2014-15 Community Report for Sackville High School
Provincial Assessments
School (%)
Board (%)
2014-15
2014-15
Reading
74%
79%
Writing - Ideas
57%
72%
Writing - Organization
47%
65%
Writing - Language Use
51%
66%
Writing - Conventions
50%
65%
Mathematics
47%
69%
Mathematics At Work
31%
51%
Literacy Assessments
Grade 10 Provincial
Math Assessments
Grade 10 Provincial
The past five years at Sackville High School has seen a concentrated focus on the learning goals
related to (1)critical thinking and (2) problem-solving, as set out in our Continuous School
Improvement Plan. We believe that we made substantial strides in this area and this was
confirmed as we underwent our Board Review in September and were officially classified as an
improving school. Since then, as a whole, the staff has looked at what has worked well over the
last number of years and what we still need to focus on as we continue along our improvement
continuum.
While our math goal of problem solving was led by our Math department and our literacy goal of
critical thinking involved our entire school, recently in our professional development sessions we
have been looking at how to shift the school culture for both staff and students to further support
our students in their learning process while having teachers further reflect on their teaching
practices and styles. Our data from the Getting to Great surveys indicate that student interaction
with teaching staff still needs to improve so that they feel comfortable in the classroom setting at
all times to ask questions so that they can become more responsible for their own learning
success.
With the addition of the Grade 9s this year it became more important that teachers reflect on how
critical thinking and problem solving was applied in their practice. The time to learn took on a
different meaning as they became part of a high school schedule with longer class periods. As a
result we underwent a process where all teachers mapped out their teaching plan for the year and
deconstructed how they would present/teach each outcome in their subject area so that it would
be obtainable and masterable by each student. More emphasis was placed on PLC’s to ensure
that they were student focus driven and that teachers were exploring instructional strategies that
supported the development of the skills required by (1) the students to enhance their achievement
and (2) for teachers to improve on their teaching practice within a collegial and professional
setting.
As part of our instructional strategies and duty schedule we worked with teachers to find out
where we needed additional supports in the classroom and placed teachers in classrooms where
their expertise and support could best be utilized. In this way we were able to lessen the demand
on Resource and still provide the necessary supplementary support required by many students.
Many of the teachers preferred this type of duty as it allowed them to build relationships with
students in a very supportive environment. This was particularly useful for our Grade 9 teachers
who, although used to team teaching had the opportunity to work with teachers more familiar
with the extended classroom time and how to break it down into more manageable segments
beneficial to both them and the students.
Our success in integrating the Grade 9’s into the school by dispersing them throughout the
building and having them on the same timetable created a very positive school spirit. They
immersed themselves in the school going out to all school activities and getting involved from
Day 1. This inclusiveness and spirit led to a more congenial atmosphere in the building. As a
result, there was more interest and willingness by the staff to look at the potential benefits of
restorative approaches. We now have more “circle” discussions taking place in classes for both
academic purposes and to resolve social issues. Now students who were not participating in
group discussions have found a way to do so in a safe environment without feeling pressured to
do so. In many ways the “circles” have become PLCs for the students who can share their
thoughts and ideas in a number of ways.
As a CSI team we believe that school culture is another area that we need to focus on as we
move ahead with our improvement plan. Teachers and students need to communicate better to
truly understand the expectations that each have of the other. According to a survey of staff,
there needs to be clearer expectations for students (with their input), more opportunities for
PLCs, “invitations” to students to help them complete their assignments, more positive phone
calls home to parents, increased use of pop culture to engage students, personalized assessments,
more opportunities for students to showcase their work, and generally more relationship-building
events.
Teachers have noted an improvement in students’ responding to what we have been doing as a
school and we are pleased to be recognized by the Board as well. For us to continue to improve
in the areas of math and literacy whether it be through the specific goals of problem solving and
critical thinking we must look at the underlying culture of the school and ensure that it is one that
benefits what we are trying to do. By focusing more on the relationships that we have built with
students and learning how to maintain and develop new ones that include all students we will be
in a better position to see student improvement and success expand in all areas of student
endeavors.
Over the last few years there has been an increase in the number of students whose graduation
plan involves further education particularly at the community college and university level. More
students are leaving Sackville High with set goals of what they will do in the future. Our PLCs,
in both English and Math, will use the provincial assessment data as a guide to focus in on areas,
and strategies, to better inform teacher practice. New strategies are already in the works with our
Student Success Plan to incorporate school improvement goals throughout all subject areas. It is
obvious that improvement must take place that results in higher student achievement and as a
staff we are focused on putting the proper supports in place that will yield the desired results.
Graduation Rates
School Year
Rate
2014-2015
94%
Destination after High School
Rate
Community College
19%
University
44%
Other Education or Training
3%
Join Work Force
17%
Unknown
15%