DRAFT
Level 2
2014-2020 HTCSD Outcome Plan: Reading, Writing and Math Achievement
TITLE: Reading, Writing and Math Achievement
Primary Owner: Sarah Phipps
Secondary Owner: Lenni Zanidean
Which organization hoshin, sector hoshin or sector outcome does this project plan
support?
By June 2020, 80% of students will be at or above grade level in reading, writing and math.
Lead Unit/Branch:
Expert Advisor: Daphne Yates
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.]
1. Early Years:
A learning-rich early years environment is conducive for school readiness and success in
later schooling and life. EYE data indicates that nearly 30% of HTCSD students enter Grade
1 not fully ready to succeed in school.
2013 HTCSD Kindergarten Fall EYE-TA results:
% of Children Experiencing
% of Children Experiencing
Domain
Some Difficulty
Significant Difficulty
Awareness of Self and
3.2
.5
Environment
Social Skills and
18.9
3.2
Approaches to Learning
Cognitive Skills
19.5
3.2
Language and
15.1
.5
Communication
Physical Development –
13.0
2.2
Fine Motor
Physical Development –
7.6
n/a
Gross Motor
2. Reading:
Grade 3 reading is a major indicator of future learning success. February 2014 Reading
Benchmark Data indicates that:
Grade
% Below
% At
% Above
1
26
20
54
2
21
15
64
3
22
10
68
Grade 1: G Grade 2: L Grade 3: O
3. Writing:
Writing is an essential skill that supports reading, communication, thinking and success in
school and life. HTCSD does not have current data.
4. Math:
Achievement in Math provides students with strong knowledge foundation for future
learning and access to increasing numbers of careers.
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
Mathematics
Increase student Math Fluency with the
creation of a Math Mastery Chart with
accompanying assessments (Clear
expectation of mastery at each grade level)
Develop and Implement essential math
strategy instructional practices
Expand the use of Math Inquiry in math
programs
Reading
Increase the utilization of Reading
Benchmark analysis data to inform
instruction and be a part of a Balanced
Literacy program (Grades 1 to 3)
Deliverables
Lead
Start
Date
Completion Resources
Date
Required (Human
and Financial)
Assessments (Sept./
Nov./Feb./May or June?)
in grades K-8
Daphne Yates
Sept.
2015
June 2016
Instructional
Coaches in
Education
Edit SCMA to align to
Outcomes rather than
strategies
Daphne Yates
Sept.
2014
June 2016
Establish a Math
Catalyst Team
Funding for subs:
Math Catalyst
Team
2015
2016
Amanda Hassen
and the
Instructional
Coaches in
Education
Amanda Hassen
and the
Instructional
Coaches in
Education
Instructional
Coaches in
Education
Sept.
2014
June 2015
PD on error
analysis and
modeling
Consistency,
scheduling and
adoption
Sept
2015
June 2016
PD on error
analysis and
modeling
Consistency,
scheduling and
adoption
Amanda Hassen
and Suzie Berg
Sept.
2014
June 2015
Amanda Hassen
and Suzie Berg
Lack of time to
collaborate
Learning Team
Meetings(Classroom
teacher, SLP, Consultant,
Administrators, SSST, LLI,
ICE) following benchmarks
Learning Team Meetings
(Classroom teacher, SLP,
Consultant,
Administrators, SSST, LLI,
ICE) following benchmarks
Increase the utilization of Reading
Benchmark analysis data to inform
instruction and be a part of a Balanced
Literacy program (continuation and now
inclusion of Grade 4)
Better integration and implementation of
Language Arts resources: Phonics Lessons,
Letters, Words, and How They Work
(grades 1 & 2) by Fountas and Pinnell,
Nelson Literacy (grades 3 & 4), Scholastic
Literacy Place (grades 1, 2 & 3), Assessment
Rubric Kit (grade 1), Assessment Rubric
Binder (grade 2)
Reading support for Tier 3 (Grades 1 to 4) Creation of a Toolkit for
teachers to support Tier 3
readers from grades 1 to 4
Risk/Mitigation
Sept.
2015
DRAFT
Level 2
Kindergarten Math Goal: By June 2013 85% of Kindergarten students will be able to count
forward and backwards to 10 starting anywhere. The result was 83%.
HTCSD June Computations and Problem Solving Assessment Results:
Computations Problem Solving
Grade 2012 2013
2012
2013
4
66%
66%
80%
67%
5
66%
71%
77%
84%
6
71%
65%
81%
69%
7
71%
58%
70%
72%
8
60%
59%
70%
72%
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?]
Curriculum, Instruction and Assessment are currently regarded by many as discrete
processes instead of interdependent components in the learning process.
Prior to entering school, children need to participate in quality early learning experiences
including opportunities for play, appropriate social interactions, and exposure to literacy to
be fully ready for success in school.
2013 HTCSD Prekindergarten Spring EYE-DA results:
% of Children Experiencing % of Children Experiencing
Domain
Some Difficulty
Significant Difficulty
Awareness of Self and
20.8
6.4
Environment
Cognitive Skills
6.4
17.6
Language and
21.6
8.8
Communication
Physical Development
13.6
13.6
Teachers and administrators need additional professional learning in the areas of
instruction in and assessment of reading, writing, and mathematics, and in providing
interventions based on student assessments/student need.
School division capacity to support teachers and collaborative professional learning may
need to be reviewed.
Writing
Develop better understanding of the
Saskatchewan SPDU writing rubrics and
writing exemplars
Create a Writing Scope and Sequence
Use of Saskatchewan SPDU Instructional
writing rubrics, exemplars Coaches in
and clear “I Can”
Education
Statements.
Sept.
2015
June 2016
Teacher
professional
development and
implementation
support
Teachers not
following through
Share and educate
teachers on its
implementation
June
2015
June 2016
Teacher catalyst
team
Lack of time and
money to
collaborate
Teacher
Leads/Consultant
DRAFT
Level 2
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.]
5. Metrics (How will you know a change has been an improvement?) [Identify outcome and process
metrics that will indicate the project success and include balancing measures to ensure the project
doesn’t negatively affect other metrics. These should relate to the actions noted above in the
implementation plan. Identify measures that are anticipated to change monthly.]
6. Engagement (How is this plan informed by the lens of
Student First? How will children, parents, and stakeholders,
etc., be engaged in this work?) [Name any target groups
required for success.]
Students will be more successful and achieve higher levels of learning.
Process Metrics
Reading:
Division reading achievement will be captured three times a year using Fountas and Pinnell
Reading Benchmark Assessment System.
Teachers – instructional, assessment, and intervention
practices
Math 2013-14:
1. By June 2014 85% of Kindergarten students will be able to count forward and backwards to
10 starting anywhere.
2. Grades 4 to 7 Computations and Problem Solving Assessment.
3. Grade 8 VIN Assessment for transition to high school.
Board of Education & SCCs – opportunity to support the
process, parental information
1. Reading:
HTCSD has a well-defined and successful reading intervention and classroom support plan.
Results indicate the plan is in the maintenance mode.
2. Mathematics:
HTCSD teachers have begun to develop instructional strategies to enhance Math fluency.
The division is prepared to embark on a five year Mathematics Plan that can provide
common effective practices in mathematics instruction.
Principals – school instructional leaders for the school
Parents – tri-conferences and open houses