90.0
80.0
70.0
Does Not Meet Expectations
60.0
Minimally Meets Expectations
50.0
Fully Meets Expectations
40.0
Exceeds Expectations
30.0
20.0
10.0
0.0
Summarizing
Inferencing
Analyzing
Specific Trends:
53% of Gr. 9 students fully met or exceeded expectations in terms of
making SUMMARIZATIONS
36% of Gr. 9 students fully met or exceeded expectations in terms of
making INFERENCES
44% of Gr. 9 students fully met or exceeded expectations in terms of
making CONNECTIONS
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Evidence of Change
Compare/Contrast
Pinetree Secondary School Reading Assessment
(October 2012)
Summarizing
From 42% to 47% for “Fully Meets”
From 10% to 6% for “Exceeds”
GOAL - “60% Fully Meets/Exceeds”
Inferencing


100.0
90.0
Grade 9 Students (%)


80.0
70.0
Does Not Meet Expectations
60.0
Minimally Meets Expectations
50.0
Fully Meets Expectations
40.0
Exceeds Expectations
30.0
20.0
10.0
From 24% to 34% for “Fully Meets”
From 3% to 2% for “Exceeds”
0.0
Summarizing
Inferencing
Analyzing
Pinetree Secondary School Reading Assessment
(May 2013)
GOAL - “50% Fully Meets/Exceeds”
100.0
 From 28% to 37% for “Fully Meets”
 From 2% to 7% for “Exceeds”
GOAL - “50% Fully Meets/Exceeds”
Grade 9 students (%)
Analyzing
90.0
80.0
70.0
Does Not Meet Expectations
60.0
Minimally Meets Expectations
50.0
Fully Meets Expectations
40.0
Exceeds Expectations
30.0
20.0
10.0
0.0
Summarizing
Inferencing
Analyzing
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School Action Plan for next year …
What will we do differently? What are some
possible strategies, resources, & structures …
Employing practices from staff-generated ideas/concepts:
•
As a staff, assess APL progress from last 3 years with respect to
whether school goals/structure have effectively dovetailed with
district vision of LITERACY.
•
Work with school administration and Pro-D committee to establish
year-long calendar to have literacy-based activities planned
ahead and known to entire staff.
•
Generate grade-wide literacy activities that aim to recognize both
strong student achievement and notable improvement
•
Assessment topics strongly linked to ILO’s in HCE 9 curriculum
•
Re-apply for LIF support funding for teacher release-time for
collaborative meetings, assessment-design sessions, and/or
attendance at external literacy-related workshops (SEE SLIDE 24)
Referencing practices/theory from recent research:
•
Ways to Support Thinking About Learning (Sharon Jerowski)
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School Action Plan for next year …
How will we provide for staff development and
collaboration?
Pinetree Secondary Pro-D Committee
(i.e. consider/plan/sponsor activities and events to support school goal)
SD43 Sponsored Events
(i.e. School-Based Learning Team / Professional Network Series)
How will we involve parents?
Regular consultative meetings with the School
Planning Council (SPC). As well, collaboration with
Parent Advisory Council, Chinese-, Korean-, and
Persian- parent groups.
How will we monitor and adjust our plans?
Regular Meetings with School Growth Plan (SGP)
Committee (i.e. Group Sharing & Feedback, Teacher
Review & Discussion of PSRA Data, Goal-setting,
Action-Plan Development, and Implementation
Strategies)
Feedback and Group Input for staff during Pro-D
days and General Staff Meetings
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Contributions and Credits
•
APL Program Facilitator
George Lin
•
APL Consultation Members
Leslie Ikeda, Debbie Bouska, Sue Louie
•
School Leadership Team
Program Facilitators
•
Pinetree Secondary Reading Assessment (PSRA) Design
Debbie Bouska, Leslie Ikeda, Sue Louie
•
PSRA Administration and Invigilation
Mathematics- and Physical Education- Department
•
Literacy Enhancement Activities
Debbie Bouska, Leslie Ikeda
•
Pinetree Secondary Pro-D Committee Co-Chairs
Yvonne Chan, Rachel Armstrong
•
School Administration
John McCullough, Cheryl Woods, David Birnie, Jon Bruneau,
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